Curriculum

Curriculum Intent and Organisation

We intend for our curriculum to support our vision that children and the whole school community will benefit from ‘Life in all its fullness’ (Adapted from John 10:10)

This means the curriculum must endeavour to:

  • Be rich, broad, balanced and accessible to all;
  • Be enjoyable, interesting, relevant and appropriate;
  • Be memorable and rich in connections;
  • Offer opportunities for creativity;
  • Support personal and social development;
  • Support children’s knowledge and understanding of their world;
  • Support children’s feeling of ownership of their world;
  • Prepare children to face the many challenges and adventures that life will bring

In order to achieve this, we think carefully about the organisation of our curriculum.

Our core curriculum is based on the National Curriculum for England that must be taught in all maintained schools:

https://www.gov.uk/government/collections/national-curriculum

Taking the National Curriculum as our core document, we think about putting learning into meaningful contexts that will build upon each other as children progress through the school.

We take time to consider:

  • What we know about our families and our children;
  • What is happening in our locality, in our nation and in the world;
  • What we have found to be successful in enabling children to learn in our setting;
  • What research tells us about successful teachers and learners;
  • What our children tell us about their learning.

If consideration of the points above means we must deviate from our set plans in order to meet current needs, we do so. Over time we ensure we have covered all elements of the National Curriculum.

From September 2021, we have introduced a new concept-based curriculum, with a 2-year rolling program of topics to allow for teaching in mixed-aged classes.  The starting point for our planning is the school vision: cohesion is created across the school with the learning for each class being bound together with key values and concepts.

Not all subjects can be covered in this way using natural links, so some other learning is purposefully chunked together in order that knowledge and skills are embedded in other memorable ways, for example through a ‘Science Week’ or ‘Democracy Week’.

Although whenever possible links are sought and made, we recognise that systematic building of knowledge and skills in some subjects is best achieved through routine well-planned and taught lessons that may be discrete from other curriculum areas for much of the time – for example, Languages or PE.

We believe that effective learning takes place when children are engaged and excited by the curriculum, when the subject matter is placed in an interesting and relevant context and when resources are chosen for their impact. We recognise the importance of visits and visitors in enriching learning and we seek to provide experiences that are memorable for our children. We consciously seek ways to support the social, moral, spiritual and cultural development of our children through all areas of the set curriculum and ensure that our PSE curriculum is rich in opportunities for children to explore and express these areas of development.

Click here to view the long term curriculum plan.

Year A – Preston Primary School – Concept Based Curriculum

 

Project

AUTUMN SPRING SUMMER
Belonging Creation Over and Under (Ground)
Key Concepts Community

Democracy

Identity

Friendship

Individuality

Inspiration

Change

Pride

Diversity

Transformation

Integration

Freedom

Values Friendship

Compassion

Respect and Reverence Trust
RE

(Norfolk Syllabus)

KS1: What does the nativity story teach Christians about Jesus?

How do Christians belong to their faith family?

LKS2: How do religious groups contribute to society?

Where do Christian religious beliefs come from?

UKS2: What does it mean to be human?

How do beliefs shape identity for Muslims?

KS1: Why do people have different views about the ideas of God?

How do Jews celebrate Passover?

 

LKS2: What do we mean by truth?

What does sacrifice mean?

 

UKS2: Creation and Science – conflicting or complimentary

How do Buddhists explain suffering in the world?

KS1: Why is light an important symbol?

 

 

 

LKS2: Why is there so much diversity of belief within Christianity?

 

 

UKS2: Does religion bring peace, conflict or both?

RSHE Healthy and Happy Friendships Healthy Bodies Healthy Minds Similarities and Difference Families and Committed Relationships Caring and Responsibility Coping with Change
Faith Links

 

 

Christmas

Divali
Hanukkah

Ramadan

Lent

Easter

 
Other Events Harvest Festival
Anti-bullyingBlack History Month
Chinese New Year

World Book Day

Transition

Cycling and Road Safety

Platinum Jubilee (History for KS1)

EYFS

Question

Who am I? What came before us?

 

Where do animals live?
Possible focus areas My new school

My family

My body

Dinosaurs and key events (chosen by children) Animal and habitats

Minibeasts

KS1

Question

Where do I fit in my world?

 

How does history influence the future? How are living things connected?  

 

Possible focus areas Y1: Parts of the body / senses

Y2: Animals including humans – exercise, food and hygiene

Y1: Seasonal Changes

Geographical skills and fieldworklocal area: Our School and Tasburgh

Aerial photographs, simple map with key: Our School and Tasburgh

Significant individuals / people in locality: Edith Cavell /

Florence Nightingale

Significant events in locality: Romans and Boudicca Way

Y1: Everyday materials

Y2: Uses of everyday materials

Locational knowledge – UK countries, cities and seas

Geographical skills and fieldwork – compass directions

Maps

Human geography –city

Great Fire of London

Changes in living memory – The City of London

Working Scientifically KS1

-gathering and recording data to help in answering questions

-identifying and classifying

Y1: Animals including humans – variety of animals / carnivores, herbivores and omnivores

Y2: Animals including humans – offspring grow into adults / basic needs of animals

Locational knowledge – continents and oceans

Human and Physical Geography: Hot and cold areas

Maps, Atlases and Globes – Rainforests

LKS2

Question

How does our area shape our lives? Are creations final?

 

What secrets does the earth hold?    
Possible focus areas Y3: Animals including humans – skeletons and muscles

Working Scientifically

Y4: Animals including humans – digestion and teeth

Locational Knowledge: Counties and cities of UK / topographical features

Geographical Skills and Fieldwork: Field work in local area covering all areas

Roman Empire and impact on Britain (and Tasburgh)

Legacy of Roman culture (Tasburgh)

Local study

Internet safety

Yr 3: How to Search Effectively and present information

Create an online questionnaire.

Yr 4: Online communication and collaboration (if possible set up a blog to record their local study?)

 

Y3: Plants

Working Scientifically

Human and Physical Geography: Physical Geography of the River Nile

Human Geography: settlements and land use

Ancient Egypt

How Egypt was created / tomb wall writing / pyramid texts

Yr 3: How computers work.

Search and capture and categorise information on plants.  Create an online diagram or presentation with findings.

 

Yr 4: Design and create an online pet, use scratch coding blocks to create animation and sound.

Y3: Rocks and soils

Y4: Food chains

Y4: Living things and habitats

Geographical skills and fieldwork – maps and globes, compass, OS map, grid references

Stone Age to Iron Age – hill forts, round houses, farming land

 

Yr 3: Create an animated story using Scratch Jr

 

Yr 4: Create a branching database linking with living things and their habitats

UKS2

Question

How have we been shaped by the past? What is it to be a creator?

 

Do we use the Earth wisely?
Possible focus areas Y5: Animals including humans – life cycle of humans

Y6: Circulatory system, diet, exercise, etc.

Working Scientifically

Locational Knowledge: Counties and cities of UK / topographical features

Geographical Skills and Fieldwork: Field work in local area covering all areas

Roman Empire and impact on Britain (and Tasburgh)

Legacy of Roman culture (Tasburgh)

Local study

Internet safety

Yr 5 & 6 Create an online questionnaire, analyse and manipulate data using a spreadsheet program (Excel)

 

Y6: Evolution and inheritance

Working Scientifically

Locational knowledge – North and South America

Positioning

Place knowledge – South America

Mayans – pyramids, columns temples (architectural styles)

Mayan Creation story –  Tepeu and Gucumatz

 

Yr  6: Research and develop an app for a smart device. Using PowerPoint to pitch their new concept

Yr 5: The internet and WWW – introduction to HTML

Y5: Living things and their habitats

Y6: Living things and habitats

Locational Knowledge: Land use patterns and how these have changed

Human Geography: Settlements and Land Use

Stone Age to Iron Age

 

Yr 5: Create an educational game using Scratch incorporating living things and their habitats.

Yr6:  Using scratch and Micro:bit, test algorithms and create own to fulfil given goals.

Enrichment Explore the village sign – starting point for every class

Boudicca Walk

Norwich Castle – Boudicca Exhibit

Gressenhall (KS2 links)

 

Year B – Preston Primary School – Concept Based Curriculum

 

Project

AUTUMN SPRING SUMMER
Journeys Our Wonderful World Power and Glory (and Conflict)
Key Concepts Belief

Resilience

Fear

Freedom

Beauty

Stewardship

Responsibility

Sustainability

Consequences

Sacrifice

Conflict

Adversity

Values Perseverance Responsibility

Creativity

Forgiveness

Truthfulness

RE KS1: What do Jews remember on Shabbat?

How does celebration bring a community together?

LKS2: What is philosophy?

What difference does being a Muslim make to everyday life?

UKS2: What can we learn about the world from philosophers?

How do Hindus make sense of the world?

KS1: What do my senses tell me about the world of religion and belief?

How did the universe come to be?

 

LKS2: How do people express commitment?

What do Muslims think about God?

 

UKS2: How has belief in Christianity and Islam impacted on music and art?

Is believing in God reasonable?

KS1: What does the cross mean to Christians?

 

 

LKS2: What is the trinity?

 

 

UKS2: What difference does the resurrection make to Christians?

 

RSHE Healthy Bodies Healthy Minds Healthy and Happy Friendships Caring and Responsibility Families and Committed relationships Similarities and Difference Coping with Change
Faith Links Christmas

Divali
Hanukkah

Ramadan

Lent

Easter

 
Other Events Anti-bullying

Black History Month
Harvest Festival

World Cup

World Book Day
Chinese New Year
Transition

Cycling and Road Safety

EYFS

Question

Where could your life take you? What is special about our world? Do all fairytales have happy endings?
Possible focus areas My journey – family and starting school

My journey – people who help me

My journey – what will I be when I grow up (fire service, etc.)

What makes a happy planet?

Caring for different environments

Fairytales and superheroes – villains, heroes, princes and princesses

 

KS1

Question

How far can we go? What makes our world so wonderful today?

 

 

Does protection show power or fear?
Possible focus areas Working scientifically – investigation

Events beyond living memory: first airplane flight / the Space Race and Moon landings

Significant individuals: Neil Armstrong

Place knowledge – Area of the UK and contrasting non-European country (PoR text link?)

Geographical skills and fieldwork: Compass directions

Maps, atlases and globes

 

Y1: Plants – wild and garden plants / deciduous and evergreen trees.

Y1: Plants – structure of flowering plants and trees.

Y2: Plants seeds and bulbs / what plants need to grow

Y2: Living Things and Their Habitats

Human and physical geography: Seasonal and daily weather patterns

Features/vocabulary – seaside (beach, cliff, coast, ocean, port, harbour)

Locational knowledge – UK countries, cities and seas

Changes beyond living memory – Victorian seaside

Significant individuals: Queen Victoria

Compare aspects of life in different periods – Victorian seaside compared to seaside of today

Working scientifically – investigation

Human and physical features/vocabulary – city (Norwich)

Geographical skills and fieldwork: Compass directions

Aerial photographs- to recognise landmarks

Significant places in own locality:  Norwich Castle

LKS2

Question

Do all journeys begin with a destination? Can human wonders ever survive the wonders of nature? Do we view power fairly?

 

Possible focus areas Year 3 – Animals, including humans

Y4: Electricity

Working Scientifically

Human and Physical Geography:

All elements of human geography

Anglo-Saxons

Beowulf’s Journey

Pilgrimage

Internet Safety – Personal information, cyber bullying

Yr 3: How computers work – parts of a computer, inputs, outputs, networks

Yr 4: Functional skills – which software to use for which task.

 

 

Y3: Forces and magnets

Working Scientifically

Y4: States of matter

Locational knowledge – Europe

Physical Geography– volcanoes and earthquakes

Fieldwork– using maps, atlases and globes

Ancient Greece

Legacy of Greek culture

Pompeii

Yr 3: How Search works? Create a powerpoint using information found.

Yr 4: Design and create an electronic device including input outputs and sensors (Scratch)

Y3: Light

Working Scientifically

Y4: Sound

Place Knowledge: UK and European location comparison

Vikings and Anglo-Saxon struggle – the fight for territory and power / seeking treasure and glory

Yr3: Scratch Jr – create an animated scene linked to topic

Yr 4: Data collection and presentation. Create a branching database.

UKS2

Question

Is the journey or the destination more important? Are things more wonderful if left where they began? Can power exist without conflict?

 

Possible focus areas Y5: Earth and Space

Working Scientifically

Place Knowledge: Making comparisons

Islamic Civilizations

Eight objects (British Museum)

Mecca

Internet Safety – Social Media, cyber bullying

Yr 5: Create a maze based game linked to Space in Scratch

Yr 6: Using Scratch, create a multi-level game or animated story.

Y5: Properties and changes of materials

Y6: Light

Working Scientifically

Human and Physical Geography: many aspects including use of natural materials

Shang Dynasty – artefacts

How the artistry of craftsmen made this dynasty famous for bronze and jade objects

Yr 5: Data capture and analysis – Excel (link to Science)

Yr 6: Create a webpage (HTML)

Y5: Forces

Y6: Electricity

Working Scientifically

Fieldwork: using fieldwork

Compass work

World War 1 or 2 – conflict between major powers

Yr 5: Design and create an opinion poll.  Analyse, interpret and present results.

Yr 6: Research and develop a new app to improve everyday life.

Enrichment Visit Anglo Saxon village – West Stow

Trip to British Museum

Trip to British Museum Visit Norwich Castle

War museum

UKS2 ONLY: Parliament trip OR Parliament week in school

We use the Norfolk Agreed Syllabus for RE.  Our Phonics Teaching is currently based on Letters and Sounds.