Curriculum
Curriculum Intent Statement
At Northern Saints, our curriculum is carefully planned to ensure full coverage of the statutory programmes of study, as set out in the National Curriculum, The Statutory Framework for the Early Years and Development Matters.
The curriculum is planned around each subject discipline. We want our pupils to be prepared for the next phase of their education. We encourage them to think like scientists, historians, artists, theologians, to name but a few examples. We have, given great thought to the essential knowledge that we want our pupils to learn, to be educated citizens and live life in all its fullness.
The curriculum is planned coherently, to enable our pupils to build on their knowledge and understanding. Regular opportunities are created for pupils to revisit prior learning and to memorise and recall information. We measure pupil progress as knowing more, remembering more and being able to do more.
We will introduce pupils to the best that has been thought and said; engendering an appreciation of human creativity and achievement. That is why your child will learn about the likes of L. S. Lowry in Art and the impact on popular culture of the work of famous composers in music. They will learn about the lives of influential people in history, who have shaped our world throughout time.
We are proud of our distinctly Christian character and heritage. Our curriculum will ensure every child builds their knowledge and understanding of our five Northern Saints and the values they embody. This will be woven throughout our curriculum and enhanced by visits, including Durham Cathedral, Lindisfarne and Whitby and our own internationally significant local monasteries of Wearmouth and Jarrow.
English
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.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Reception |
Core text:
Big Book of Nursery Rhymes by Lucy Cousins Writing to entertain: |
Core text:
Shark in the park by Nick Sharratt Writing to entertain: |
Core text:
Writing to inform: innovation of biography in first person |
Core text:
Writing to inform: instructions |
Core text:
Writing to inform: fact files |
Core text:
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 |
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Year 1 |
Core text:
Writing to entertain: Core Text: |
Core text:
Writing to entertain: Core Animation: Writing to entertain: |
Core text: Beegu by Alexis Deacon Writing to entertain: |
Core text:
Writing to entertain: Writing to inform: |
Core text:
Writing to inform: Writing to Entertain: |
Core Text:
Writing to entertain: Writing to inform: |
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
Core text: Writing to entertain: Core Text: Core Animation: Writing to entertain: |
Core text:
Writing to entertain: Writing to inform: |
Core Text:
Writing to inform: Core Text: Writing to inform: |
Core text:
Writing to entertain: |
Core text:
Writing to entertain: Writing to inform: Poetry Study – Pie Corbett senses poetry |
Year 3 |
Core text:
Writing to entertain: Core Text: Writing to entertain: innovated portal story |
Core text:
Writing to entertain: Core Text: Writing to entertain: |
Core text:
Writing to entertain: Writing to entertain: |
Core text:
Writing to inform: Writing to Persuade: |
Core text:
Writing to entertain: Core Text: Writing to entertain: |
Core text:
Writing to entertain: Core Text: Writing to inform: report on how to be Eco friendly |
Year 4 |
Core text:
Writing to entertain: Writing to entertain: |
Core text:
Writing to inform: Core Animation: Writing to inform: |
Core text:
Writing to entertain: Core Text: Writing to entertain: |
Core Text:
Writing to entertain: Writing to entertain: |
Core text:
Also link to Tadeo Jones Lit shed animation Writing to entertain: |
Core Text:
Writing to entertain: |
Year 5 |
Core Text:
Teacher Model Text Writing to inform: Writing to inform: |
Core Text:
Writing to entertain : Core Animation Writing to entertain : |
Core Text:
Writing to inform: Core Text: Writing to entertain: |
Core Text:
Writing to inform: |
Core Animation:
Writing to entertain: Writing to entertain: |
Core text:
Writing to inform: Writing to inform: |
Year 6 |
Core text:
Writing to entertain: |
Core Text:
Writing to inform: Xmas Unit: Writing to entertain: |
Core text:
Writing to entertain: Writing to inform: Core Text: |
Core text:
Writing to entertain: Additional Core Texts:
|
Core texts:
Shackleton’s Journey by William Grill (CLPE unit) Writing to persuade: Writing to entertain: |
Core text:
Writing to entertain: Writing to entertain: |
Science
Intent
At Northern Saints, we recognise the importance of Science in daily life. For example, children will discover how our bodies work and apply this knowledge to keeping ourselves healthy and making good choices. Scientific learning will encompass expanding the children’s knowledge and understanding of the world, and the development of skills associated with Science as a process of enquiry. It is our intention to develop the natural curiosity of every child, to give them the courage to investigate new concepts and encourage respect for living organisms and the physical environment developing a passion to pursue Science roles in years to come.
Through Science, our children will study and examine the world around them. They will explore and observe what is happening in the local environment. They will notice and identify real life problems, in which to apply their learning, thinking like Scientists. Children will discover answers independently by making predictions and testing their theories. Children will practice measuring, counting, and comparing to develop their analytical thinking skills. They will consider and conclude new things they have learned. By analysing data and findings, children will develop their higher-level thinking skills. By observing, questioning, predicting, experimenting and concluding, children will apply their understanding and learning as Scientists to solve real life problems.
Children will study significant scientists such as Jane Goodall, Isaac Newton and Carl Linnaeus. They will learn about key scientific events, for example the Moon Landing, the development of vaccines and the invention of the telephone. This is to inspire them to develop a passion and enjoyment of scientific learning and discovery, which they pursue in future years to come.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Year 1 |
Animals including Humans Seasonal changes |
Seasonal changes Seasonal changes |
Everyday materials | Seasonal changes applicable to the season |
Plants | Seasonal changes applicable to the season |
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Year 2 | Animals including humans | Living things and their habitats | Uses of everyday materials | Uses of everyday materials application of skills | Plants | |
Year 3 | Rocks | Plants | Animals including Humans | Forces and magnets | Light | |
Year 4 | States of matter | Living things and their habitats | Animals including Humans | Electricty | Sound | |
Year 5 | Earth and Space | Properties and changes in materials | Forces | All living things and their habitats | Animals including humans | |
Year 6 | Animals including humans | Light | Evolution | Inheritance | Electricity | Living things and their habitats |
Mathematics
Intent
Mathematics is an essential creative discipline that helps us to understand and change the world. We want all pupils at Northern Saints CE Primary School, to not only have a clear understanding but also to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity and an inquisitive mind about this subject. This is captured in the words by famous Mathematician, Georg Cantor, who said: “In mathematics the art of proposing a question must be held of higher value than solving it.” It is therefore our belief that all children can achieve in mathematics. We use mistakes and misconceptions as an essential part of learning and provide challenge through rich and sophisticated problems and encourage our children to question the world around them.
At Northern Saints, fluency, reasoning and problem solving are embedded within daily mathematics lessons and are developed consistently overtime through our spiral based mastery curriculum. Recognising that children can find maths difficult, due to it being abstract, our curriculum is also delivered through a highly engaging Concrete, Pictorial, Abstract approach (CPA). CPA methodology builds on children’s existing knowledge, by introducing abstract concepts in a concrete and tangible way. It involves moving from concrete materials, to pictorial representations, to abstract symbols and problems. This develops a deep and sustainable understanding of maths in pupils.
We are committed to ensuring that children can recognise the importance of mathematics in the wider world and that they are able to use their mathematical skills and knowledge confidently, in their lives, in a range of different contexts. We want all children to enjoy mathematics and to experience success in the subject, with the ability to reason mathematically and solve increasingly complex problems. We strive to develop children’s curiosity about the subject, as well as an appreciation of the allure and charm of mathematics and its supremacy within an increasingly digital society.
Our approach to daily Maths is outlined below:
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 daily maths lesson.
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 Y2- Y6. Flashback four is additional to the daily maths 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.
Twice per half-term, or every three weeks, teachers plan in ‘Rich’ tasks that explicitly teach problem solving skills. The problem-solving curriculum map and progression documents ensure that pupils become confident and competent as problem solvers through: carefully selected tasks; structuring the stages of the problem-solving lesson and explicitly and repeatedly providing children with opportunities to develop key problem-solving skills.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Year 1 |
Number and Place Value: Numbers to 10 Calculations: Addition |
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 |
Number and Place Value: Numbers to 40
Calculations: Addition Calculations: Multiplication NFER Assessment and Review |
Calculations: Multiplication Calculations: Division Fractions: Fractions Number and Place Value: 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 Calculations: Multiplication Calculations: Multiplication |
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 |
Calculations: Multiplication and Division
Calculations: Further 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 Geometry – Properties of Shapes: |
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 – NFER Assessment and Review |
Geometry – Position and Direction: Position and Movement Measurement: Measurements Measurement: Area and Perimeter |
Measurement: Volume Number and Place Value: Roman Numerals and revision of numbers to 1,000,000 NFER Assessment and Review |
Year 6 |
Number and Place Value: Numbers to 10,000,000 Calculations: Addition, Subtraction, |
Calculations: Multiplication and Division Fractions NFER Assessment and Review |
Number: Decimals Number Percentages Number: Ratio and Proportion |
Number: Algebra Measurement: Area and Perimeter Measurement: Converting Units Geometry: Position and direction Property of Shapes NFER Assessment and Review |
Statistics Revision SATS |
Problem solving Investigations Revision and Review of Year Six Mathematics Curriculum in Preparation for Year 7 Mathematics Curriculum. |
Geography
Intent
In Geography, the curriculum is designed to inspire pupils with a curiosity and fascination about the evolving world, that will remain with them for the rest of their lives. The curriculum provides children with a rich knowledge about people, places and the human and physical environments around them. The teaching of Geography in school starts in the Early Years, where children are provided with the chance to interact with their environment, and how it influences them. From Year 1, pupils learn about their locality (street, school, home city). Knowledge then extends to other areas of the country, building up to other parts of the world.
At Northern Saints, pupils learn to think and work like geographers, through becoming competent in using their geographical knowledge and skills. For example, map drawing, geographical writing, analysing numerical data and taking part in geographical discussions and debates.
The curriculum enables pupils to understand how they can help to sustain and have an impact upon environmental issues such as: plastic pollution, global warming and endangered species. David Attenborough stated, “Surely, we have a responsibility to care for our planet. The future of humanity and indeed all life on earth, now depends on us.” Children need a deep understanding of how to protect our eco system and planet and show respect on a global scale.
The curriculum is distinctive to our school and our five Northern Saints. For example, a fieldwork exercise that spans 12 miles between St Paul’s in Jarrow, to St Peter’s in Sunderland, in which pupils learn about different geographical features such as terrain, physical and human features and map work. Pupils follow in the footsteps of St Bede himself in a journey he will have travelled numerous times as a young boy.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Year 1 | Local Environment (My street, my school, my area) |
My City Sunderland |
Weather & Seasons | |||
Year 2 | My Capital City (London) |
United Kingdom (Short Unit) |
A Geographical comparison study: Durham vs Shanghai |
Continents & Oceans (Short unit – linked to Christopher Colombus) |
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Year 3 | Rivers in the UK | A geographical study (St Paul’s Jarrow to St Peter’s Sunderland) St Bede’s Way (Short Unit) |
The Expansion of the Roman Empire: Settlements (human features) and Land use (physical features) | Map reading (Orienteering) (Short Unit) |
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Year 4 | British Coastlines (Whitby – St Hilda) (Short unit) |
Spanish Tourism: Physical and Human Features (Short Unit) |
Deserts and their ecosystems | A geographical study: Artic climates and endangered species. | ||
Year 5 | Natural Disasters | Mountin Ranges (Short Unit) |
Rainforests and their Environmental Issues | The Island of Lindisfarne (St Aiden – Short Unit) |
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Year 6 | Southern Mexico and Northern Central America (linked to the Mayan civilisation) (Short Unit) |
a geographical study of WWII Battlefields | Time Zones (short unit) |
The Voyage of the Beagle and the discovery of the Galapagos Islands. |
Art
Intent
Art and Design can engender an appreciation of human creativity and ignite innovation. The Art curriculum introduces pupils to a wide range of incredible art and artists. From local artists such as Norman Cornish, or great British artists such as Banksy, to the finest of international art, pupils develop technical knowledge of styles and vocabulary used. Pupils develop an understanding of how art shapes and enhances societies.
Alongside an appreciation of public art, the curriculum provides a wealth of opportunities for pupils to explore and develop their own artistic knowledge and skills. From pencil drawing to digital art, painting to printing, the curriculum has been carefully crafted to provide pupils with the opportunity to master a progression of skills, building expertise year on year. For example, beginning in EYFS, pupils begin their drawing education by investigating lines and patterns. Then, as pupils move to Year 1, they add a wider range of patterning techniques to their drawing repertoire, which are then used to create tone and shade in Yr. 2. This forms the foundation of an awareness of dimension, which is introduced and explored in Year 3. As pupils move into Year 4, mixed media is added and blended with an awareness of perspective in Year 5. In Year 6, pupils create a mixed media piece with a single 3-D focal point, using tonal contrast. This carefully planned progression of skills enables pupils to be working in a continuously upward spiral of mastery within their current proficiency levels.
The final strand of our Art curriculum is guided by the words of Matisse, `creativity takes courage`. At Northern Saints, pupils are encouraged to take risks with their own designs, to innovate, to think critically and to explore their own unique creativity; In short, to think, act and create like true artists.
Autumn 1 | Spring 1 | Summer 1 | |
Year 1 | The Shape of Things Sculpture (Artist in focus – Andy Galsworthy) |
The Colour of Me Drawing and painting (Artist in focus – Paul Klee) |
The Dot Painting (Artist in focus – Wassily Kandinsky) |
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Year 2 | Incredible Architecture Sculpture (Artist in focus – Antoni Gaudi) |
Famous Faces Drawing & Painting (Artist in focus – Pablo Picasso) |
Faraway lands Painting (Artist in focus – Katsushika Hokusai) |
Year 3 | Who were the first artists? Painting & drawing (Early Cave Art) Links with History topic |
Matchstick Men Drawing (Artist in focus – LS Lowry) |
Potty Potters & Mad Makers Sculpture (Artist in focus – Grayson Perry) Links with History topic – The Roman Empire in Britain |
Year 4 | St Cuthbert`s Cross Sculpture & Drawing (Anglo Saxon art) Links with History topic – Anglo Saxons |
Modern Nature Painting (Artist in focus – Georgia O`Keeffe) |
Walk like an Egyptian Multi-media (Ancient Egyptian Art) Links with History topic – Egyptians |
Year 5 | In a galaxy far, far away… Painting & Drawing (Artist in focus – Peter Thorpe) Links with History topic – The History of Space Travel |
Gods and Monsters Drawing & Digital Art (Artists in focus – David Giliver and Antony Gormley) |
Prints and Patterns Multi-Media (Artist in focus – William Morris) Links with History topic – The history of Sunderland and the Victorian era |
Year 6 | The Ancient Maya Sculpture Maya Art Links with History topic – The Mayan Civilisation |
Every picture tells a story Digital art & painting (Artist in focus – Banksy) |
Northern Life Drawing & Painting (Artist in focus – Norman Cornish) |
Design Technology
Intent
At Northern Saints we encourage our pupils to develop investigation and exploration skills, embedding learning from all areas of the curriculum, our community and our heritage. The curriculum is designed to provide opportunities for pupils to explore existing products and gain technical knowledge from famous engineers, designers and inventors. For example, the famous inventor Joseph Swan (1828-1914, Inventor of the first incandescent light bulb) who was born in Bishop Wearmouth, Sunderland and attended Hylton Castle Boarding School. As Joseph Swan, we want to encourage children to foster, ‘A desire to improve the world around them’.
The curriculum has a sharp environmental dimension. Pupils use recycled materials wherever possible. For example, in Key Stage 1 pupils make bird feeders and Lacewing shelters using plastic bottles and recycled paper. In Year 4, pupils learn how to make hedgehog houses using plarn (yarn made from plastic bags) and other recycled materials. In Year 5 pupils use their imagination, creativity and technical knowledge to design mini beasts (ants, ladybirds, grasshoppers and butterflies) using plastic bottles.
The curriculum is flexible and can be adapted to maximise local opportunities and events. For example; pupils made models of local bridges during the construction of New Wear Bridge. They worked with architects to help design the regeneration of Hylton Castle.
The curriculum is strengthened by strong links with local engineering and manufacturing companies. Participation in competitions is encouraged. For example, the Little Inventors Pioneers Competition, organised by local Inventor Dominic Wilcox. In which, pupils designed an invention that uses renewable energy. Pupils participate in the Primary Engineers Programme, which actively promotes careers in engineering, in collaboration with Unipress, Nissan, and Liehberr.
Regular STEAM events are threaded throughout the curriculum. For example, coding, green screen, stop motion animation and virtual reality headsets with Graham Bowman. Science experiments, for example, ‘Screaming Jelly Babies’ with scientist Mike Fletcher. Working with local artists; Paul Carney and Paul Merrick and dance workshops to improve health and well -being with Dance North East and Castleview. Pupils also have opportunities to experience welding with Liebherr and virtual welding and work board with Unipres, all of which help to deliver vital life skills and possible career choices
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Year 1 | Make a vehicle using wheels and axles History link |
Building Structures How to strengthen them. My Town Sunderland Geography link |
Food Technology | |||
Year 2 | Bridges Isambard Kingdom Brunel Inspirational People History link |
Recycled Materials to make garden habitats (Bird feeders/ Lacewing shelters) Science link |
Light Making a periscope Science Link |
Food Technology | ||
Year 3 | Food Technology Stone Age bread History link |
Hylton Castle Building Structures- using different materials to strengthen History link |
Making a Torch Joseph Swan (Light Bulb) Science link |
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Year 4 | Food Technology Anglo-Saxon Root Vegetable Soup History link |
Living Things and their Habitats
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Year 5 | Archimedes – Mathematician, Engineer and Inventor -Levers and pulleys Ancient Greeks History/Science links |
Cogs and Gears – Moon Buggies Space History/Science links |
Victorian Inventions William Armstrong (Hydraulic Crane) Sunderland and Victorians History / Science links |
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Year 6 |
Insects and Habitats – To design functional produces, fit for purpose
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Food Technology WW2 Recipes History link |
Cams and Hydraulics Year 6 STEAM Project |
PE
Intent
At Northern Saints, the PE curriculum is designed to develop pupils who are passionate, engaged and enthusiastic about sport. Pupils are given the opportunity to participate in a wide variety of activities covering invasion, racket, striking and fielding, aesthetics and athletics. The curriculum extends beyond traditional sports to encompass the benefits that an active lifestyle can have for an individual. This is to promote the enjoyment of sport and develop positive attitudes and habits for fitness in later life.
The curriculum enables pupils to cooperate and collaborate with others, as part of a team. Pupils develop transferable life skills such as leadership. They learn about our school values of respect, compassion, wisdom and courage, through sport. Pupils are taught to be aspirational and ambitious in their outlook. This is exemplified by the study of local and national sports stars: Jordan Henderson, Jordan Pickford, John Robertson, Jill Scott, Amy Tinkler, Steph Houghton and Tony Jeffries who have all been successful in their sporting careers. Their achievements span from captaining England, winning an Olympic medal, representing their country at a major sporting event and winning the Champions League.
Pupils take an active role in the development and delivery of the PE curriculum. For example, the after-school programme is tailored to pupil interest to increase the level of participation. The School Sports Crew develops leadership skills, as pupils are given additional responsibilities within after school clubs and other school events. PE specialists and coaches within school are raising the level of pupil performance in competitive school events. Participation in competitions and festivals is high. The curriculum is adapted to ensure pupils are prepared with appropriate knowledge and skills for these events. Prior learning is revisited, and skills extended.
Northern Saints has strong links with outside agencies to enhance sporting opportunities and develop community cohesion. Pupils develop a sound understanding of different sports, their origins, including British and world-wide sporting role models.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Year 1 Local- Jordan Henderson National-Cristiano Ronaldo |
Run, throw and jump Unit 1 |
Dance Unit 1 |
Gymnastic Unit 1 |
Attack, Defence and Shoot Unit 1 |
Hit, Catchm Run Unit 1 |
Send and return Unit 1 |
Year 2 Local- Gill Scott National- Megan Rapinoe |
Run, throw and jump Unit 2 |
Dance Unit 2 |
Gymnastic Unit 2 |
Attack, Defence and Shoot Unit 2 |
Hit, Catchm Run Unit 2 |
Send and return Unit 2 |
Year 3 Local- Ben Stokes National-Virat Kohli |
Multi Skills/OAA Handball |
Hockey Badminton |
Dance Unit 1 Gymnastics |
Cricket Rugby |
Athletics Netball |
Tennis Rounders |
Year 4 Local- Amy Tinkler National- Nastia Liukin |
Multi Skills/OAA Handball |
Hockey Badminton |
Dance Unit 1 Gymnastics |
Cricket Rugby |
Athletics Netball |
Tennis Rounders |
Year 5 Local- Tony Jefferies National-Mani Pacquiao |
Multi Skills/OAA Dance & Cricket (1 6 week coaching block Castle View) Handball |
Netball Dance & Cricket (1 6 week coaching block Castle View) Gymnastic |
Tag Rugby Dance & Cricket (1 6 week coaching block Castle View) Tennis |
Hockey
Football |
Athletics Football |
Rounders Football |
Year 6 Local- Stephen Miller National- |
Multi Skills/OAA Handball |
Netball Football |
Tag Rugby Gymnastics |
Hockey Dance |
Athletics Cricket |
Rounders Tennis |
Computing
Intent
The Computing curriculum at Northern Saints is designed to enable pupils to embrace and utilise new technologies through the application of essential knowledge, principles and concepts. “Whether you want to uncover the secrets of the universe, or you want to pursue a career in the 21st century, basic computer programming is an essential skill to learn.” Stephen Hawking Theoretical Physicist, Cosmologist and Author. Pupils must be equipped to operate in a rapidly changing workplace to be prepared for the career opportunities that will be open to them.
The curriculum focuses on a progression of and accumulation of skills in digital literacy, computer science, information technology. For example, in programming, children progress from writing a simple algorithm to make a jam sandwich, to programming a robot to draw simple shapes. This further develops into shapes with right angles, onto debugging algorithms and through to control simulations of real-life systems. Finally, pupils use programming language and flowcharts for a lighthouse in Year 6
Online safety is embedded throughout the curriculum to ensure that pupils become competent in respectfully and safely using technology as digital citizens. Children begin by learning how to use technology safely in EYFS, through traditional tales. In Key Stage 1, they create online safety posters, to use technology responsibly, recognising acceptable/unacceptable behaviour. In Key Stage 2, pupils know a range of ways to report concerns, through cyberbullying drama workshops.
Computing skills are taught explicitly at Northern Saints and every pupil receives a weekly dedicated computing lesson. It is our intention that pupils become autonomous, independent users of computing technologies, and gain confidence, creativity and enjoyment from their learning. Pupils also have the opportunity to communicate ideas by utilising appliances and devices throughout other aspects of the curriculum.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
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
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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
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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.
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 |
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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
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
EYFS |
Being Me in My World Our rights and responsibilities |
Celebrating I’m special, I’m me! |
Dreams and Never giving up |
Healthy Me Keeping our bodies healthy |
Relationships Developing special relationships |
Changing Growing up |
Year 1 |
Being Me in My World Understanding the role that I play in the classroom |
Celebrating Differences make us special and unique |
Dreams and Succeeding and celebrating new challenges |
Healthy Me Keeping our bodies safe and healthy |
Relationships Appreciating people who are special to me |
Changing 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 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 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 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 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 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 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 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 Describe how a baby develops through the months of pregnancy |
RE
Intent
Through the RE curriculum pupils will:
- become religiously literate
- have a clear understanding of Christianity as a living world faith
- understand other major world religions and world views
- reflect upon their own beliefs and values
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Year 1 | CREATION UC Big Question: Who made the world? Understanding creation as the beginning of the ‘big story’ of the bible |
INCARNATION UC Big Question: Why does Christmas matter to Christians? Why Jesus’ birth is important for Christians |
GOSPEL UC Big Question: What is the good news that Jesus brings? Gospel as ‘good news’ |
SALVATION UC Big Question: Why does Easter matter to Christians? A basic understanding of the Easter story |
Diocesan Unit 1.6 Who is a Muslim and what do they believe? Verbally describe some of the Islam beliefs |
Diocesan Unit 1.9 What makes some places sacred to believers? Recognise there are special places where people go to worship |
Year 2 | CREATION UC (Digging deeper) Big Question: Who made the world? What creation tells Christians about God, creation and the world |
INCARNATION UC (Digging deeper) Big Question: Why does Christmas matter to Christians? Incarnation as ‘Jesus is God on Earth’ |
GOSPEL UC (Digging deeper) Big Question: What is the good news that Jesus brings? How the stories of Jesus display good news from God |
SALVATION UC (Digging deeper) Big Question: Why does Easter matter to Christians? Linking salvation with Jesus ‘rescuing’ people |
Diocesan Unit 1.6 Who is a Muslim and what do they believe? Give simple accounts of what stories and other texts mean to Muslims |
Diocesan Unit 1.9 What makes some places sacred to believers? Identify a belief about worship and a belief about God, connecting these beliefs simply to a place of worship |
Year 3 |
PEOPLE OF GOD UC Big Question: What is it like to follow God? Link story of Noah with the idea of old testament covenant |
INCARNATION UC Big Question: What is the Trinity? Begin to explain what texts about the Trinity mean (referring to father, son and spirit) |
GOSPEL UC Big Question: What kind of world did Jesus want? How Jesus’ behaviour in the gospels inspires Christians today |
SALVATION UC Big Question: Why do Christians call the day Jesus died ‘Good Friday’? Offer suggestion about what the main texts about Holy Week might mean |
Diocesan Unit 2.8 What does it mean to be a Sikh in Britain today? Make clear links between texts/sources of authority and the key concepts studied |
KINGDOM OF GOD UC Big Question: When Jesus left, what was the impact of Pentecost? Link story of the day of Pentecost with belief about the kingdom of God on earth |
Year 4 |
PEOPLE OF GOD UC (Digging deeper) Big Question: What is it like to follow God? Link story of Abraham with the concept of faith |
INCARNATION UC |
GOSPEL UC (Digging deeper) Big Question: What kind of world did Jesus want? How Jesus used parables to explain the Kingdom of God |
SALVATION UC (Digging deeper) Big Question: Why do Christians call the day Jesus died ‘Good Friday’? Explain some of the meaning behind narrative of last super, the betrayal and the denial |
Diocesan Unit 2.8 What does it mean to be a Sikh in Britain today? Offer informed suggestions about what texts/sources of authority might mean and give examples of what these sources mean to believer |
KINGDOM OF GOD UC (Digging deeper) Big Question: When Jesus left, what was the impact of Pentecost? Use other new testament texts to understand what the Kingdom of God means for Christians today |
Year 5 | PEOPLE OF GOD UC Big Question: How can following God bring freedom and justice? Link story of Moses and concepts of freedom and salvation |
INCARNATION UC Big Question: Was Jesus the Messiah? Identify Gospel and prophecy texts |
GOSPEL UC |
SALVATION UC Y5 specific Big Question: What did Jesus do to save human beings? Explain how Jesus’ death was sacrifice |
Diocesan Unit U2.10 What does it mean for a Jewish person to follow God? Describe examples of ways in which people use texts/sources of authority to make sense of core |
KINGDOM OF GOD UC Big Question: What kind of king is Jesus? Understanding how the teachings of Jesus show that God’s rule has begun on earth |
Year 6 | PEOPLE OF GOD UC (Digging deeper) Big Question: How can following God bring freedom and justice? Link story of Moses and concepts of freedom and salvation |
INCARNATION UC (Digging deeper) Big Question: Was Jesus the Messiah? Connect biblical texts and the idea of Jesus the Messiah |
GOSPEL UC (Digging deeper) Big Question: What would Jesus do? Compare ways in which Christians interpret Biblical text |
SALVATION UC Y6 specific Big Question: What difference does the resurrection make to Christians? Connect Luke 24 to concepts (such as sacrifice, resurrection, salvation, hope) |
Diocesan Unit U2.10 What does it mean for a Jewish person to follow God? Suggest meanings for Jewish sources of authority studied, comparing their ideas with ways in which believers interpret them. |
KINGDOM OF GOD UC (Digging deeper) Big Question: What kind of king is Jesus? Connect biblical text and concept of the Kingdom of God – as God ruling in human lives |
History
Intent
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
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Year 2 | Inspirational People Rosa Parks Emily Davison
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United Kingdom Guy Fawkes and Parliament (short unit) |
The Royal Family (short unit)
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Explorers: Christopher Columbus, Neil Armstrong
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St Cuthbert (short unit)
*Durham Cathedral |
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Year 3 |
From Stone Age to Iron Age
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Local Study – Hylton Castle *Hylton Castle |
St Bede *St Peter’s Church, Monkwearmouth |
The Roman Empire in Britain *Arbeia Roman Fort |
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Year 4 |
Britain’s settlement by Anglo Saxons and Scots (short unit)
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St Hilda (short unit)
*Whitby Abbey |
The Vikings
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Ancient Egypt
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Year 5 |
The history of space travel
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Ancient Greece
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The history of Sunderland and the Victorian era (Victoria Hall Disaster)
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St Aiden (short unit)
*Lindisfarne Priory |
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Year 6 |
The Mayan Civilisation
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Civil Rights Movement (short unit)
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Word War II: Home Front
*Beamish |
St Oswald (short unit)
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*Educational visits which take place within the unit of work |
Phonics
Phonics provides the foundations of learning, to make the progression into fluent reading and writing easier. Phonics is delivered through the Sounds-Write programme at Northern Saints. Sounds-Write is a highly systematic and synthetic programme which explicitly teaches children the skills of;
- Blending
- Segmenting
- Phoneme Manipulations (Sound Swapping).
Children are taught to decode and encode by understanding 4 clear concepts:
- Letters are symbols that represent sounds that they say
- Sounds can be spelt using 1,2,3 or 4 letters – f, oa, air, eigh
- The same sound can be spelt in different ways – bone, coat, toe, window, shoulder
- The same spelling can represent different sounds – bread, eat, great
These fundamental skills not only enable pupils to access the rest of the curriculum, but also impact on their self-esteem and future life chances. Phonics is taught as soon as the children enter Reception and continued throughout KS1. Pupils who are not secure in their phonic knowledge also access the Sounds-Write programme in KS2. Progress is continuously checked through formative assessment within lessons. Pupils at risk of falling behind receive same day, pre or post teach intervention, following the philosophy, “keep up not catch up”. Alongside quality first teaching, daily interventions are delivered for low attaining pupils, to boost phonic knowledge.
Sounds-Write is effective in teaching pupils to read, spell and write: it starts from what all children know from a young age – the sounds of their own language. From there, it takes them in carefully sequenced, incremental steps, which allows children to continuously practice the skills needed to become fluent in reading and writing .When reading, children are provided with a decodable phonic book that links closely to their phonic knowledge.
To support the teaching of phonics at home, parent workshops are provided. A practical guide to phonics for parents is available to download on the school website. Parent guidance can also be found at:
https://www.udemy.com/help-your-child-to-read-and-write/learn/v4/overview .
EYFS
Intent
At Northern Saints C of E we believe that all children deserve an education rich in experiences alongside the purposeful acquisition of skills and knowledge. We are committed to giving our children opportunities which ensure they are well-rounded, happy individuals, ready to succeed in an ever-changing world. We recognise the importance of giving our children the best possible start in life by planning and implementing teaching and learning opportunities which support them in reaching their full potential. Our children are all unique and we plan teaching and learning opportunities according to their individual needs.
The Development Matters document alongside the statutory Early Learning Goals set out expectations for our children and we recognise the crucial role that Early Year’s education has to play in providing firm foundations. We aim to provide a broad, enriched and stimulating learning environment where children can work with adults and peers in a climate of mutual respect to develop confidence in their ability, the social skills necessary to learn and the emotional capabilities to enable them to understand their feelings.
We aim to provide our children with knowledge, skills and experiences in a meaningful context. We do this through a personalised, flexible curriculum that engages and motivates our children. It covers all the 7 areas of learning:-
The Prime Areas:-
- Personal, Social and Emotional Development
- Communication and Language
- Physical Development
The Specific Areas:-
- Literacy
- Mathematics
- Understanding the World
- Expressive Arts and Design.
Our Curriculum intent is underpinned by the four guiding principles which shape practice in early years settings. These are:
- Every child is a unique child, is constantly learning and can be resilient, capable, confident and self-assured.
- Children learn to be strong and independent through positive relationships.
- Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers.
- Children develop and learn in different ways.
Our school has identified a clear set of values that underpin expectations for behaviour for all and every child is recognised as a unique individual. We celebrate and welcome the differences within our Early Years Phase.
We constantly provide enhancement opportunities to engage inquisitive minds and believe that childhood should be a happy, investigative and enquiring time in our lives where there are no limits to curiosity and there is a thirst for new experiences and knowledge. Our EYFS curriculum is designed to develop the characteristics of effective learning:
Creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
Active learning – children keep on trying if they encounter difficulties and enjoy their achievements.
Playing and exploring – children investigate and experience things, and ‘have a go’.
In EYFS we offer a balance between guided group work, child-initiated activity and activities which are supported by adults, inspired initially by children. Initially there is a greater emphasis on child Initiated activities and as the year progresses we move the balance more towards adult led activities.
Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
Topic All about me |
Topic Celebrations with rhyme |
Topic What would you like to be? |
Topic What a wonderful World |
Topic Under the Sea |
Topic Animal Magic |
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Big Question How do I change as I grow? |
Big Question How can we light up the world? |
Big Question Where in the world am I? |
Big Question How does your garden grow? |
Big Question Where can we go on our next adventure…..what’s beyond the horizon? |
Big Question I wonder……..What’s behind the door? |
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Key Texts Marvellous me – Lisa Bullard All the ways to be smart Titch |
Key Texts Oi dog – Kes Gray Duck in a truck – Jez Alborough Shark in the Park – nick Sharrett Goodnight Moon – Margaret Wise Brown |
Key Texts Mr Gumpy’s Outing – John Burringham Its your World Now – Barry Fass The Gingerbread Man |
Key Texts What a wonderful World – Tim Hopgood Here We Arre – Notes for Living on Planet Earth – Oliver Jeffers Jack and Beanstalk |
Key Texts Hooray for Fish – Lucy Cousins Rainbow Fish – Marcus Pfister Tiddler – Julia Donalson |
Key Texts The Three Little Little Red Riding Hood The Farm that Feeds us – Nacy Castaldo Farmer Duck – Martain Wardall |
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Past and Present |
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People, culture and communities |
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The Natural world |
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Expressive arts and design |
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Personal, social and Emotional Development |
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