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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.

Threaded throughout the curriculum are our core values of Respect, Compassion, Wisdom and Courage. These values support our pupils to develop essential characteristics that will enable them to flourish and thrive

The curriculum is planned around each subject discipline. We want our pupils to be prepared for the next phase of their education. 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 our children 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.

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English

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Phonics

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Maths

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Science

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RE

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History

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Geography

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Computing

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Art & Design

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Design Technology

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PE

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Music

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MFL

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PSHE

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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

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
Reception
  • Explore the natural world around them, making observations and drawing pictures of drawing pictures of animals and plants 
  • Know 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.
  Biology  Physics  Chemistry  Physics  Biology  Physics 
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

 

 
  Biology Biology Chemistry Chemistry Biology  
Year 2 Animals including humans Living things and their habitats Uses of everyday materials Uses of everyday materials  application of skills Plants Scientist study 
  Chemistry Biology Biology Physics  Physics   
Year 3 Rocks Plants Animals including Humans Forces and magnets Light Scientist study
  Chemistry Biology Biology Physics  Physics   
Year 4 States of matter Living things and their habitats Animals including Humans Electricity Sound Scientist study
  Physics  Chemistry Physics  Biology Biology  
Year 5 Earth and Space Properties and changes in materials Forces All living things and their habitats Animals including humans Scientist study
  Biology Physics  Biology Biology Physics  Biology
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:

Number Sense is a ‘Number Facts Fluency Programme’. It is a fully resourced scheme of work focused entirely on number fact teaching. The highly visual, research informed programme provides the structure and depth to number fact teaching, that children need to achieve fluency. This is a 15-minute session that happens daily – in years 1-4 and is additional to the maths lesson. Number Sense is introduced in Reception, where it is part of the daily maths lesson, in preparation for Y1.

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- in Years 5 and 6 – 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 Summer 1 Summer 2
Reception
  • Count objects, actions and sounds
  • Subitise
  • Link number symbol (numeral) with its cardinal number value.
  • Count beyond ten
  • Compare numbers
  • Understand the one more than/one less than relationship between consecutive numbers.
  • Explore the composition of numbers to 10.
  • Automatically recall number bonds for numbers to 0-10.
  • Select, rotate and manipulate shapes in order to develop spatial reasoning skills.
  • Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can.
  • Continue, copy and create repeating patterns.
  • Compare length, weight and capacity.

 
  • Have a deep understanding of numbers to 10, including the composition of each number.
  • Subitise (recognise quantities without counting) up to 5.
  • Automatically recall number bonds to 5and some number bonds to 10, including doubling facts.
  • Verbally count beyond 20, recognising the pattern of the counting system. 
  • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.  
  • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

 
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
Reception

New Beginnings

Community

Making sense of the world around me.

 

Celebrations

Community

Making sense of the world around me.

People Who Help Us?

Meeting important members of society such as police officers, nurses and firefighters.

 

Where is my place in the World?

Physical world
Visiting parks, libraries and museums.

 

Growing

Ecologically diverse world

 

 

Habitats

Ecologically diverse world

 

 
 
  • Seasonal links threaded across the year – How does the weather change with the seasons?
  • Broad selection of stories, non-fiction, rhymes and poems to support English with geographical links. E.g. Little Red Riding Hood/Three Little Pigs/Goldilocks – Characters go on a journey/Drawing maps of stories
  • EY environment – home corner/small world/construction – Provides opportunities for children to understand the world around them by recreating patterns and processes they’ve observed in everyday life.
Year 1  

Human and Physical Geography

Local Environment
 Human and physical features.

(My street, my school, my area)

  

Geographical Skills and Fieldwork

Local Environment

Geographical skills and fieldwork
(My street, my school, my area)

  

Locational Knowledge

My City
(Sunderland)
Year 2  

Locational Knowledge

Human and Physical Geography

My Capital City
(London)

  

Geographical Enquiry

Geographical Skills and Fieldwork

A Geographical comparison study: Durham vs. Shanghai

  

Locational Knowledge

Continents & Oceans

(Short unit – linked to Christopher Columbus)
Year 3  

Locational Knowledge

Human and Physical Geography

Rivers in the UK

  

Geographical Skills and Fieldwork

A geographical study (St Paul’s Jarrow to St Peter’s Sunderland)

St Bede’s Way

(Short Unit)

  

Locational and Place Knowledge

Human and Physical Geography

The Expansion of the Roman Empire: Settlements (human features) and Land use  (physical features)
Year 4  

Locational and Place Knowledge

Human and Physical Geography

A geographical study: Arctic climates and endangered species

  

Locational Knowledge

Human and Physical Geography

Deserts and their ecosystems

  

Locational Knowledge

Human and Physical Geography

British coastlines (Whitby – St Hilda)(Short Unit)
Year 5  

Human and Physical Geography

Geographical Skills and Fieldwork

Mountain Ranges/Natural Disasters

  

Geographical Enquiry

Human and Physical Geography

Rainforests

and their Environmental Issues

  

Locational and Place Knowledge

Geographical Skills and Fieldwork

The Islands of Lindisfarne

(St Aiden – Short Unit)

Year 6

Human and Physical Geography

Geographical Skills and Fieldwork

The Voyage of the Beagle and the discovery of the Galapagos Islands.

    

Locational and Place Knowledge

Geographical Skills and Fieldwork

A geographical study of WWII Battlefields

  

Locational and Place Knowledge

Human and Physical Geography

Southern Mexico and Northern Central America (linked to the Mayan civilisation)

(Short Unit)

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 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Reception

New Beginnings 

Begin to mix colours 

Build models using constriction equipment 

Self Portraits 

Use a range of tools and equipment e.g. pens, pencils, crayons, paint brushes, scissors. 

To draw a simple figure with head, face, body and limbs. 

Manipulate dough to make balls and snakes. 

Celebrations 

Using equipment and tools to represent images of celebrations, e.g. fireworks, Christmas.  

Use textures and materials to represent ideas. 

Manipulate dough to make common shapes. 

 

 

 

People Who help Us 

Joining different techniques for joining materials, such as how to use adhesive tape and glue.   

To trace and overwrite simple shapes. 

Work with clay/dough to make/cut shapes from a design or plan.   

 

 

 

 

Where is my place in this world? 

Make different textures and patterns using different colours. 

To trace with detail. 

To work with clay to join and add detail.

 

 

 

Growing 

Observational Drawing with details 

Using and applying printing techniques.  

 

 

 

 

.   

Habitats 

Colour mixing with a purpose.   

Use a range of small tools with some accuracy. 

Begin to show accuracy and care with drawing. 

 

 

 

 
Year 1

Formal Elements of Art: 

Shape & Line 

The Shape of Things  

Sculpture 

 (Artist in focus – Andy Galsworthy & Barbara Hepworth) 

  

Formal Elements of Art: Colour, Shape & Line 

The Colour of Me  

Drawing & painting  

(Artist in focus – Paul Klee & Sonia Delaunay) 

 

Characteristics: Self-awareness & resilience 

  

Formal elements of Art: 

Colour, Shape & Line 

The Dots 

Painting  

(Artist in focus – Wassily Kandinsky & Yayoi Kusama)  

Characteristics: Self-awareness & resilience 

  
Year 2  

Formal Elements of Art: Colour, Shape, Line, Pattern & Tone 

Incredible Spaces  

Sculpture   

(Artist in focus – Antoni Gaudi & Zaha Hadid) 

Cultural Capital Opportunity: Sculpture Trail, Sunderland Riverside 

Characteristics: Self-awareness & resilience 

Formal Elements of Art: Colour, Shape, Line & Tone 

Famous Faces 

Drawing & Painting 

(Artist in focus – Pablo Picasso & Sandra Silberzweig) 

 

Characteristics: Self-awareness & resilience 

  

Formal Elements of Art: Colour, Shape & Line.

Faraway lands 

Painting   

(Artist in focus – Katsushika Hokusai) 

Cultural Capital Opportunity: Oriental Museum Durham 

 

Characteristics: Self-awareness & resilience 

  
Year 3

Formal Elements of Art: Colour, Shape, Tone & Texture 

Who were the first artists?  

Painting & drawing 

(Early Cave Art) 

Links with History topic 

Characteristics: Self-awareness, resilience & excellence 

  

Formal Elements of Art: Colour, Shape, Line & Form 

Matchstick Men 

Drawing 

(Artist in focus – LS Lowry & Clarice Cliff) 

Cultural Capital Opportunity: Sunderland winter Gardens LS Lowry on permanent display and workshop ‘Lowry’s Landscapes’. 

Characteristics: Self-awareness & excellence 

  

Formal Elements of Art: Colour, Shape, Line & Pattern

Potty Potters & Mad Makers 

Sculpture 

(Artist in focus – Grayson Perry) 

Links with History topic 

Characteristics: Self-awareness, resilience & excellence 

  
Year 4

Formal Elements of Art: Shape, Line & Pattern  

St Cuthbert`s Cross 

Sculpture & Drawing (Anglo Saxon Art) 

Links with History topic  

Cultural Capital Opportunity: St Cuthbert’s coffin in Durham University 

Characteristics: Self-awareness, resilience, communication & excellence 

  

Formal Elements of Art: Colour, Shape, Form, Line & Tone 

Modern Nature  

Painting 

(Artist in focus – Georgia O`Keeffe) 

Characteristics: Self-awareness, resilience, communication & excellence 

  

Formal Elements of Art:

Colour, Shape, & Line

Walk like an Egyptian  

Multi-media 

(Ancient Egyptian Art) 

 Links with History topic  

Cultural Capital Opportunity: Great North Museum has a permanent Ancient Egyptians exhibit. 

Characteristics: Self-awareness, resilience, communication & excellence 

  
Year 5

Formal Elements of Art: Colour, Shape, Form, Line & Tone 

In a galaxy far, far away… 

Painting & Drawing 

(Artist in focus –   Peter Thorpe & Bridget Riley) 

Links with History topic 

Characteristics: Self-awareness, resilience, communication & excellence 

  

Formal Elements of Art: Texture & Tone 

Gods and Monsters 

 Sculpture & Digital Art 

(Artists in focus – David Giliver and Antony Gormley) 

Cultural Capital Opportunity: Angel of the North, Gateshead 

or Conversation Piece, Little Haven South Shields 

Characteristics: Self-awareness, resilience, communication & excellence 

  

Formal Elements of Art: Colour, Shape, Form, Line, Pattern & Tone 

Portraits, Prints and Patterns 

Multi-Media 

(Artists in focus – William Morris & Amedeo Modigliani) 

Links with History topic  

Cultural Capital Opportunity: St Andrews Church, Roker- Morris Tapestry on permanent display 

Characteristics: Self-awareness, resilience & excellence 

  
Year 6

Formal Elements of Art: Colour, Shape, Line & Pattern 

The Ancient Maya 

 Sculpture 

(Maya Art) 

Links with History topic 

Characteristics: Self-awareness, resilience & excellence 

 

  

Formal Elements of Art: Colour, Shape, Texture & Line

Street Art 

Digital art & painting 

(Artist in focus – Banksy & Jean -Michel Basquiat) 

Characteristics: Self-awareness, resilience, communication & excellence 

  

  

Formal Elements of Art: Colour, Shape, Form, Line & Tone 

People and Places 

Drawing & Painting 

(Artist in focus – Norman Cornish & Stephen Wiltshire) 

Cultural Capital Opportunity:  

Norman Cornish Trail –  Spennymoor  

Characteristics: Self-awareness, resilience, communication & excellence 

  

Design Technology

Intent

At Northern Saints Church of England Academy, we believe that design and technology prepares pupils for the developing world and encourages them to become curious and creative problem-solvers.  We inspire pupils to use their creativity and imagination to design and make products, using a range of tools and equipment. Pupils solve real problems within a variety of contexts, considering their own and others’ needs, wants and values.

Opportunities are given to develop technical skills which are built on and developed as children progress through school. The design technology projects allow pupils to use their mathematics, science, engineering and art skills, where appropriate. All pupils are given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness whilst becoming visionaries and risk-takers

By developing the creative, technical and practical expertise needed to perform everyday tasks confidently, pupils will be able to participate successfully in a continually developing technological world.

  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Reception

New Beginnings  

Build models using construction equipment  

Use a range of tools and equipment e.g. pens, pencils, crayons, paint brushes, scissors.  

Cooking and Preparation: 

Simple biscuits, healthy choices. 

 

 

Celebrations  

Using equipment and tools to represent images of celebrations, e.g. fireworks, Christmas.   

Use textures and materials to represent ideas.  

Cooking and Preparation: 

Bread buns 

Ginger bread men

 

People Who help Us  

Using equipment, tools, texture and techniques to represent images linked to predictable interests e.g. Chinese New Year  

Joining different techniques for joining materials, such as how to use adhesive tape and glue.    

 Cooking and Preparation: 

Soup 

Biscuits

 

Where is my place in this world?  

 To cut zigzags and curved lines. 

Create collaboratively sharing ideas, resources and skills.  

Creating Mother’s Day cards 

Cooking and Preparation: 

Noodle stir-fry 

Cupcakes  

Growing  

To cut in a range of directions and for purpose

Constructing with a purpose  

Build with a purpose 

Cooking and Preparation: 

Healthy eating- fruit kebabs

Habitats  

Evaluate and revisit their own work.  

Use a range of small tools with some accuracy.  

Build junk modelling linked to theme 

Cooking and Preparation:  

Make a summer picnic. 
Year 1  

Aspect: Mechanisms 

Focus: Wheels and axels 

Product: Moving Vehicle 

  

Aspect: Food 

Focus: Cutting fruit. 

Product: Fruit kebabs 

  

Aspect: Structures 

Focus: Freestanding structures 

Product: Tables 
Year 2  

Aspect: Mechanisms 

Focus: Sliders and levers 

Product: Christmas card 

  

Aspect: Food 

Focus: Cutting vegetables and fruits. 

Product: Sandwich 

  

Aspect: Textiles 

Focus: Templates and joining techniques 

Product: Finger puppets 
Year 3  

Aspect: Food 

Focus: Varied and healthy diet 

Product: Pizza 

  

Aspect: Mechanical systems 

Focus: Pneumatics  

Product: Moving monsters 

  

Aspect: Structures 

Focus: Shell structures 

Product: Keep safe box 
Year 4  

Aspect: Textiles 

Focus: 2d shape to 3d product Product: Stockings 

  

Aspect: Food 

Focus: Varied and healthy diet 

Product: Scones 

  

Aspect: Electrical systems 

Focus: Simple circuits and switches 

Product: Torches 
Year 5  

Aspect: Mechanical systems 

Focus: Pulleys and gears 

Product: Moon Buggy 

  

Aspect: Food 

Focus: To combine ingredients 

Product: Quiche 

  

Aspect: Structures 

Focus: Frame Structures 

Product: Bird Hide 
Year 6  

Aspect: Mechanical systems 

Focus: cams 

Product: Moving toy 

  

Aspect: Textiles 

Focus: Combining different fabric materials. 

Product: Phone holder 

  

Aspect: Food 

Focus: Seasonality and budget 

Product: Pasta Dish 

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. Throughout PE and school sport we give children opportunities to work on their personal values as well as physical ones. This has allowed us to create an environment throughout school where the children can show our school values as well as other key personal values. 

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. During each PE lessons children get an opportunity to lead a small part of the lesson (coaching a small group or officiating a game) this allows the children to work on and show personal values such as communication, confidence, resilience empathy and positivity.  

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
Reception

Body Management  

 

Speed Agility Travel 

 

Gymnastics 

Cooperate and Solve problems 

Dance 

Cooperate and Solve problems 

Manipulation and Coordination

 

Athletics 

 
Year 1
 Run, Jump and Throw  Send and Return  

Gymnastics 

Attack defend shoot 

Dance 

Attack defend shoot  

 Hit catch run   Athletics  
Year 2
 Run, Jump and Throw   Send and Return  Ball Games Gymnastics  

Dance 

Ball Games 

 Attack defend and Shoot   Athletics 
Year 3

Tennis 

Netball 

Tennis  

Netball 

Gymnastics  

Hockey 

Dance 

Cricket 

 Invasion games   Athletics 
Year 4

Tennis  

Netball 

Tennis/Netball 

Gymnastics  

Hockey 

Dance 

Hockey 

Tri Golf  

Invasion games 

Tri Golf 

 Athletics 
Year 5

Swimming  

Football/Futsal 

Netball   

Swimming  

Football/Futsal 

Netball 

Swimming  

Football/Futsal 

Netball 

Swimming  

Cricket 

Dance/ Gymnastics  

Swimming  

Cricket  

Dance/ Gymnastics  

Athletics 

Cricket  

Dance/ Gymnastics  
Year 6

Sport Hall Athletics  

Netball 

Invasion games 

 Football 

Hockey 

OAA 

Gymnastics  

Football/Futsal 

Tennis 

Gymnastics 

Dance 

Swimming 

Hit catch run 

Computing

Intent

Our vision at Northern Saints Primary School is that all pupils should enjoy Computing and become confident, passionate and responsible users of technology both inside and outside of school. Through interesting, relevant and inclusive lessons, they will be able to leave Year 6 with a good understanding of how computers and the Internet work, along with being able to complete tasks on them creatively, independently and reflectively for a range of purposes and audiences.

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 and to be prepared for the career opportunities that will be open to them.

Technology is everywhere and will play a pivotal part in students’ lives, therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. We want our pupils to be creators not consumers and our broad curriculum encompassing ‘Computer Science’, ‘Information Technology’ and ‘Online Safety’ reflects this. We want our pupils to understand that there is always a choice with using technology and as a school we utilise technology to model positive use. We recognise that the best prevention for a lot of issues we currently see with technology and social media is through education.


Technology provides accessibility opportunities for our pupils and also allows them to share their learning in creative ways. Our knowledge rich curriculum has to be balanced with the opportunity for pupils to apply their skills creatively which will in turn help our pupils become proficient computer scientists. 

​

We want our pupils to be fluent with a range of tools to best express their understanding and hope by Upper Key Stage 2, children have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers.

  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Reception

Within the revised EYFS statutory framework, the ‘Technology’ strand within Understanding the World has been removed. However, there are opportunities within each area of the framework to enable practitioners to effectively prepare children for studying the computing curriculum.

As with all curriculum areas, the focus within Computing within the Early Years is about making children ‘School Ready’ and there are lots of opportunities within EYFS for young children to use technology to solve problems and produce creative outcomes. As young children take part in a variety of tasks with digital devices (such as moving a Bee-Bot around a classroom), they will already be familiar with the device before being asked to undertake tasks related to the KS1 Computing Curriculum, such as writing and testing a simple program. Not only will children be keen to again use a device they had previously enjoyed using, but their cognitive load will also be reduced, meaning they are more likely to succeed when undertaking activities linked to the next stage in their learning.

The September 2020 release of Development Matters (pg. 9) outlines how effective teaching and learning gives children the opportunity to play and explore, participate in active learning and create and think critically. Many areas of the framework provide opportunities for pupils to develop their ability to use computational thinking effectively, such as through using the RAMP (Read, Act, Model, Program) linked to different texts being studied in class (e.g. looking at where ‘sequence’, ‘selection’ and ‘repetition’ appears in the story of ‘Going on a Bear Hunt’).
 Year 1

Online Safety

Copyright and Ownership

Computer Science

Understanding and following

Algorithms.

Digital Literacy

Use software to create digital content.

Online Safety

Online Bullying (+1)

Computer Science

 Programming Robots.

Digital Literacy

Use software to create digital content.

 

Online Safety

Online Relationships (+1)

Computer Science

 Debugging in simple algorithms.

Digital Literacy

Use software to create digital content.

 

Online Safety

Self-Image and Identity

Computer Science

Follow an algorithm.

Digital Literacy

Use software to create digital content.

 

Online Safety

Health Wellbeing and Lifestyle

Computer Science

Technology in everyday life

Digital Literacy

Use software to create digital content.

 

Online Safety

Privacy and Security

Computer Science

Create own programs

Digital Literacy

Use software to create digital content.

 
Year 2

Online Safety

Privacy & Security

Computer Science

Detect and correct errors in simple algorithms

Digital Literacy

Create and improve digital content.

Online Safety

Online Bullying (+1)

Computer Science

Detect and correct errors in simple algorithms.

Digital Literacy

Know common uses of information technology beyond the classroom

Online Safety

(+1) Self-image and Identity

Computer Science

Programming

Digital Literacy

Create and improve digital content independently

 

Online Safety

Copyright & Ownership

Computer Science

Detect and correct errors in simple algorithms.

Digital Literacy

Create and improve digital content independently

Online Safety

Online Reputation

Computer Science

Programming

Digital Literacy

Use software to create digital content.

Online Safety

Managing Online Information

Computer Science

Programming

Digital Literacy

Create and improve digital content independently
Year 3

Online Safety

 Health, Wellbeing & Lifestyle

Computer Science

Debugging Programs

Digital Literacy

Collect, organise and present data.

 

Online Safety

Online Bullying

Computer Science

Debugging Programs

Digital Literacy

 Present info by combining software packages.

Online Safety

Online Relationships

Computer Science

Programming

Digital Literacy

Use software to create digital content.

 

Online Safety

Privacy & Security

Computer Science

Use loops within programs

Digital Literacy

Create digital content combining software packages.

Online Safety

Managing Online Information

Computer Science

Computing Systems and Networks.

Digital Literacy

Create digital content for a specific audience

Online Safety

Self-Image and Identity

Computer Science

Debugging Programs

Digital Literacy

Evaluating solutions

 
Year 4

Online Safety

Online Relationships

Computer Science

Analyse programs.

Digital Literacy

Create digital content

 

Online Safety

Privacy and Security

Computer Science

Programming.

Digital Literacy

Search technologies effectively

 

Online Safety

Self-Image and Identity

Computer Science

Use diagrams to express solutions

Digital Literacy

Create digital content  combining software packages

Online Safety

Managing Online Information

Computer Science

Design algorithms

Digital Literacy

Create digital content combining software packages

Online Safety

Online Bullying

Computer Science

Computing Systems and Networks

Digital Literacy

Create digital content combining software

Online Safety

Health, Wellbeing & Lifestyle

Computer Science

Create programs that implement algorithms

Digital Literacy

Create digital content combining software packages

 
Year 5

Online Safety

Online Relationships and

Self-image and Identity

Computer Science

Text based Programming

Digital Literacy

Present data and information

Online Safety

Online Bullying

Computer Science

Design, write and debug programs

Digital Literacy

Present data and information

Online Safety

Online Relationships and Privacy and Security

Computer Science

To declare and assign variable within coding.

Digital Literacy

Select, use and combine a variety of software.

Online Safety

Managing Online Information

Computer Science

Design and debug route algorithms

Digital Literacy

Make judgements about digital content

Online Safety

Managing Online Information

Computer Science

Computing Systems and Networks – Sharing Information

Digital Literacy

Create digital content  through combining software packages  

Online Safety

Health, Wellbeing & Lifestyle

Computer Science

Design, write and debug programs

Digital Literacy

Use a range of input and output devices
Year 6

Online Safety

Health, Wellbeing and Lifestyle

Computer Science

Design, write and debug programs

Digital Literacy

Understand computer networks

 

Online Safety

Online Relationships and Online Bullying

Computer Science

Understand computer networks

Digital Literacy

Design and create digital content

Online Safety

Managing Online Information

Computer Science

Understand computer networks

Digital Literacy

Analyse and evaluate data and information

Online Safety

Managing Online Information

Computer Science

Design, write and debug programs 

Digital Literacy

Evaluate solutions

Online Safety

Managing Online Information

Computer Science

Understand computer networks

Digital Literacy

Evaluate solutions

Online Safety

Self-Image and Identity

Computer Science

Design, write and debug modular programs

Digital Literacy

Create digital content, combining software packages

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

MMC – Unit 1 – Introducing Beat

Singing Focus

Northern Saints

Singing focus – Christmas

Charanga

MMC – Unit 2 – Adding Rhythm and Pitch

Instrument focus

Charanga

MMC – Unit 3 – Introducing Tempo and Dynamics

Singing Focus

Northern Saints

Boomwhackers

Charanga

Modern Period:

Composer Study

GUSTAV HOLST &

GEORGE GERSHWIN
Year 2

Charanga

MMC – Unit 1 Exploring Simple Patterns

Singing focus

Northern Saints

Singing focus – Christmas

Charanga

MMC – Unit 2 – Focus on Dynamics and Tempo

Instrument focus

Northern Saints

Boomwhackers

Charanga

MMC – Unit 3 – Exploring Feelings Through Music

Singing Focus

Impressionist Period:

Composer Study

CLAUDE DEBUSSY
Year 3

Charanga

MMC – Unit 1 – Developing Notation Skills

 

Instrument Focus

Northern Saints

Singing focus – Christmas

Feliz Navidad – Main Part

Merry Christmas Everyone – Main part

Northern Saints

Boomwhackers

Charanga

MMC – Unit 3 – Composing Using Your Imagination

Charanga

MMC – Unit 4 – Sharing Musical Experiences

 

Instrument Focus

Baroque Period:

Composer Study

BACH & HANDEL
Year 4

MMC – Unit 1 – Interesting Time Signatures

Instrument Focus

Northern Saints

Singing focus – Christmas

Feliz Navidad – singing in parts

Merry Christmas Everyone – Harmony in chorus

Charanga

MMC –

Unit 3 – Developing Pulse and Groove through Improvisation

Instrument Focus

Charanga

MMC – Unit 4 – Creating Simple Melodies Together

Singing Focus

(Rounds)

Charanga

MMC – Unit 5 –

Connecting Notes and Feelings

(Instrument focus)

Classical Period:

Composer Study

BEETHOVEN & MOZART
Year 5

Charanga

Blown Away Recorder Book 1

Northern Saints

Singing focus – Christmas

Charanga

MMC – Unit 2 – Emotions and Musical Styles

Instrument Focus

Charanga

MMC – Unit 3 – Exploring Key and Time Signatures

Instrument Focus

Charanga

Original Scheme

Make you Feel My Love

Singing Focus

Romantic Period:

Composer Study

TCHIAKOVSKY

&

 WAGNER
Year 6

Charanga

Blown Away Recorder Book 2

Northern Saints

Singing focus – Christmas

Silent Night – singing in harmony

Charanga

MMC – Unit 1 – Developing Melodic Phrases

Instrument Focus

Charanga/Northern Saints

Let it Be

Singing Focus

Charanga

MMC – Unit 3 – Gaining Confidence Through Performance

Instrument Focus

RENAISSONCE PERIOD –

 TALLIS AND ALLEGRI

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

 

At Northern Saints CE Academy we follow the Commando Joe’s Character Education Programme.

Please click to view Commando Joe’s

 

RE

Intent

At Northern Saints, the Religious Education (RE) curriculum is underpinned by our school values of respect, compassion, wisdom and courage.  

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. 

The RE curriculum will give pupils an understanding of how religious and non-religious worldviews have shaped history, both in Britain and in the world. It will support pupils’ social, moral, cultural and spiritual development. It will make links with other subjects including English, science, art, history, RSHE and PSHE, so that pupils can make connections in their learning, know more and remember more. 

Through the RE curriculum pupils will: 

  1.  become religiously literate  
  1.  have a clear understanding of Christianity as a living world faith 
  1.  understand other major world religions and world views 
  1.  reflect upon their own beliefs and values 
  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Reception

Creation/God 

Why is the word God so important for Christians 

Incarnation 

Why do Christians perform nativity plays at Christmas? 

Diocesan Unit F6  

Which stories are special and why 

Salvation UC 

Why do Christians put a cross in their Easter garden? 

Diocesan Unit:  

Which places are special and why? 

Diocesan Unit:  

Where do we belong? 
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 

GOD UC 

BIG Q: What do Christians believe God is like? 

An understanding of a Parable and how Jesus used them to teach lessons about who God is 

Diocesan Unit 1.6 Who is a Muslim and what do they believe?  

Verbally describe some of the Islam beliefs 
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 

GOD UC 

BIG Q: What do Christians believe God is like? 

Using key story of Jonah to begin articulate what God is like e.g. fair, just & forgiving 

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 
Year 3

CREATION/FALL UC 

(Core) 

Big Question: What do Christians learn from the creation story? 

Key areas that people could learn about from the creation story including humans/animals/God/nature 

/design etc 

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 

Core objectives for 2022 cohort 

Big Question: What is it like to follow God? 

Link story of Noah 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

CREATION UC 

Core for 2022 cohort – dipping into digging deeper 

Big Question:  

Creation and science: conflicting or complementary? 

Taking account of the context, suggest what Genesis 1 might mean, and compare their ideas with ways in which Christians interpret it, showing awareness of different interpretations. 

INCARNATION UC 

(Core) 

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 Jewish beliefs and concepts 

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 for 2022 cohort) 

Big Question: How can following God bring freedom and justice? 

Link story of Moses and concepts of freedom and salvation/how Christians practice this e.g. mission 

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
Communication and Language

Listening and Attention:

To look at someone who is speaking to them and take turns to speak when working in a group. to listen attentively in a range of situations.  Listen to stories, anticipating key events and responding to what they hear with relevant comments, questions and actions.  Give attention to what others say and respond appropriately, while engaged in another activity.

Understanding:

To follow instructions involving several ideas or actions.  To answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. To use talk in play to practice new vocabulary.

Speaking:

To speak audibly so they can be heard or understood.  To express themselves effectively, showing awareness of listeners’ needs.  They use past, present and future forms accurately when talking about events that have happened or are to happen in the future.  They develop their own narratives and explanations by connecting ideas or events. To use gestures to support meaning in play.

Personal, Social and Emotional Development
 

Being Me in my World

Feeling special and safe.

Being part of a class.

Rights and responsibilities.

Rewards and feeling proud.

Consequences.

Celebrating differences

Similarities and differences.

Understanding bullying and knowing how to deal with it.

Making new friends.

Celebrating the differences in everyone.

Dreams and Goals

Setting goals Identifying successes and achievements.

Learning styles.

Working well and celebrating.

Achievement with a partner, Feelings of success.

Tackling new challenges Identifying and overcoming obstacles.

Relationships

Belonging to a family. Making friends/being a good friend.

Physical contact preferences.

People who help us.

Qualities as a friend and person.

Self-acknowledgement Being a good friend to myself

Changing me

Life cycles – animal and human.

Changes in me.

Differences between female and male bodies (correct terminology).

Linking growing and learning.

Coping with change.

Healthy Me

Keeping myself healthy.

Healthier lifestyle choices.

Keeping clean.

Being safe.

Medicine safety/safety with household items.

Road safety.

Linking health and happiness.

Physical Development
Fine Motor Skills

Use a range of tools and equipment e.g. pens, pencils, crayons, paint brushes, scissors.

To draw a person on request with head, face, body and limbs.

Manipulate dough to make balls and snakes.

Cut on a straight line continuously.

Complete simple jigsaws that contain six to ten pieces.

Manipulate dough to make common shapes.

Thread beads and large holes using laces.

To trace and overwrite simple shapes.

To turn a corner when cutting.

Work with clay/dough to make/cut shapes from a design or plan

To thread a needle.

To trace with detail.

To cut zigzags and curved lines.

To work with clay to join and add detail.

To complete jigsaws with 20 or more pieces.

Observational drawing with details.

To cut in a range of directions and for purpose.

Hold a pencil effectively in preparation for fluent writing – using a tripod grip.

Use a range of small tools with some accuracy.

Begin to show accuracy and care with drawing and writing letters
Gross Motor Skills Body Management Speed Agility Travel

Gymnastics

Cooperate and Solve problems

Dance

Cooperate and Solve problems

 Manipulation and Coordination Athletics
Literacy
Phonics – Sounds Write

Phonics – Units 1, 2, 3 Blend and segment cvc words

Phonics – Units 4, 5, 6 – Blend and segment cvc words

 Phonics – Units 7, 8 – Blend and segment cvc, vcc & ccvc words Phonics – Units 9, 10 – Blend and segment – ccvc, ccvcc, cvccc, cccvc words.

Phonics – Units 11 – spellings with diagraphs sh, ch, th, ck, wh, ng, qu

Phonics – Bridging/consolidation

 

Reading

Core

Texts

 

Range of Nursery Rhymes and poems

What makes me, me – Ben Faulks

Traditional Tale – The Little Red Hen

Range of Nursery Rhymes and poems

Oi Dog- Kes Gray

Traditional Tale –

The Gingerbread Man

Range of Nursery Rhymes and poems

You Choose – Nick Sharett, Pippa Goodhart

Traditional Tale – Goldilocks and the three Bears

Range of Nursery Rhymes and poems

In Every House in Every Street – Jess Hitchen

Traditional Tale – Jack and the Beanstalk 

Range of Nursery Rhymes and poems

Clean Up – Nathan Bryon

Traditional Tales – Three Billy Goats Gruff

 

Range of Nursery Rhymes and poems

Farmer

Duck  – Martin Wardall

Traditional Tale -Three little pigs

 
Writing

Talk For Writing

Begins to write own name

Modelling writing from left to right

Capital letters for own name.

Writing initial and final sounds in words independently.

Letterjoin – to write in a range of Straight and curved line direction.

Talk For Writing

Writing own name

Writing cvc words.

Oral segmenting.

Write dictated sentences

To control pencil so marks sit on the line.

Letter join – easy letters

Talk For Writing

Writing own name and surname

Letter size and orientation

Orally compose sentences.

Write dictated sentences

Write lists, captions and speech bubbles

Letter join –  easy letters

Talk For Writing

Compose and write sentences with spaces between words.

Write sentences demarcated with a full stop.

Write recount, retell and letters non-fiction texts.

Letter join – hard letters

 

Talk For Writing

Compose and write sentences with spaces, full stops and capital letters.

Write sentences demarcated with full stop and conjunction and.

Write recount, retell, letters and non-fiction texts.

Letter join – hard letters

 

Talk For Writing

Spell words by identifying the sounds and then writing the sound with letter/s.

Re-read writing to check that it makes sense.

Write sort sentences with words with known letter-sound correspondence using a capital letter and full stop.

 

 

Mathematics

Number

Sense

Book 1 & 2

Subitising

1 to 3

Book 3

Subitising

1 to 4

Book 4

Subitising

1 to 5

Book 5

Subitising

6 to 10

Book 6

Partitioning 2

Book 7

Partitioning 3

 

 

Book 8

Partitioning 4

Book 9

Partitioning 5

 

 

Book 10

Partitioning

10

Book 11

Composition

6 to 10

Book 12

Comparing Quantities

Book 13

Patterns in Numbers

 

 

Number

And

Numerical

Patterns

Baseline assessment

Counting aloud 1 – 10

Counting objects 1 – 5

Representing numbers 0, 1, 2, 3

Perceptual subitising 1 to 3

Naming 2D shapes

Making simple patterns

Compare size

 

 

Representing 1 to 5

Counting aloud 1 – 10

Comparing amounts; more, less, the same.

Comparing 1, 2, 3

Composition 1, 2, 3

Perceptual subitising 1 to 5

One more, one less 1 to 4

Introduce shape vocabulary

Compare shapes’ properties

 

Counting aloud beyond 10

Comparing numbers to 5

Number bonds to 5

Recognising & representing numbers 6 to 10

Perceptual subitising with manipulates (numicon, dominoes, 10 frame etc)

Combining two groups

Night and Day

Compare mass

 

Counting aloud beyond 10

Comparing numbers to 10

One more, one less to 10

Number bonds to ten

Subtracting amounts

Conceptual subitising (visually seeing values as two groups combined e.g. 5 and 2 = 7)

Recognising 2D shapes within 3D shapes

Names some 3D shapes

Continuing repeated patterns.

Recognising numerals and counting beyond ten

Addition and subtraction

Comparing numbers to 10

One more, one less to 10

Number bonds to ten

Conceptual subitising (visually seeing values as two groups combined e.g. 5 and 2 = 7)

Compare capacity

 

 

Recognising numerals and counting beyond ten

Addition and Subtraction

Comparing numbers to 10

Number bonds to ten

Odd and even numbers

Doubling

Sharing amounts by 2

Sort and categorise 2D & 3D shapes by its properties

 

 

Understanding the World
  New Beginnings Celebrations People Who help Us Where is my place in this world? Growing Habitats
 

Starting School

Me

My Family

My Friends

Autumn

 

 

 

 

Birthdays

Bonfire Night

Diwali

Christmas

Winter

 

 

 

 

What is a job?

Who helps me?

Doctors/nurses

Emergency services

Transport

Teachers

Influential people

Chinese New Year

Winter to spring

Where do I live?

What is in my local environment?

Transport

Important landmarks where I live.

Easter

Spring

 

 

How do I grow?

Life cycle of a human?

How do animals grow?

Life cycle of a chick, frog and butterfly.

How do plants grow.

Life cycle of a plant.

Spring/summer

 

Woodland

Rainforest

Polar

Micro habitats

Caring for our world.

 

 

 

 
Cooking and Food Preparation

Simple biscuits

Healthy choices

Bread Buns

Gingerbread Men

Soup

Flapjacks

Noodle stir fry

cupcakes

Healthy Eating – fruit kebabs

 

Make a summer picnic

 

Expressive Arts and Design

Creating with Materials

 

Begin to mix colours

Build models using constriction equipment.

Self Portraits

 

 

 

Using equipment and tools to represent images of celebrations, e.g. fireworks, Christmas.

Use textures and materials to represent ideas.

 

 

 

Using equipment, tools, texture and techniques to represent images linked to predictable interests e.g. Chinese New Year

Joining different techniques for joining materials, such as how to use adhesive tape and glue.

 

Make different textures and patterns using different colours.

Create collaboratively sharing ideas, resources and skills.

Creating Mother’s Day cards

Techniques to use for collage

 

Plan, reflect and review.

Constructing with a purpose

Observational Drawing

Using and applying printing techniques.

Build with purpose – Bridges linked to The Three Billy Goats Gruff.

Evaluate and revisit their own work.

Build junk modelling linked to theme e.g. Three Little Pigs.

Colour mixing with a purpose.

 

 

 
Being Imaginative and Expressive

Join in with songs

Sing call-and-response songs

Exploring sounds and how they can be changed.

Tapping out simple rhythms

Join in with role-play games.

Listen to music and make their own dance in response.

The use of story maps, props, puppets to retell stories.

Learn a range of songs linked to a theme e.g. Christmas.

 

Adapt songs and rhymes; changing lyrics.

Orally compose stories and act out.

 

 

 

Retelling familiar stories using actions and repeated phrases.

Using puppets and props to represent familiar stories.

 

 

 

Explore using different costumes and props to act out stories and scenarios.

Work collaboratively to re-enact familiar stories, adapting and innovating.

 

 

Exploration of other countries and cultures – dressing up in different costumes.

Adapting and using ideas and vocabulary from texts and other medium within role play.

 

 

 
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