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Saxlingham Nethergate

C of E VC Primary School

A member of the Tas Valley Church Schools Federation

"I have come that they may have life, and have it to the full." John 10:10

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.

 

We operate 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.

 

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.

Phonics

 

For Phonics in Reception and KS1, we use a number of different resources but follow the guidance of Letters and Sounds.

 

 

Our Maths Curriculum (White Rose Maths)

Religious Education

We use the Norfolk Agreed Syllabus.

Curriculum Map for Squirrel Class (Reception, Year 1 and Year 2 Year A)

 

Year A 

 

Autumn 1 

Autumn 2 

Spring 1 

Spring 2 

Summer 1 

Summer 2 

yearly cycle of changes, diary,  

recording, 

termly focus  

Nature and the four seasons.   

Recording, measuring, monitoring seasonal changes, weather and day length throughout the year. (Science and Geography links) 

Shirley Hughes:  Out and About.  A First Book of Poems (Power of Reading) is organised into seasons and will be read regularly, so that children become familiar with some of the poems. 

Children will sow, grow and harvest all year round. 

half-termly traditional tale(s) with which the children will become very familiar 

 

The Little Red Hen 

 

Thumbelina 

The Frog Prince 

Hansel and Gretel 

Rumpelstiltskin 

The Three Billy Goats Gruff 

Topic 

 

 

Food Glorious Food 

Preparing for Winter 

 

Toys (inventions) 

Journeys 

Making Music 

Africa 

English 

 

 

Texts 

Power of Reading (Y1/2 texts red) 

Pattan’s Pumpkin 

Handa’s Surprise (EYFS title) 

Pumpkin Soup 

Winter Sleep:  A Hibernation Story 

Rabbit and Bear:  Rabbit’s Bad Habits 

Jolly Christmas Postman 

The Robot and the Bluebird 

The Egg Box Dragon 

Traction Man is Here! 

Man in the Moon (a day in the life of Bob) 

Look Up! 

Whatever Next? 

Ossiri and the Bala Mengro 

Grace and Family 

One Day on our Blue Planet… in the Savannah 

Anna Hibiscus (various titles, EYFS title) 

Science 

 

Plants (1,2). 

Identify, name variety of plants and trees and their structure (1). 

Observe, describe how seeds and bulbs grow into mature plants (2). 

Working scientifically to investigate needs (water, light, temperature) (2) 

 

Planting time:  onion sets, garlic bulbs, flowering bulbs outdoors and indoors. 

Harvest:  squash family, collect seeds to save and sow for next year. 

Working scientifically 

Keeping the jolly postman’s parcels dry on his rounds. 

 

Variety of common animals in UK (1), those that hibernate and their diets (herbivore, carnivore, omnivore 1, simple food chains 2), what they need to survive, stay alive (2) and link to human basic needs of water, food, air (2) 

Link to the cycle of life and animal offspring and growth (2) 

Working scientifically 

Toy cars and ramps exploring different heights, different textures, effects on movement of the toy car. 

Observe types of movement in toys:  pull-back toys, wind-up toys, battery-operated toys 

Working scientifically 

Making and testing simple rockets 

Materials  

Everyday materials (1) 

Uses of everyday materials (2)  

Recycling of materials 

Making paper 

 

Look at some of the animals of Africa, a different habitat.  Animals including humans, variety of animal life (1). Herbivores, carnivores, omnivores (1). 

Living things and their habitats  (2) Animal habitats and adaptations, food chains (2). 

History 

History of travel and transport  

 

Significant national or global events beyond living memory: Bonfire Night/The Gunpowder Plot 

Changes within living memory.  Grandparents’ toys, parents’ toys. 

Changes beyond living memory: toys children played with long ago.  How do we know?  How do we find out? 

 

Significant individuals:  Neil Armstrong, Tim Peake, Helen Sharman, Mae Jemison 

Comparing my life to lives in the past.  

 

 

History of the seaside 

 

Geography 

Weather – changing seasons 

Harvest – our local farming community.  

Addressing letters and cards:  place names in the UK.  Where we live. 

Weather – changing seasons 

 

Maps and mapping  

Geographical vocabulary Continents of the world 

Oceans of the world 

 

Weather – changing seasons 

 

UK –parts of the UK (rural and city)  

 

Features of the Seaside  

DT 

Design, make, evaluate fruit kebabs 

Design, make, evaluate a salad 

Make pumpkin soup 

 

Toy making (moving toys:  rubber bands, springs, hinges, pop-ups) 

Puppet making (sock puppet, paper-mache head and fabric glove, 

cup and stick puppet) 

 

Designing, making instruments 

Junk modelling, 

upcycling of materials 

 

 

Art 

COLLAGE – Arcimboldo  

paper, real fruit/veg (use for a salad, kebabs afterwards) 

PRINTING – fruit and vegetable printing 

 

SCULPTURE – Goldsworthy creating art with natural materials (leaves, autumn fruits, nuts) 

DRAWING - Rangoli patterns (chalk) 

Mandalas  

  

 

PAINTING - Van Gogh:  Starry Night, Starry Night over the Rhone.  Oil pastels, paints. 

Georgia O’Keeffe:   Starlight Night  

Marbling:  the Milky Way 

Folk art inspired by the illustrations in the book and end papers, traveller community art and decoration of utilitarian products. 

TEXTILES – sewing, applique 

SCULPTURE – clay tiles 

 

 

PAINTING - wax resist, colour wash technique pictures (African cloth inspired) 

PRINTING – African inspired motifs on to cloth 

Music 

Charanga 

Learn the song Summer, Autumn, Winter. 

Learn the song Cauliflowers Fluffy. 

Harvest Festival celebration. 

 

 

Vivaldi:  The Four Seasons (winter) 

Compose wintry music.  Learn the song Snowflakes from Charanga. 

Learn songs for Christmas production. 

Compose clockwork music. 

Learn to sing the song Cogs from Charanga. 

Gustav Holst: The Planets Suite.  Dance and movement. (Mars, Venus) 

2001:  A Space Odyssey. 

Creating music from home -made instruments 

Traditional folk music and dancing of UK 

 

Charanga 

African drumming and songs from Africa 

PSHE/RSHE 

Belonging, togetherness, team work 

Discovery  
Education RSHE: Healthy and happy relationships.  Making friends and getting along (1), what makes a happy friendship? (2) 

Discovery  
Education RSHE:  Caring and responsibility.  Our special people (1), Special people in communities (2) 

Links to Christmas and charities, altruistic acts. 

Discovery  
Education RSHE: 

Coping with change.  Growing and changing (1), Growing up and setting goals (2). 

“Going for goals” (SEAL), working towards a target (training, keeping fit, knockbacks, persistence) link to astronaut training. 

Discovery Education RSHE: Healthy Bodies, healthy minds.  Amazing Bodies (1), Staying Safe and Healthy (2).  

Empathy (21 “must read” books, empathy lab 2017) 

Discovery Education RSHE:  Similarities and differences.  Recognising strengths and respecting differences (1), Strengths, abilities and stereotypes (2). 

Resourcefulness, perseverance of Ossiri 

Different families, relationships. 

Discovery Education RSHE:  Families and committed relationships. The importance of family (1), the diversity of families (2). 

R/E 

Saxlingham order of topics in italics 

How do Christians belong to their faith family? (2) Christian 

 

Topic link to: 

How does a celebration bring a community together? Muslim, Christian (1) 

Harvest Festivals 

Topic link to: 

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

Christian, Jewish, Hindu (1).  Link to celebrations:  sights, smells, tastes. 

 

 

How does a celebration bring a community together? Muslim, Christian (1) 

Advent, Christmas, Hannukah, Diwali 

 

Topic link to: 

Why is light an important symbol for Christians, Jews and Hindus? (2) 

Topic link to: 

What does the nativity story teach Christians about Jesus? (2) Christian 

 

 

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

Christian, Jewish, Hindu (1) 

What does the cross mean to Christians? Christian (1) 

Easter:  Jesus’s journey to Jerusalem for the Passover meal and the Last Supper, crucifixion.  

 

Topic link to: 

How do Jewish people celebrate Passover (Pesach)?  Jewish (2) 

Why do people have different views about the idea of God?  (2) Multi/Humanist 

 

How did the universe come to be? 

Hindu, Christian 

What do Jewish people remember on Shabbat?  (1) Jewish 

 

 

 

Computing 

Internet safety 

Art:  fruit and vegetable art (Arcimboldo) mouse skills 

Internet safety 

Writing use white/black black/white 

Internet safety 

 

Internet safety 

Beebots  

Internet safety 

Internet safety 

Enrichment 

Gressenhall  Farm and Workhouse 

 

Museum trip-toy collection 

Puppet Theatre 

 

Time and Tide museum  

Zoo trip-Africa Alive 

Drumming workshop 

Year B 

 

Autumn 1 

Autumn 2 

Spring 1 

Spring 2 

Summer 1 

Summer 2 

yearly cycle of changes, diary recording, termly focus 

Nature and the four seasons.   

Recording, measuring, monitoring seasonal changes, weather and day length throughout the year. (Science and Geography links) 

Shirley Hughes:  Out and About.  A First Book of Poems (Power of Reading) is organised into seasons and will be read regularly so that children become familiar with the poems. 

Children will sow, grow and harvest all year round. 

half-termly traditional tale(s) with which the children will become very familiar 

 

The Enormous Turnip 

 

Sleeping Beauty 

 

Goldilocks and the Three Bears 

 

Topic 

 

Under the ground (the dark) 

Cold places 

Castles 

Our wonderful world 

Town and country 

The Seaside (pirates) 

English 

 

Texts 

Power of Reading (Y1/2 text red) 

The Dark 

Orion and the Dark 

The Hodgeheg 

The Fox and the Star 

 

The Gigantic Turnip (EYFS title) 

 

The Emperor’s Egg 

The Princess and the White Bear King 

Blue Penguin (EYFS title) 

 

The Blue Penguin (EYFS title) 

Rapunzel 

The Last Wolf 

10 Things I Can Do to Help My World 

The Secret Sky Garden 

Moth:  an evolution story 

The Bee Who Spoke 

Claude in the City 

Lila and the Secret of the Rain 

The Secret of Black Rock 

How to Find Gold 

The Snail and the Whale 

The Storm Whale 

Science 

Everyday materials (1) 

Materials found under the ground 

Uses of everyday materials (2) 

Clay is found under the ground:  explore how it can be changed by bending, stretching, twisting. 

Working scientifically 

Investigating ice 

 

Animals, including humans (1) (2) 

Living things and their habitats (2) 

 

Seasonal changes (1) 

 

Working scientifically 

Building and testing strong structures, Making and investigating simple catapults 

 

Everyday materials (1) 

Uses of everyday materials (2) 

Strong building materials 

Working scientifically 

Making compost, exploring which things will decompose 

 

Plants (1) (2) 

 

 

Working scientifically 

Investigating things that float and sink 

History 

 

 

 

 

 

 

Geography 

 

 

 

 

Mapping, geographical vocabulary 

UK  

Local study:  Saxlingham village, Long Stratton, Norwich 

UK and its place in the world, continents, oceans 

DT 

Design and make a lantern for a character or specific use. 

Design and make ice lollies with different coloured stripes, flavours 

Design and make 3D castles from nets.  Design shield, flag and surrounds for the castle for a specific character, inhabitant. 

 

 

Seaside theme moving picture (tabs, split pins) 

 

Design and make a boat (powered in different ways: Science link) 

Art 

Light and dark:  adding white/black to create shades 

PAINTING 

 

Silhouette portraits of children 

Silhouette art (National Portrait Gallery examples online) 

Monet snowy pictures 

Shades:  blues, greys – colour mixing, (white and black) palette 

PAINTING 

 

Cold places inspired art: Snowflake PRINTING 

Grayson Perry fantasy house 

PAINTING, DRAWING 

 

Paul Klee cubism:  Castle and Sun, BurgGarten (Castle Garden) 

PAINTING, DRAWING 

 

 

Seascapes 

Hokusai:  The Great Wave 

Music 

 

 

 

 

 

 

PHSE/RHSE 

 

 

 

 

 

 

R/E 

 

 

 

 

 

 

Computing 

Internet safety 

Black and white photos, portraits 

Internet safety 

 

Internet safety 

 

Internet safety 

 

Internet safety 

 

Internet safety 

 

Enrichment 

 

 

 

Norwich Castle 

Framlingham Castle 

 

Local walks and visits (church, ruined church, war memorial, orchard) 

The Time and Tide Museum 

Curriculum Map for Hedgehogs Class (Year 3 and Year 4 Year A)

Theme 

We are all connected.  ONE: ourselves, nature, each other Oneness 

Harmony Principle 

Interdependence 

Oneness 

Health 

Cycles 

Adaptation 

Diversity  

Enquiry question 

Why was the industrial revolution so revolutionary? 

What makes a Victorian Christmas so jolly? 

What is a mountain? 

What is global warming? 

Would you like to be a Mayan? 

Would you rather visit North, central or South America? 

Aut 1 

Aut 2 

Spr 1 

Spr 2 

Su 1 

Su 2 

English 

I was a rat 

The miracle on Ebeneezer Street (authorfy) 

A Christmas Carol 

The Ice Bear 

Ice Palace 

The Wolf’s Footprint 

Mouse bird snake wolf 

Libba  

Jemmy Button 

Hums 

Victorians 

Mountains (France and the Alps)/Water Cycle/Env and global warming 

Mayans  

Americas 

Science 

 Sound 

 

Electricity 

Animals incl. humans  

Teeth & digestion 

 

Changes of state S, L, G 

 

Living things and their habitats + food chains 

RE 

Where do religious beliefs come from? (Christianity) 

 Why is there so much diversity of belief within______? (Christianity) 

 

What do we mean by truth? Is seeing believing? (Multi) 

What does sacrifice mean? 

(multi and humanist) 

How do/have religious groups contribute to society and culture? (Hindu/Christian) 

 

art/DT 

William Morris (Printing) 

DT- lamps 

Art: Northern lights art (drawing) 

 

DT – food 

(anti-plastic/ food miles) 

Frida Kahlo (Painting) 

Art: Pop art  (Digital/printing) 

Enrichment 

Victorian Day 

Sing with Dippy - coach funded 

Victorian Christmas  

Theatre Production - KS2 

France Day 

Europe Day  

Mountain newspapers? 

Action project 

Mexican Day / Day of the Dead 

Production 

Independence Day - Canada July 1st /  

USA July 4th  

(Thanksgiving owl class – even though it is a November celebration) 

Curriculum Map for Hedgehogs Class (Year 3 and Year 4 Year B)

 

Theme 

We are all connected. ONE: ourselves, nature, each other 

Harmony Principle 

Health 

Oneness 

Interdependence 

Adaptation 

Diversity 

Cycles 

Enquiry Question 

What did the Romans ever do for us? 

 

 

 

 

Is it ever ok to use single use plastic? 

 

Aut 1  

 

Aut 2 

Spr 1 

Spr 2 

Su 1 

 

Su 2 

English 

The lion and the Unicorn and other hairy tales 

Escape from Pompeii 

The Pebble in my pocket 

Ug 

(The Wild Way Home? authorfy) 

Bluest of Blues 

Mama Miti  

Plastic Sucks (authorfy) 

Hums 

Roman Empire  

(Celts and local knowledge?) 

Volcanoes and Earthquakes  

Stone age/Bronze age/Iron age 

Ancient Egypt (early civilisations) 

Sustainability  

Science 

Animals incl. humans nutrition, skeleton and muscles  

 

Light 

Rocks and fossils 

Plants 

Forces and magnets  

RE 

How do people express commitment to a religion/ worldview in different ways? (Hindu or Jewish/Sikh/Christian 

What is the Trinity?  

Christian 

 

 

 

 

 

art/DT 

DT: food 

Art 

DT 

Art: Bronze/ metal 

Sculpture/ collage 

Boccioni / klimt 

 

DT/Art : Egyptian artefacts 

Canopic jars 

Art: textiles (sewing) 

Enrichment 

Roman feast 

Visit Caistor St Edmund:  

Venta Icenorum 

Pantomime or other theatre visit? 

Geologist visit 

 

Visit Castle museum 

 

Egyptian Day 

Production 

 

Curriculum Map for Owls (Year 5 and Year 6 Year A)

Theme 

We are all connected.  ONE: ourselves, nature, each other    Oneness 

Harmony Principle 

Adaptation 

Interdependence  

 

Health 

Oneness - team spirit & Buddhism 

Cycles 

Diversity 

Oneness 

Health – see sci 

Geometry 

 

 

 

 

 

 

Enquiry question 

 

What makes a successful species? 

 

Them & Us  

- how are we connected? 

Or – are we really separate? 

What does it mean to be happy & well? 

Happiness / wellbeing 

Does good always conquer evil? See Robert Fisher book 

 

How do we connect with our diverse world? 

What sparks/ ignites an adventure? 

 

 

Aut 1 

Aut 2 

Spr 1 

Spr 2 

Su 1 

Su 2 

English 

Active punctuation 

Dark Sky Park (poetry) 

Non-Chron Report 

Instructions; autobiography 

(Varmints; Just So stories; The Dam?) 

The SkyLarks’ War 

The Swallows’ Flight 

Suffragettes book to link with theatre production? 

Continue with war texts or refugees or / then 

Happiness project  /  

Shakespeare: Macbeth 

Skyhawk 

Writing  

Hums 

Sustainability 

Biomes: Galapagos Islands 

WWI / WWII 

WWI / WWII 

War time spirit - community 

Tudors in Norwich/Norfolk 

Rivers  

& Norfolk Broads Biome 

Tudor Explorers & North America  

Science 

Inheritance & Evolution  

– The Future is Wild 

Animals incl humans: circulation 

Animals including humans: health, medicines/drugs 

Light 

Classification 

Electricity 

Puberty & Sex Ed 

RE 

Creation or Science: conflicting or complementary 

How & why does religion bring peace & conflict? 

Buddhism 

How do Buddhists explain the suffering in the world? 

What does it mean to be human? Is being happy the greatest purpose in life? 

How do beliefs shape identity for Muslims? 

art/DT 

Upcycle a t-shirt: print / batik / applique - sustainability 

DT 

Art – sculpture 

Giacometti – human form unit  

Fauvism – both painting and digital art 

Expressing emotion with colour 

DT – Tudor cooking 

Jumble biscuits & maids of honour 

 Textile art weaving landscapes – the Norfolk Broads 

The Gambian mangroves 

DT - Wood, plastic,  

music 

Abba 

Steel pans 

Ukulele, chords and song writing 

 

 

RHE 

Healthy and happy friendships  

= 3 lessons 

 

Similarities & differences = = 3 lessons 

 

Healthy bodies, healthy minds = 3 lessons 

 

Caring and Responsibility 

= 3 lessons 

 

Y5 – families and committed relationships: What is love? 

= 3 lessons 

 

Coping with change: Y5 & Y6 Puberty = 3 lessons 

Famillies & committed relationships: Y6 starting a family = 3 lessons 

PSHCE 

GOAL – Premier Sport 

GOAL – Premier Sport 

 

 

 

 

ICT 

Using the internet; communication & powerpoint; e-safety 

 

 

 

 

 

PE 

OAA  and Netball 

 

 

 

 

 

Enrichment 

Sing to Dippy - coach funded 

Theatre production KS2 

Buddhism day 

Norwich Buddhist centre 

Visit Elm Hill?  

Kett’s hill? The Globe 

River / broads visit 

Birds of prey visit 

Production 

Curriculum Map for Owls Class (Year 5 and 6 Year B)

 

We are all connected.  ONE: ourselves, nature, each other    Oneness 

Enquiry question 

 

 

 

 

 

 

 

Magic 

Action for Change 

How are we connected? 

Quests 

Is it ever okay to cut down the rainforest? 

Past and Future 

Harmony Principle 

Diversity 

Adaptation 

Oneness 

Health  

Cycles  

Interdependence 

 

Aut 1  

or swap with Su 1 

Aut 2 

Spr 1 

Spr 2 

Su 1 

or swap with Aut 1 

Su 2 

English 

Magic Theme Harry Potter 

A pinch of magic by Michelle Harrison? 

King Arthur & Merlin (Saxon times) 

The Wolf Wilder 

Russian reading unit: 

Russian traditional tales by Sophie Anderson 

Indian culture? 

The Viewer? 

The London Eye Connection? 

Poetry: cosmic disco? 

Anthony Horowitz myths & legends 

Story writing 

The Great Kapok Tree 

Running Wild 

The Explorer 

Journey to the River Sea 

Wild World (authorfy) 

Floodlands 

Hums 

Anglo-Saxons & Vikings 

 

Mapping 

or space project 

Sustainability project – link with UEA 

Ancient Greece 

Rainforests  

- South America 

Saxlingham local study  

Science 

Materials (potions) 

 

Space 

 

Forces 

Lifecycles 

Puberty 

RE 

Is believing in God reasonable? 

Action to help others – examples from religions and our own project; link with incarnation unit? 

How do Hindus make sense of the world? 

Y5 What can we learn about the world / knowledge / meaning of life from the great philosophers? (Thinking) 

What difference does the resurrection make to Christians? 

How has belief in ___ impacted on music and art throughout history? 

art/DT 

DT 

Make a …? 

Russian artists – collage; pastels 

Malevich; Kandinsky – other artists of that time 

DT 

Food topic 

Sewing – Indian animal cushion cover 

Art: design a mythical creature - drawing techniques 

Rainforest  

Rousseau 

Lino printing 

Link art to RE – spirited arts competition 

Enrichment 

Trip to Harry Potter world  

or trip to Sutton Hoo 

 

Russia Day 

link with cosmonauts space race 

India Day? Hinduism day? 

Ancient Greece Day 

Democracy: visit the Houses of Parliament 

Rainforest Day 

Production 

Walk: Saxlingham 

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