Curriculum

Curriculum Intent Statement

At Northern Saints, our curriculum is carefully planned to ensure full coverage of the statutory programmes of study, as set out in the National Curriculum, The Statutory Framework for the Early Years and Development Matters.

The curriculum is planned around each subject discipline. We want our pupils to be prepared for the next phase of their education. We encourage them to think like scientists, historians, artists, theologians, to name but a few examples. We have, given great thought to the essential knowledge that we want our pupils to learn, to be educated citizens and live life in all its fullness.

The curriculum is planned coherently, to enable our pupils to build on their knowledge and understanding. Regular opportunities are created for pupils to revisit prior learning and to memorise and recall information. We measure pupil progress as knowing more, remembering more and being able to do more.

We will introduce pupils to the best that has been thought and said; engendering an appreciation of human creativity and achievement. That is why your child will learn about the likes of L. S. Lowry in Art and the impact on popular culture of the work of famous composers in music. They will learn about the lives of influential people in history, who have shaped our world throughout time.

We are proud of our distinctly Christian character and heritage. Our curriculum will ensure every child builds their knowledge and understanding of our five Northern Saints and the values they embody. This will be woven throughout our curriculum and enhanced by visits, including Durham Cathedral, Lindisfarne and Whitby and our own internationally significant local monasteries of Wearmouth and Jarrow.

English

Northern Saints Primary School - Music Icon

Phonics

Maths

Science

RE

History

Geography

Computing

Art & Design

Design Technology

PE

Music

MFL

PSHE

EYFS

English

Intent

At Northern Saints, we develop pupils’ ability to speak, read and write with fluency, master the mechanics of both reading and writing and develop a love and a true interest for English. This is so pupils can communicate their thoughts, ideas and emotions effectively. The learning of key skills in English are essential in order to access all curriculum areas. The curriculum is focussed on making English inspiring and exciting, engaging pupils with the joy and wonder of books and piquing their imagination and creativity.

Writing is strengthened by instilling a love for reading. Reading is prioritised with dedicated time to share a diverse reading spine and to learn essential skills for reading. Introduced in reception, the highly structured Sounds-Write synthetics phonics programme is a multi-sensory, incremental and code-oriented approach to the teaching of early reading and spelling. Books are assigned to promote the practice of current literacy skills and to improve confidence with reading fluency. From Year 2, Accelerated Reader provides a broad reading scheme used to track and challenge pupils. Reciprocal guided reading sessions provide a structured approach to improve comprehension skills through the teaching of key questioning, clarifying, summarising and predicting strategies. Embedding a culture of reading, provides opportunities to read both independently and aloud as well as allowing book talk and instilling a passion for storytelling, literature and vocabulary. Reading of quality literature is implicitly interwoven into our curriculum using key quality texts of varied genres and famous authors. This is enhanced by hosting multiple events, such as World Book Day and Shakespeare Week.

Fostering a habit of reading for pleasure in pupils by reading widely and voraciously, offers the opportunity to learn about and empathise with times, locations and cultures which contrast to the pupil’s own. Books are shared across the curriculum in school and at home. They offer the opportunity to hear voices and stories that represent pupil’s own lives and that capture, validate and enrich their own experiences. The new school library provides regular access to a wide genre of text and digital materials to support reading and enquiry learning. Whole school events offer support for families to improve reading and literacy skills and develop confidence around reading.

A sequence of high-quality, age-appropriate texts fosters pupils’ interest in the writing process to cultivate confident storytellers and early story writers. In reception, the Talk for Write approach builds pupil’s stamina using shared and guided teaching, developing the ability to independently write creatively with growing accuracy. From KS1, writing is inspired and enriched by opportunities to rehearse and internalise texts, motivating pupils to recreate or extemporise around the stories they have experienced. By modelling a varied and rich array of stories and language choices, the curriculum develops a narrative understanding and response that paves a way into writing. The curriculum is planned progressively to take pupils on a writing journey which builds their knowledge of writing for context and purpose, while developing their understanding and purpose of vocabulary and grammatical features. Acquiring an upward spiral of vocabulary in a language rich environment, spelling rules and patterns are explored and effective strategies for learning, remembering, understanding and applying are taught. Delivery of Letter-Join develops a neat, legible, speedy handwriting style using continuous cursive letters and promotes a sense of pride in presentation of writing.

	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Reception	Core text: Chicken Licken Big Book of Nursery Rhymes by Lucy Cousins Writing to entertain: Retell	Core text: Oi Dog by Kes Gray and Jim Field Shark in the park by Nick Sharratt Writing to entertain: retell and innovate	Core text: When I grow up – Tim Minchin’s Writing to inform: innovation of biography in first person	Core text: The Naughty Bus by Jan Oke Up,up,up Jack and the beanstalk by Ian Beck Writing to inform: instructions	Core text: Hooray for fish by Lucy Cousins Rainbow fish by Marcus Pfister Tiddler by Julia Donaldson Writing to inform: fact files	Core text: Norman the slug with the Silly Shell by Sue Hendra Duck in the truck by John Ramsden Three little pigs various editions Writing to entertain: innovation of narrative story Writing to inform: Re-count from trip to the farm
Year 1	Core text: I want my hat back by Jon Calasssen Writing to entertain: Narrative retell Core Text: Meercat Mail by Emily Gravatt Writing to entertain: postcard recounts	Core text: The Way back home by Oliver Jeffers Writing to entertain: Retell adventure story Core Animation: The Longest Journey ( Lit shed) Writing to entertain: Recount journey story	Core text: Beegu by Alexis Deacon Writing to entertain: Innovate a sequel	Core text: Bubbles animation Lit Shed Writing to entertain: Fantasy story Writing to inform: Information text on an important person, click here for famous writers- Charles Dickens, Anne Frank and William Shakespeare.	Core text: Yucky Worms by Vivian French Writing to inform: non-chron report Writing to Entertain: Mini beast poetry	Core Text: The Tiger Who Came to Tea by Judith Kerr Writing to entertain: Innovation Writing to inform: Instructional writing on planting and growing veg
Year 2	Core text: Supertato by Sue Hendra Writing to entertain: Superhero rescue story retell Core text: Traction man is here by Mini Grey Writing to entertain: Superhero rescue story innovation	Writing to inform Recount- journey story Core text: The Day the Crayons Quit by Oliver Jeffers Writing to entertain: letter writing Core Text: Mogs Christmas by Judith Kerr and link to writing stimulus Mogs Xmas Calamity Core Animation: Click here Writing to entertain: Innovated recount of events in animation	Core text: The Worst Princess by Anna Kemp Writing to entertain: Character descriptions Writing to inform: Recount- journey story	Core Text: Tell me a Dragon by Jackie Morris Writing to inform: Non-chronological report Core Text: How To Trap A Dragon Pie Corbett Writing to inform: Set of instructions	Core text: The lonely Beast by Chris Judge Writing to entertain: narrative retell	Core text: Where the forest meets the sea By Jeannie Baker Writing to entertain: Innovated narrative retell. Writing to inform: setting descriptions Poetry Study – Pie Corbett senses poetry
Year 3	Core text: Stone Age Boy by Satoshi Kitamura Writing to entertain: diary recounts Core Text: Elf Road by Pie Corbett Writing to entertain: innovated portal story	Core text: Stone Age Boy by Satoshi Kitamura Writing to entertain: diary recounts Core Text: Elf Road by Pie Corbett Writing to entertain: innovated portal story	Core text: After the fall by Dan Santat Writing to entertain: Character description exploring dynamic characters and their transformation Writing to entertain: Suspense writing	Core text: Rosie Revere the Engineer by Andrea Beaty Writing to inform: non-chron reports including diagrams, flow charts, extended captions, presentations on inventions Writing to Persuade: Writing about own invention ( Dragon’s Den performance)	Core text: Escape From Pompei by Christina Balit Writing to entertain: Narrative retell in first person Core Text: poetry unit The Best part of Me by Ewald Wendy – Writing to entertain: writing positive self image poems	Core text: The Iron Man by Ted Hughes Writing to entertain: Narrative setting and character descriptions Core Text: What a Waste by Jess French Writing to inform: report on how to be Eco friendly
Year 4	Core text: The Green ship by Quentin Blake Writing to entertain: setting description Writing to entertain: To write a chapter of an innovated adventure story	Core text: Arguments teacher/pupil choice Writing to inform: debates and balanced arguments Core Animation: Unwrap The Joy by Cadburys Writing to inform: newspaper reports including interviews.	Core text: I was there by Stuart Hill Writing to entertain: Diary writing Core Text: Ted Hughes poetry collection for children by Ted Hughes Writing to entertain: Poetry	Core Text: The dream giver lit shed, click here Writing to entertain: retell. Writing to entertain: Innovate narrative to explore their own dreams	Core text: The Time slip scarab by Pie Corbett Also link to Tadeo Jones Lit shed animation Writing to entertain: Time slip story using Egyptian/ another historical setting	Core Text: There’s a Werewolf in my Tent! by Pamela Buchart Writing to entertain: Suspense stories
Year 5	Core Text: Visual literacy – Neil Armstrong videos and How the Earth was made. Teacher Model Text Writing to inform: Biography of Neil Armstrong’s life. Writing to inform: Newspaper report Significant event	Core Text: Harry Potter and the Philosophers Stone – JK Rowling Writing to entertain : Suspense writing retelling dramatic episodes Core Animation Kevin the Carrot : Writing to entertain : narrative retell of section of animation	Core Text: Tales of Greek Heroes –by Roger Lancelyn Green Writing to inform: retelling a greek tale in style of author Core Text: The Viewer by Gary Crewe Writing to entertain: portal story	Core Text: Inspirational people ( BLM) Writing to inform: Biographies of Civil Rights Leaders	Core Animation: Titanium Writing to entertain: Newspaper reports Writing to entertain: Retelling episodes with a focus on different viewpoints	Core text: The Great Kapok Tree by Lynne Cherry and Greta and The Giants by Zoe Tucker Writing to inform: persuasive speech Writing to inform: Persuasive letters
Year 6	Core text: The Giants Necklace by Michael Morpurgo Writing to entertain: Diary entries and setting descriptions	Core Text: Long Walk to Freedom; Nelson Mandela story by Chris Van Wyk and Nelson Mandela Writing to inform: Biographies of Civil rights Leaders Xmas Unit: Coming Home by Michael Morpurgo and see Lit shed link click here Writing to entertain: poetry- character and setting descriptions using figurative language	Core text: Letters from the Lighthouse by Emma Caroll Writing to entertain: letters to convey characterisation through description and dialogue Writing to inform: Discussion- Should children have been evacuated during the war? Balanced Argument Core Text: A Veteran Never Forgets Writing to entertain: flashback narrative	Core text: Room 13 by Robert Westall Core Text: Room 13 by Robert Westall Writing to entertain: Recounts of events with characterisation through description and dialogue and suspense narratives Additional Core Texts: One Scary Night in Whitby The Manor House Spooked Francis ( animation)	Core texts: Ice Trap Shackleton’s Incredible Expedition by Meredith Hooper Shackleton’s Journey by William Grill (CLPE unit) Writing to persuade: persuasive advert Writing to entertain: diary recounts	Core text: poetry The Sea by James Reeves Writing to entertain: Poetry Collection for Children by Ted Hughes themed around the sea Writing to entertain: Narrative poems collection

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Reception

Core text:
Chicken Licken

Big Book of Nursery Rhymes by Lucy Cousins

Writing to entertain:
Retell

Core text:
Oi Dog by Kes Gray and Jim Field

Shark in the park by Nick Sharratt

Writing to entertain:
retell and innovate

Core text:
When I grow up – Tim Minchin’s

Writing to inform:

innovation of biography in first person

Core text:
The Naughty Bus by Jan Oke
Up,up,up
Jack and the beanstalk by
Ian Beck

Writing to inform:

instructions

Core text:
Hooray for fish by Lucy Cousins
Rainbow fish by Marcus Pfister
Tiddler by Julia Donaldson

Writing to inform:

fact files

Core text:
Norman the slug with the Silly Shell by Sue Hendra

Duck in the truck by John Ramsden

Three little pigs various editions

Writing to entertain: innovation of narrative story

Writing to inform: Re-count from trip to the farm

Year 1

Core text:
I want my hat back by Jon Calasssen

Writing to entertain:
Narrative retell

Core Text:
Meercat Mail by Emily Gravatt
Writing to entertain:
postcard recounts

Core text:
The Way back home by Oliver Jeffers

Writing to entertain:
Retell adventure story

Core Animation:
The Longest Journey ( Lit shed)

Writing to entertain:
Recount journey story

Core text: Beegu by Alexis Deacon

Writing to entertain:
Innovate a sequel

Core text:
Bubbles animation Lit Shed

Writing to entertain:
Fantasy story

Writing to inform:
Information text on an important person, click here for famous writers- Charles Dickens, Anne Frank and William Shakespeare.

Core text:
Yucky Worms by Vivian French

Writing to inform:
non-chron report

Writing to Entertain:
Mini beast poetry

Core Text:
The Tiger Who Came to Tea by Judith Kerr

Writing to entertain:
Innovation

Writing to inform:
Instructional writing on planting and growing veg

Year 2

Core text: Supertato by Sue Hendra

Writing to entertain: Superhero rescue story retell

Core text: Traction man is here by Mini Grey

Writing to entertain: Superhero rescue story innovation

Writing to inform
Recount- journey story

Core text:
The Day the Crayons Quit by Oliver Jeffers

Writing to entertain:
letter writing

Core Text:
Mogs Christmas by Judith Kerr and link to writing stimulus
Mogs Xmas Calamity

Core Animation:
Click here

Writing to entertain:
Innovated recount of events in animation

Core text:
The Worst Princess by Anna Kemp

Writing to entertain:
Character descriptions

Writing to inform:
Recount- journey story

Core Text:
Tell me a Dragon by Jackie Morris

Writing to inform:
Non-chronological report

Core Text:
How To Trap A Dragon Pie Corbett

Writing to inform:
Set of instructions

Core text:
The lonely Beast by Chris Judge

Writing to entertain:
narrative retell

Core text:
Where the forest meets the sea By Jeannie Baker

Writing to entertain:
Innovated narrative retell.

Writing to inform:
setting descriptions

Poetry Study – Pie Corbett senses poetry

Year 3

Core text:
Stone Age Boy by Satoshi Kitamura

Writing to entertain:
diary recounts

Core Text:
Elf Road by Pie Corbett

Writing to entertain: innovated portal story

Core text:
Stone Age Boy by Satoshi Kitamura

Writing to entertain:
diary recounts

Core Text:
Elf Road by Pie Corbett

Writing to entertain:
innovated portal story

Core text:
After the fall by Dan Santat

Writing to entertain:
Character description exploring dynamic characters and their transformation

Writing to entertain:
Suspense writing

Core text:
Rosie Revere the Engineer by Andrea Beaty

Writing to inform:
non-chron reports including diagrams, flow charts, extended captions, presentations on inventions

Writing to Persuade:
Writing about own invention ( Dragon’s Den performance)

Core text:
Escape From Pompei by Christina Balit

Writing to entertain:
Narrative retell in first person

Core Text:
poetry unit
The Best part of Me by Ewald Wendy –

Writing to entertain:
writing positive self image poems

Core text:
The Iron Man by Ted Hughes

Writing to entertain:
Narrative setting and character descriptions

Core Text:
What a Waste by Jess French

Writing to inform: report on how to be Eco friendly

Year 4

Core text:
The Green ship by Quentin Blake

Writing to entertain:
setting description

Writing to entertain:
To write a chapter of an innovated adventure story

Core text:
Arguments teacher/pupil choice

Writing to inform:
debates and balanced arguments

Core Animation:
Unwrap The Joy by Cadburys

Writing to inform:
newspaper reports including interviews.

Core text:
I was there by Stuart Hill

Writing to entertain:
Diary writing

Core Text:
Ted Hughes poetry collection for children by Ted Hughes

Writing to entertain:
Poetry

Core Text:
The dream giver lit shed, click here

Writing to entertain:
retell.

Writing to entertain:
Innovate narrative to explore their own dreams

Core text:
The Time slip scarab by Pie Corbett

Also link to Tadeo Jones Lit shed animation

Writing to entertain:
Time slip story using Egyptian/ another historical setting

Core Text:
There’s a Werewolf in my Tent! by Pamela Buchart

Writing to entertain:
Suspense stories

Year 5

Core Text:
Visual literacy – Neil Armstrong videos and How the Earth was made.

Teacher Model Text

Writing to inform:
Biography of Neil Armstrong’s life.

Writing to inform:
Newspaper report Significant event

Core Text:
Harry Potter and the Philosophers Stone – JK Rowling

Writing to entertain :
Suspense writing retelling dramatic episodes

Core Animation
Kevin the Carrot :

Writing to entertain :
narrative retell of section of animation

Core Text:
Tales of Greek Heroes –by Roger Lancelyn Green

Writing to inform:
retelling a greek tale in style of author

Core Text:
The Viewer by Gary Crewe

Writing to entertain:
portal story

Core Text:
Inspirational people ( BLM)

Writing to inform:
Biographies of Civil Rights Leaders

Core Animation:
Titanium

Writing to entertain:
Newspaper reports

Writing to entertain:
Retelling episodes with a focus on different viewpoints

Core text:
The Great Kapok Tree by Lynne Cherry and Greta and The Giants by Zoe Tucker

Writing to inform:
persuasive speech

Writing to inform:
Persuasive letters

Year 6

Core text:
The Giants Necklace by Michael Morpurgo

Writing to entertain:
Diary entries and setting descriptions

Core Text:
Long Walk to Freedom; Nelson Mandela story by Chris Van Wyk and Nelson Mandela

Writing to inform:
Biographies of Civil rights Leaders

Xmas Unit:
Coming Home by Michael Morpurgo and see Lit shed link click here

Writing to entertain:
poetry- character and setting descriptions using figurative language

Core text:
Letters from the Lighthouse by Emma Caroll

Writing to entertain:
letters to convey characterisation through description and dialogue

Writing to inform:
Discussion- Should children have been evacuated during the war? Balanced Argument

Core Text:
A Veteran Never Forgets
Writing to entertain: flashback narrative

Core text:
Room 13 by Robert Westall Core Text: Room 13 by Robert Westall

Writing to entertain:
Recounts of events with characterisation through description and dialogue and suspense narratives

Additional Core Texts:

One Scary Night in Whitby
The Manor House
Spooked
Francis ( animation)

Core texts:
Ice Trap Shackleton’s Incredible Expedition by Meredith Hooper

Shackleton’s Journey by William Grill (CLPE unit)

Writing to persuade:
persuasive advert

Writing to entertain:
diary recounts

Core text:
poetry The Sea by James Reeves

Writing to entertain:
Poetry Collection for Children by Ted Hughes themed around the sea

Writing to entertain:
Narrative poems collection

Science

Intent

At Northern Saints, we recognise the importance of Science in daily life. For example, children will discover how our bodies work and apply this knowledge to keeping ourselves healthy and making good choices. Scientific learning will encompass expanding the children’s knowledge and understanding of the world, and the development of skills associated with Science as a process of enquiry. It is our intention to develop the natural curiosity of every child, to give them the courage to investigate new concepts and encourage respect for living organisms and the physical environment developing a passion to pursue Science roles in years to come.

Through Science, our children will study and examine the world around them. They will explore and observe what is happening in the local environment. They will notice and identify real life problems, in which to apply their learning, thinking like Scientists. Children will discover answers independently by making predictions and testing their theories. Children will practice measuring, counting, and comparing to develop their analytical thinking skills. They will consider and conclude new things they have learned. By analysing data and findings, children will develop their higher-level thinking skills. By observing, questioning, predicting, experimenting and concluding, children will apply their understanding and learning as Scientists to solve real life problems.

Children will study significant scientists such as Jane Goodall, Isaac Newton and Carl Linnaeus. They will learn about key scientific events, for example the Moon Landing, the development of vaccines and the invention of the telephone. This is to inspire them to develop a passion and enjoyment of scientific learning and discovery, which they pursue in future years to come.

	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Year 1	Animals including Humans Seasonal changes applicable to the season	Seasonal changes Seasonal changes applicable to the season	Everyday materials	Seasonal changes applicable to the season	Plants	Seasonal changes applicable to the season
Year 2	Animals including humans	Living things and their habitats	Uses of everyday materials	Uses of everyday materials application of skills	Plants
Year 3	Rocks	Plants	Animals including Humans	Forces and magnets	Light
Year 4	States of matter	Living things and their habitats	Animals including Humans	Electricty	Sound
Year 5	Earth and Space	Properties and changes in materials	Forces	All living things and their habitats	Animals including humans
Year 6	Animals including humans	Light	Evolution	Inheritance	Electricity	Living things and their habitats

Mathematics

Intent

Mathematics is an essential creative discipline that helps us to understand and change the world. We want all pupils at Northern Saints CE Primary School, to not only have a clear understanding but also to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity and an inquisitive mind about this subject. This is captured in the words by famous Mathematician, Georg Cantor, who said: “In mathematics the art of proposing a question must be held of higher value than solving it.” It is therefore our belief that all children can achieve in mathematics. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated problems and encourage our children to question the world around them.

At Northern Saints, fluency, reasoning and problem solving are embedded within daily mathematics lessons and are developed consistently overtime through our spiral based mastery curriculum. Recognising that children can find maths difficult, due to it being abstract, our curriculum is also delivered through a highly engaging Concrete, Pictorial, Abstract approach (CPA). CPA methodology builds on children’s existing knowledge, by introducing abstract concepts in a concrete and tangible way. It involves moving from concrete materials, to pictorial representations, to abstract symbols and problems. This develops a deep and sustainable understanding of maths in pupils.

We are committed to ensuring that children can recognise the importance of mathematics in the wider world and that they are able to use their mathematical skills and knowledge confidently, in their lives, in a range of different contexts. We want all children to enjoy mathematics and to experience success in the subject, with the ability to reason mathematically and solve increasingly complex problems. We strive to develop children’s curiosity about the subject, as well as an appreciation of the allure and charm of mathematics and its supremacy within an increasingly digital society.

Our approach to daily Maths is outlined below:

We use Andrell Education (Big Maths) resources to develop fluency and strengthen memory recall within a range of mathematic domains. This is a 15 to 20-minute session that happens daily and is additional to the daily maths lesson.

The use of ‘Flashback four’ is embedded across the school from Y1- Y6. Flashback four is additional to the daily maths lesson and happens at the start of every Maths No Problem! lesson. Its purpose is to develop fluency and strengthen memory recall within specific RTP and/or other key domains, through continued practice and recall opportunities. The questions are based on formative assessment i.e. linked directly to each classes’ individual needs. This task is ‘low stakes’ therefore pupils understand that this is about developing strength of memory, therefore marking/feedback is carried out by the pupils themselves and discussions based on what can and cannot be remembered. If pupils are struggling to remember key facts/procedures, knowledge etc. then the same ‘question’ is repeated for subsequent Flashback fours until pupils have a strong memory recall.

We have a consistent approach from Y1 to Y6 for the daily teaching of Mathematics through ‘The Maths No Problem!’ Scheme. Using a tried-and-tested spiral methodology, topics build on one another to help learners develop mathematical fluency. Content is covered in an age-appropriate order and revisited to close conceptual gaps and enrich every learner’s experience.

White Rose Hub, Premium Resources, NCETM and NRICH are used by teachers to supplement our mastery curriculum. These resources are selected by teachers to ensure ‘depth of learning’ and appropriate challenge for all pupils.

Autumn 1

Autumn 2

Spring 1

Spring 2

Winter 1

Winter 2

Year 1

Number and Place Value: Numbers to 10

Calculations: Addition
and Subtraction

Geometry – Position
and Direction: Positions

Number and Place Value: Numbers to 20

Calculations: Addition and Subtraction within 20

NFER Assessment and Review

Calculations: Addition and Subtraction within 20

Geometry – Properties of Shape: Shapes and Patterns

Measurement: Length
and Height

Number and Place Value:
Numbers to 40

Calculations: Addition
and Subtraction

Calculations: Multiplication

NFER Assessment and Review

Calculations: Multiplication

Calculations: Division

Fractions: Fractions

Number and Place Value:
Numbers to 100

Measurement: Time

Measurement: Money

Measurement: Volume and Capacity

Measurement: Mass

Geometry – Position and Direction: Space

NFER Assessment and Review

Review and Revise Number and Place Value Numbers to 10

Year 2

Number and Place Value:
Numbers to 100

Calculations: Addition
and Subtraction

Calculations: Multiplication
of 2, 5 and 10

Calculations: Multiplication
and Division of 2, 5 and 10

Measurement: Length

Measurement: Mass

Measurement: Temperature

NFER Assessment and Review

Statistics: Picture Graphs

Calculations: More Word Problems

Measurement: Money

Mid-Year Review and Revision

Geometry – Properties
of Shapes: 2-D Shapes

Geometry – Properties of Shapes: 3-D Shapes

Fractions: Fractions

NFER Assessment and Review

Measurement: Time

Measurement: Volume

SATs

Calculations: Addition
and Subtraction

NFER Assessment and Review

Review and Revisit – Number and Place Value Number to 100

Year 3

Number and Place Value:
Numbers to 1000

Calculations: Addition
and Subtraction

Calculations: Multiplication
and Division

Calculations: Further
Multiplication and Division

NFER Assessment and Review

Measurement: Length

Measurement: Mass

Measurement: Volume

Measurement: Money

Measurement: Time

NFER Assessment and Review

Statistics: Picture and Bar Graphs

Fractions, Decimals and
Percentages: Fractions

Geometry – Properties of Shapes:
Angles

Measurement:
Perimeter of Figures

NFER Assessment and Review

Review and Revise Place Value: Numbers to 1000

Year 4

Number and Place Value:
Numbers to 10 000

Calculations: Addition and Subtraction within 10 000

Calculations: Multiplication and Division

Calculations: Further Multiplication and Division

NFER Assessment and Review

Calculations: Further Multiplication and Division

Statistics: Graphs

Fractions, Decimals and Percentages: Fractions

Fractions, Decimals
and Percentages: Decimals

Measurement: Time

NFER Assessment and Review

Measurement: Money

Measurement: Mass, Volume and Length

Measurement: Area of Figures

Geometry – Properties of
Shapes: Geometry

Geometry – Position and Direction: Position and Movement

NFER Assessment and Review

Number and Place Value: Roman Numerals and revision of numbers to 10,000

Year 5

Number and Place Value:
Numbers to 1 000 000

Calculations: Addition and Subtraction

Calculations: Multiplication and Division

Calculations: Word Problems

NFER Assessment and Review

Fractions, Decimals and Percentages: Fractions

Fractions, Decimals and Percentages: Decimals

Fractions, Decimals and Percentages: Percentage

Geometry –
Properties of Shapes: Geometry

NFER Assessment and Review

Geometry – Position and Direction: Position and Movement

Measurement: Measurements

Measurement: Area and Perimeter

Measurement: Volume

Number and Place Value: Roman Numerals and revision of numbers to 1,000,000

NFER Assessment and Review

Year 6

Number and Place Value: Numbers to 10,000,000

Calculations: Addition, Subtraction,

Calculations: Multiplication and Division

Fractions

NFER Assessment and Review

Number: Decimals

Number Percentages

Number: Ratio and Proportion

Number: Algebra

Measurement: Area and Perimeter

Measurement: Converting Units

Geometry: Position and direction

Property of Shapes

NFER Assessment and Review

Statistics

Revision

SATS

Problem solving

Investigations

Revision and Review of Year Six Mathematics Curriculum in Preparation for Year 7 Mathematics Curriculum.

Geography

Intent

In Geography, the curriculum is designed to inspire pupils with a curiosity and fascination about the evolving world, that will remain with them for the rest of their lives. The curriculum provides children with a rich knowledge about people, places and the human and physical environments around them. The teaching of Geography in school starts in the Early Years, where children are provided with the chance to interact with their environment, and how it influences them. From Year 1, pupils learn about their locality (street, school, home city). Knowledge then extends to other areas of the country, building up to other parts of the world.

At Northern Saints, pupils learn to think and work like geographers, through becoming competent in using their geographical knowledge and skills. For example, map drawing, geographical writing, analysing numerical data and taking part in geographical discussions and debates.

The curriculum enables pupils to understand how they can help to sustain and have an impact upon environmental issues such as: plastic pollution, global warming and endangered species. David Attenborough stated, “Surely, we have a responsibility to care for our planet. The future of humanity and indeed all life on earth, now depends on us.” Children need a deep understanding of how to protect our eco system and planet and show respect on a global scale.

The curriculum is distinctive to our school and our five Northern Saints. For example, a fieldwork exercise that spans 12 miles between St Paul’s in Jarrow, to St Peter’s in Sunderland, in which pupils learn about different geographical features such as terrain, physical and human features and map work. Pupils follow in the footsteps of St Bede himself in a journey he will have travelled numerous times as a young boy.

	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Year 1		Local Environment (My street, my school, my area)		My City Sunderland		Weather & Seasons
Year 2		My Capital City (London)	United Kingdom (Short Unit)	A Geographical comparison study: Durham vs Shanghai	Continents & Oceans (Short unit – linked to Christopher Colombus)
Year 3		Rivers in the UK		A geographical study (St Paul’s Jarrow to St Peter’s Sunderland) St Bede’s Way (Short Unit)	The Expansion of the Roman Empire: Settlements (human features) and Land use (physical features)	Map reading (Orienteering) (Short Unit)
Year 4		British Coastlines (Whitby – St Hilda) (Short unit)	Spanish Tourism: Physical and Human Features (Short Unit)	Deserts and their ecosystems		A geographical study: Artic climates and endangered species.
Year 5	Natural Disasters	Mountin Ranges (Short Unit)		Rainforests and their Environmental Issues		The Island of Lindisfarne (St Aiden – Short Unit)
Year 6	Southern Mexico and Northern Central America (linked to the Mayan civilisation) (Short Unit)		a geographical study of WWII Battlefields		Time Zones (short unit)	The Voyage of the Beagle and the discovery of the Galapagos Islands.

Art

Intent

Art and Design can engender an appreciation of human creativity and ignite innovation. The Art curriculum introduces pupils to a wide range of incredible art and artists. From local artists such as Norman Cornish, or great British artists such as Banksy, to the finest of international art, pupils develop technical knowledge of styles and vocabulary used. Pupils develop an understanding of how art shapes and enhances societies.

Alongside an appreciation of public art, the curriculum provides a wealth of opportunities for pupils to explore and develop their own artistic knowledge and skills. From pencil drawing to digital art, painting to printing, the curriculum has been carefully crafted to provide pupils with the opportunity to master a progression of skills, building expertise year on year. For example, beginning in EYFS, pupils begin their drawing education by investigating lines and patterns. Then, as pupils move to Year 1, they add a wider range of patterning techniques to their drawing repertoire, which are then used to create tone and shade in Yr. 2. This forms the foundation of an awareness of dimension, which is introduced and explored in Year 3. As pupils move into Year 4, mixed media is added and blended with an awareness of perspective in Year 5. In Year 6, pupils create a mixed media piece with a single 3-D focal point, using tonal contrast. This carefully planned progression of skills enables pupils to be working in a continuously upward spiral of mastery within their current proficiency levels.

The final strand of our Art curriculum is guided by the words of Matisse, `creativity takes courage`. At Northern Saints, pupils are encouraged to take risks with their own designs, to innovate, to think critically and to explore their own unique creativity; In short, to think, act and create like true artists.

	Autumn 1	Spring 1	Summer 1
Year 1	The Shape of Things Sculpture (Artist in focus – Andy Galsworthy)	The Colour of Me Drawing and painting (Artist in focus – Paul Klee)	The Dot Painting (Artist in focus – Wassily Kandinsky)
Year 2	Incredible Architecture Sculpture (Artist in focus – Antoni Gaudi)	Famous Faces Drawing & Painting (Artist in focus – Pablo Picasso)	Faraway lands Painting (Artist in focus – Katsushika Hokusai)
Year 3	Who were the first artists? Painting & drawing (Early Cave Art) Links with History topic	Matchstick Men Drawing (Artist in focus – LS Lowry)	Potty Potters & Mad Makers Sculpture (Artist in focus – Grayson Perry) Links with History topic – The Roman Empire in Britain
Year 4	St Cuthbert`s Cross Sculpture & Drawing (Anglo Saxon art) Links with History topic – Anglo Saxons	Modern Nature Painting (Artist in focus – Georgia O`Keeffe)	Walk like an Egyptian Multi-media (Ancient Egyptian Art) Links with History topic – Egyptians
Year 5	In a galaxy far, far away… Painting & Drawing (Artist in focus – Peter Thorpe) Links with History topic – The History of Space Travel	Gods and Monsters Drawing & Digital Art (Artists in focus – David Giliver and Antony Gormley)	Prints and Patterns Multi-Media (Artist in focus – William Morris) Links with History topic – The history of Sunderland and the Victorian era
Year 6	The Ancient Maya Sculpture Maya Art Links with History topic – The Mayan Civilisation	Every picture tells a story Digital art & painting (Artist in focus – Banksy)	Northern Life Drawing & Painting (Artist in focus – Norman Cornish)

Design Technology

Intent

At Northern Saints we encourage our pupils to develop investigation and exploration skills, embedding learning from all areas of the curriculum, our community and our heritage. The curriculum is designed to provide opportunities for pupils to explore existing products and gain technical knowledge from famous engineers, designers and inventors. For example, the famous inventor Joseph Swan (1828-1914, Inventor of the first incandescent light bulb) who was born in Bishop Wearmouth, Sunderland and attended Hylton Castle Boarding School. As Joseph Swan, we want to encourage children to foster, ‘A desire to improve the world around them’.

The curriculum has a sharp environmental dimension. Pupils use recycled materials wherever possible. For example, in Key Stage 1 pupils make bird feeders and Lacewing shelters using plastic bottles and recycled paper. In Year 4, pupils learn how to make hedgehog houses using plarn (yarn made from plastic bags) and other recycled materials. In Year 5 pupils use their imagination, creativity and technical knowledge to design mini beasts (ants, ladybirds, grasshoppers and butterflies) using plastic bottles.

The curriculum is flexible and can be adapted to maximise local opportunities and events. For example; pupils made models of local bridges during the construction of New Wear Bridge. They worked with architects to help design the regeneration of Hylton Castle.

The curriculum is strengthened by strong links with local engineering and manufacturing companies. Participation in competitions is encouraged. For example, the Little Inventors Pioneers Competition, organised by local Inventor Dominic Wilcox. In which, pupils designed an invention that uses renewable energy. Pupils participate in the Primary Engineers Programme, which actively promotes careers in engineering, in collaboration with Unipress, Nissan, and Liehberr.

Regular STEAM events are threaded throughout the curriculum. For example, coding, green screen, stop motion animation and virtual reality headsets with Graham Bowman. Science experiments, for example, ‘Screaming Jelly Babies’ with scientist Mike Fletcher. Working with local artists; Paul Carney and Paul Merrick and dance workshops to improve health and well -being with Dance North East and Castleview. Pupils also have opportunities to experience welding with Liebherr and virtual welding and work board with Unipres, all of which help to deliver vital life skills and possible career choices

	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Year 1	Make a vehicle using wheels and axles History link			Building Structures How to strengthen them. My Town Sunderland Geography link		Food Technology
Year 2	Bridges Isambard Kingdom Brunel Inspirational People History link		Recycled Materials to make garden habitats (Bird feeders/ Lacewing shelters) Science link		Light Making a periscope Science Link	Food Technology
Year 3	Food Technology Stone Age bread History link		Hylton Castle Building Structures- using different materials to strengthen History link		Making a Torch Joseph Swan (Light Bulb) Science link
Year 4	Food Technology Anglo-Saxon Root Vegetable Soup History link		Living Things and their Habitats Science link
Year 5	Archimedes – Mathematician, Engineer and Inventor -Levers and pulleys Ancient Greeks History/Science links		Cogs and Gears – Moon Buggies Space History/Science links		Victorian Inventions William Armstrong (Hydraulic Crane) Sunderland and Victorians History / Science links
Year 6	Insects and Habitats – To design functional produces, fit for purpose Science links		Food Technology WW2 Recipes History link		Cams and Hydraulics Year 6 STEAM Project

PE

Intent

At Northern Saints, the PE curriculum is designed to develop pupils who are passionate, engaged and enthusiastic about sport. Pupils are given the opportunity to participate in a wide variety of activities covering invasion, racket, striking and fielding, aesthetics and athletics. The curriculum extends beyond traditional sports to encompass the benefits that an active lifestyle can have for an individual. This is to promote the enjoyment of sport and develop positive attitudes and habits for fitness in later life.

The curriculum enables pupils to cooperate and collaborate with others, as part of a team. Pupils develop transferable life skills such as leadership. They learn about our school values of respect, compassion, wisdom and courage, through sport. Pupils are taught to be aspirational and ambitious in their outlook. This is exemplified by the study of local and national sports stars: Jordan Henderson, Jordan Pickford, John Robertson, Jill Scott, Amy Tinkler, Steph Houghton and Tony Jeffries who have all been successful in their sporting careers. Their achievements span from captaining England, winning an Olympic medal, representing their country at a major sporting event and winning the Champions League.

Pupils take an active role in the development and delivery of the PE curriculum. For example, the after-school programme is tailored to pupil interest to increase the level of participation. The School Sports Crew develops leadership skills, as pupils are given additional responsibilities within after school clubs and other school events. PE specialists and coaches within school are raising the level of pupil performance in competitive school events. Participation in competitions and festivals is high. The curriculum is adapted to ensure pupils are prepared with appropriate knowledge and skills for these events. Prior learning is revisited, and skills extended.

Northern Saints has strong links with outside agencies to enhance sporting opportunities and develop community cohesion. Pupils develop a sound understanding of different sports, their origins, including British and world-wide sporting role models.

	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Year 1 Local- Jordan Henderson National-Cristiano Ronaldo	Run, throw and jump Unit 1	Dance Unit 1	Gymnastic Unit 1	Attack, Defence and Shoot Unit 1	Hit, Catchm Run Unit 1	Send and return Unit 1
Year 2 Local- Gill Scott National- Megan Rapinoe	Run, throw and jump Unit 2	Dance Unit 2	Gymnastic Unit 2	Attack, Defence and Shoot Unit 2	Hit, Catchm Run Unit 2	Send and return Unit 2
Year 3 Local- Ben Stokes National-Virat Kohli	Multi Skills/OAA Handball	Hockey Badminton	Dance Unit 1 Gymnastics	Cricket Rugby	Athletics Netball	Tennis Rounders
Year 4 Local- Amy Tinkler National- Nastia Liukin	Multi Skills/OAA Handball	Hockey Badminton	Dance Unit 1 Gymnastics	Cricket Rugby	Athletics Netball	Tennis Rounders
Year 5 Local- Tony Jefferies National-Mani Pacquiao	Multi Skills/OAA Dance & Cricket (1 6 week coaching block Castle View) Handball	Netball Dance & Cricket (1 6 week coaching block Castle View) Gymnastic	Tag Rugby Dance & Cricket (1 6 week coaching block Castle View) Tennis	Hockey Football	Athletics Football	Rounders Football
Year 6 Local- Stephen Miller National-	Multi Skills/OAA Handball	Netball Football	Tag Rugby Gymnastics	Hockey Dance	Athletics Cricket	Rounders Tennis

Computing

Intent

The Computing curriculum at Northern Saints is designed to enable pupils to embrace and utilise new technologies through the application of essential knowledge, principles and concepts. “Whether you want to uncover the secrets of the universe, or you want to pursue a career in the 21st century, basic computer programming is an essential skill to learn.” Stephen Hawking Theoretical Physicist, Cosmologist and Author. Pupils must be equipped to operate in a rapidly changing workplace to be prepared for the career opportunities that will be open to them.

The curriculum focuses on a progression of and accumulation of skills in digital literacy, computer science, information technology. For example, in programming, children progress from writing a simple algorithm to make a jam sandwich, to programming a robot to draw simple shapes. This further develops into shapes with right angles, onto debugging algorithms and through to control simulations of real-life systems. Finally, pupils use programming language and flowcharts for a lighthouse in Year 6

Online safety is embedded throughout the curriculum to ensure that pupils become competent in respectfully and safely using technology as digital citizens. Children begin by learning how to use technology safely in EYFS, through traditional tales. In Key Stage 1, they create online safety posters, to use technology responsibly, recognising acceptable/unacceptable behaviour. In Key Stage 2, pupils know a range of ways to report concerns, through cyberbullying drama workshops.

Computing skills are taught explicitly at Northern Saints and every pupil receives a weekly dedicated computing lesson. It is our intention that pupils become autonomous, independent users of computing technologies, and gain confidence, creativity and enjoyment from their learning. Pupils also have the opportunity to communicate ideas by utilising appliances and devices throughout other aspects of the curriculum.

	Autumn 1	Autumn 2	Spring 1	Spring 2	Winter 1	Winter 2
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6

Music

Intent

Music is a language not of words, but of emotion. Music imprints itself on the brain deeper than any other human experience. Music education can spark a child’s imagination and inspire a lifetime of passion. At Northern Saints Primary School, we develop our children’s ability to sing in tune, both solo and ensemble. Children learn about the structure and organisation of music. Children listen to and appreciate different forms of music and consider its emotional effect.

Children learn about the most influential musicians, composers and songwriters throughout the ages and how they defined eras and influenced modern culture. Artists such as the child prodigy Mozart; the deaf composer Beethoven and The Beatles and how they conquered the world with their music.

Children develop descriptive skills in music lessons to learn how music can represent feelings and emotions. They learn the disciplined skills of recognising pulse and pitch. Children work with others to compose music and perform for an audience.

These key musical skills will enable children to be part of the creative industries of the future. The curriculum is designed so that all pupils can confidently perform either singing or skilfully playing an instrument, solo or as part of a group. Children will compose and create songs with verses and chorus and create rhythmic patterns and an awareness of timbre and duration. Digital technology may be used to compose, edit and refine pieces of music. Opportunities are designed for pupils to transcribe and use standard musical notation and read and create notes on the musical stave. Pupils describe music, using a wide range of musical vocabulary to accurately describe and appraise.

The curriculum is complemented by the music scheme Charanga which scaffolds learning opportunities in key stage 1 and key stage 2. The curriculum is enriched through an extensive menu of music based after school clubs, performances and musical events.

	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Reception	Charanga ME!	Charanga MY STORIES	Charanga EVERYONE	Charanga OUR WORLD	Charanga BIG BEAR FUNK	Charanga REFLECT, REWIND and REFLECT
Year 1	Charanga HEY YOU!	Charanga RHYTHM IN THE WAY WE WALK / BANANA RAP	Charanga IN THE GROOVE	Charanga ROUND AND ROUND	Charanga YOUR IMAGINATION	Modern Period: Composer Study GUSTAV HOLST & GEORGE GERSHWIN
Year 2	Charanga HANDS, FEET, HEART	Charanga HO HO HO	Charanga I WANNA PLAY IN A BAND (Notation)	Charanga ZOOTIME	Charanga FRIENDSHIP SONG	Impressionist Period: Composer Study CLAUDE DEBUSSY
Year 3	Charanga LET YOUR SPIRIT FLY	Charanga GLOCKENSPIEL 1 (Notation)	Charanga THREE LITTLE BIRDS	Charanga DRAGON SONG	Charanga BRINGING US TOGETHER & CELTS & ROMANS SONGS (Topic)	Baroque Period: Composer Study BACH & HANDEL
Year 4	Charanga MAMMA MIA	Charanga GLOCKENSPIEL 2 (Notation)	Charanga STOP & THE VIKINGS (Topic)	Charanga LEAN ON ME	Charanga BLACKBIRD & ANCIENT EGYPT (Topic)	Classical Period: Composer Study BEETHOVEN & MOZART
Year 5	Charanga LIVING ON A PRAYER	Charanga CLASSROOM JAZZ 1	Charanga MAKE YOU FEEL MY LOVE & SPACE (Topic)	Charanga THE FRESH PRINCE OF BEL AIR	RECORDERS 1 (Instrumentation+ Composition + Notation)	Romantic Period: Composer Study TCHIAKOVSKY & WAGNER
Year 6	Charanga HAPPY	Charanga CLASSROOM JAZZ 2	Charanga YOU’VE GOT A FRIEND	Charanga MUSIC AND ME	RECORDERS 2 (Instrumentation+ Composition+ Notation) BAND STUDY: THE BEATLES	Late Romantic / Early 20th Century Period: ELGAR, VAUGHN WILLIAMS & CHAMINADE

Modern Foreign Languages

Intent

One language sets you in a corridor for life. Two languages open every door along the way. Learning a second language not only has cognitive and academic benefits, it also supports a greater sense of openness and appreciation of other cultures. In an ever-shrinking world, the ability to communicate with others effectively opens endless opportunities.

In response to parental feedback, at Northern Saints, we teach Spanish as our primary modern foreign language. We believe our families have greater opportunity to use these language skills on vacation. In key stage 1, teachers introduce incidental Spanish, for example, number, colour and greetings. This is taught through songs and games. In key stage 2, the curriculum is delivered through the ‘Language Angels’ programme. The four key language learning skills (listening, speaking, reading and writing) are taught with relevant grammar. Resources ensure school offers a broad, relevant and vibrant foreign languages curriculum. Pupils are inspired to learn, using a wide variety of topics and themes, for example, family, hobbies, shopping.

Learning a second language enables pupils to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them. They will develop a better awareness of self, key individuals and cultural differences.

The curriculum is designed so that pupils will continue to study languages beyond key stage 2, laying down solid foundations for future language learning.

	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Year 2			Yo Aprendo Español (I’m Learning Spanish) Early Language Unit 1	Los Animales (Animals) Early Language Unit 2	Caperucita Roja (Little Red Riding Hood) Early Language Unit 4	Puedo… (I Can…) Early Language Unit 5
Year 3	La Historia De La Antigua Gran Bretaña (Ancient Britain) Early Language Unit 6	Me Presento (Presenting Myself) Intermediate Unit 1	La Familia (The Family) Intermediate Unit 2	Mi Clase (In the Classroom) Intermediate Unit 5	Los Romanos (The Romans) Intermediate Unit 12	Desayuno En El Cafe (At the Cafe) Intermediate Unit 4
Year 4	¿Tienes Una Mascota? (Do You Have A Pet?) Intermediate Unit 6	Ricitos De Oro y Los Tres Osos (Goldilocks & The Three Bears) Intermediate Unit 7	¿Qué Fecha Es Hoy? (What Is the Date?) Intermediate Unit 8	¿Qué Tiempo Hace? (The Weather)¿Qué Tiempo Hace? (The Weather) Intermediate Unit 9	La Ropa (Clothes)La Ropa (Clothes) Intermediate Unit 10	Singular and Plural Indefinite Articles Grammar Unit 1 & 2
Year 5	Las Olimpiadas (The Olympics) Intermediate Unit 11	Definite Articles & Nouns Grammar Unit 3 & 4	Los Planetas (The Planets) Progressive Unit 5	El Fin De Semana (The Weekend) Progressive Unit 2	Los Verbos Regulares (Regular Verbs)Los Verbos Regulares (Regular Verbs) Progressive Unit 8	La Comida Sana (Healthy Lifestyle) Progressive Unit 5
Year 6	Hábitats (Habitats) Progressive Unit 7	Adjectival Agreement & Possessive Adjectives Grammar Unit 5 & 6	La Segunda Guerra Mundial (World War II) Progressive Unit 3	Los Verbos Irregulares (Irregular Verbs) Progressive Unit 9	En El Colegio (At School) Progressive Unit 1	SANTOS DEL NORTE CAFÉ Year 6 and Year 3 (Northern Saints Café)

Personal, Social, Health and Economic (PSHE) Education

Intent

Personal, Social, Health and Economic (PSHE) education prepares pupils for the opportunities and responsibilities of later life. The skills and attributes that are taught help pupils to stay healthy, safe and prepare them for life and work in modern Britain. PSHE education helps pupils to achieve their academic potential, and leave school equipped with skills they will need throughout later life. At Northern Saints, the PSHE curriculum is primarily delivered through the JIGSAW programme. In Key Stage One, the children will be taught to understand what it is like to be part of a school community. As their learning progresses, through Key Stage Two, this knowledge will develop further into an appreciation of what it is like to be part of a wider community. From an early age, the children will gain an awareness of how important it is to respect other people’s opinions. This will be built upon as part of the children’s learning, each year, until the children feel confident enough to express their own opinions as part of a democratic society.

DfE Sex and Relationships Education (SRE) guidance (July 2020) states: “Effective sex and relationship education is essential if young people are to make responsible and well-informed decisions about their lives.” At Northern Saints, SRE is not delivered in isolation but fully embedded across the PSHE curriculum. The curriculum is planned around three strands: attitudes and value, personal and social skills and knowledge and understanding. Sex and Relationships Education needs to be defined as more than physical knowledge. It must also take into account the children’s attitudes and the skills that they develop. It is important that these attitudes and skills are transferable in all aspects of their lives. The knowledge the children acquire will include an understanding of their own physical bodies, sexual reproduction, puberty, conception and birth, at an age appropriate level.

Valuable skills, that our children gain in PSHE, are also evident in many of the other curriculum subjects that are taught. For example, in Science and PE when discovering how the human body works and how we can keep ourselves healthy. PSHE extends beyond the planned curriculum. Pupil voice is actively promoted and encouraged through the democratically elected School Council and PE Sports Crew. Pupils have the opportunity to directly influence decisions that affect them. Through regular elections, which take place, the children are given the opportunity to express their opinions. As a result of their votes, important decisions are made which affect the future of the school.

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

EYFS

Being Me in My World

Our rights and responsibilities

Celebrating
Difference

I’m special, I’m me!

Dreams and
Goals

Never giving up

Healthy Me

Keeping our bodies healthy

Relationships

Developing special relationships

Changing
Me

Growing up

Year 1

Being Me in My World

Understanding the role that I play in the classroom

Celebrating
Difference

Differences make us special and unique

Dreams and
Goals

Succeeding and celebrating new challenges

Healthy Me

Keeping our bodies safe and healthy

Relationships

Appreciating people who are special to me

Changing
Me

Respecting the difference between boys’ and girls’ bodies

Year 2

Being Me in My World

Understanding the role that I play in the school

Celebrating
Difference

Understanding why my friends are different to me

Dreams and Goals

Working cooperatively as part of a group

Healthy Me

Knowing which foods are good for my body

Relationships

Use positive techniques to resolve conflict with my friends

Changing
Me

Remembering the correct names for parts of the body

Year 3

Being Me in My World

Make responsible choices and ask for help when I need it

Celebrating Difference

Understanding the consequences of negative actions

Dreams and
Goals

Evaluating and improving my own learning

Healthy Me

Remembering strategies for keeping myself safe

Relationships

Knowing how the work of people around the world can influence my life

Changing
Me

Understanding the changes that my body will make as I grow up

Year 4

Being Me in My World

Know that my attitude and actions make a difference to others

Celebrating Difference

Being aware that first impressions of someone can change as you get to know them

Dreams and Goals

Setting myself new challenges and goals

Healthy Me

Resisting pressure that people put me under

Relationships

Understanding different points of view on an animal rights issue

Changing
Me

Identify changes that I would like to make in the future

Year 5

Being Me in My World

Understanding my rights and responsibilities as a British citizen

Celebrating Difference

Use strategies to support other children who are being bullied

Dreams and
Goals

Recognise the dreams and goals of a young person in a culture different from mine

Healthy Me

Explain how people can develop eating disorders relating to body image pressures

Relationships

Understanding strategies that will keep me safe when using technology to communicate

Changing
Me

Express feelings about how my body changes during puberty

Year 6

Being Me in My World

Understand how having a voice benefits the school community

Celebrating Difference

Demonstrate empathy with people in a range of situations

Dreams and Goals

Working with others to help make the world a better place

Healthy Me

Evaluating when alcohol is being used responsibly

Relationships

Recognising when people are trying to gain power over others

Changing
Me

Describe how a baby develops through the months of pregnancy

RE

Intent

The curriculum is designed to enable pupils to acquire core knowledge and understanding of the beliefs and practices of religious and non-religious worldviews, so that they can live and work well with people with very different worldviews from themselves. We want pupils to have better friendships and to develop greater respect and empathy for others.

Ultimately, it is our intention that children think theologically and engage in theological enquiry. To give pupils a safe space to critically reflect on their own religious, spiritual and philosophical convictions; to consider the ‘big’ questions in life. For pupils to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.

Through the RE curriculum pupils will:

become religiously literate
have a clear understanding of Christianity as a living world faith
understand other major world religions and world views
reflect upon their own beliefs and values

	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Year 1	CREATION UC Big Question: Who made the world? Understanding creation as the beginning of the ‘big story’ of the bible	INCARNATION UC Big Question: Why does Christmas matter to Christians? Why Jesus’ birth is important for Christians	GOSPEL UC Big Question: What is the good news that Jesus brings? Gospel as ‘good news’	SALVATION UC Big Question: Why does Easter matter to Christians? A basic understanding of the Easter story	Diocesan Unit 1.6 Who is a Muslim and what do they believe? Verbally describe some of the Islam beliefs	Diocesan Unit 1.9 What makes some places sacred to believers? Recognise there are special places where people go to worship
Year 2	CREATION UC (Digging deeper) Big Question: Who made the world? What creation tells Christians about God, creation and the world	INCARNATION UC (Digging deeper) Big Question: Why does Christmas matter to Christians? Incarnation as ‘Jesus is God on Earth’	GOSPEL UC (Digging deeper) Big Question: What is the good news that Jesus brings? How the stories of Jesus display good news from God	SALVATION UC (Digging deeper) Big Question: Why does Easter matter to Christians? Linking salvation with Jesus ‘rescuing’ people	Diocesan Unit 1.6 Who is a Muslim and what do they believe? Give simple accounts of what stories and other texts mean to Muslims	Diocesan Unit 1.9 What makes some places sacred to believers? Identify a belief about worship and a belief about God, connecting these beliefs simply to a place of worship
Year 3	PEOPLE OF GOD UC Big Question: What is it like to follow God? Link story of Noah with the idea of old testament covenant	INCARNATION UC Big Question: What is the Trinity? Begin to explain what texts about the Trinity mean (referring to father, son and spirit)	GOSPEL UC Big Question: What kind of world did Jesus want? How Jesus’ behaviour in the gospels inspires Christians today	SALVATION UC Big Question: Why do Christians call the day Jesus died ‘Good Friday’? Offer suggestion about what the main texts about Holy Week might mean	Diocesan Unit 2.8 What does it mean to be a Sikh in Britain today? Make clear links between texts/sources of authority and the key concepts studied	KINGDOM OF GOD UC Big Question: When Jesus left, what was the impact of Pentecost? Link story of the day of Pentecost with belief about the kingdom of God on earth
Year 4	PEOPLE OF GOD UC (Digging deeper) Big Question: What is it like to follow God? Link story of Abraham with the concept of faith	INCARNATION UC (Digging deeper) Big Question: What is the Trinity? Give examples of texts studied and suggest what they mean to christians today	GOSPEL UC (Digging deeper) Big Question: What kind of world did Jesus want? How Jesus used parables to explain the Kingdom of God	SALVATION UC (Digging deeper) Big Question: Why do Christians call the day Jesus died ‘Good Friday’? Explain some of the meaning behind narrative of last super, the betrayal and the denial	Diocesan Unit 2.8 What does it mean to be a Sikh in Britain today? Offer informed suggestions about what texts/sources of authority might mean and give examples of what these sources mean to believer	KINGDOM OF GOD UC (Digging deeper) Big Question: When Jesus left, what was the impact of Pentecost? Use other new testament texts to understand what the Kingdom of God means for Christians today
Year 5	PEOPLE OF GOD UC Big Question: How can following God bring freedom and justice? Link story of Moses and concepts of freedom and salvation	INCARNATION UC Big Question: Was Jesus the Messiah? Identify Gospel and prophecy texts	GOSPEL UC Big Question: What would Jesus do? Identify features of Gospel and relate Biblical ideas to own lives	SALVATION UC Y5 specific Big Question: What did Jesus do to save human beings? Explain how Jesus’ death was sacrifice	Diocesan Unit U2.10 What does it mean for a Jewish person to follow God? Describe examples of ways in which people use texts/sources of authority to make sense of core	KINGDOM OF GOD UC Big Question: What kind of king is Jesus? Understanding how the teachings of Jesus show that God’s rule has begun on earth
Year 6	PEOPLE OF GOD UC (Digging deeper) Big Question: How can following God bring freedom and justice? Link story of Moses and concepts of freedom and salvation	INCARNATION UC (Digging deeper) Big Question: Was Jesus the Messiah? Connect biblical texts and the idea of Jesus the Messiah	GOSPEL UC (Digging deeper) Big Question: What would Jesus do? Compare ways in which Christians interpret Biblical text	SALVATION UC Y6 specific Big Question: What difference does the resurrection make to Christians? Connect Luke 24 to concepts (such as sacrifice, resurrection, salvation, hope)	Diocesan Unit U2.10 What does it mean for a Jewish person to follow God? Suggest meanings for Jewish sources of authority studied, comparing their ideas with ways in which believers interpret them.	KINGDOM OF GOD UC (Digging deeper) Big Question: What kind of king is Jesus? Connect biblical text and concept of the Kingdom of God – as God ruling in human lives

History

Intent

The history curriculum at Northern Saints is designed for pupils to become successful historians, inspiring their curiosity to think critically and ask perceptive questions about our local heritage, Britain’s past and that of the wider world. We strive to prepare our children for the future, ensuring they have a wealth of historical knowledge. In the words of Theodore Roosevelt, “The more you know about the past, the better prepared you are for the future.”

Pupils use a range of sources to investigate, weigh evidence, interpret the past and develop perspective and judgement. For example, when pupils learn about the Great Fire of London, they investigate artefacts, pictures and read Samuel Pepys’ diary extracts to provoke curiosity and make judgements. Pupils then learn about the Great Fire of Sunderland by examining pictures and newspaper articles to compare events, using their prior knowledge. They consider the impact this has had on our lives today. We are proud of our heritage and our history curriculum incorporates the significance of the Northern Saints and their impact in Anglo Saxon Britain. This is enhanced by visits which include, Lindisfarne, Durham Cathedral and St Peter’s Church

Pupils develop a chronological framework of historical knowledge. They gain an understanding of historical concepts, whilst making connections and comparisons in order to develop an understanding of the impact history has had upon our lives today. Pupils have opportunities to relate each new topic or enquiry to their existing chronological frameworks to deepen their chronological knowledge and understanding. Throughout our curriculum, pupils are encouraged to understand the complexity and significance of people’s lives, the process and impact of change, the diversity of societies and the relationships between different groups.

	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Year 1	History of Vehicles (short unit) *Beamish		Important People Florence Nightingale and Edith Cavell		Great Fire of London and the Great Fire of Sunderland
Year 2	Inspirational People Rosa Parks Emily Davison	United Kingdom Guy Fawkes and Parliament (short unit)	The Royal Family (short unit)		Explorers: Christopher Columbus, Neil Armstrong	St Cuthbert (short unit) *Durham Cathedral
Year 3	From Stone Age to Iron Age		Local Study – Hylton Castle *Hylton Castle	St Bede (short unit) *St Peter’s Church, Monkwearmouth	The Roman Empire in Britain *Arbeia Roman Fort
Year 4	Britain’s settlement by Anglo Saxons and Scots (short unit)	St Hilda (short unit) *Whitby Abbey	The Vikings		Ancient Egypt
Year 5	The history of space travel		Ancient Greece		The history of Sunderland and the Victorian era (Victoria Hall Disaster)	St Aiden (short unit) *Lindisfarne Priory
Year 6	The Mayan Civilisation	Civil Rights Movement (short unit)	Word War II: Home Front *Beamish			St Oswald (short unit)
	*Educational visits which take place within the unit of work

Phonics

Phonics provides the foundations of learning, to make the progression into fluent reading and writing easier. Phonics is delivered through the Sounds-Write programme at Northern Saints. Sounds-Write is a highly systematic and synthetic programme which explicitly teaches children the skills of;

Blending
Segmenting
Phoneme Manipulations (Sound Swapping).

Children are taught to decode and encode by understanding 4 clear concepts:

Letters are symbols that represent sounds that they say
Sounds can be spelt using 1,2,3 or 4 letters – f, oa, air, eigh
The same sound can be spelt in different ways – bone, coat, toe, window, shoulder
The same spelling can represent different sounds – bread, eat, great

These fundamental skills not only enable pupils to access the rest of the curriculum, but also impact on their self-esteem and future life chances. Phonics is taught as soon as the children enter Reception and continued throughout KS1. Pupils who are not secure in their phonic knowledge also access the Sounds-Write programme in KS2. Progress is continuously checked through formative assessment within lessons. Pupils at risk of falling behind receive same day, pre or post teach intervention, following the philosophy, “keep up not catch up”. Alongside quality first teaching, daily interventions are delivered for low attaining pupils, to boost phonic knowledge.

Sounds-Write is effective in teaching pupils to read, spell and write: it starts from what all children know from a young age – the sounds of their own language. From there, it takes them in carefully sequenced, incremental steps, which allows children to continuously practice the skills needed to become fluent in reading and writing .When reading, children are provided with a decodable phonic book that links closely to their phonic knowledge.

To support the teaching of phonics at home, parent workshops are provided. A practical guide to phonics for parents is available to download on the school website. Parent guidance can also be found at:

https://www.udemy.com/help-your-child-to-read-and-write/learn/v4/overview .

EYFS

Intent

At Northern Saints C of E we believe that all children deserve an education rich in experiences alongside the purposeful acquisition of skills and knowledge. We are committed to giving our children opportunities which ensure they are well-rounded, happy individuals, ready to succeed in an ever-changing world. We recognise the importance of giving our children the best possible start in life by planning and implementing teaching and learning opportunities which support them in reaching their full potential. Our children are all unique and we plan teaching and learning opportunities according to their individual needs.

The Development Matters document alongside the statutory Early Learning Goals set out expectations for our children and we recognise the crucial role that Early Year’s education has to play in providing firm foundations. We aim to provide a broad, enriched and stimulating learning environment where children can work with adults and peers in a climate of mutual respect to develop confidence in their ability, the social skills necessary to learn and the emotional capabilities to enable them to understand their feelings.

We aim to provide our children with knowledge, skills and experiences in a meaningful context. We do this through a personalised, flexible curriculum that engages and motivates our children. It covers all the 7 areas of learning:-

The Prime Areas:-

Personal, Social and Emotional Development
Communication and Language
Physical Development

The Specific Areas:-

Literacy
Mathematics
Understanding the World
Expressive Arts and Design.

Our Curriculum intent is underpinned by the four guiding principles which shape practice in early years settings. These are:

Every child is a unique child, is constantly learning and can be resilient, capable, confident and self-assured.
Children learn to be strong and independent through positive relationships.
Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers.
Children develop and learn in different ways.

Our school has identified a clear set of values that underpin expectations for behaviour for all and every child is recognised as a unique individual. We celebrate and welcome the differences within our Early Years Phase.

We constantly provide enhancement opportunities to engage inquisitive minds and believe that childhood should be a happy, investigative and enquiring time in our lives where there are no limits to curiosity and there is a thirst for new experiences and knowledge. Our EYFS curriculum is designed to develop the characteristics of effective learning:

Creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

Active learning – children keep on trying if they encounter difficulties and enjoy their achievements.

Playing and exploring – children investigate and experience things, and ‘have a go’.

In EYFS we offer a balance between guided group work, child-initiated activity and activities which are supported by adults, inspired initially by children. Initially there is a greater emphasis on child Initiated activities and as the year progresses we move the balance more towards adult led activities.

	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
	Topic All about me	Topic Celebrations with rhyme	Topic What would you like to be?	Topic What a wonderful World	Topic Under the Sea	Topic Animal Magic
	Big Question How do I change as I grow?	Big Question How can we light up the world?	Big Question Where in the world am I?	Big Question How does your garden grow?	Big Question Where can we go on our next adventure…..what’s beyond the horizon?	Big Question I wonder……..What’s behind the door?
	Key Texts Marvellous me – Lisa Bullard All the ways to be smart Titch	Key Texts Oi dog – Kes Gray Duck in a truck – Jez Alborough Shark in the Park – nick Sharrett Goodnight Moon – Margaret Wise Brown	Key Texts Mr Gumpy’s Outing – John Burringham Its your World Now – Barry Fass The Gingerbread Man	Key Texts What a wonderful World – Tim Hopgood Here We Arre – Notes for Living on Planet Earth – Oliver Jeffers Jack and Beanstalk	Key Texts Hooray for Fish – Lucy Cousins Rainbow Fish – Marcus Pfister Tiddler – Julia Donalson	Key Texts The Three Little Little Red Riding Hood The Farm that Feeds us – Nacy Castaldo Farmer Duck – Martain Wardall
Past and Present	Talk about the lives of the people around them and their roles in society. Knows some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class. Understand the past through settings, characters and events encountered in books read in class and storytelling.
People, culture and communities	Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class. Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.
The Natural world	Explore the natural world around them, making observations and drawing pictures of animals and plants. Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
Expressive arts and design	Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Share their creations, explaining the processes they have used. Make use of props and materials when role playing characters in narratives and stories. Invent, adapt and recount narratives and stories with peers and their teacher. Sing a range of well-known nursery rhymes, poems and stories with others, and (when appropriate) try to move in time with music.
Personal, social and Emotional Development	Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly. Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate. Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions. Be confident to try new activities and show independence, resilience and perseverance in the face of challenge. Explain the reasons for rules, know right from wrong and try to behave accordingly. Work and play cooperatively and take turns with others. Form positive attachments to adults and friendship with peers. Show sensitivity to their own and to others’ needs.