Y1 – Y6 Curriculum

Click here to view the Long Term School Overview Curriculum

Click here to view the Model of Newport’s Curriculum

Click here to view the Approach to the Curriculum at Newport Community School Primary Academy

Click here to view the Main Themes in Each Subject – Year One

Click here to view the Main Themes in Each Subject – Year Two

Click here to view the Main Themes in Each Subject – Year Three

Click here to view the Main Themes in Each Subject – Year Four

Click here to view the Main Themes in Each Subject – Year Five

Click here to view the Main Themes in Each Subject – Year Six

Click here to view Promoting British Values through the Y1-6 Curriculum

Click here to view Promoting Fundamental British Values as part of the Curriculum at Newport Community School Primary Academy

Click here to view Discovery RE British Values Mapping Grid

DEFINITION OF OUR CURRICULUM  

In order to promote personal growth and development, our curriculum is made up of the planned learning (skills, knowledge and understanding) opportunities, including a stimulating learning environment and learning how to learn. Integral to the Academy’s curriculum is the child’s response to the curriculum, which is reflected in child initiated and peer to peer learning. The curriculum includes not only the formal requirements of the Academy’s Curriculum, but also the range of extra-curricular activities and experiences, including home-school learning which provide enrichment. It also includes the Academy’s ethos, or what the children learn from the relationships both within the school community, the local area and the wider world.

                                                                                                                           School Teaching Staff 2012

AIMS OF THE ACADEMY’S CURRICULUM

To enable all children to achieve or exceed their potential through learning how to learn and developing their skills, knowledge and understanding

  • To teach children the basic skills and knowledge of literacy, mathematics, science and information technology (IT)
  • To learn how to lead a healthy life by making decisions that support their future health
  • To enable children to be creative and to develop their own thinking skills
  • To help children understand the breadth of Britain’s cultural heritage
  • To enable children to have a voice and be a positive responsible citizen in their community and wider world
  • To foster children’s understanding of the importance of truth and fairness, so that they grow up with a commitment to respect and show empathy for all
  • To help children to have a respect for themselves and high self-esteem

The Academy’s curriculum is underpinned by the National Curriculum (2014). In addition to this, the Academy has chosen to reflect local context and the modern world of which children are a part. The School’s Curriculum consists of four core subjects: Literacy, Mathematics, Science and Technology and Physical Health and Wellbeing. There are also four foundation subjects: Creative Arts, Humanities, Faith and Belief and Primary Language. Faith and Belief is taught using an agreed syllabus and nationally published scheme of work. A primary language strategy was introduced in 2012/13 with French being taught in KS2, following a wide experience of and exposure to a variety of languages in KS1. Underpinning the school’s curriculum are the areas of Creativity, IT / Computing, Oracy and Global Learning. The Academy has used the International Primary Curriculum as a support for writing the non-core curriculum on offer to pupils aged Y1 to Y6. From the school policies and schemes of work each teacher produces termly plans to ensure your child undertakes work appropriate to his/her level of attainment.

TEACHING AND LEARNING IN Y1 TO 6

Breadth and Coherence 

Each area of the Academy’s curriculum and RE is planned for by the teacher in a way as to be relevant to the children and the world beyond the classroom. Cross curricular planning ensures that the curriculum is relevant and areas of learning work together in a cohesive way. Skills in literacy, global learning, oracy creativity and ICT in particular are developed throughout the curriculum. These aspects are built into the curriculum maps and so are planned for.

Breadth should be sought not only across the curriculum as a whole but also within areas of learning using the relevant schemes of work. There needs to be flexibility so that planning does not stifle opportunities for spontaneous use of immediate events and experiences, which capture interest and imagination.

Breadth is also achieved through planned out of school experiences and visits, as well as use of the local community and residents. The Academy also teaches children about British history and values such as democracy, tolerance, rule of law, liberty and mutual respect.

Balance

Balance is achieved by regular review of the time allocation for each subject. All teachers will use a range of teaching strategies to ensure that there is balance across the key aspects of learning. The Academy provides guidance to teachers in timetabling areas of learning.

Relevance

Interest, enthusiasm and involvement of pupils are crucial for learning to be applied to the real world. Pupils should be engaged in practical activities and experiences where possible and be provided with opportunities to try things out for themselves. They need to be made aware of why they are learning as well as what they are learning. Opportunities for them to lead learning should be sought, so that the teacher is responding to the child and not to a prescribed plan.

Inclusion

What is taught and how it is taught needs to be matched to the learner’s abilities and aptitudes. We must identify the learning needs, personal qualities, levels of attainment, learning styles, speed of learning and emergent interests of each individual child in order to plan appropriate experiences for them.

Differentiation is required not only in the lesson content but in teaching approaches, learning resources and class routines and structures. Our aim is to challenge and stretch all learners and establish high expectations so that full potential is realised.

Continuity and Progression 

Strategies for ensuring continuity and progression include:

  • Curriculum mapping
  • Long, medium and short term teacher’s planning
  • Monitoring of pupils’ learning
  • Monitoring by Senior Leadership Team
  • Effective marking
  • Assessment and target setting
  • Effective transitions between classes, phases and key stages

Recording and Reporting

Induction evenings are held for parents in the autumn term and parents’ evenings are offered once every term. A written report of children’s learning and achievement is sent home yearly.

Parents are made aware of their child’s curriculum and homework through Induction Evenings in the autumn term and termly Curriculum Newsletters.

Special Books

Special books have been a feature of the children’s work at Newport for many years. One special book will be created each year, using a collection of work from each term and sent home in July. This is designed to support parent-teacher communication and promote a partnership in learning between parent and child. The special books encourage children to refine presentation and editing skills in an increasingly independent way.

THE CURRICULUM PLANS 

The curriculum content at Newport Community School Primary Academy is organised through a series of curriculum guidance notes and schemes of work. These have been developed by Subject Leaders, together with staff and Governors to draw the school closer to its stated aims. The schemes of work detail what is expected of most children during each year of their education and are used to inform long, medium and short term planning. Teachers should enable children to develop and use skills in all the aspects of learning, at the same time as improving their self-awareness and motivation, their empathy and social skills.

Planning 

Long term planning

Each year group has a curriculum map which outlines all the skills and knowledge most pupils will need to acquire during each term. This map is informed by the schemes of work and links to the cohort assessments for each year. The schemes of work detail the specified learning outcomes which should be taught.

Medium term planning

Year group teams use the curriculum map to develop medium term plans in each subject. These identify the specific skills and knowledge to be taught during the term and outline differentiated learning outcomes at the required level for the year group. Cross curricular links are made through a topic or theme where possible. In literacy a plan should be written for each sequence of work to be covered.

Short term planning

Teachers use a set pro-forma to plan sequences of lessons, identifying measurable learning objectives, describing differentiated tasks and organisation of the class, and evaluating the progress of pupils against the learning objectives. Regular assessments are made against curricular targets and used to inform future planning. Plans should identify the focus group for the teacher and any teaching assistants present in the class.

Please see below for further explanation of each area of learning.

Subjects within the Academy’s Y1 – 6 Curriculum

LITERACY

Oracy and Listening:

Our aim is to encourage children to listen carefully and give them the confidence and ability to talk in a wide variety of situations. Children begin to develop their speaking and listening skills by playing in small groups, telling news to the class and working in partners to discuss their ideas. Children are expected to talk in full sentences with confidence and at an audible level and will be given opportunities to do this in front of classes and the whole school.

Reading:

Children begin to learn to read by sharing books with parents, teachers and other adults. We use a variety of books banded according to published levels. Children are taught through guided, individual and shared reading sessions. We aim to develop a real enjoyment of books and we encourage children to take books home to read with their parents. We ask that parents read to their children and hear their children read.

Reading records are used to record the book read (or pages read, where more appropriate) and there is also a space for children to record interesting words or words for clarification.

Phonics:

Phonics work is part of daily practise in Foundation Stage and Key Stage One to support essential knowledge, skills and develop early understanding for reading and writing. We use Letters and Sounds materials provided by the Local Authority and the Government. Pupils work in ability groups, which may mean that for four sessions per week they may move to another classroom and work with a different teacher.

Writing:

Children will be involved in a wide range of tasks to develop their writing skills. Emphasis is put on learning key writing skills in line with the national curriculum as well as using these skills across the whole curriculum. The school provides specific guidance to teachers to support the teaching of writing.

Handwriting:

Handwriting is taught formally using the Nelson handwriting scheme. Handwriting is taught in separate lessons across the school and children are encouraged to use joined handwriting and pen in all subjects. In the Reception classes pupils print with appropriate letter extensions to ensure that they begin to join letters in Key Stage 1.

Spelling:

Spelling skills are taught through a variety of strategies including phonics and spelling patterns. Specific spellings are taught every week and are sent for practise at home. Children are tested weekly on their spellings. It is important that the basic core words are learnt as early as possible.

MATHEMATICS

We are committed to a ‘daily dedicated mathematics’ lesson for all children, using the National Curriculum guidelines and Academy Scheme of Work.

All classes have a wide range of specialised mathematical equipment. Lessons are planned to ease progression through year groups and to support and extend individual needs.

We aim to provide a stimulating, challenging and enjoyable environment in which children can develop a positive attitude and maximum attainment through a range of teaching and learning opportunities based upon games, practices, reinforcement, challenges and mastering basic skills.

Pupils work in ability groups in Year 2 and Key Stage 2, which may involve being taught by different members of the year group teaching team in a group which best suits a pupil’s need.

SCIENCE AND TECHNOLOGY 

In Science, we aim to excite and stimulate pupils’ curiosity, and build on their knowledge of the world in which they live.

Science is primarily a practical subject and children study it mainly through a topic- based approach. Each year the children find out about humans and other animals, plants, forces and motion, electricity and light and sound. The topics are planned so the children can build on their previous experiences of each topic.

Children have the opportunity to develop scientific skills such as observing, making and testing, and drawing conclusions.

We have a range of practical resources to help and encourage the children to explore and find out more about the world they live in.

Within Design Technology we aim to create opportunities for children to develop a knowledge and understanding which will enable them to think and operate creatively in the ‘made’ world.

The curriculum provides opportunities to observe, plan, design, assemble and evaluate many simple and more complex products.

The skills needed to work with mechanisms, structures and materials, including food, are provided and built upon across the age ranges.

INFORMATION TECHNOLOGY AND COMPUTING

Our aim in the teaching of IT and Computing is for our pupils to develop the skills they will need as they get older. During their primary years they will have many opportunities to learn in the areas of text and graphics, digital creativity, multimedia authoring, computing and research and communication, as well as using a wide variety of programs which support a range of curriculum areas. We have banks of laptops and iPads available which are used in classrooms to facilitate learning across the curriculum

All the computers have access to the Internet so that children can access a wide range of information and images for research from a variety of sources. Use of the Internet is closely monitored and there are precautions in place to ensure safety. The children are taught about e-safety at the beginning of each school year and teachers revisit this learning at regular intervals. No information about children is shared through the Internet, unless through appropriate secure links or with designated agencies.

Each classroom in the school, including the Nursery, has an Interactive Whiteboard to enhance teaching and learning in every curriculum area. This gives scope for a wider range of teaching styles which may appeal to visual learners. Teachers can project pictures, show extracts from films and download information. Children can work with interactive programs to engage their interest.

The school’s bank of iPads are used for photography and video recording by staff and children. Images are only used within the school and will not be published on the internet or other publications without consent. If parents do not wish their child’s photograph to be used, please let the school office know (see Use of Video and Photographic Images Policy).

FAITH AND BELIEF (RELIGIOUS EDUCATION)

Newport Community School Primary Academy is a non-denominational school. We teach aspects of and tell stories from major world faiths – particularly Hinduism, Judaism, Islam and Christianity.

The content of the curriculum is determined in part by the Devon, Plymouth and Torbay agreed syllabus and by a nationally published scheme. Within that framework and under the headings Spiritual, Moral, Social and Cultural, each class covers a variety of religious themes through stories, artwork and reflective writing and studying artefacts.

In the course of a term’s work we aim to address the two aspects of religious education which could be described as ‘learning about religion’ and ‘learning from religion’, so that the children can obtain some factual knowledge whilst being given an opportunity to think about questions of a moral and/or spiritual nature, e.g. ‘What do I value?’ and ‘What makes people special?’.

Parents should note that in line with the 1944 Education Act they may withdraw their child from RE lessons and school assemblies, providing that the Head Teacher is informed in writing. Alternative arrangements will be made for those children.

Please click here to view the RE Overview, Foundation Stage to Year 6

HUMANITIES

HISTORY 

Through the study of history we aim to develop in children an understanding of chronology and of the past. We aim to give them the opportunity to develop skills which will enrich their historical understanding and ability to interpret the past.

In KS1 we concentrate on the history of the immediate past as it relates to the children, their surroundings and community, moving back in time within living memory and beyond, using stories of famous people and events.

In KS2 we look at aspects of the past in outline and in depth, including aspects of British history in European and world context, looking at that history from a variety of perspectives (political, economic, technological, scientific, social, religious, cultural and aesthetic).

We use a wide range of resources, including craft activities, IT, artefacts and trips and visits to make history enjoyable and relevant for the children.

GEOGRAPHY 

Through our studies we aim to:

  • Stimulate children’s interest in local and world geography
  • Develop a sense of wonder at the world around them
  • Inform children about their environment and their responsibility for the care of the Earth and its people
  • Focus on geographical questions such as:
  • What is it?
  • Where is it?
  • What is it like?
  • How did it get like this?
  • How and why is it changing?
  • Enable children to develop subject skills such as field work and using maps

Through the study of history we aim to develop in children an understanding of chronology and of the past. We aim to give them the opportunity to develop skills which will enrich their historical understanding and ability to interpret the past.

In KS1 we concentrate on the history of the immediate past as it relates to the children, their surroundings and community, moving back in time within living memory and beyond, using stories of famous people and events.

In KS2 we look at aspects of the past in outline and in depth, including aspects of British history in European and world context, looking at that history from a variety of perspectives (political, economic, technological, scientific, social, religious, cultural and aesthetic).

We use a wide range of resources, including craft activities, IT, artefacts and trips and visits to make history enjoyable and relevant for the children.

CREATIVE ARTS

THE ARTS

The Arts play a central role at Newport School. Art, Music, Dance and Drama are all areas of the curriculum that are highly regarded and provide opportunities for the children to express themselves and use creative thought processes. Visiting artists, exhibiting work in the local community and special projects enrich the curriculum for everyone. The school is proud of the Arts Council’s award of the ARTSMARK GOLD status for the school’s work across the arts.

ART

We aim to provide a broad and balanced curriculum where art is an integrated subject, bringing together the various aspects of the child’s separate subject learning.

Children are encouraged to observe and interpret their environment, recording and representing their learning visually.  We develop visual literacy where ideas, artists and cultures are explored.  The importance of enriching the children’s sensory experiences and developing imagination and creativity is valued.

Alongside the day to day use of art and design there are art projects, clubs and a yearly arts’ week which nurture the children’s artistic progress through school. We have a rich tradition of the arts already in place and foster a visually creative environment within all classrooms. Arts’ Week is an annual feature of the school calendar where we broaden the experiences of children.

Everyone has a personal response to art which is shaped by their own experience.  At Newport we foster pleasure and enjoyment in the vital use of art both in school and the wider world.

MUSIC 

A specialist music teacher leads this area of the curriculum, teaching the majority of children in school for their music lessons.

At Newport we aim to provide the children with a wide range of opportunities and experiences to improve their musical abilities in a number of ways:-

  • All children will participate in class music lessons where they sing and play a range of musical instruments.
  • Children may choose to join one of the school’s music clubs, which vary from term to term.
  • Parents can choose to pay for specialist music tuition in a wide range of orchestral instruments.
  • A school choir performs at special events during the school year.
  • A termly music concert is held in the school.
  • We work with many key partners such as YGF (Young Guitarists Fund), local churches, local choirs, music groups and local primary and secondary schools.

 DRAMA 

We believe that Drama, as well as being an integral part of the English Speaking and Listening curriculum, is an excellent tool to help children learn.  All children in the school will be given the opportunity to participate in a production each year. Teachers will use drama as a means to make learning interesting and lively. We also welcome visiting performers and make visits to watch live performances.

GLOBAL LEARNING

North Devon lies in an area of relative geographical isolation, being over 50 miles from the nearest city. Coastal towns can be areas of low aspiration and successive Ofsted leaders have noted concerns about such areas. Many of our pupils will migrate to other counties and countries to contribute to society through their choice of work. Newport sets out through global learning to provide each child with an understanding of the global community, allowing them to experience cities, other cultures, other countries and prepare them for their future. 

The Five Key Concepts for Global Learning addressed by the school are:-

  • Social justice and equity
  • Diversity
  • Globalisation and interdependence
  • Sustainable development
  • Peace and conflict

An awareness of international issues is vital within our school.  We aim to incorporate the eight Key Concepts of the global dimension into all areas of the curriculum.  Values of freedom, democracy and tolerance are taught throughout the curriculum, and especially through both global learning and PSHE.

We are committed to providing a real experience of other countries and cultures, including an opportunity to visit another European country. The Academy’s curriculum is underpinned by this area of learning because our young people will be working and living in a global society, and the world for which we are educating them will be very different from the one in which we grew up.

PHYSICAL HEALTH AND WELLBEING 

We aim to provide activities that will improve the child’s health, fitness and ability to work as a member of a team. We have a wide range of equipment including a hall and a sports field. We also use local facilities for a range of activities with the children. All age groups are taught dance, games, gymnastics and athletics whilst swimming is taught in KS2 (see also extra-curricular clubs list).

We link with local schools and other organisations that provide competitions and events for our children to attend.

A specialist PE teacher is employed at the school to take the children to sports competitions and teach PE. The school has a strong tradition, in a variety of sports, of performing well in county and local competitions.

PERSONAL, SOCIAL AND HEALTH EDUCATION 

PSHE concentrates on personal, social and health education for all children in school.

Learning about ways to keep their bodies healthy and avoid harm is a core part of PSHE. We aim to develop the children’s life skills and knowledge to enable them to make informed choices about their health, as well as actively encouraging the development of a positive attitude towards themselves. The children will be made aware of environmental safety issues such as fire, water and road safety, as well as the role drugs, alcohol, exercise and food choices play in the development of their bodies.

From the time children start at Newport Community School, courteous behaviour towards other children and adults in school is encouraged, as are other social skills such as fairness, tolerance and respect for others. The aspect of schooling includes the concept of good citizenship learning how to be part of a community.

SEX AND RELATIONSHIPS EDUCATION (SRE)

Newport Community School Primary Academy believes that SRE should be developmental and a foundation for further development in secondary school.

As a school, we aim to:

 Create an environment where children feel confident to talk about, listen to, think about and discuss issues of:

o emotional and physical changes

o relationships with others, including sexual relationships

o feelings and emotions

 Provide children with knowledge

 Allow children to explore their own attitudes and values as well as those of other people

 Ensure that children have strategies to protect themselves and know where to go for help and support

 Give children access to the learning they need to stay safe, healthy and understand their rights as individuals

 Prepare children for puberty

At Newport we believe that sex education should be available from the time the child enters school, not in isolation, but as part of a whole programme of Sex and Relationship Education (SRE) aimed at helping pupils to cope with the physical and emotional challenges of growing up. Sex education is not taught formally before years 5 and 6 but questions, if asked, are answered in an appropriate way. More sensitive issues – the bodily changes that occur at puberty and conceiving a child will be dealt with in years 5 and 6, and may be offered to children in Y4 with their parents’ consent. Parents will be given the opportunity to preview the materials that we use and to comment on them.

Parents have the right to withdraw their children from sex education lessons and will be notified in advance of any such lessons. We encourage parents to engage in dialogue with staff if they have any concerns with the SRE within their child’s education.

PRIMARY LANGUAGES 

There is now a tradition of teaching Modern Foreign Languages at Newport Community School Primary Academy.

There is a tradition of teaching Modern Foreign Languages at Newport Community School Primary Academy.

We will provide stimulating and enjoyable experiences, where children will begin to learn a language alongside learning about the culture of the country in which the language is spoken.

Children will experience a range of languages in EYFS and KS1, before beginning to learn French in KS2.

In addition to this, we aim to provide a residential trip to a European country where Y6 children have hands on experience to visit the country and practise their language skills.

We have a range of practical resources to help and encourage the children to develop a love of languages and find out more about other cultures in the world that they live in.

COLLECTIVE WORSHIP

In line with statutory guidance we provide a daily act of worship at Newport Community School Primary Academy.  Each day the children assemble either as a whole school or in smaller year groupings to worship.  Collective worship is broadly Christian and we sing meaningful hymns and songs and say prayers.  These times give a valuable sense of school community to our children and enable the staff and pupils to meet together with a shared sense of belonging.  Achievement assemblies also take place when work in and out of school can be celebrated as well as significant aspects of the development of a child’s learning through school. Festivals are recognised and celebrated, such as Harvest, Christmas, Easter and major world faith festivals.

Parents have the right to withdraw their children from collective worship on religious grounds and alternative activities will be provided for their children. Please apply in writing to the Head Teacher.

COMMUNITY LINKS

Newport Community School has a thriving community involvement organising and hosting a range of activities and events. Members of our wider community, including the churches of Newport, are linked through collective worship and a variety of arts activities.

If you wish to hire a room in the school please contact the school office.  The lettings policy is available on request.

The school is proud of its links with the community as we believe it adds a further dimension to the quality of education on offer.

 

 


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