BGS Infant and Junior Curriculum Booklet

Infant and Junior

Curriculum

Heidi Hughes Head of BGS Infant and Junior School

Introduction

Bristol Grammar School, as an independent school, has the freedom to choose and widen its own curriculum and assessment methods. This allows us in the Infant and Junior School to develop our curriculum in an exciting and empowering way, rather than it being shaped by tests or examinations.

The teaching team in the Infant and Junior School assess our provision, regularly reflecting on what works well, read the latest research on curriculum development and liaise with our community and colleagues in the Senior School for feedback. Under the guidance of Mrs Rookes, our individual subject coordinators have become curriculum makers.

We aim to deliver a rich and challenging learning experience, an inspiring framework for teachers and pupils. To achieve this, our curriculum reflects our community and embraces the ever-changing world in which we live. In addition, research shows that the knowledge pupils gain must be combined with independent learning skills. It is vital that teachers successfully integrate these two elements for greater learning.

The aim of this booklet is to guide you through how we have developed our new curriculum, our pedagogical approach to teaching and an overview of what is taught in each subject.

Curriculum design

When building a curriculum there are a great many areas to consider and rigour has been key. We have considered the acquisition of knowledge, the breadth of subjects taught, the progression of learning skills and the links between subjects. You will see we have a greater emphasis on diversity in many subjects and a comprehensive approach to our locality.

Learning is a change in long-term memory and, as primary practitioners, we are responsible for building strong foundations ready for future learning. We want pupils to know more, remember more and do more with what they know. We aspire to create learners who ask questions, and to question the ways of the world to improve social justice. We wish to inspire pupils to learn more and ignite their passion in different subjects.

To do this we need to teach knowledge, not just subject specific but also inter-disciplinary. Pupils will gain knowledge through experience and practice and then teachers can empower higher order thinking skills such as critical thinking and creativity. Examples of teaching activities are illustrated by the table on page 5, moving from the bottom to the top, in terms of difficulty to master and learn.

Evidence in research illustrates that the sequence of knowledge taught is important; it unlocks and improves future learning

and should be considered over a longer period of time. Through careful mapping of the curriculum at BGS, we have created coherence within and across subjects and ensured that our teaching is progressive across the year groups, but also within our year-group units of work. Pupils will be asked to reflect back on previous learning, explicitly making connections between subjects. We will build and develop specific skills over the course of the Infants and Juniors; for example when looking at historical sources, we may begin with a simple diary in an Infant lesson, then consider ancient monuments, before finally looking at census data at the top end of the Junior School.

Deciding what to teach is challenging especially given the innovation and technological advances in the world today, and the drive for equality, diversity and inclusion. The team have taken the time to reflect on differing views in order to reach a justified consensus on curriculum content. We have changed the sequence of what we teach and when we teach it to maximise pupils’ ability to connect their learning. These choices will be monitored and reflected upon regularly, making our curriculum not only responsive but adaptive moving forward.

If you have any questions regarding the contents of this booklet, please contact Veryan Rookes Deputy Head: Learning and Innovation vrookes@bgs.bristol.sch.uk

Level and Description

Creating

Using diverse elements to build a completely new structure. It also involves putting together various parts together to form a whole.

Evaluating

Defending your own opinion or presenting a new one. Judging the value and quality of work, information and ideas. The judgement is based on certain criteria and standards.

Analysing

Examining the information and separating it into component parts. Determining and understanding the organisational structure and relation between those part. Distinguishing facts and hypotheses.

Applying

Solving problems and dealing with issues by using acquired knowledge. Applying the rules, facts and techniques to new situations and scenarios.

Knowledge Dimension Key Words

Generate (a daily activity log)

Write (a short story)

Combine (the components)

Check (the consistency of sources)

Criticise (an article)

Rank (the current issues)

Select (the fullest activity list)

Classify (the words)

Order (the importance of events)

Use (a certain algorithm)

Answer (the common question)

Classify (the principles of fundraising)

Understanding

To show understanding finding information from the text. Demonstrating basic understanding of facts and ideas.

Remembering

Recall /regurgitate facts without understanding. Exhibits previouslylearned material by recalling facts, terms, basic concepts and answers.

Interpret (a paragraph)

Categorise (a product’s features)

Summarise (an article in your own words)

Label (a route on a map)

Spell (a difficult word)

List (the European capital cities)

Assemble (an expert team)

Devise (a classification system)

Plan (the activities)

Determine (the relevance of an outcome)

Review (the objectives)

Assess (the likeliness of a result)

Distinguish (the attitudes)

Identify (the levels of awareness)

Explain (the importance of understanding the rule)

Give (the advice to a novice)

Set (the objectives)

Experiment (with the reactions between components)

Categorise (the species)

Describe (the rule in your own words)

Consider (the connection between structure and function)

Recognise (the author of a composition)

Name (the levels of Bloom’s taxonomy)

Describe (the history of a nation)

Design (a workflow project)

Develop (an approach to solve the problem)

Compose (poetry)

Judge (the efficiency of a process)

Evaluate (the rightness of a technique)

Conclude (the system’s working mechanism)

Integrate (the approved framework) project)

Compare (the opposing approaches)

Differentiate (the related terms)

Carry out (the laboratory trials)

Employ (the method)

Calculate (the amount of possible damage)

Paraphrase (the definition for better understanding)

Clarify (the given instructions)

Predict (the future of an industry)

Recall (how to research keywords)

Recap (the steps in reaching the agreement)

Tabulate (arrange data in the form of a table)

Produce (a theory of learning style)

Create (a portfolio)

Actualise (the plan)

Reflect (on the progress)

Rate (the effectiveness of a strategy)

Prioritise (the use of programs)

Match (the meaning styles)

Analyse (one’s prejudice)

Achieve (a level of understanding)

Select (the matching solution)

Enhance (the professional skills)

Construct (the section of a site)

Predict (the experiment’s outcome)

Explain (the working principles)

Execute (a particular technique)

Outline (the process of finding an inspiration)

Identify (the downsides of a learning method)

Omit (the irrelevant terminology)

Curriculum breadth

The School curriculum includes coverage of all of the requirements of the National Curriculum and extends beyond it. The curriculum is supplemented not only by the inclusion of trips and visiting speakers but also by a variety of co-curricular opportunities, including individual instrumental tuition and individual LAMDA (Speech and Drama) lessons.

All our pupils are taught weekly PSHE (Personal, Social and Health Education) lessons where topics include Relationship and Sex Education (RSE), at an age-appropriate level, as well as citizenship, safety and friendships. This is usually taken by the Form Tutor and forms an integral part of our pastoral care provision.

In the Infants, all pupils have lessons in English, Mathematics, a Modern Language (ML), Science, Computing, Topic (which comprises both History, Geography, Art and Design Technology), Religious Education, Games, Forest School and Music. Teaching periods are usually 60 minutes long. Physical Education, Swimming or Dance are taught within a carousel as shown below. Swimming takes place at Henbury Leisure Centre whilst PE is taught in our Sports Hall and Dance in one of the dedicated Dance Studios.

In the Juniors, all pupils have lessons in English, Mathematics, a Modern Language (ML), Science, Computing, History, Geography, Religious Education, Physical Education and Games, Dance, Art, Music, Drama and Design Technology. Teaching periods are 50 minutes long. Our curriculum is supplemented with a variety of co-curricular opportunities, including trips and visiting speakers, specialist theme weeks and our Friday afternoon activities programme.

3&4 Years

In Years 3 and 4, over the course of the academic year, for a period of a term and a half, each class will have a lesson of swimming or PE a week.

5 Year

During Year 5, the pupils will be taught PE or Swimming, or Dance and Drama having lessons each week for a third of the year. In addition, once a fortnight, each Year 5 class will have a double lesson of Food Preparation and Nutrition in our specialist classroom.

6 Year

For two thirds of the year Year 6 pupils will be taught weekly PE lessons, and weekly dance lessons for the remaining third. Year 6 have Textiles lessons once a fortnight during the course of the year. As part of our preparation for the Senior School, these will be taught in a dedicated textiles room. In addition, they have their Science lessons in the Senior School Science Laboratories and their Art lessons in the Senior School Art Department.

The curriculum is designed such that topics each year build upon knowledge and skills taught in previous years in order that key skills are consolidated before being extended.

Curriculum differentiation

The general principle governing the curriculum of the school is that every pupil shall be entitled to a curriculum which is balanced and broadly based. Teaching staff will adapt every lesson to meet individual learners’ needs.

MORE ABLE PUPILS

Pupils who are more able are identified using a holistic approach where the professional judgement of the teaching staff is used in conjunction with relevant objective data as no one single method can be entirely accurate. These pupils are invited to become members of our Challenge Club in the Junior School and are mentored by the Deputy Head: Learning and Innovation.

The school provides Challenge Boards in the Junior School to encourage our more able pupils to undertake extension activities and look at further stimuli in the full range of different subject areas. These activities include challenges, investigation work, competition entries, further research and extended projects. Whilst these are provided for our more able pupils, they are open to all pupils in the Junior School. The Deputy Head: Learning and Innovation liaises with all subject coordinators to encourage a good spread of challenges across all subject areas.

Mrs Rookes oversees provision for our more able pupils and is happy to offer support and advice. Please contact by telephone 0117 973 6109 or by e-mailing: vrookes@bgs.bristol.sch.uk

LEARNING SUPPORT

A wide range of learning needs are recognised and catered for at BGS. It is the aim of the school to provide every pupil with the opportunity to achieve their full potential by means of a nondiscriminatory policy of inclusion, making reasonable adjustment for all pupils with specific learning needs, in a positive environment of care and respect for the individual.

If a pupil requires additional support this will normally be provided in class in the first instance. The Form Tutor will meet and discuss any learning concerns with parents and guardians. If it is felt that the pupil would benefit from additional support, this will be discussed further with Mrs Lucy Hargreave, our Learning Support Coordinator, who will contact parents to provide guidance on appropriate support for the pupil. Mrs Hargreave is happy to offer support and advice.

Please contact by telephone 0117 973 6109 or by e-mailing: lhargreave@bgs.bristol.sch.uk

Assessment

In May pupils from Year 1 to Year 6 take nationally standardised assessment tests in English and Mathematics, and Science for Year 3 to 6 only, which are reported to parents in the end of the Summer term report.

The tests are both formative and summative in purpose: they enable the teachers to identify and address any areas of weakness, and also provide a measure of each pupil’s achievement throughout the year. Parents/Guardians are informed of the results as well as being provided with the average BGS year-group score as a useful measure against which the marks can be interpreted. In addition, pupils from Year 2 complete Cognitive Ability Tests (CATS) in the Autumn term. These measure a pupil’s verbal, quantitative, non-verbal and spatial ability. The school compares these to attainment in the core subjects. Parents/Guardians may request these scores at the end of the Autumn term. By having regular assessments, it is hoped that the pupils will learn how to take such tests in their stride, without undue stress or anxiety.

PARENT-TEACHER MEETINGS AND REPORTS

EYFS Reception parent/guardian-teacher meetings take place just before October half-term, before the end of the Autumn term and towards the end of the Spring term. In the Summer term, a personal report commenting on all the Specific and Prime Areas of Learning as well as on the characteristics of an effective learner and curricular enhancement will be available through My School Portal.

Included as part of the report will be your child’s attainment for each of the Early learning Goals. Parents/Guardians will be invited to come and discuss their child’s progress and next steps on their learning journey.

Years 1 and 2 parent/guardian-teacher meetings take place early in the Autumn term, when parents/guardians are welcome to contact their child’s Form Tutor to arrange a mutually convenient time to discuss how their child has settled in. Should staff have a concern, they may reach out to parents/guardians asking to meet.

Once a term, reports will be uploaded to My School Portal. In the Autumn and Summer terms, personal reports will cover the Core Subjects of Reading, Writing, Mathematics and Science as well as Games and the subjects taught on a carousel, accompanied by a Form Tutor’s report. In the Spring term, reports are sent home covering the Foundation Subjects as well as Games and subjects taught on a carousel.

Within each of these reports, staff will consider each child’s attitude to their learning which are given as a descriptor. Additionally, included on the Summer Term report, will be your child’s age standardised score for assessments completed in English and Mathematics accompanied by the mean averages both nationally and for the BGS cohort.

Following each report being available to parents/guardians, there will be an opportunity to make an appointment to see your child’s Form Tutor and, in the Spring term, to meet with a specialist Subject Teacher by appointment.

Years 3 to 6 parent/guardian-teacher meetings take place early in the Autumn term, when parents/guardians are welcome to contact their child’s Form Tutor to arrange a mutually convenient time to discuss how their child has settled in. Should staff have a concern, they may reach out to parents/guardians asking to meet.

Once a term, reports will be uploaded to My School Portal. In the Autumn and Summer terms personal reports will cover the Core Subjects of Reading, Writing, Mathematics and Science as well as Games and the subjects taught on a carousel, accompanied by a Form Tutor’s report.

In the Spring term, reports are sent home covering the Foundation Subjects as well as Games and subjects taught on a carousel.

Within all of these reports, staff will consider each child’s attitude to their learning and their attainment across the cohort which are given as a descriptor. Following each report being available to parents/ guardians there will be an opportunity to make an appointment to see their child’s Form Tutor and, in the Spring Term, to meet with a specialist Subject Teacher by appointment. Additionally, included on the Summer Term report, will be your child’s age standardised score for assessments completed in English, Mathematics and Science accompanied by the mean averages both nationally and for the BGS cohort.

Further meetings can always be set up by arrangement, so please do not hesitate to get in touch with your child’s Form Tutor or subject teacher if there are any issues or matters causing concern or which you would like to discuss.

Pupil Progress Review, Years 3 to 6

After reports have been shared with parents/guardians, Form Tutors meet with each child individually to review their progress in all aspects of the curriculum. This takes places three times a year after each report is issued.

Early Years FOUNDATION

STAGE

Reception Curriculum

Early Years Foundation Stage (Reception)

The Early Years Foundation Stage [EYFS] curriculum is based on the following overarching principles:

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 staff and parents/carers

Children develop and learn in different ways and at different rates

Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured

There are seven (three prime and four specific) areas of learning and development, all of which are important and interconnected. The three prime areas of learning are crucial for igniting pupils’ curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.

PRIME AREAS

Communication and language supports pupils to interact and express themselves confidently. This can be achieved by giving pupils a rich and varied environment full of language experiences in meaningful contexts. Pupils will widen their vocabulary, enhance their listening and attention skills and be supported to understand verbal and non-verbal communication in context.

Physical development is about giving pupils opportunities to be active, to move and to learn about their bodies. Through developing different muscle groups, types of movement and balance skills, pupils can learn to negotiate obstacles, walk, run, dance and climb with confidence. Physical development involves gross motor and fine motor skills, it involves self-care, such as hygiene skills, too.

Personal, social and emotional development supports pupils to see themselves and others in a positive light, to form good relationships with others and to develop their social skills. They learn how to recognise and manage their feelings and behaviours, and to gain confidence in their own abilities. Pupils’ sense of self-esteem and selfawareness is developed by opportunities to engage with others in meaningful interactions, to name and talk about feelings, and to learn how their actions can affect others. Pupils learn how to play alongside or with other pupils, how to regulate their emotions and how to start to make friends through experience combined with sensitive and kind adult support. Confidence and happiness are promoted through the formation of secure and caring connections with others. It is essential that Early Years Practitioners and parents work together to understand and support pupils through positive relationships.

SPECIFIC AREAS

Literacy is about understanding and being understood. Learning about literacy means developing the ability to interpret, create and communicate meaning through writing and reading in different media. Pupils will learn to read through developing phonetic skills and begin to develop as early writers.

Mathematics involves developing an understanding of number, quantity, shape and space. Pupils will build a strong mathematical foundation through playful exploration, talk, manipulation of objects and learning about mathematical signs and representations.

Understanding the world provides a powerful, meaningful context for learning across the curriculum. It supports pupils to make sense of their world and their place within it through nurturing wonder, curiosity and their exploratory drive. Rich play, virtual and real-world experiences support learning about our culturally, socially, technologically and ecologically diverse world and how to stay safe within it.

Expressive arts and design involves exploring and playing with a wide range of media and materials, as well as sharing thoughts, ideas and feelings through a range of activities in art, music, movement, dance, role-play, and design technology.

Pupils will be working towards Early Learning Goals in each area of learning. These cover the knowledge, skills and understanding pupils should have at the end of the academic year in which they turn five. Pupils learn through planned, purposeful play opportunities and a balance of adult-led and pupil-led activities. Play is essential for pupils’ development, building their confidence as they learn to explore, to think about problems and relate to others. Ongoing assessments enable staff to understand each pupil’s level of achievement, interests and learning styles, and plan for their next steps.

ASSESSMENT

Once the pupils start Reception in September, their Form Tutor (Key Worker) makes a baseline judgement based from their observations of each child combined with an interactive on-line assessment. This interactive assessment will be repeated at the conclusion of the academic year to measure progress. At the end of the Reception year, parents will receive a statement as part of their child’s end of year report stating their attainment in relation to the seventeen Early Learning Goals.

Infant and Junior Curriculum

YEAR 1 TO YEAR 6

Core Subjects

Core Subjects

ENGLISH

We aim to ensure that all pupils leave our school with a passion for writing and a high level of English knowledge and skills that they can apply in a variety of subjects and situations. Pupils are encouraged to express themselves through speaking and listening activities, creative writing – focusing on narrative and non-narrative genres – as well as poetry activities. At the same time, they are also taught grammar, punctuation and spelling, exploring how different elements of these are used in the real world. Through the use of rich texts, the pupils identify where authors have used them and consider why and how they help them as a reader. Handwriting is taught throughout the school and high standards are promoted, modelled and reinforced in all written work. This begins in Reception where pupils are taught the correct letter formation, then begin to use a joined, cursive script from Year 1.

Pupils study a range of high-quality texts, learning to understand the context, audience and purpose of writing, and identify features within a range of genres. These texts have been chosen carefully to reflect our modern-day society. A high importance is placed on learning and understanding new vocabulary through both reading and writing.

Spoken language underpins the development of reading and writing and is woven through all areas of the English curriculum. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Pupils will be encouraged to explain their understanding of books and other reading, and to prepare their ideas before they write.

YEAR 1

Reading Writing

• Stories with familiar settings

• Stories from other cultures

• Information Texts

• Traditional Tales

• Character and setting descriptive writing

• Writing poetry using the senses

• Recounts

• Instructions

• Narrative writing – stories from other cultures

• Traditional tales and alternative tales

Grammar Punctuation Spelling

• Nouns

• Consistent past tense

• Adjectives

• Using ‘and’ to link ideas and sentences

• Time conjunctions to show chronological order

• Spaces to separate words

• Full stops

• Capital letters

• Exclamation marks

• Capital letter for start of sentence, names, personal pronoun – I

• Segment words into phonemes and represent these with graphemes, spelling many correctly in independent writing

• First 100 high frequency words

• Days of the week

• Add prefixes and suffixes: using the spelling rule for adding –s or –es

• using the suffix –ing, and using the prefix un–

YEAR 2

Reading Writing

• Stories with familiar settings

• Stories from other cultures

• Information Texts

• Diary entries

• Newspaper reports

• Descriptive poetry

• Letter writing

• Describing settings and characters

• Narrative eg adventure stories

• Traditional tales from other cultures

Grammar Punctuation Spelling

Reinforcement and consolidation of all previously taught grammar objectives, as well as:

• Noun and noun phrase

• Progressive verb form

• Subordinating and coordinating conjunctions

• Consistent use of tense throughout the piece of writing

• Adverbs to show when and how

• Adding ‘er’ and ‘est’ to show comparisons in adjectives

• Third person sentences with different forms: statement, question, exclamation, command

Reinforcement and consolidation of all previously taught punctuation objectives, as well as:

• Full stops

• Capital letters

• Exclamation marks

• Capital letter for start of sentence, names, personal pronoun – I

• Apostrophe for contraction

• Possessive apostrophe for singular nouns

• Commas in a list

Reinforcement and consolidation of all previously taught spelling objectives, as well as:

• Segment words into phonemes and represent these by graphemes, spelling many correctly

• Common homophones

• Common exception words

• Contracted forms

• Distinguishing between homophones and nearhomophones

YEAR 3

Reading Writing

• Stories with familiar settings

• Traditional stories, Fairy Tales and Myths from different cultures

• Information Texts

• Newspaper reports

• Descriptive writing including characters and settings

• Poetry

• Letter writing

• Instructions

• Playscripts

• Adventure stories

• Poetry – riddles and acrostic poems

Grammar Punctuation Spelling

Reinforcement and consolidation of all previously taught grammar objectives, as well as:

• Coordinating and subordinating conjunctions to extend sentences

• Using prepositional phrases and fronted adverbials

• Using the present perfect form of verbs in contrast to the past tense

• Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

Reinforcement and consolidation of all previously taught punctuation objectives, as well as:

• Consolidation of capital letters and full stops

• Punctuation of direct speech using inverted commas

• Commas after a fronted adverbial

• Apostrophes for omission and possession

Reinforcement of previous spelling patterns as well as:

• Adding suffixes starting with vowels to multisyllable words (doubling final consonant & last syllable unstressed)

• The ‘i’ sound spelt ‘y’, other than at the end of words

• The ‘u’ sound spelt ‘ou’

• Prefixes un-, dis-, mis-, re-, and in-

• Adding suffixes -ous and -ly to words ending in -y and -le

• Word endings which sound like ‘sure’, ‘ture’, ‘(t)ch’, ‘er’, ‘sion’ and ‘tion’

• The ‘sh’ and ‘k’ sound spelt ‘ch’

• The ‘s’ sound spelt ‘sc’

• The ‘ei’ sound spelt ‘ey’, ‘ei’ or ‘eigh’

• Homophones and nearhomophones

• Words from Years 3 & 4 spelling list

YEAR 4

Reading Writing

• ‘Krindlekrax’ by Philip Ridley

• Stories with historical settings linking to Brazil and the Amazon rainforest

• Poetry from a range of cultures

• ‘Great Women Who Changed the World’

• Stories with dilemmas

• Persuasive writing – advertisements

• Biographies

• Stories with historical settings

• Information leaflets

• Stories set in imaginary worlds

• Poetry – free verse

Grammar Punctuation Spelling

Reinforcement and consolidation of all previously taught grammar objectives, as well as:

• Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

• Using conjunctions, adverbs and prepositions to express time and cause

• Similes and metaphors

• Extending the range of sentences with more than one clause by using a wider range of conjunctions

• Use of paragraphs to organise ideas around a theme

Reinforcement and consolidation of all previously taught punctuation objectives, as well as:

• Using commas after fronted adverbials and to separate clauses

• Using and punctuating direct speech

• Using brackets to add extra information

• Using an ellipsis to add suspense

• Apostrophes for omission and possessions

Reinforcement of previous spelling patterns as well as:

• Adding suffixes starting with vowels to multisyllable words (doubling final consonant & last syllable unstressed)

• Suffixes -ation, ally and -ous

• Prefixes il-, im-, er-, subanti-, inter-, and auto-

• Words with endings that sound like ‘tion’, ‘ssion’ and ‘cian’

• Words with the ‘ei’ sound spelt ‘ei’, ‘eigh’, or ‘eys’

• Words ending with the ‘g’ sound spelt – ‘gue’ and the ‘k’ sound spelt – ‘que’

• The ‘sh’ and ‘k’ sound spelt ‘ch’

• The ‘s’ sound spelt ‘sc’

• Homophones and nearhomophones

• Words from Years 3 & 4 spelling list

YEAR 5

Reading Writing

• ‘Cogheart’ by Peter Bunzl

• Shakespeare’s ‘The Tempest’

• Greek Myths

• ‘Thief’ by Malorie Blackman

• Recounts – diary and newspaper

• Playscripts

• Biography

• Persuasive writing

• Poetry – observational, figurative language

• Narrative – Greek Myths explanation

• Narrative – Science Fiction

Grammar Punctuation Spelling

Reinforcement and consolidation of all previously taught grammar objectives, as well as:

• Active and passive voice

• Expanded noun phrases to convey complicated information concisely

• Modal verbs or adverbs to indicate degrees of possibility

• Ensuring the consistent and correct use of tense throughout a piece of writing

• Relative clauses beginning with who, which, where, when, whose, that

Reinforcement and consolidation of all previously taught punctuation objectives, as well as:

• Hyphens to avoid ambiguity

• Brackets, dashes or commas to indicate parenthesis

Reinforcement of previous spelling patterns as well as:

• ‘i’ before ‘e’ except after ‘c’

• ‘Ough’ sound

• Silent letters

• Soft ‘c’ and ‘g’ sound

• A wide range of suffixes

• A wide range of prefixes

• Hyphens in words

• Words from the Years 5 and 6 spelling list

Reading Writing

• ‘War Horse’ by Michael Morpurgo

• ‘Once’ by Morris Gleitzman

• Traditional Fairy Tales and Folk Tales from different cultures.

Reinforcement and consolidation of all previously taught grammar objectives, as well as:

• Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

• Using modal verbs or adverbs

• Using relative clauses with an implied (ie omitted) relative pronoun

• Recounts – diary and newspaper

• Narrative – flashbacks

• Persuasive writing

• Discussion and debate

• Non-chronological reports –explanation and information

• Poetry – modern verse, narrative, imagery

• Narrative – Traditional fairy tales, folktales from other cultures and fantasy

Punctuation Spelling

Reinforcement and consolidation of all previously taught punctuation objectives, as well as:

• Commas to clarify meaning or avoid ambiguity

• Using brackets, dashes or commas to indicate parenthesis

• Using semicolons, colons or dashes to mark boundaries between independent clauses

Reinforcement of previous spelling patterns as well as:

• Key Words – the 100 words from the word list for Years 5 and 6

• Suffixes eg -ance, -ence, -ably, -ibly, -ate, -ify, -ise, -ion, -ous, -al, -ary

• Homophones and near homophones

• Word families eg fluidly/ fluently, preclude/ exclude

• Tricky words

Grammar

MATHEMATICS

Mathematics is used to analyse and communicate information and ideas in order that the pupils are enabled to become independent thinkers. An emphasis in lessons is on developing mental agility when dealing with numbers in particular. The pupils are shown ways to tackle a range of practical skills and real-life problems building upon their skills in number and algebra, shape and space as well as geometry and statistics. Maths lessons provide ways and means of viewing and making sense of the world and give pupils the capacity to describe and explain mathematical concepts in real life.

YEAR 1

Number and Algebra

• Place value within 10 and moving onto within 20, addition and subtraction within 10, then 20 working towards within 50

• Counting in 2s, 5s and 10s

• Using hundreds squares and bead strings within 50

• Multiplication and division –pairs of 2s, 5s, and 10s

• Partitioning numbers into hundreds, tens and ones

• Finding the inverse

• Fractions of amounts

• Doubling and halving

Shape, Space and Measures and Statistics

• 2D shapes and their properties

• Money: introduced to coins

• Time: days of the week, months and o’clock

• Length in standard units

• Weight and capacity and reading scales

• Fractions of a shape

• Position and direction

• Block graphs

• Pictograms

YEAR 2

Number and Algebra

• Place value within 100; partitioning numbers

• Compare numbers; count in 2s, 3s, 5s and 10s

• Counting on and back from 50

• 10s and 1s with a part-whole model

• Count objects to 100

• Adding and subtracting 1s and in 10s

• Multiplication and division – pupils to learn number facts, making groups of 2, 5,10 and finding the inverse

• Fractions – half, quarter, third of amounts

Shape, Space and Measures and Statistics

• Working with money and calculating change

• Names and properties of 2D and 3D shapes

• Symmetry

• Fractions half, quarter, third of shapes

• Length in cm, order and compare heights

• Telling the time half past, quarter past, quarter to and at 5-minute intervals

• Measuring mass, capacity and temperature

• Position and direction – turns and patterns

• Pictograms, tally charts

YEAR 3

Number and Algebra

• Number and place value, 2and 3-digit numbers, multiply and divide by 10

• Addition and subtraction methods

• Multiplication and division with 2, 5, 10, 4 and 3 multiplication tables using chunking to divide

• Adding using partitioning and vertical methods

• Fractions: ½, ¼

Shape, Space and Measures and Statistics

• Names and properties of 2D shapes

• Problem solving with time, calendars, money

• Measurement: mass, length and capacity

• Geometry: right angles including those within 2D shapes, lines and perimeter

• Time: analogue and digital

• Bar charts, pictograms

YEAR 4

Number and Algebra

• Place value: 4- and 5-digit numbers and inequality symbols, rounding, counting on, multiples

• Read, write and compare negative numbers

• Addition and subtraction: column method

• Multiplication: Multiplying and dividing by 10 and 100 (including decimals)

• 6 , 9, 11 and 12 multiplication tables, grid method of multiplication including finding a fraction of quantity, factors

• Fractions: equivalent, simplifying, adding with like denominators

• Decimals with 2 places including ordering

• Percentages

• Roman numerals

Shape, Space and Measures and Statistics

• Measurement: time, length converting units, perimeter

• Geometry: acute, right and obtuse angles

• Symmetry

• Geometry: regular and irregular polygons, 2D faces on 3D shapes

• Coordinates: translation

• Bar charts

Number and Algebra

• Place value: 5- and 6-digit numbers, inequality symbols

• Addition and subtraction: money and worded problems

• Multiplication: factors, grid method, multiples, short and long multiplication, cubes

• Division: rules of divisibility, short division

• Decimals: multiply and divide by 100, convert to fractions, comparing 3 place decimal numbers

• Fractions: equivalent, simplifying, on a number line, fraction of a quantity, conversion of mixed numbers and improper fractions, multiplying by whole numbers, addition and subtraction with different denominators

• Algebra: solve missing number sentences

• Simple equivalence of percentages, fractions and decimals

Shape, Space and Measures and Statistics

• Measurement: time, 24-hour clock, calculating time intervals, reading a bus/train timetable

• Measurement: converting metric units of length, mass and volume

• Geometry: using a protractor, angles on a line, angles at a point, using pairs of compasses, triangles, angles in a triangle, polygons, parallel and perpendicular, position on two quadrants of a grid and direction, translation reflection

• Names and properties of special quadrilaterals

• Names of 3D shapes and their nets including prisms and pyramids

• Calculating the area and perimeter of rectangles

• Statistics: bar charts, pictograms

Number and Algebra

• Place value: 6- and 7-digit numbers, adding and subtracting very large numbers, multiplying and dividing by 10, 100, 1000, rounding decimals, revision of negative numbers

• Multiplication: traditional algorithm, common factors and common multiples, prime numbers, long multiplication, alternative methods of multiplying eg Brahmagupta and John Napier

• Division: revision of short and introduction of long division

• Algebra: use of ‘n’, writing and solving simple linear algebraic equations, order of operations

• Fractions: four rules of number with fractions including mixed numbers, simplifying, conversion to decimals and percentages and vice-versa

• Decimals: comparing and order decimals with up to 3 decimal places, multiplying decimals by a whole number, dividing a decimal by a whole number

Shape, Space and Measures and Statistics

• Measurement: unit conversion, time telling the time using 12-and 24-hour clocks and converting between the two, time intervals

• Area and perimeter of polygons including rectangles, triangles, parallelograms and compound shapes

• Geometry: quadrilateral properties, angles, compasses use, names of the parts of a circles and properties

• Mean average calculations, distance/ time graphs, pie chart – interpret and construct

SCIENCE

Science stimulates the pupils’ curiosity about natural marvels in the world around them. It encompasses the disciplines of Biology, Chemistry and Physics and the course of study allows for all of these to be taught as the pupils transition through the Infant and Junior School. It gives them the opportunity to experiment, explore and discover in a practical and exciting way. Our curriculum encourages them to question and discuss science-based issues that may affect their own lives, the direction of society and even the world, whilst discovering famous scientists past and present.

From Year 1, Science is taught as a discrete subject. In Years 1 and 2, pupils have an hour of Science a week taught as a form. During Years 3–6, pupils have four 50-minute lessons a fortnight, plus a Science homework once a week. In Year 6, the pupils have the opportunity to be taught in the Senior School laboratories, by our Senior School teaching staff.

YEAR 1

Science

• The Human Body focusing on the senses

• Support systems within the Animal Kingdom ie vertebrates and invertebrates

• Grouping and classifying animals – eg amphibians, birds, insects, reptiles

• Exploring materials looking at natural and man-made materials and their properties

• The Seasons including exploring the sun in our sky, shadows, light and day length

• Plants including naming common plants and trees, identifying deciduous and evergreen trees

• Name the basic parts of plants – roots, stem, leaves, flowers

YEAR 2

Science

• Animals and their babies including growing and changing – young to adult in animals including humans

• Needs of living animals including healthy living focusing on the importance of diet and exercise

• Exploring habitats including habitats around the world, different types of habitats and classifying different mini-beasts

• Materials and their properties and their impact on the environment

• Reduce, reuse, recycle module aligned with climate change

• Life cycles of plants and what plants need to grow

• Exploring electricity in a simple series circuit including how to be safe around electrical objects

• How electricity is produced and stored including green energy sources

YEAR 3

Science

• Living things: naming the parts of a plant and flower and relating structure to function, looking at the transportation of water in flowering plants, the creation and dispersal of seeds. Famous botanists and botanical illustrations

• Rocks and Soils: to learn about how soil is formed, the properties of some rocks and how fossils are formed

• Finding out about food groups in order to have a healthy diet, the structure of different skeletons and how muscles are used and work in pairs

• Light and Shadows: exploring shadows and how they are formed including how light is reflected

• Forces and Magnets: ideas including mechanisms and levers, as well as looking at the interaction of pushes and pulls with resistance and forces of attraction and repulsion between magnets (taught in conjunction with DT)

YEAR 4

Biology Chemistry Physics

• Digestion and teeth, food chains

• Grouping organisms, naming/classifying using a simple key

• Habitats and food webs, endangered species

• Puberty including changes to body in puberty (hair growth and sweating)

YEAR 5

Biology

• Plant and Human Reproduction (including Puberty and Pregnancy)

• Environmental change

• States of Matter: Solids, liquids and gases

• Changing state and temperature

• Sound: sound waves, soundproofing and pitch

• Electricity and Circuits: making switches, conductors and insulators

• Scientist Alexander Graham Bell

Chemistry Physics

• Properties of Materials: Solids, liquids and gases

• Reversible and irreversible reactions; Changing states

YEAR 6

• Forces: Friction, air resistance, water resistance

• Earth, Space and Solar System

• Scientist Isaac Newton

Biology Chemistry Physics

• Transportation of nutrients and water around the human body

• Structure of the heart

• Structure of the eye

• Health and impact of diet, exercise and medicinal drugs

• Classification of Animals and Plants including micro-organisms

• Evolution and Inheritance

• Introduction to Forensic Science: Fingerprints, hair analysis, chemical analysis, chromatography

• Light and Shadows: Refraction, spectrum

• Circuit diagrams and symbols

• Series and Parallel circuits

• Resistance

COMPUTING

Computing plays a major role in our school where the pupils have access to iPads in all of their lessons, as well as class sets of laptops and the computer suites. It is taught as a discrete subject to all pupils from Year 1. The pupils’ interest and enthusiasm for the subject is developed and fostered using a variety of apps on iPads and the use of a bank of laptops. Coding is taught within the Computing scheme of work which focuses on the areas of Code, Connect, Collect, Communicate, and Competency. All pupils are taught about internet safety as part of the curriculum.

YEAR 1

Code: Understand what algorithms are by following instructions to complete a simple task (verbal, written and symbols). Create their own simple programs sequencing within age-appropriate coding apps. Control a robotic toy to complete a task.

Connect: Understand how everyday devices can be controlled and interconnected eg washing machines, TVs or a Google Dot. See the importance of using technology safely and respectfully including personal devices. Talk about how to stay safe when online (E-safety).

Collect: Gather and record information, sorting and organising it methodically.

Communicate: Communicate ideas well by using iPads in other subjects eg recording themselves talking and learning to take turns to speak.

Appreciating and using verbal and non-verbal ways to communicate. Using a buddy system to watch and learn from each other. Following instructions from a partner (the navigator) allowing them to be in control of the pupil (the driver). Taking turns to work on tasks.

Competency: Be able to independently access and use appropriate iPad apps, eg camera and sound recorder.

YEAR 2

Code: Understand what algorithms are, to follow precise and unambiguous instructions. Learn the basics of programming using simple block code. Develop collaboration techniques and persistence in the face of difficulty. Pupils will be introduced to Bebras for computational thinking challenges and the use of Swift Playgrounds, an iPad app, to write their own code to solve a problem.

Connect: Talk about how they use technology both in school and at home including staying safe online (E-safety). Recognise age-appropriate websites, media and apps. Find out what a digital footprint is.

Collect: Collaboratively add to a PowerPoint presentation and use safe websites to find images and information about specific minibeasts to organise in a table.

Communicate: Explore: What is an email? What is messaging? What is a chat group? Be able to send and receive a very simple email using the school system, understanding what words are appropriate to use in these messages.

Competency: Be able to independently log on to the school PCs using a common username and password. Be able to control a mouse, when drawing with MSPaint. Be able to save, retrieve and organise work in a shared drive. Correctly type in a website address and use the multimedia software on an iPad, such as Book Creator, to add and edit sounds and images.

YEAR 3

Code: Use block coding to create and debug simple programs. Use logical reasoning to predict behaviour.

Connect: Discuss the use of technology both in school and at home. How do companies use coding to control robots and deliveries? How does the use of technology shape our lives? Understand the connected nature of devices and how cloud storage helps us access our data.

E-Safety: Use technology safely and respectfully, how to keep personal information private; identify where to go for help and support when they have concerns about content.

Collect: Complete internet research into modern artists eg images of Mondrian styled objects.

Communicate: The role of images to communicate information and ideas, including abstracted images like emoticons or Cubs/Brownie badges.

Computational Thinking: Introduction to decomposition, pattern recognition, abstraction and algorithms through Bebras challenges in computational thinking.

Competency: Sign into and using Google Classrooms. Be able to open, edit, and save a Google document to their Google Drive. Access Nessy Fingers and learn the correct fingering for touch-typing. Create digital images using photographs and drawing skills.

YEAR 4

Code: Design, write and debug programs including solving problems by decomposing them into smaller parts, repetition, variables, inputs and outputs.

Connect: Recognise common uses of information technology beyond school. Talk about how they use technology both in school and at home and connected nature of devices. Use technology safely and respectfully, keeping personal information private.

E-Safety: Learn how to stay safe online, recognising the difference between public and private groups of individuals. Begin to recognise online bullying and how to get help.

Collect: Understand when spreadsheets are useful to use and be able present data clearly, including creating graphs. Work collaboratively to collect data. Understand different types of data and what data is collected by companies. Investigate Egyptian number systems.

Communicate: Combine text and images clearly, using algorithm instructions in numbered bullet points eg to show the correct logical sequence to bake a cake. Present information using more advanced multimedia aspects of Book Creator. Record, create and edit sounds and capture still images and videos.

Computational Thinking: Continue to develop the computational thinking skills to break a more complex problem down (decomposition) and to recognise sophisticated patterns.

Competency: Log on independently, saving and retrieving work from OneDrive. Be able to access Google Classroom independently and submit work.

YEAR 5

Code: What is AI? How is it used in programming? Using flow diagrams to program virtual simulations eg a traffic light and a museum alarm. This includes understanding decisions plus If/Else conditionals.

Connect: Recognise common uses of IT, understand the connected nature of devices, and the role of AI and machine learning. Accessing work at home and in school.

E-Safety: Continue to take part discussions around how to stay safe when online and the dangers linked to unknown users.

Collect: Create and interpret tables and graphs within Google Docs/Sheets. Use the internet to collect data and to then organise and create a table of data.

Communicate: Use PowerPoint or Google Slides to create and deliver an interactive presentation that includes sound recordings, .gif animations, action buttons and hyperlinks. Use a single PowerPoint slide to create an e-card including ‘Hotspots’ to trigger animations.

Computational Thinking: Complete the ‘Castors’ Bebras challenge by practising using the Perfect Day iPad app at school and at home.

Competency: Be comfortable with using Google Drive, Google Classroom, Google Docs, Sheets and Slides at home and in school on iPads and PCs. Independent at using PicCollage and Book Creator.

Understanding of MS Office 365 – Word, Excel and OneDrive and Outlook. Be competent at using the correct fingering for Touch-typing having trained with Nessy Fingers at home and tested in school.

YEAR 6

Code: Build their own game in Scratch accessing it at home and in school, using variables, for example to control scores and levels. Add external triggers and infinite loops to demonstrate control. Use conditional statements, edit variables and create lists. Decomposing a problem. Test and debug a program.

Connect: How pupils and parents use technology both in school and at home, especially mobile phone use and social media, online shopping, and banking. Finding information and how to check its reliability. Revisit copyright and acknowledge the sources of information. History of the Internet and the difference between the Internet and the World Wide Web. The use of Smart devices and the Internet of things.

E-Safety: Explore staying safe on social media and how to find help/block users. Revisit the importance of your digital footprint.

Collect: Analyse, evaluate and present data in a spreadsheet, spotting inaccurate data, use formulae and create graphs. Use formula to decode, learning how the Allies captured and decoded data in WWII.

Communicate: The ability to communicate ideas well by using applications and devices throughout the curriculum. Some of this will be achieved through the Year 6 curriculum and responsibilities eg House Captains preparing assemblies. Use iPads to record sounds, trim, arrange and edit to then present. Share movies using iMovie to edit/refine. PowerPoint presentation on: The future of AI and Autonomous vehicles.

Computational Thinking: Complete the ‘Junior’ Bebras Challenge. Learn about coding with Blockly. Practicing using the Perfect Day iPad app at school and at home.

Competency: Access and use OneDrive and OneNote in addition to Google Drive and Google Classroom.

Competent at using the correct fingering for Touch-typing having trained with Nessy Fingers at home, with the option of testing on a blank keyboard at school. Be able to use Sketchup to design in 3D (linked to Yr 6 DT project). Create and edit iMovies. Use formulae in Excel. Understand how images can be manipulated through a photo editing module.

PERSONAL, SOCIAL AND HEALTH EDUCATION (PSHE INCORPORATING RSE)

Personal, Social and Health Education is the learning which gives our pupils an equal opportunity to develop the skills, knowledge and understanding of themselves and others that they need to thrive and to manage their lives, now and in the future. Its focus is making sure that our pupils have the skills they need to grow up as healthy individuals who can make informed decisions about their lives. What we teach in the classroom will help our pupils foster lifelong aspirations, goals and values.

Our programme helps them to be better equipped to deal with critical issues they face every day such as friendships, emotional wellbeing and change, as well as keeping safe and developing positive relationships. We will give them a solid foundation for whatever challenging opportunities lie ahead, so they can face a world full of uncertainty with hope.

The Form Tutors deliver this important subject, building on the excellent relationship that they have developed with their form group. It is taught every week, in the Infants for an hour a week and in the Juniors in one 50-minute lesson a week.

YEAR 1

Respecting ourselves and others: How behaviour affects others; being polite and respectful.

Belonging to a community: What rules are; caring for others’ needs; looking after the environment.

Keeping safe: How rules and age restrictions help us; keeping safe online.

Families and friendships: Roles of different people; families; feeling cared for.

Physical health and mental wellbeing: Keeping healthy; food and exercise; hygiene routines; sun safety.

Media literacy and digital resilience: Using the internet and digital devices; communicating online.

Safe relationships: Recognising privacy; staying safe; seeking permission.

Growing and changing: Recognising what makes them unique and special; feelings; managing when things go wrong.

Money and work: Strengths and interests.

YEAR 2

Respecting ourselves and others: Recognising things in common and differences; playing and working cooperatively.

Belonging to a community: Belonging to a group; roles and responsibilities; being the same and different in the community.

Keeping safe: Safety in different environments; risk and safety at home; emergencies.

Families and friendships: Making friends; feeling lonely and getting help.

Physical health and mental wellbeing: Why sleep is important; medicines and keeping healthy; keeping teeth healthy; managing feelings and asking for help.

Media literacy and digital resilience: The internet in everyday life; online content and information.

Safe relationships: Managing secrets; resisting pressure and getting help; recognising hurtful behaviour.

Growing and changing: Growing older; naming body parts; moving class or year.

Money and work: What money is; needs and wants; looking after money.

YEAR 3

Respecting ourselves and others: Recognising respectful behaviour; the importance of self-respect; courtesy and being polite.

Belonging to a community: The value of rules and laws; rights, freedoms and responsibilities.

Keeping safe: Risks and hazards; safety in the local environment and unfamiliar places.

Families and friendships: What makes a family; features of family life.

Physical health and mental wellbeing: Healthy choices and habits; what affects feelings and expressing them.

Media literacy and digital resilience: How the internet is used; assessing information online.

Safe relationships: Personal boundaries; safely responding to others; the impact of hurtful behaviour.

Growing and changing: Personal achievements and strengths; managing achievements and reframing setbacks.

Money and work: Different jobs and skills; job stereotypes; setting personal goals.

First Aid: Calling for help; what is a medicine; bites, stings and headaches.

YEAR 4

Respecting ourselves and others: Respecting differences and similarities; discussing difference and being polite.

Belonging to a community: What makes a community; shared responsibilities.

Keeping safe: Medicines and household products; drugs common to everyday life.

Families and friendships: Positive friendships including online.

Physical health and mental wellbeing: Maintaining a balanced lifestyle; oral hygiene and dental care.

Media literacy and digital resilience: How data is shared and used.

Safe relationships: Responding to hurtful behaviour; managing confidentiality; recognising risks online.

Growing and changing: Physical and emotional changes in puberty; external genitalia; personal hygiene routines; support with puberty.

Money and work: Making decisions about money and keeping money safe.

First Aid: Revision of Year 3 material with the addition of cuts and grazes and asthma.

YEAR 5

Respecting ourselves and others: Responding respectfully to a wide range of people; recognising prejudice and discrimination.

Belonging to a community: Protecting the environment; compassion towards others.

Keeping safe: Keeping safe in different situations including responding to emergencies, first aid, and FGM.

Families and friendships: Managing friendships and peer influence.

Physical health and mental wellbeing: Healthy sleep habits; sun safety; medicines, vaccinations, immunisations and allergies.

Media literacy and digital resilience: How information online is targeted; different media types, their role and impact.

Safe relationships: Physical contact and feeling safe.

Growing and changing: Personal identity; recognising individuality and different qualities; mental wellbeing.

Money and work: Identifying job interests and aspirations; what influences career choices; workplace stereotypes.

First Aid: DR ABC; how to apply a simple dressing or bandage; recovery position; treatment of burns; making a sling.

YEAR 6

Respecting ourselves and others: Expressing opinions and respecting other points of view, including discussing topical issues.

Belonging to a community: Valuing diversity; challenging discrimination and stereotypes.

Keeping safe: Keeping personal information safe, regulations and choices; drug use and law; drug use and media.

Families and friendships: Attraction to others; romantic relationships; civil partnership and marriage.

Physical health and mental well being: What affects mental health and ways to take care of it; managing change, loss and bereavement; managing time online.

Media literacy and digital resilience: Evaluating media sources; sharing things online.

Safe relationships: Recognising and managing pressure; consent in different situations.

Growing and changing: Acknowledging change; increasing independence; managing transition.

Money and work: Influencers and attitudes to money; money and financial risks.

First Aid: DR ABC; head injuries; broken bones; allergies; unconsciousness and the recovery position.

YEAR 1 TO YEAR 6 Foundation Subjects

Foundation Subjects

ART

Art is an intrinsic part of our curriculum and is focussed on the provision of an environment where our pupils are encouraged to explore and develop their artistic potential. Our Art lessons stimulate imagination and complex thinking, inspiring and challenging our pupils whilst equipping them with the knowledge and skills to experiment, invent and create their own works of art. Much of this can be seen in the vibrant displays around our school.

The theme of learning in other subjects often inspires the artistic direction, but the progressive development of skills is central to the provision of this subject. The pupils can explore a variety of art forms, including drawing, painting, textiles, sculpting and printmaking, whilst evaluating and analysing works of art and learning about great artists.

The Infants have an Art lesson once a week, and many of the pieces of art will be linked to the topic that term. In the Juniors, the pupils have Art once a fortnight as a block of two 50-minute lessons.

YEAR 1

• Recognise primary colours and explore simple colour mixing to discover secondary colours

• Discover the interplay between materials by experimentation

• Explore, discover and invent ways for 2D to transform into 3D sculpture

• Explore a variety of different drawing techniques: pattern, line, shape and texture

• Explore mark making and apply this to a painting

• Explore simple printmaking and modelling materials

YEAR 2

• Make sketchbooks. Include drawings on different surfaces and on different shapes of paper using various drawing media

• Revisit colour mixing and understand relationships of primary and secondary colours. Apply colour mixing skills to a project as well as painting on different surfaces and scales

• Explore simple mono printing techniques

• Explore a variety of drawing starting points

• Use drawings as a basis for collage

• Textiles: Change and modify threads and fabrics. Cut and shape fabric using scissors

• Manipulate malleable materials, such as clay, for a purpose

YEAR 3

• Create printing blocks using a relief or impressed method and print with two colour overlays

• Mix colours and know which primary colours make secondary colours, introducing tertiary colours

• Mix and use tints and shades

• Experiment with different grades of pencil and other implements to achieve variations in tone. Experiment with ways in which surface detail can be added to drawings, creating textures with a range of drawing implements

• Design typography using observational drawing as a starting point, as well as imagination

• Experiment with clay joining techniques and construct a simple base for extending and modelling other shapes

YEAR 4

• Experiment with ways in which surface detail can be added to drawings using a range of media and drawing implements to achieve variations in tone

• Experiment with different effects and textures by mixing and layering drawing media and collage

• Plan, design and make models from observation or imagination using Modroc

• Use a variety of techniques with fabrics to create different textural effects.

• Use digital media to make animations from drawings

YEAR 5

• Experiment with simple perspective using a single focal point and horizon

• Colour theory: be able to identify primary, secondary, tertiary and contrasting colours

• Mix and match colours to create atmosphere and light effects

• Use wet and dry media to make different marks, lines, patterns, textures and shapes within a drawing

• Use collage as a means of extending work from initial ideas

• Experiment with batik techniques

• Develop skills in a malleable media, producing intricate patterns and textures

YEAR 6

• Revisit still life. Develop drawing skills using observational drawing, making different marks, lines, patterns and shapes. Start to develop own style using tonal contrast and mixed media

• Create printing blocks by simplifying an initial sketch or idea. Print with three or more overlays

• Paint on new surfaces and work collaboratively to produce images in new contexts

• Explore scaling up drawings, bringing in all mark-making skills previously learnt

• Explore sequential drawing and narrative drawings

• Explore relationship between sculpture and design, leading to an open-ended sculptural exploration

DANCE

At BGS we are fortunate in not only having specialist Dance teachers across varying styles, but also a Dance Studio and Theatre. Dance plays a key role in the creative development of each pupil as well as developing their physical abilities, including movement memory, and sequencing skills. Pupils work collaboratively as well as independently, to choreograph and structure dances enabling them to communicate themes/topics through movement. Regular performances increase their confidence and self-esteem, which is vital to the overall learning of our pupils.

As part of the carousel in the Infants, each year-group has a term of Dance. In Years 3 and 4, Dance is taught once a fortnight for the academic year. In Years 5 and 6, the pupils will have a third of the academic year with Dance every week. Curriculum Dance is also supported by our co-curricular programme, including the whole school Dance Production, Performing Arts Day and MADD Evening.

YEAR 1

• Copy actions showing a theme, demonstrating their knowledge of shape and space (levels, size, direction, shapes)

• Work as a duet (mirror/linking contact work)

• Learn how to use pathways to travel over, under and around using different dynamics with starting and end positions

• Often pupils will create a class dance that forms part of the Nativity to showcase their skills in performing such as look up, silence and energy

YEAR 2

• Building on the work taught in Year 1, create a whole class performance piece for the Summer Concert

• Extend their understanding of how to create shapes and formations

• Learn about using dynamics (fast, sharp, sudden, slow) in their movements

• Hone performance skills of look up, silence, extend and energy

YEAR 3

• Introducing the Elements of Dance

• Creating actions to show themes (usually related to other curriculum topics)

• Using Space: formation, shapes, levels, size and pathways

• Introducing dynamics and contrast

• Using contact work and transitions

• Linking movement using beginning and end positions

• Work using unison, canon and action/reaction within duets and group pieces

• Mix of group dances and a whole class dance

• Developing performance skills: eyes up, silence, extension, dynamics

YEAR 4

• Creating interesting actions to show a theme (usually related to other curriculum topics)

• Work on developing their understanding of action, space, dynamics and relationships within duets, groups, and class dance

• Combining space: formation, shapes, levels, size and pathways

• Creating interesting actions to show the theme

• Using different body parts in actions

• Structuring movement with beginning and end positions and transitions.

• Using rhythms and dynamics

• Using over, under and around

• Developing performance discipline and skills: eyes up, silence, extension, dynamics, projection

YEAR 5

• Creating movement based on a theme (usually related to other curriculum topics)

• Using the Elements of Dance (action, space, dynamics and relationships) to create movement within duets, groups, and a class dance

• Using contrasting actions that use different body parts to show a theme

• Structuring movement using smooth transitions

• Look at how to create a build as an opening and an effective ending

• Introduction of creating a climax in dance

• Creating contrasting and unique actions that use different body parts

• Working on how to give effective feedback

• Performance skills: extension, dynamics, projection, expression

YEAR 6

• Creating independent group pieces and a whole class dance to show a theme (usually related to other curriculum topics)

• Combining more actions, space, dynamics and relationships into a piece

• Combining contrasting space – formation, shapes, levels and pathways

• Combining contrasting dynamics

• Combining contrasting relationships

• Structuring movement with smooth and effective transitions, beginning and end tools and climax

• They will focus on using the music to structure dances

• Improving how to give effective feedback

• Performance skills: extension, dynamics, projection, expression

DESIGN TECHNOLOGY

Through the teaching of Design Technology, we aim to ensure that our pupils develop their creativity, technical drawing skills and dexterity. Several projects involve working collaboratively with a partner or in a small group. Practical experience will help pupils approach everyday tasks confidently and to participate successfully in an increasingly technological world. Using their creativity and imagination, pupils will design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Pupils will learn about materials and their properties, components, mechanisms and structures. Pupils will analyse existing products and work with simple tools effectively and safely. As they move through the school, they increasingly become more independent in their work as they gain experience. We will look at future careers and technological advances (including sustainable futures and a circular economy), as well as past inventors, engineers and designers.

YEAR 1

Example topics: Christmas Decorations and Houses

Construct: Combine recycled materials to make a model house

Cutting skills: Making 2D card animals (and vehicles) with moving parts

Design and Drawing Skills: Draw different 2D Christmas tree decorations. Draw a house floor plan

Assemble: A snowball with a drawing inside. A snowman dressing kit

Understand: What keeps us warm? Investigating the push and pull forces in toys

YEAR 2

Example topics: Ecological Design and Moving on Water

Construct: A bug house for minibeasts. A rain gauge. A tinfoil boat. Potential for a rubber-band/propeller powered raft

Cutting skills: Cut out different nets

Design and Drawing Skills: Draw different sail and hull designs

Assemble: Fold a card net to make a pirate chest

Understand: What materials are environmentally friendly? How can waste/litter impact the environment? What materials are buoyant and waterproof?

YEAR 3

Example topics: Packaging and Moving Vehicles

Research: Investigating different types of packaging. Developing cutting skills and dexterity by assembling nets

Construct: A 3D Roman Chariot model with wheels and an axle

Cutting skills: Developing cutting skills and dexterity by assembling nets. Saw wood to length for chariot base.

Design and Drawing Skills: Packaging. Improving drawing and shading techniques. Understanding branding and logos

Assemble: Fold a card net to make a cereal box.

Understand: Properties of different materials including their environmental impact. How wheels and axles are used in vehicles.

YEAR 4

Example topics: Levers and Linkages (making moving cards), Simple Electronic Circuits, and Robotics

Research: Cards for special occasions

Construct: Making an electronic decrypter with circuits and an LED

Cutting skills: Accurately cut out images for cards

Design and Drawing Skills: Developing drawing skills through cross-section diagrams

Assemble: Join techcard to make simple levers and linkages. Build and control models from Lego/K’nex including motors and control systems

Understand: Controlling levers, linkages, gear and pulley systems to move simple machines eg cranes. Finding out about simple electrical circuits. How can code be used to control robots? How WWII machines were used to decrypt codes.

YEAR 5

Example topics: Civil Engineering – Bridges

Research: Find out about famous bridges, where they are in the world and their different designs and uses. Why can bridges sometimes fail? How can they be made stronger? Who designs and builds them eg I.K. Brunel

Construct: 3D models of bridges out of wood that can withstand significant forces

Cutting skills: Using different saws. Measuring and cutting accurately, including angles

Design and Drawing Skills: Learning to make scale 2D drawings using a drawing board

Assemble: Glue and staple components together to make a rigid structure. Build temporary models out of K’nex

Understand: Different forces, tension, compression, torsion and shear. How strength testing is important to understanding the impact of forces

YEAR 6

Example topics: Modern Construction Methods and Materials – Buildings including environmental impact and energy conservation

Research: What is a shelter? How are shelters used in modern refugee camps? What are the advantages of factory construction? How are 3D models designed (CAD) and printed (CAM)?

Construct: A flat packed portable model frame for a building/shelter

Cutting skills: Using different saws and a box knife safely. Measuring and cutting accurately, including angles

Design and Drawing Skills: Learning to design and draw in 3D (isometric) including CAD

Assemble: Combine the 2D sides to make a 3D shelter. Attach roofing material and walls to the shelter frame

Understand: Different building materials and their properties including energy saving measures. The role of bomb shelters in WWII

DRAMA

Drama gives expression to personal, social and cultural ideas. It helps our pupils learn about themselves, their communities and the wider world as they explore a range of characters, concepts and conventions. It helps them voice their imagination, thoughts and feelings through creative practice. Working individually, they develop speaking, listening and presentation techniques. Working collaboratively, they develop the ability to negotiate, build trust and create positive relationships. They have many opportunities to perform their work to an audience to communicate, add meaning and entertain. Our pupils grow in confidence as they continually challenge themselves and become more critically aware through their involvement with, and response to, all the elements of drama. These experiences enable our pupils to shape their future – in their own individual style – as well as generate lasting memories and have a lot of fun in the process!

Drama lessons are designed to support and enrich many other areas of the curriculum.

Our co-curricular programme focuses on Shakespeare and Pantomime in the Autumn term, Performing Arts Day and MADD Evening in the Spring term and the Year 6 Play in the Summer term.

YEAR 3

Practise the Techniques – Stuff and Nonsense

Explore a range of games, pictures, poems, and play scripts with different themes in order to develop voice and movement techniques

Create appropriate characters and interpret key ideas through dialogue and actions, focusing on volume, pace and articulation

Perform prepare, and learn a few lines from a play script in order to show pieces as informal presentations demonstrating an effort to engage the audience

Review the success of a performance and provide positive suggestions for improvement

YEAR 4

Understand the Conventions – Mask Theatre

Explore the origin of theatrical traditions from different cultural contexts, by focusing on the conventions of masks and the concept of a chorus to express identity and values, in order to develop physicality and expression

Create exaggerated characters in improvised short scenes, focusing on gestures and emotions

Perform roles for different situations in unison with others, following cues and communicating expected ideas to the audience

Review what contributes to the overall effectiveness of a group performance and respond to feedback appropriately

YEAR 5

Add the Elements – Shakespeare’s World

Explore the language and staging of the Shakespearean era using a range of quotations, plots and settings to develop the dramatic elements of time, place and space

Create unusual characters, and the relationships between them, by considering behaviour from different viewpoints. Examine the element of tension, focusing on tone, pitch and phrasing

Perform refined roles that demonstrate how voice and movement is used to communicate status, feelings, or information to an audience. Analyse how intended effects were achieved and how they contributed to a particular mood or atmosphere

Review the idea that drama encompasses both everyday experiences and the interpretation of social history. Show an understanding of some technical terminology and symbolism

Experience the Process – Devising Theatre

Explore how the techniques, elements and conventions of drama combine to create meaning and impact on an audience by planning, developing and staging a devised piece of collaborative theatre, based on an interpretation of a familiar or current story

Create and rehearse defined, sustained and believable characters suited to the chosen style of drama. Adapt the scenes for constraints and consider any additional resources or technologies required

Perform a clear and coherent devised piece that exhibits confident control over voice and movement in a manner that maintains the interest of an audience and manipulates its response

Review the purpose of the chosen piece and make comparisons with alternative versions. Reflect on contributions to, and any consequences of, the collaborative process. Individually, evaluate progress and identify next steps in drama

GEOGRAPHY

Our Geography curriculum aims to inspire in pupils a curiosity and fascination about the world and its people both near and far that will remain with them for the rest of their lives. The lessons 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. Pupils will improve their knowledge of locations close to Bristol and other places much further afield. In mapwork, pupils will learn to create, read and follow routes using a wide range of maps.

YEAR 3

The UK

• Name and locate the four countries and some of the key cities of the UK (London, Cardiff, Edinburgh, Belfast, Bristol) and some of the main mountains and rivers of the UK – Scafell Pike, Snowdon, Ben Nevis, Thames, Severn, Avon

• Compare two regions of the UK with similarities and differences (rural and an urban location)

• Identify the main human characteristics of the UK – population, types of settlement

• Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps in the context of drawing a sketch map

Food Glorious Food!

• Find out where our food comes from, explore food miles, fair-trade, and consider the future of our food

• Exploration of the world’s natural resources including water supplies and food

Fabulous Florida

• Interpret, use and create different types of maps – OS, globes, digital.

• Describe the physical and human features of Florida and identify these on maps and aerial and oblique photographs

• Give directions using the four points of the compass as well as give and follow directions using letter and number coordinates to locate features on a map

YEAR 4

Brilliant Biomes

• Describe and understand key aspects of physical geography including climate zones, biomes and vegetation belts and how the climate and vegetation varies between biomes

• Explore how animals and plants adapt with a focus on desert and tundra biomes

• Name and locate the main countries of Europe on a map eg France, Germany, Spain, Italy and beyond, including the location of Russia

• Explore indigenous populations of different biomes (excluding rainforests) and how climate affects their lives

• Consider global environmental problems and solutions and give opinions on it supported by reasons

Brazil

Describe and understand key aspects of:

• Physical geography, including: climate zones, biomes and vegetation belts

• Human geography – settlements (Sao Paulo, Rio), land use, tourism (including football, the Olympics), ports (trading), art, farming (SE Brazil)

• Geographical similarities and differences between places

• Rio- a city of two halves (life in poverty) and the indigenous people of the rainforest

The Mediterranean

• Name, locate and describe the geographical areas near the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle

• Identify the longest rivers and highest mountains in the world and compare them with the UK

• Compare a region in the UK with a region in Europe

• To identify the main human and physical characteristics of some of the countries studied as well as compare and contrast countries geographically

YEAR 5

Mountains, Volcanoes, Earthquakes

• Locational knowledge (name and locate the world’s mountains, volcanoes and earthquakes, concentrating on their key human and physical characteristics)

• Place knowledge (understanding geographical similarities and differences between the UK, Europe and North and South America)

• Physical geography (describe and understand key aspects of mountains, volcanoes and earthquakes)

• Human geography (describe and understand key aspects of types of settlement and land use)

• Geographical skills and fieldwork (use maps and digital/computer mapping to locate countries and describe features studied)

Sustainability

• Natural resources, fossil fuels and renewable energy, sustainable countries and cities, plastics in our oceans, waste management, overfishing

Marvellous Maps

• Use four and six figure grid references and symbols (OS), eight compass points and a key to locate places and geographical features on a map to communicate knowledge of the UK and wider world, contour lines/relief, measuring distance

• Use maps to learn about places through reading symbols and map keys

• Human and physical geography: focussing on gradient and contour lines as a physical feature of the environment

Whatever the Weather

• Explain the differences between climate and weather and think about how weather impacts our lives

• Learn about the wide variety of weather conditions and discover how the weather is measured and forecast

• Find out how moisture in the atmosphere affects weather and understand the factors that influence climate. Identify different climate zones including climate regions in the British Isles

• Recognise and describe different types of clouds and how they form and the links to understand different types of rain

• Explore the impacts of extreme weather around the world

Booming Bristol

• How the geography of our local area has been adapted to suit changing needs over time

• Locational knowledge, what we love about the city, history, land-use, tourism

• Human Geography: to know what a settlement is and describe some factors that influence settlement sites and understand what is meant by the concepts of rural and urban

• To identify some different types of land use, economic activity including trade links/industry

• Describe how locations have changed/are changing and explain some of the reasons for change

• Physical: locational knowledge, key topographical features (including rivers) and land-use patterns; and understand how some of these aspects have changed over time

A journey through Asia or Africa (independent study)

• Human and physical geography of Asia or Africa, linking latitude and climate and linking longitude and time. Presenting and evaluating work

HISTORY

In History, we aim to encourage our pupils’ interest in the past by studying a wide range of time periods and settings, from Ancient to Modern History, and many fascinating periods in between. We consider social, cultural, economic and political elements of History and aim to inspire our pupils’ curiosity to know more about events that have shaped the societies we live in today. From comparative studies of communities living in different parts of the world, to in-depth investigations into historical figures or events, our pupils learn about the past, as well as from the past, and express their thoughts and findings creatively and through a variety of media.

Our high-quality curriculum helps our pupils gain a coherent knowledge and understanding of British, local and world history. We encourage pupils to ask perceptive and historically valid questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement, understanding how our knowledge of the past is constructed from a range of sources. The study of History helps pupils to understand the complexity of people’s lives, the process of change and importance of significant historical events, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

YEAR 3

Are we making History?

Changes in entertainment and leisure in 20th Century

How much did Britain change over 1,000,000 years?

Invaders and Settlers (Stone Age, Bronze Age, Iron Age, Romans)

How much did Britain change over 1,000,000 years?

Invaders and Settlers (Anglo Saxons, Vikings)

YEAR 4

Were the Tudors really terrible?

Life in Tudor Britain

What did the earliest civilizations achieve?

Ancient Egypt

The Shang Dynasty

How different were Early Civilisations?

Compare and contrast

Ancient Egypt and The Shang Dynasty

YEAR 5

How much did life change during the Victorian period?

Significant changes in the Victorian period and their effect on everyday life

What did the Ancient Greeks do for us?

Greek life and achievements and their impact on the Western World

How did it happen in Bristol?

How World History has affected the development of Bristol as a city

YEAR 6

World Wars and beyond

Causes and effects of significant events in the early 20th Century

How and why did the turning points of this time change life in Britain?

Causes and effects of more significant events in the early 20th Century

Beyond Britain - How does the life of Non-European societies contrast with what I know about British History?

Examples of societies to be studied Mayan, Islamic, Benin

MODERN LANGUAGES

In Modern Languages we want to generate a fascination for words and how language works, a wider curiosity about the peoples and cultures of non-English-speaking countries and the foundational knowledge to support confident communication in the language being studied.

We teach three core strands of essential knowledge: phonics – the key components of the sound-writing relationship; vocabulary – a set of the most frequently used words; and grammar – the essential building blocks required to create simple sentences independently.

Early exposure to other languages is likely to stimulate curiosity and interest in the wider world, as such from KS1 we create positive language learning experiences through song, rhymes, poems and/or word games. Our KS2 curriculum is designed to further develop our pupils’ linguistic and communicative competence. Pupils extend their knowledge of how language works and are encouraged to engage in short exchanges, to ask and answer questions, and to confidently use familiar vocabulary and fundamental language structures.

YEAR

1

Spanish

• Greetings, numbers, Día de los Muertos.

• Colours, Storytelling: ‘Los colores des Elmer’, ‘Viva la Tortuga.’

• Food, likes and dislikes, weather.

YEAR 2

German

• Greetings, numbers, months, ‘Die Jahresuhr’ song, birthdays.

• Ostern (Easter), Days of the week, colours, weather, ‘Der Wettermann’ song.

• Animals, likes and dislikes, breakfast.

YEAR 3

French

• Me and others, saying what I and other have (numbers 1–12, age, classroom instructions, pencil case items, Christmas in France).

• Animals, saying how many and describing things (classroom language, colour, storytelling: ‘L’histoire de l’ours brun’).

• Descriptions of things and people, re-telling ‘The Very Hungry Caterpillar’ in French (fruit, days of the week, ordering food).

YEAR 4

French

• Me and others, Epiphany in France (numbers 1–31, months, dates, birthdays, seasons).

• Pictures of Matisse, describing face and body (shapes, colour, adjectives for description, monsters).

• Family members (pets, hair and eyes), re-telling the story of ‘The Giant Turnip.’

YEAR 5

Spanish

• Introduction to Spain and Spanish culture.

• Classroom instructions, animal volcabulary, numbers, Spanish names, colours, opinions, age, Easter bunny, days of the week

• Barcelona project.

YEAR 6

Spanish

• Revision of animals and classroom instructions

• Opinions about food.

• Dates and birthdays, family, describing people and clothes (body, colours, personality).

• Spanish festival project.

• Las Fallas festival.

MUSIC

Music is a creative, expressive and practical art: a powerful and unique form of communication that can change the way in which we think and act. It is a universal language spanning time, cultures and disciplines which provides opportunities for intellectual, imaginative, spiritual and physical development. Our curriculum focuses on bringing our pupils into contact with the fundamental musical activities of listening, appraising, composing and performing music. The pupils will listen to and compose music in a variety of different styles and periods of history as well as from cultures different from their own. Pupils across the year-groups will learn to play and identify world rhythms from places such as Japan, Western Africa, Brazil, India and Indonesia.

Singing lies at the heart of our curriculum, enhancing the learning of other subjects and developing an understanding of musical structure, phrasing, the development of musical memory (including music’s repetition and variation) and tone colouring, as well as other musical building blocks. Singing is important because it builds selfconfidence, promotes self-esteem, always engages the emotions, promotes social inclusion, supports social skill development, and enables young people of different ages and abilities to come together successfully to create something special in the arts.

YEAR 1

World Rhythms: Indian Talas

Air and Water Topics: Music inspired by living in Bristol

Stories with musical accompaniments

Infant Summer Concert Performance

My Voice! (The Nativity)

Throughout the year, there will be ongoing development of singing, pitch and rhythm skills. Consolidation of previous year: crotchets, quavers, minims and semibreves. Introduction to semiquavers

Pupils will learn to read and play the following notes in the treble clef: C and D

YEAR 2

World Rhythms: Gamelan Junk Percussion

Earth: Hans Zimmer Composition

Chronology: The Baroque Period, Bach

Infant Summer Concert Performance

My Voice! (The Nativity)

Throughout the year, there will be ongoing development of singing, pitch and rhythm skills. Consolidation of previous year’s learning and an introduction to rests

Pupils will learn to read and play the following notes in the treble clef: C, D, E

YEAR 3

World Rhythms: Japanese Taiko Drumming

Animal music inspired by ‘Peter and the Wolf’ by Prokofiev and ‘Carnival of the Animals’ by Saint Saëns

Chronology: Baroque – learning to play the descant recorder. An introduction to GarageBand software on iPads

My Voice! (Carol Service)

Throughout the year, there will be ongoing development of singing, pitch and rhythm skills. Consolidation of previous year’s learning and an introduction to more complex semiquaver patterns

Pupils will learn to read and play the following notes in the treble clef: C, D, E

YEAR 4

World Rhythms: Samba

Focus on DJ and composer Mason Bates: ‘A Bao a Qu’, Music inspired by mythical creatures

Chronology: Classical Era – Beethoven

Consolidation of GarageBand skills

My Voice! (Carol Service)

Throughout the year, there will be ongoing development of singing, pitch and rhythm skills. Consolidation of previous year’s learning and an introduction to dotted minims

Pupils will learn to read and play the following notes in the treble clef: C, D, E, F, G

YEAR 5

World Rhythms: African rhythms – Djembes Drums

Chronology: Romantic and Early 20th Century Music focus, Hector Berlioz, ‘Symphonie Fantastique’

Female trailblazers – responding creatively through compostion inspired by female composers past and present

Development of GarageBand skills and an introduction to MuseScore

My Voice! (Carol Service)

Throughout the year, there will be ongoing development of singing, pitch and rhythm skills. Consolidation of previous year’s learning and an introduction to triplets

Pupils will learn to read and play the following notes in the treble clef: C-C’

YEAR 6

World Rhythms: Calypso – Steel Pans

Chronology: The Blues and Song writing

Introduction to Jazz: George Gershwin

Consolidation and extension of skills using Garageband and MuseScore

Performance of a Musical for the end of year show

My Voice! (Carol Service)

Throughout the year, there will be ongoing development of singing, pitch and rhythm skills. Consolidation of previous year’s learning and an introduction to samba and calypso rhythms

Pupils will learn to read and play the following notes in the treble clef: C-C’ along with 12-bar blues chords and walking bass line

PHILOSOPHY AND RELIGIOUS EDUCATION

One of the purposes of the Philosophy and Religious Education (PRE) programme is to develop pupils’ understanding of themselves and each other and to enrich their understanding of the wider position of the world in which they live. Understanding the beliefs of others, engenders mutual respect, understanding and tolerance. There are strong links between the PRE and PSHE curriculum with some aspects of PRE also being included in our assembly programme. Pupils will undertake various visits throughout KS1 and KS2, as well as specific celebration events to help them further develop their understanding of different faiths. Pupils will be encouraged in all topics to reflect on similarities that can be celebrated between different faiths. Through visiting speakers to the school and from the school community and beyond, pupils will gain a greater understanding of what it is like to have faith in today’s society.

YEAR 1

Who are we? Pupils will reflect on what makes them special, and who is special to them. They will be introduced to Christianity and discuss the Christian creation story.

Where do we belong? Pupils will consider their place in their family and community. Through an Introduction to the Jewish faith, they will learn why Shabbat is important to Jewish families.

Why are some stories special? Through the Introduction to the Hindu faith pupils will engage with the story of Rama and Sita. Pupils will learn more about why we celebrate Christmas in the Christian faith. They will share books and stories that have a special meaning to them.

Why are some places special? Through discussion pupils will reflect on places special to them. They will learn about features of a Christian Church and recognise important features and objects.

Why is our world special? Pupils will be introduced to Philosophy for Children. They will explore feelings and thoughts about different aspects of the world around us and learn the Hindu creation story.

Why is Jesus important to Christians? Pupils will think about the life of Jesus and explore some Christian qualities demonstrated in Jesus’ teachings. They will learn and retell the Christian Easter Story.

How do we celebrate our journey through life? Pupils will learn how the birth of a baby is celebrated by Christian believers as well as learning the ceremonies and the symbolism when a Muslim baby is born.

YEAR 2

Who are we? Pupils will reflect on how we are all unique. They will discuss faiths particularly important to class members. Through philosophical questions they will consider what is important to them.

Where do we belong? Pupils will consider the value of being a part of a family. They will reflect on how individuals might show they belong to different faiths and in particular what it means to be a Muslim.

Why are some stories special? Pupils will learn that books can be special for different reasons and learn about the Torah and Hanukkah. They will recognise similarities between Christianity and Judaism.

Why are some places special? Pupils will consider why the home is special and that, for religious people, worship can happen there. Pupils will learn about Hindu worship at home and visit a Hindu Temple.

Why is our world special? Through further philosophical questions, the pupils will consider big questions they have about the world and explore the ideas of good and bad. They will learn about the Humanist Worldview and express their own feelings about creation.

Why is Jesus important to Christians? Talk about the meanings of the stories Jesus told. Understand what a parable is and consider how we can relate to these in our daily lives. Explore the events of the Easter Holy Week.

How do we celebrate our journey through life? Reflect on events in their life that are important to them. Learn about Muhammad and his birth. Reflect on ideas about what happens when people die; identify new learning about religious celebrations; learn about ‘blessings’ of life and reflect on their own blessings.

YEAR 3

How did it all begin? Pupils will explore different creation stories from faiths. They will also consider why the world is special and think about how they can best care for our world.

What is the meaning of Christmas? Pupils will be introduced to/will revisit Philosophy for Children and ask questions about the festival of Christmas. They will also deepen their understanding of the Christian story of Christmas.

How should we live and who can inspire us? Through a study of inspirational people of faith, pupils will think about the messages of key faith leaders and other individuals in society. They will continue to use philosophical questions to consider how they can best live their lives.

What does it mean to belong to a religion? Islam: Through an in-depth study of Islam, pupils will learn more about what it means to be a Muslim as well as visit a Mosque.

YEAR 4

What does it mean to belong to a religion? Hinduism: Pupils will build on prior learning of Hinduism and gain a better understanding of the origins of Hinduism, worship and festivals. They will enjoy a Year 4 Diwali party at the end of the topic.

What is the meaning of Light? Following on from Hinduism and in particular Diwali, pupils will explore faiths where light is a symbol, such as Sikhism.

What does it mean to belong to a religion? Christianity: Pupils will recall key events for Christians. They will learn about key stories and people from the Old Testament and discuss what they can learn from them.

What does it mean to belong to a religion? Judaism: Pupils will build on prior learning of Judaism and gain a more in-depth understanding of what it means to belong to the Jewish faith. They will learn the ten commandments and learn more about worship at home and in the synagogue as well as key symbols of Judaism.

YEAR 5

What does it mean to belong to a religion? Sikhism: Pupils will gain a more in-depth understanding of what it means to be a Sikh. They will learn about the origins of Sikhism and key people of the faith.

What does Bristol believe? Pupils will consolidate much of their learning of many religions so far and explore faith in Bristol. They will learn about influential people of faith who are closely connected to Bristol such as John Wesley, George Muller and Rajah Rammohun Roy.

What If? Pupils will engage in philosophical enquiry using ‘The If Machine’, sessions provide pupils with an imaginary situation, followed by a series of questions to encourage pupils to challenge key philosophical ideas such as values and ethics, gender and identity, and existence and beauty.

YEAR 6

What if you landed on another planet? Alien Adventures in Philosophy is an in-role scenario that engages pupils in Philosophy for Children. They will consider questions such as, ‘Where did the Universe come from?’ ‘Can it ever be right to lie?’ and ‘Could a machine ever have feelings?’

What does it mean to belong to a religion? Buddhism: Pupils will learn about the key concepts of Buddhism and its origins. They will reflect on what it means to be a practising Buddhist.

Can faith be expressed through the arts? Pupils will explore faith through various expressions of music, art and film. They will focus on creating their own expression of faith through a medium of their choice.

TOPIC

In the Infants, our pupils are taught the Humanities (History and Geography) through a series of different topics or themes. We aim to introduce core skills in these areas whilst consolidating aspects of literacy and numeracy. It is through these topic lessons that pupils apply the skills they have previously learnt. Topic lessons promote independent learning and encourage individual thinking skills in a variety of different ways.

We look at a variety of different environments, cultures and countries so that the pupils are encouraged to begin to develop their own ideas and opinions about the issues in the world today. Through an introduction to the past the pupils will start to develop a better understanding of where we come from and where we are going.

YEAR 1

History

• Say how something is the same/ different in the past

• Start to think about how things might have changed (eg improvements in technology). Understand that a timeline can be used to sequence events

• Begin to understand why events being studied are important

• Ask and answer some historical questions

• Sort objects into old and new

• Use pictures to extract some information about the past

• Begin to recognise different ways we can learn about the past (eg images, objects, stories, first-hand witnesses)

Geography

• Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom (Bristol) and of a contrasting nonEuropean country

• Identify the key features of their immediate environment (Bristol) in order to say whether it is a city, town and village, coastal or rural area

• Compare different places studied

• Use basic geographical vocabulary for both key physical and human features

YEAR 2

History Geography

• Use common phrases related to the passing of time (now, then, before)

• Place some basic events on a timeline and use this to support retelling of past events

• Begin to use some historically vocabulary (e.g. past, present, recently, years, decades, centuries)

• Describe differences between then and now

• Begin to think about the impact of historical events on Modern life

• Ask and answer some historically relevant questions

• Compare and contrast small area of the UK and a small area in a contrasting non-European country concentrating on islands and seaside

• Name and locate seven continents, five oceans, capital cities in the UK and some other important local features

• identify land use around school

• Follow a simple map around the local area

• Map work and using the four points of a compass

• Draw a simple map

• Use and construct basic symbols in a key

• Use an infant atlas to locate places and simple grid references

GAMES

Pupils are introduced to basic skills and strategies leading them to learn about the tactics of team games, starting with an introduction to the major sports played at BGS in the Infants. Pupils will start to develop an understanding of the importance of effective warm-ups, agility, corestrength, teamwork, tactics, post-match evaluation and cooling down to avoid injury. Age-appropriate rules will be taught depending on the sport and in-line with the national governing bodies for each sport. The specific skills for each sport will be taught through training drills/skills, in-house matches and fixtures against other schools. These aspects all form part of aiding their development and understanding of team sports.

Pupils in Reception will have their Games lessons on-site and focus on fundamental skills such as rolling, throwing and catching. Whilst the Infants will not play fixtures against other schools, they are taught using a ‘Games for Understanding’ approach which gives the pupils an introduction to how invasion techniques and strategies can be used across team sports. When pupils enter the Juniors, in addition to training sessions which focus on skills specific to the sport being taught, they will begin playing small-sided matches within their year-group and against other schools. This builds as the pupils progress through the Junior School. By the time the pupils reach Year 6, there will be opportunities to represent the school at regional tournaments.

INFANT GAMES

Year 2 Invasion games (hockey, football) Invasion games (netball/basketball, and rugby)

Striking and fielding games (cricket. Developing athletics

Autumn Term Spring Term Summer Term

JUNIOR GAMES

Year 3 Boys

Year 3 Girls

Year 4 Boys

Year 4 Girls

Rugby: An introduction to touch rugby

Hockey: An introduction to mini hockey

Rugby: An introduction to contact rugby (tackles)

Hockey: Developing mini hockey (goalkeepers)

Year 5 Boys

Year 5 Girls

Rugby: Development of contact rugby (scrum, ruck and maul)

Hockey: An introduction to 7-a-side hockey

Year 6 Boys

Year 6 Girls

Rugby: Further development of contact rugby (kicking and contested strike)

Hockey: Development of 7-a-side hockey

Hockey: An introduction to mini hockey

Netball: An introduction to mini netball (8’ posts)

Hockey: Developing mini hockey (goalkeepers)

Netball: Development of mini netball (9’ posts)

Hockey: An introduction to 7-a-side hockey

Netball: An introduction to 7-a-side netball (9’ posts)

Hockey: Development of 7-a-side hockey

Netball: Development of 7-a-side netball (10’ posts)

Cricket: An introduction to soft ball cricket

Cricket: Developing soft ball cricket

Cricket: An introduction to hardball cricket (for pupils who are ready)

Cricket: Further development of softball/hardball cricket

PHYSICAL EDUCATION (PE)

Through Physical Education lessons, the pupils are taught gymnastics, ball skills, invasion games and athletics practice. Lessons take place in our well-equipped Sports Hall, with specialist teachers from across the school.

Fundamental Movement Skills (FMS) are taught formally and informally during all PE lessons. They include jogging, jumping, balancing, skipping, hopping, dodging, leaping, running and rolling. These form the basis for physical literacy and will be taught across all year-groups as they are vital for pupils to progress successfully.

YEAR 1

• In gymnastics, pupils develop whole body co-ordination skills such as rolling, jumping, landing, balancing, weight bearing on hands, and climbing

• During ball skills lessons, we cover locomotor skills such as walking, running, hopping, skipping, and jumping. Pupils use various objects such as scarves, balloons, bean bags and balls to develop tracking, catching, throwing, and striking skills

Year 1 pupils have a PE lesson a week throughout the Summer term

YEAR 2

• In gymnastics, pupils develop and improve whole body co-ordination skills such as rolling, jumping, landing, balancing, weight bearing on hands, and climbing

• During ball skills lessons, we further develop fine motor skills and pupils use various objects such as scarves, balloons, bean bags and balls to develop tracking, catching, throwing, and striking skills

Year 2 pupils have a PE lesson a week throughout the Spring term

YEAR 3

• In the gymnastics lessons, pupils explore various ways of rolling, both on the mats and on higher apparatus. This includes rolling down, onto, along and off apparatus. They also cover flight onto and off apparatus and how to land safely; static and dynamic balances; basic vaulting techniques including the correct run up and preparation; and taking weight on their hands

• During athletics lessons they cover running techniques; how to use a rebound board; relays and baton changeovers; standing long jump and standing vertical jumps; and basic throwing techniques

• In the ball skills lessons pupils develop underarm and overarm throwing techniques, catching two- and one-handed; striking a stationary and moving object; basic tennis strokes such as forehand and backhand; and basic tactics of invasion games

Year 3 pupils have a PE lesson once a fortnight throughout the year

YEAR 4

• In the gymnastics lessons, pupils explore various ways of rolling, both on the mats and on higher apparatus. This includes rolling down, onto, along and off apparatus. They also cover flight onto and off apparatus and how to land safely; static and dynamic balances; basic vaulting techniques including the correct run up and preparation; and taking weight on their hands

• During athletics lessons, they cover running techniques; how to use a rebound board; relays and baton changeovers; standing long jump and standing vertical jumps; and basic throwing techniques

• In the ball skills lessons, pupils develop underarm and overarm throwing techniques, catching two- and one-handed; striking a stationary and moving object; basic tennis strokes such as forehand and backhand; and basic tactics of net games

Year 4 pupils have a PE lesson once a fortnight throughout the year

YEAR 5

• In Gymnastics we cover rotation, inversion and weight bearing, balance, flight and basic vaulting techniques

• During the athletics sessions we cover running technique, hurdles, high jump, basic throwing techniques, standing long jump, relays and baton changes

• Racket skills and striking skills further develop hand-eye coordination through short tennis

Year 5 pupils have two PE lessons a week for 11 weeks

YEAR 6

• In Gymnastics we cover rotation, inversion and weight bearing, balance, flight and vaulting techniques such as straddle and through vaults

• During the athletics sessions we cover running technique, hurdles, high jump, basic throwing techniques, standing long jump, relays and baton changes

• Racket skills and striking skills further develop hand-eye coordination through short tennis and badminton

Year 6 pupils have a PE lesson a week for 22 weeks

SWIMMING

Swimming is taught in the Infants as part of the termly carousel of Physical Education activities alongside Dance and PE. Our youngest pupils are taught to swim at Henbury Pool. Within Years 3 and 4, swimming is taught once a fortnight throughout the year with lessons at the University Pool. In Year 5, pupils swim once a week at the University Pool for one third of the year, with PE and Dance in the remaining two-thirds.

Within each year-group we find a range of ability from nonswimmers to those who are not only confident in the water but competent swimmers too. The skills we cover at the various levels are outlined below.

NON-SWIMMERS

• Water confidence including putting their face in the water

• Develop basic water safety awareness, basic movement skills and water confidence skills, including safe entry (side and jumping)

• Move forwards/backwards and sideways for 5 metres, with or without the use of an aid

• Basic floating techniques, rotating the body, and gaining an upright position

BEGINNER SWIMMERS

• Learning to swim basic strokes of free-style, breaststroke and backstroked and personal survival skills

• Push and glide developing the ability to stay buoyant in a streamlined position (with the aid of a float) in three disciplines

• Learning to return to an upright position from a push and glide

• Perform rotation from the push and glide from front to back

• Submerging in the water, including full submersion and jumping from the side

• Travel 10m on the front and the back

INTERMEDIATE SWIMMERS

• Stroke development in free-style, breaststroke and backstroke and personal survival skills

• Review, master and develop previous aquatic skills

• Swim using basic stroke patterns with a more streamlined position, including leg action for butterfly and breaststroke

• Learn and develop breathing patterns for all strokes

• Develop more challenging aquatic skills (handstands/forward rolls/sculling)

• Introduce basic personal survival skills

ADVANCED SWIMMERS

• Advanced stroke techniques for all three strokes and building swimming stamina

• Starts and turns appropriate for competitive swimming

• Introduction to basic lifesaving and further personal survival skills

• Reviewing, mastering and developing all previous skills in deeper water

• Refining basic stroke patterns, breathing to the side, backstroke and breaststroke timing

• Improving stroke techniques, extending the distance each stroke can be swum efficiently with confidence and ease

• Improving butterfly leg action and kick

• Improving confidence in treading water and other survival and water safety skills

Infant and Junior Curriculum

YEAR 1 TO YEAR 6

Curriculum Enhancement

DIGITAL LITERACY

Digital Literacy encompasses the skills required to use technology effectively, safely, and conscientiously. This is especially important as technology is an intrinsic part of everyday lives, both at school and at home. Pupils will be taught to understand technology and learn how it can be used to find, use, and create information in a beneficial and useful way. Alongside this, pupils will understand the limitations of technology and identify potential risks and essential precautions required.

With digital literacy skills, our pupils are empowered to move beyond a process-oriented understanding of technology and apply digital resources creatively in their original work. These skills build upon the traditional concept of literacy and support our pupils in using critical thinking skills.

Years 3 and 4 will have one lesson a week in addition to the weekly Computing lesson.

YEAR 3

• Reading school emails

• Google classroom

• An introduction to File and Drive management

• Touch typing

• Basic Word processing using Microsoft Word

• Using images, including concept of copyright

• Presenting and manipulating images

• Effective and safe searching on-line

• Simple iMovies

YEAR 4

• Book Creator multi-media app (iPad)

• Presentation skills, including QR codes

• Basic spreadsheet skills

• Developing skills in File and Drive management

• Touch typing

• Further Word Processing skills

• Research skills and checking content

• Etiquette when sending emails

• Further iMovies skills

FOOD PREPARATION AND NUTRITION

An ability to prepare food safely and understand a healthy diet and nutrition is a life skill that we believe pupils should develop. Due to the importance that we place on this, during Year 5, our pupils try their hand at preparing food as well as beginning to develop an understanding of the Eat-Well Guide.

We provide a comprehensive and a diverse collection of recipes. All ingredients are included in our lessons and special diets, including food allergies, are considered as well as vegan/vegetarian options.

Alongside the recipe book, video links are provided with most recipes to help pupils to develop their skills.

The chosen recipes will develop pupils’ preparation skills including hygiene in the kitchen, food safety, using weighing scales and measuring jugs, and use of the bridge and claw technique for cutting. The practical skills covered include learning how to use electric hobs and ovens as well as other small electrical appliances such as blenders, hand mixers and microwave ovens.

Pupils are encouraged to work independently and as part of small teams to clear up and work safely. Food that is prepared during the lessons is taken home at the end of the school day after being stored safely. Pupils have a double lesson once a fortnight.

With an emphasis on encouraging the pupils to try food from other cultures, some of the following recipes from the theme of ‘Flavours of the World’ may be made.

YEAR 5

• Red, Green and White Pizza

• Anzac Biscuits

• Scottish Shortbread

• Dutch Apple Crumble

• Thai Green Curry

• Spaghetti Bolognaise

• African Vegetable Curry

• Moroccan Salad

• Chocolate Brownies

FOREST SCHOOL AND OUTDOOR EDUCATION

Forest School takes place in our natural wooded environment (which is found alongside the schools’ playing fields at Failand) and supports the development of a relationship between the learner and the natural world. By using a range of learner-centred processes Forest School promotes the holistic development of all those involved and fosters resilient, confident, independent, and creative learners. Forest School offers our pupils the opportunity to take supported risks appropriate to the environment and themselves. Outdoor learning in the forest can enhance a pupil’s progress in English, Mathematics and Science through hands-on, practical experience outside of the classroom.

YEAR 1

• Building from Reception, revisit rules and boundaries including how to keep safe around the fire

• Introduce the wildlife and minibeasts within our school grounds and how to look after them

• Use minibeast identification

• Identify common wildlife in a Forest environment

• Build up skills with tools

• Introduction to ropes and basic knots

• Supported construction of dens, shelters and other structures

• Introduce lashing and frapping techniques to make frames

• Introduce Kelly kettles and different cooking techniques

• Exploration of seasonal changes in the forest

• Outdoor Learning in English and Mathematics is also developed during our Forest School sessions

YEAR 2

• Consolidation of skills taught in Year 1

• Further develop knowledge about the wildlife and minibeasts within our school grounds and how to look after them

• Continue to use basic tools, larger ropes and introduction of more complex tools and their safety procedures, such as sheath knives, bow saws, loppers and bill hooks

• Introduce more sophisticated use of knots for attaching to trees to allow independent construction of dens, shelters and other structures

• Develop confidence with the fire safety procedures and be able to build a basic waffle design for a fire and independently feed the Kelly kettles

• Exploration of seasonal changes in the forest and how the forest regenerates itself

JUNIOR ACTIVITIES PROGRAMME

The pupils in the Juniors are offered the opportunity to continue with their development of Forest School skills by selecting this option as a Friday afternoon activity.

Examples of Forest School and Bushcraft Activities

In their time in the forest, the pupils may take part in some of the following, depending on season:

• Introduction to woods/rules/guided walk around area we use

• Art in nature, items of interest

• Twig towers

• Painting with berries

• Fire safety and cooking over a campfire

• Further extend lashing and frapping techniques on a smaller scale and at an independent level

• Introduction of hack saw/loppers/secateurs/whittling using knives with 1:1 support

TEXTILES

Working with fabric allows our pupils to explore the Textile Design process, starting from 2D sketches and pattern cutting, to create a 3D artefact, as well as looking at Textile artists and how they explore and manipulate various textile techniques in their art. The pupils will work with fabrics as well as learning a range of surface embellishment techniques, including use of the sewing machine and hand stitching. Textiles is taught to Year 6 in a double lesson every fortnight throughout the year.

YEAR 6

• Use fabrics to create 3D structures

• Use different grades of threads and needles

• Introduction to different fibres and fabrics

• Design and make a paper pattern to cut fabric from

• Add embellishments to create depth, structure and design

• Experiment with applique methods

• Attach beads and buttons to fabric in a secure and decorative way

• Experiment with a range of media to overlap and layer, creating colours, textures and effects

• Use the sewing machine safely to sew a range of stitches for different purposes

• Hand embroider basic stitches for different purposes