Curriculum Plans and Subject overviews

Please find below our two-year rolling curriculum plans at Reedham Primary and Nursery School:

EYFS 2 Year Curriculum Plan

KS1 Rolling programme 22-23

LKS2 Rolling curriculum map

UKS2 2 year rolling curriculum plan

PSHE & RSE Curriculum Intent

Personal, Social, Health and Economic Education (PSHE) is a fundamental cornerstone to children’s learning at Reedham Primary and Nursery School. Our program of learning supports children to acquire the values, skills and knowledge they need to live healthy and happy lives at school and in the future. Through PSHE education children develop and build on ‘Life Skills’ that they need to succeed as individuals and as a member of society. Through PSHE we explore and counter any ‘Barriers to Learning’ that children may have. We believe that children need to feel, safe and happy to be able to learn effectively. We follow statutory guidance to deliver Relationships and Sex Education (SRE). We will ensure the content is carefully designed to safeguard and support pupils. Nevertheless, we are clear on the themes and issues they should cover, in an age-appropriate way, to achieve this. Relationships and RSE will be age-appropriate,

building knowledge and life skills over time in a way that prepares pupils for issues they will face.

Parents will be notified when children in year 5 and 6 what the syllabus conatins and will have the right to opt their child out.

Our main focus of study is based on three core learning themes

1. Health and Wellbeing

2. Relationships

3. Living in the wider world

Implementation

We teach the core areas through our PSHE curriculum and through our termly values-led assemblies and events as holding specific PSHE learning days each half term.

The curriculum caters for Early Years up to Year 6, in order to give a cohesive learning journey for all children and prepare them to be welcoming and tolerant citizens of the UK, as well as being excited about future opportunities. It gives time and space for their own emotional and spiritual development and shapes their sense of identity. It enables them to become more independent, free thinking and compassionate individuals with respects for themselves and others.

The aims of our PSHE education are:

  • To provide children with the knowledge and skills they need to live healthy, safe, responsible and balanced lives.
  • Mitigate ‘Barriers to Learning’
  • Provide children with opportunities to explore their own needs, beliefs and values and appreciate differences in others.
  • Ensure all children become positive and active members of society.

Children explore the following themes throughout their learning journey on a two-year rolling curriculum:

Team, It’s My Body, Britain, Be Yourself, Aiming High, Money Matters

VIPs, Safety First, Respecting Rights, Growing UP, Think Positive, One World

These themes enable children to learn through independent enquiry, creative thinking, reflective learning, teamwork, and responsibility, to promote motivation, resilience, and aspiration in all children, enabling them to effectively participate and engage with lifelong learning. They are given opportunities to engage in a positive community ethos, to listen, engage and adapt a can-do attitude in order to prepare for their future lives, enabling and enjoying learning within the context of our rapidly changing technological society. We aim to ‘bring out the best’ in every child so they can all be the best they can be.

Relationship and Sex Education (RSE) is integrated into these themes and covers the following concepts, which are age appropriate:

  • different types of relationships, including friendships, family relationships, dealing with strangers and, at secondary school, intimate relationships;
  • how to recognise, understand and build healthy relationships, including self-respect and respect for others, commitment, tolerance, boundaries and consent, and how to manage conflict, and also how to recognise unhealthy relationships;
  • how relationships may affect health and wellbeing, including mental health;
  • healthy relationships and safety online; and 
  • factual knowledge, around sex, sexual health and sexuality, set firmly within the context of relationships at an age-appropriate level.

English Curriculum Intent

Reading

At Reedham Primary and Nursery School, children are taught to read widely, fluently and confidently for both enjoyment and information gathering. The ability to decode words is taught through synthetic phonics using letters and sounds and ‘Jolly Phonics’ actions. It is taught systematically in response to ongoing assessments and the needs of individual children. A phonological approach to reading is encouraged across the whole school, from Early Years to Year 6.

We believe reading is a key tool for life; teaching children to become excellent readers is a key and integral part of what we do at Reedham. We have lots of opportunities for reading exciting books and materials. A variety of books are available in every classroom and in our library. Reading is taught as an integral part of our new curriculum where is it embedded into our everyday learning, as well as being explicitly taught through the week focussing on specific strategies to develop their reading comprehension right through to Year 6.

Each week parents, teachers and volunteers listen to children read in school and we ensure reading books are carefully matched to ability. We encourage children and parents to record and respond to their reading through the child’s reading record. We have recently updated our reading scheme to make it more relevant and exciting to the children. We follow a levelled reading system which is made up of Oxford Reading Tree books. Within each level there is a variety

of books such as stories, non-fiction, play scripts and decodable books. Children start with picture books and progress through the levels, building on their reading experience until they have gained the necessary skills to be a secure reader. We have put in place provision for children who continue to struggle to read in KS2; we have a range of books which are high interest/ low difficulty and are dyslexic friendly. Once a child can read fluently through the levels, they become a free reader and have access to a wide range of chapter books in our library. All children are encouraged to read and to answer questions about what they are reading every day and explicitly in guided reading teacher-led sessions..

Summer holiday challenges are given to children to keep them excited and engaged in reading over the summer. World Book Day is celebrated at Reedham, this gives children an insight into new and upcoming authors as well as getting children talking about reading and characters. Throughout the year we encourage children to have a love of reading by offering book shops and borrowing. Parents are invited in throughout the year to a number of workshops known as

reading cafes. In these sessions parents are given an insight into a variety of reading areas such as vocabulary and inference. We have a strong belief that children benefit from hearing stories read to them as well as them reading to themselves. Each class has a daily timetabled story time, where a class book is shared. The teachers stress the patterns and intonation in the words during these sessions to help children understand how to read out loud and the fluency needed.

Handwriting

When learning to write, children have an explicit handwriting lesson weekly, where they are taught correct letter formation and joins. In Reception the children print, but from Year 1 children are taught cursive handwriting with joins from Year 2 and beyond. Children can earn their pen licence once their hand writing is consistently.

Writing

At Reedham School it is our vision that every child will learn to write by being given real and exciting materials and opportunities. Writing is an integral part of lessons at Reedham and children will be taught to write for a purpose by linking all our writing to topics thorough our wider curriculum.

In the Early Years, children are given opportunities to write in all areas of the curriculum and access this through continuous provision inside and out. From the autumn term the children experience many fine motor skill activities. For example, ‘funky fingers’ or ‘doh disco’, these enable the children to develop the muscles in their fingers in order to be able to hold a writing implement effectively. From the first half of the Autumn Term the children have a daily

20 minute phonics input, this includes children forming letters correctly and giving meaning to the marks they make.

We begin making children word aware from the Early Years Foundation Stage, throughout the whole school, vocabulary is a key priority. Topic related words and those related to concepts in science, history and geography are taught explicitly. These are then revisited and used many times throughout the topic and beyond, with the hope that children will retain them in their long term memory and become part of their everyday vocabulary.

At Reedham we consistently use new research and ideas, staff take CPD opportunities to support teaching and learning and to help improve the quality of our writing. Children are taught to write imaginatively and articulate texts using a ‘Talk for Writing’ approach. This involves immersing children in powerful writing which they can learn and perform. To ensure progress is ongoing, we also use a ‘slow writing’ initiative that teaches the children the basics of sentence structure. As part of this, the children edit and improve the quality of their sentences. To ensure they are secure

in a variety of age appropriate writing techniques we have put in place a progression document which details the different sentence types to be taught in each year group. The sentence types are designed to help the children write exciting, sophisticated pieces of writing that use the right tone for their purpose. Children are explicitly taught age appropriate grammar and punctuation and encouraged to utilise these in their writing in line with the National Curriculum objectives for writing.

Spelling

Spelling is a high priority at Reedham. Children are given a weekly set of spellings to learn at home. Some are common exception words (tricky words where usual spelling rules or applying phonics do not apply) and others follow a spelling pattern or an element of grammar taught throughout that week. Children are given opportunities to use statutory spellings in their writing and are explicitly taught how to use them. Weekly spellings are tested in a dictation style where the teacher puts the word into a sentence, putting the words into sentences helps the children understand the meaning of the words and enables them to put it into context. Children also take part in DULL – weekly in UKS2, where they:

Define – look it up in a dictionary.

Use – write a sentence using it in context.

Look, cover and write 3 times.

Learn it aloud – spell it out to a friend.

Maths Curriculum Intent

Mathematics at Reedham Primary and Nursery School is taught using a mastery approach, which has number at its heart. Children are taught that everyone can do maths; children are taught as a whole class, with minimal differentiation. Children are taught conceptual understanding through representation, variation and mathematical thinking and fluency. Children are encouraged to look at what is the same and what is different and to explore mistakes. We believe mistakes are proof you are learning. Lessons are coherent and are well-planned, with small steps; each lesson is focused on one key learning point.  The basis for planning and curriculum content used are: the White Rose Maths Hub’s schemes of learning and Maths – No Problem. Teachers are supported by Angles Maths Hub and are led by the in school Maths Hub representative. Within our curriculum, a large proportion of time is spent reinforcing number to build competency, fluency, reasoning and problem solving, which underpin mathematical learning in the National Curriculum.

We try to ensure students have the opportunity to stay together as they work through the schemes as a whole group. Critical thinking and exploration in groups is encouraged through open ended activities. We consistently provide plenty of opportunities to build fluency, reasoning and problem-solving elements into every lesson. The basis for teaching is the use of a Concrete-Pictorial-Abstract approach. These varied representations underpin the children’s mathematical thinking and their understanding of a concept. When introduced to a new concept, children should have the opportunity to build competency by exploring these stages to embed understanding:

Concrete– children should have the opportunity to use concrete objects and manipulatives to help them understand what they are doing, for example, tens frames, base 10 and place value counters.

Pictorial – alongside this, children should use pictorial representations. These visual representations can then be used to help reason and solve problems. We encourage children to make jottings and draw their thinking.

Abstract – both concrete and pictorial representations should support children’s understanding of abstract methods – written methods are a form of the abstract.

We use a calculation policy to support progression through the four calculations and fractions. Teachers use non-negotiables, so that maths is delivered consistently across the school. Teachers follow ‘s’ plans, which incorporate small steps and include questions to ask children to encourage mathematical thinking, Stem sentences to support reasoning and vocabulary that will be used in each concept.

For further more detailed information please see our Maths Calculation Policy.

Religious Education Curriculum Intent

RE is an important curriculum subject. It is important in its own right and also makes a unique contribution to the spiritual, moral, social and cultural development of pupils and supports wider community cohesion. The Government is keen to ensure all pupils receive high-quality RE. We follow their educational guidance to ensure increased emphasis on personalisation and on the development of the whole child in social and emotional as well as cognitive terms. With this in mind Reedham Primary and Nursery School intends to explore R.E through cross-curricular dimensions such as identity, cultural diversity and community cohesion to provide important unifying themes that help our young people make sense of the world and give education relevance. This will reflect the major ideas and challenges that face individuals and society and will provide a focus for work within and between subjects and across the curriculum as a whole.

The key values at the centre of our children’s learning, explored throughout their education with us are the foundations for religious education. These values are: humility, aspiration, thanks, hope, courage, creativity, truth (honesty), creativity, justice (law), forgiveness, peace, friendship, trust, generosity, compassion, reverence (respect), love, tolerance, service, wisdom, democracy, individual liberty (Freedom) and cooperation. A respect for all, open-mindedness, appreciation, wonder and self-awareness are fully embedded into all aspects of our beliefs and values teaching and learning across the curriculum.

At Reedham Primary we aim to ensure high quality teaching, which explores concepts as well as information. We are committed to our children being aware of the different beliefs and values people hold in their local environment and the wider world, with a special focus on a deep understanding of the many faiths in a variety of expressions. They gather information and encounter people who are different from them in order to develop a respectful attitude and enjoy the variety of different cultures.

Implementation:

Through their journey through the phases: Engage, Enquire, Explore, Evaluate, Express, children are encouraged to ask questions and work in a range of creative ways to learn new information, develop empathy, ask powerful questions and reflect on their own beliefs and values. Children explore Christianity, Islam and Judaism as the three ‘Abrahamic’ faiths which have strong similarities and comparisons to be drawn. They also explore Sikhism, Buddhism and Hindusim to broaden their understanding of world faiths.

The curriculum caters for Early Years up to Year 6, in order to give a cohesive learning pathway for all children and prepare them to be welcoming and tolerant citizens of the UK, as well as being excited about travel opportunities in the future. It also gives time and space for their own spiritual development and shapes their sense of identity.

Art and D&T Curriculum Intent

Art and D&T are both valued greatly and taught throughout topics as part of our curriculum. These subjects are considered a key part of learning for the children at Reedham Primary and Nursery School, and are explored through various topics and events throughout the school year. Children enjoy expressing creativity and there have been many successful topics with children so far, such as KS2 taking part in the ‘Broad in a Box’ and ‘Art on the Line’ competitions with the ‘Water, Mills and Marches Project’.

We have strong links with local culture in the village e.g. the annual art competitions at our village summer fair. We enjoy large-scale collaborative artwork created and display these regularly in the school and at Reedham church.

Teachers plan broad and varied activities for the children to take part in, to explore the many different genres and mediums used in artistic expression, in accordance with guidance from Development Matters: Expressive Arts and Design and the National Curriculum. Children learn fundamental artistic skills and values through their work to promote a lifelong love and appreciation of art and design.

Implementation:

National Curriculum:  KS1 Art and Design

To produce creative work, exploring their ideas and recording experiences. Children start collecting and developing ideas using sketchbooks. They continue to build up resilience, making mistakes and suggesting improvements to improve their work. Children practise and share their learning and skills with others, giving and receiving feedback to improve.

National Curriculum:  KS2 Art and Design National Curriculum

Pupils should be taught to develop their techniques with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

The national curriculum for art and design aims to ensure that all pupils:

  • produce creative work, exploring their ideas and recording their experiences
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • evaluate and analyse creative works using the language of art, craft and design
  • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Humanities Curriculum Intent

At Reedham Primary and Nursery School history and geography learning teaches children about the world in which they live and how it has changed over time. Our history and geography curriculum focuses on acquiring facts and knowledge as well as developing historical and geographical skills through enquiry and exploration of themes and topics. We teach children about larger global concepts such as humankind, place, significance, processes and change.  We endeavour to develop the following skills: independent enquiry, creative thinking, reflective learning, teamwork, responsibility, enabling them to effectively participate and engage with lifelong learning.

Implementation

The teaching of history and geography at Reedham follows the National Curriculum and is integrated within our topics as part of our curriculum. Great emphasis is placed upon acquiring historical and geographical knowledge and vocabulary through investigations and explorations in both geographical and historical contexts.

History aims to help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and inspire pupils’ curiosity to know more about the past. As our pupils progress they will become equipped to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. We want pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. Our history curriculum provides identity, improves decision making and judgement, alongside developing a sense of chronology. Our history curriculum is enhanced through the addition of visitors to the school, drama, use of artefacts, day trips and visits.

The geography element of our school curriculum aims to inspire pupils with a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Our geography curriculum enables children to develop a sense of place, whilst exploring, investigating and understanding the manmade and natural processes that impact on our planet. We aim to equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. We want our children to gain confidence and practical experiences of geographical knowledge, understanding and skills that explain how the Earth’s features at different scales are shaped, interconnected and change over time. We achieve this through a variety of day trips, residential trips and local field work, exploring the immediate vicinity of the school.

Music Curriculum Intent

Music is considered a key part of learning for the children at Reedham Primary and Nursery School; it is taught through Charanga an online music platform for primary schools. Music is taught as a separate subject and in addition to this as a means to showcase at Reedham School in the form of plays and shows. Music is supported by Norfolk County Council, which provides subscription to Charanga and offers support to teachers with CPD of the subject.

Musical and singing assemblies are taught every week and are values ethos linked. They often use actions to engage the children and to make them accessible to all the ages to remember the words. The school has a wide song bank for the teachers to choose from that are linked to values and topics explored.

The school takes part in arts-based extra-curricular activities e.g. country dancing and theatre trips and the Open Song and Dance Festival showcasing our talent to our cluster schools. We are the smallest school but are definitely the loudest on stage. Children are also encouraged to showcase their musical talents in our Christmas and summer music concerts and our annual talent show, ‘Reedham’s Got Talent’; all this provides the children with rehearsal and performance skills and enables a time to showcase their singing and musical skills.

Implementation

The national curriculum for music aims to ensure that all pupils:

  • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
  • learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
  • understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations

Charanga lessons enable children to build on their musical skills over time, showing clear progression in listening, performing and composing. Lessons are well delivered by passionate and enthusiastic teachers, including: warm-up/cool down activities, activities to encourage tone, pitch, volume and rhythm.

MFL Curriculum Intent

“Learning a language enriches the curriculum. It provides excitement, enjoyment and challenge for children and teachers, helping to create enthusiastic learners and to develop positive attitudes to language learning throughout life. The natural links between languages and other areas of the curriculum can enhance the overall teaching and learning experience. The skills, knowledge and understanding gained can make a major contribution to the development of children’s oracy and literacy and to their understanding of their own culture/s and those of others.”

The Key Stage 2 Framework for Languages (DfES 2005).

At Reedham Primary and Nursery School we believe that the learning of a foreign language provides a valuable educational, social and cultural experience for our pupils. It helps them to develop communication skills, including the key skills of speaking and listening, and extends their knowledge of how language works. Learning another language gives children a new perspective on the world, encouraging them to understand their own cultures and those of others. At Reedham we have provided learning opportunities for all children in. The focus language taught in our school is French, this is taught as part of daily routines and special events in KS1 and explicitly as ‘lessons’ in KS2.

Implementation

The aims and objectives of learning a modern foreign language in primary school are to ensure that pupils:

• listen attentively to spoken language and show understanding by joining in and responding.

• explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.

• engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.

• speak in sentences, using familiar vocabulary, phrases and basic language structures.

• develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.

• present ideas and information orally to a range of audiences.

• read carefully and show understanding of words, phrases and simple writing.

• appreciate stories, songs, poems and rhymes in the language

• broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.

  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly.

• describe people, places, things and actions orally and in writing.

The children will be given opportunities to:

• listen carefully and recognise sounds and combinations of sounds which are similar to, or different from, those of English;

• understand and respond with increasing competence, accuracy and confidence in a range of situations;

• join in songs, rhymes, raps and stories which enable them to practise the sounds of the language in an enjoyable and non-threatening way;

• take part in conversations at an appropriate level, reacting to instructions and questions and expressing opinions and feelings;

• memorise and recite short texts.

The children will be given opportunities to:

• read stories and rhymes for enjoyment and to gain awareness of the structure of the written language and to practise vocabulary;

• remember grapheme-phoneme correspondences and vocabulary directly taught and reinforced through word games and similar activities;

• read, copy and write independently familiar words and simple phrases in context e.g. classroom items, display labels, weather chart, date;

• write sentences and short texts independently and from memory.

Intercultural understanding, children will be given opportunities to:

• become aware of the life of children in the France,

• identify similarities and differences in everyday life, social conventions, traditional stories and celebrations;

• understand and respect cultural diversity.

Planning and resources

The teaching of French is planned following the guidelines the Rigolo programme This ensures that there is continuity and progression in both skills and content across all classes. A variety of resources are available in school and are allocated to particular year groups. Published resources include: fiction and non-fiction texts, posters, CDs, DVDs, computer software and websites are available for use throughout the school.

Science Curriculum Intent Statement

At Reedham Primary and Nursery School we believe that a high-quality science education can give all children a strong understanding of the world, through the specific disciplines of biology, chemistry and physics.

As one of the core subjects taught in primary schools, we give the teaching and learning of Science the prominence it requires. This is achieved by embedding the primary science curriculum within engaging topic-based learning including specialist vocabulary for topics specifically taught and consolidated throughout the school year across each key stage.

Implementation

Our science curriculum aims to support the inquisitive nature of our children, to promote respect for living and non-living things and equip pupils with the scientific knowledge required to understand the universe today and in the future. Our science curriculum builds upon these principles and aims to promote the skills required needed for scientific enquiry in order to deepen pupils’ scientific knowledge.

Children learn through ‘hands on’ practical lessons and are encouraged to think about their own understanding of the world, to ask questions and to explore ways in which these questions can be answered through investigation. Children are taught how to make predictions, plan investigations, keep tests fair, use equipment safely, measure and record their results, draw conclusions and present their results.

We refer to Development Matters and The National Curriculum to provide the structure and skill development for the science curriculum being taught throughout our school, which is linked, where possible to theme topics, to provide a creative scheme of work, which reflects a balanced programme of study through their learning journey.

Computing Curriculum Intent

At Reedham Primary and Nursery School, through a positive community ethos we listen, engage and nurture a can-do attitude in order to prepare all learners for their future lives, enabling and enjoying learning within the context of a rapidly changing technological society. This is particularly important in the teaching of computing. Technology is an integral part of everyday life. At Reedham we aim to prepare our children for a future in an environment which is shaped by

technology. Our main priority of computing is to engage children with cross-curricular learning through interacting with a variety of technology; we see technology as enriching learning opportunities. Therefore, we endeavour to provide computing opportunities throughout each area of the curriculum, this includes the use of Google Classroom to facilitate homework and to hand in classwork.

Implementation

We aim to develop confident, independent learners who are able to plan, design, create, program and evaluate information through the use of ICT. As well as the benefits of ICT, we are also aware of the risks. This is why we prepare our children to stay safe online through the use of e-safety awareness sessions and safer internet days. The teaching of computing is also taught as a subject to ensure the breadth of the National Curriculum is taught effectively.

The National Curriculum for computing aims to ensure that all pupils:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • are responsible, competent, confident and creative users of information and communication technology