Creative Curriculum at Whickham Parochial Primary School...3 Creative Curriculum at Whickham Parochial C of E Primary School Rationale At Whickham Parochial C of E Primary School we

Creative Curriculum Document for Whickham Parochial C of E Primary

School

September 2012

2

Contents

Policy for a Creative Curriculum at Whickham Parochial C of E Primary School.

3

Creative Curriculum Topic overview for Foundation Stage

and Key Stage 1

5

Creative Curriculum Topic overview for Key Stage 2

6

Overview of Subjects taught alongside Creative Curriculum

7

National Curriculum Breadth of Study – evidence of

coverage

13

National Curriculum Skills – coverage sheets

15

Year group long term planning information

16

3

Creative Curriculum at Whickham Parochial C of E Primary School

Rationale At Whickham Parochial C of E Primary School we take pride in our excellent standards and high expectations. However, it is also of the utmost importance to us to foster development of the whole child and encourage excitement and engagement in learning. As a staff, we considered the best ways to maintain academic standards while ensuring that each child is given opportunities to be successful in a variety of forms including art and design, music and humanities. For a time we made effective use of the QCA documents to ensure coverage of all subjects, but we have come to believe that this is not the most effective or appropriate way to provide entitlement while fostering enjoyment. We considered our vision for a Parochial child. We are determined that every child will leave Parochial with:

the knowledge that learning can be fun and exciting

a bank of transferable ‘life skills’ (including the all important basic skills)

a feeling that they have at least one area in which they can succeed

a degree of independence and confidence

the ability to work with others

strong Christian value and a sense of being part of a Christian family. In order to achieve these goals, in addition to providing each child’s entitlement from the National Curriculum, we felt that the whole school needed to take a more thematic approach to learning as this would:

cover topic areas more efficiently

provide more topic time to include in depth study of the subject area and give opportunities for children to take part in child led projects

give a groundwork of content knowledge from which to base creativity

foster understanding of the links between subject, an essential tool in the building of intellectual ability.

give children the time and opportunity to transfer their learning and consolidate new skills.

Core principals of the new curriculum Coverage

Each topic has been specifically chosen to ensure coverage of the breadth and balance aspects of the National Curriculum which are every child’s entitlement. We confidently anticipate that all of the NC skills will also be successfully covered by the topics, and will record this coverage at the end of each topic. Regular evaluations will be made regarding skills coverage, and changes will be made where necessary to ensure every skill is taught. Engagement At Parochial we value the opinion of the child and recognise that an element of choice in learning is very valuable in encouraging engagement and enjoyment. To ensure coverage, we felt that topic areas should be set by staff. However, we make it a priority to give opportunities for children to have a say the specifics of their learning. We also intend to set projects and tasks within the topic, where children can decide on the content and format of the outcome.

4

We also understand that an initial, exciting ‘hook’ to the learning is invaluable in grabbing and holding the children’s interest. To this end we are working hard to ensure that topics include experiences such as trips, events, and visitors, and use of media such as film or music, to help teachers bring the learning to life. Purpose Driven Learning To support engagement, particularly in boys, and to foster self motivation and expectations, each teacher will ensure that topics include many opportunities for tasks which have a genuine audience and / or purpose. Life skills

As laid out in the rationale, we intend all children to leave our school with transferable life skills. Our hope is that children are literate and numerate beyond the expected 4b level and that they can apply these skills independently in a variety of settings. Our topic based curriculum will allow us the time to incorporate literacy and numeracy tasks in order to reinforce and apply the skills they have learned in Literacy and numeracy lessons. Christian Values At Whickham Parochial C of E Primary School we work hard to provide an atmosphere of care and support for one another. We promote Christian values in our dealing with the children and with one another. It is our intention to provide opportunities within our teaching to promote the values of care for others, understanding of our connections with other people around the world, and a sense of family and community within our locality.

Organisation Thematic topics are taught across the school. These topics encompass skills and areas of study from a number of subjects. In most cases, topics last half a term. For an overview of the creative curriculum please see Overview of Foundation and KS1 and Overview of KS2. Where coverage of a subject is required but does not fit naturally into a topic, discrete teaching will occur. This is most often the case in Science, P.E. and in R.E. Rachel Walton (Curriculum Co-ordinator) June 2012

5

KS1 Creative Curriculum Overview

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Rec The Teddy Bear’s

Picnic Long, Long Ago

…

Ch

ristm

as T

op

ic

Reach for the Stars

It’s a Family Affair

Easte

r To

pic

A Garden Adventure

Up, Up and Away!

Year 1 Knock, Knock – Who’s There?

The Wonder Emporium

Take it Away The Land that Time Forgot

The Lost City The Mad Hatter’s

Tea Parry

Year 2 Step Back in

Time Who was

Mortimer Mouse? Splat, Take That!

In the Dark, Dark House

A Sailor Went to Sea, Sea, Sea

Down at the Bottom of the

Garden

6

KS2 Creative Curriculum Overview


Year 3 Behind the Bombs

Ch

ristm

as T

op

ic

Read all about it!

Natural Wonders

Easte

r To

pic

Cool Castles

Superheroes

Year 4 Pharaohs’ world (into Autumn 2)

Life in the freezer (2012/13)

Then Rainforests

Tudors

In the picture

Invaders and settlers

This is me

Year 5 Modern Britain

Food for Thought

The Ancient Greek World

Fragile Earth

Bookworms

Year 6 Shakespeare’s World Our Place in

Space The Blue Planet Bright Sparks

What a performance!

7

Overview of discrete teaching of Science

alongside a Creative Curriculum

Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Year 1

In Key Stage One Science is incorporated into the thematic topics.

Year 2

Year 3 Teeth and eating

Unit 3A

Helping plants

grow well Unit 3B

Characteristics of

Materials Unit 3C

Rocks and Soils

Unit 3C

Magnets and

Springs Unit 3E

Light and Shadows

Unit 3F

Year 4 Moving and Growing Unit 4A

Habitats Unit 4B

Keeping Warm Unit 4C

Solids, Liquids and how they can be separated

Unit 4D

Friction Unit 4E

Circuits and Conductors Unit 4F

Year 5 Gases Around Us

Unit 5C

Life Cycles

Unit 5B

Keeping Healthy

Unit 5A

Changing State

Unit 5D

How we see things

Unit 6F

Changing Sounds

Unit 5F

Year 6 Forces in Action Unit 6E

More About

Dissolving/ Reversible and Irreversible

Changes Units 6C/6D

Earth, Sun and Moon Unit 5E

Interdependence and Adaptation Unit 6A

Changing Circuits Unit 6G

Micro-organisms Unit 6B

Where possible, Science units have been incorporated into themed topic plans. For information, resources and objectives, see the QCA documents and the LCP files.

8

Overview of discrete teaching of ICT alongside a Creative Curriculum


Year 1 An Introduction to Modelling

Using a Wordbank The information around us

Labelling and classifying

Representing information: Pictographs

Understanding Instructions

Year 2 Routes: Controlling a Floor Turtle

Writing Stories – communicating information using texts

Creating Pictures Finding Information Questions and Answers

Year 3 Combining text and graphics

Manipulating sound Introduction to databases

Exploring simulations

E-mail

Year 4 Writing for different audiences

Developing images using repeating patterns

Branching databases

Collecting and presenting information: questionnaires and pie charts

Modelling effects on screen

Year 5 Graphical modelling

Analysing data and asking questions: using complex searches

Evaluating information, checking accuracy and questioning plausibility

Introduction to spreadsheets

Controlling devices

Monitoring environmental conditions and changes

Year 6 Multimedia presentation

Spreadsheet modelling

Using the internet to search large databases and to interpret information

Control and monitoring - What happens when...?

Where possible, ICT units have been incorporated into themed topic plans. For information, resources and objectives, see the QCA documents and the Step by Step files.

9

Overview of discrete teaching of R.E. alongside a Creative Curriculum


Year 1 LIVING THE FAITH Baptism and Belonging

IMPORTANT

TIMES/DATES Christmas

LIVING THE FAITH Jesus

IMPORTANT TIMES

/DAYS Easter

BUILDINGS AND PLACES

Special Places – The Church

LIVING THE FAITHS/SACRED BOOKS

Year 2

BELIEFS

Creation - Christian Creation – Jewish

IMPORTANT

TIMES/DAYS Christmas

BUILDINGS AND PLACES Church

IMPORTANT TIMES/DAYS Easter

BUILDINGS AND PLACES Jewish People and Israel

LIVING THE FAITH

Rites of Life – Weddings VALUES Christian Values

Year 3

Creation Biblical account, how we can spoil/look after

God’s world

10 Commandments, Christmas

Land of Jesus, Baptism, Parables

Easter & Lent Miracles of Jesus Early Christianity & The Saints

Year 4 Living the faith -

pilgrimage Prayer Beliefs- Muslims

Buildings and places -

Mosques

Living the faith –

important days/prayer Zakat/Ramadan

Year 5

Hinduism: Origins of Hinduism,

Belief in one God with many forms, Symbols of the main

Hindu Gods

Hinduism: Festival of Diwali

Christianity: How the church calendar is marked by specific events,

Symbolism within the church

Hinduism:

Festival of Holi

Hinduism:

Hindu worship Visit to Temple

Hinduism: Sacred Books,

Family stories associated with the Hindu religion

Hinduism: Dharma (religious

duties) and Ahimsa (non-violence)

Hindu family duties

Year 6 Worship and community What is the role of the

mosque?

Why are sacred texts

important? What is the Quran?

Christian religious

buildings

How do people express

their faith?

These schemes are taken from the Gateshead Diocese Scheme of work for R.E.

10

Overview of discrete teaching of P.E. alongside a Creative Curriculum


Year 1 (Flexible to suit topics)

Games

Gymnastics

Games Dance—Toys

Gymnastics Dance—animals

Athletic Activities Dance Athletic Activities

Year 2 (Flexible to suit topics)

Circuits Gymnastics

Dance Games

Athletic activities. Dance

Basketball

Athletic activities.

Games

Year 3

Net &Wall Games -Tennis & Gymnastics (Body

Shapes)

Invasion Games – Benchball &

Parachute Games

Invasion Games – Hockey &

Gymnastics (Jumping)

Striking & Fielding & Circuit training

Athletics – (Track) Sprints and relays

Athletics – (Field) Throwing & Jumping

Year 4 Swimming Gym/ Games played during WWII

Swimming Games (Durham)

Swimming Dance (Tudors)

Swimming LTA Tennis

Swimming Dance (Life on the Nile)

Swimming Athletics

Year 5 Gymnastics Circuits

Dance – Rama and Sita

Parachute games Basketball

Rounders Coach?

Tennis On road cycling

training

Athletics Dance – Olympics

Year 6 Circuits Gymnastics

Dance Games: Basketball with coach

Outdoor and Adventurous (Res) Gymnastics with

Coach

Athletic activities.

Games: Cricket with coach from DCC

Athletics Dance with coach from Whickham

School

Where possible, units have been incorporated into themed topic plans. These units are taken from the Durham Scheme and the QCA documents.

11

Overview of discrete teaching of P.S.H.C.E. alongside a Creative Curriculum

Year

Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Year 1 Unit 1: Likes and Dislikes Unit 2: Then and Now Unit 3: Feelings

Unit 4: Right and Wrong

Unit 5: Taking care of our things Unit 6: Welcome

Unit 7: Decisions Unit 8: Group Rules

Unit 9: Cleaning up Unit 10: Keeping Fit Unit 11: Food

Unit 12: Washing

Unit 13: Our Bodies Unit 14: Coughs and Sneezes Unit 15: Listening

Unit 16: Caring

Unit 17: Playing Unit 18: Working together Unit 19: Being Kind

Unit 20: Our Baby

Unit 21: Being the same Units 22: Being Different

Transition to Year 2

Year 2 Unit 1: Its not fair

Unit 2: I’m good at… Unit 3: Setting Goals Unit 4: Playing Fair

Unit 5: Looking after pets Unit 6: I can help

Unit 7: Helping wildlife Unit 8: Making classroom rules

Unit 9: Be street smart! Unit 10: Growing up; growing

old Unit 11: Danger! Unit 12: Road Safety

Unit 13: Swimming Safety

Unit 14: Time for Bed Unit 15: Behaving in class Unit 16: Working together

Unit 17: Caring for friends

Unit 18: Bully! Unit 19: Being cross Unit 20: Not so different

Unit 21: Being Old

Unit 22: Lets Celebrate! Transition to Year 3

Year 3

Unit 1: All about me Unit 2: In my opinion Unit 3: Looking at others

positively Unit 4: I don’t like it when…

Unit 5: Things that make me happy Unit 6: Making rules for school

Unit 7: Saying Sorry Unit 8: Accepting apologies

Unit 9: This year I’m going to… Unit 10: Being a volunteer Unit 11: It’s the Law!

Unit 12: Good rules and bad rules

Unit 13: Breaking rules Unit 14: Taking risks Unit 15: Fire Hazards

Unit 16: Who can help us?

Unit 17: Feelings Unit 18: My feelings were hurt when…

Unit 19: Victorian children Unit 20: Befriending others

Unit 21: Festivals Unit 22: Its rude to point

Transition to Year 4

Year 4

Unit 1: School’s cool! Unit 2: School’s out

Unit 3: What my family thinks of me Unit 4: Meeting challenges

Unit 5: Me and my personality

Unit 6: A great personality Unit 7: What a mess! Unit 8: Be organised

Unit 9: Helping at home Unit 10: Looking after our

pets Unit 11: Looking after younger people Unit 12: Playtime

Unit 13: Thank you

Unit 14: Protest! Unit 15: Stranger Danger Unit 16: Eat well – keep well

Unit 17: Why do we need food?

Unit 18: Best of friends Unit 19: Bullying Unit 20: Family units

Unit 21: Siblings

Unit 22: Different religions Transition to Year 5

Year 5 Unit 1: When I grow up Unit 2: Vote for me! Unit 3: My week

Unit 4: Homework

Unit 5: Travelling safely Unit 6: Making Plans Unit 7: Spend or Save?

Unit 8: Making Laws

Unit 9: Read all about it! Unit 10: Fair Trade Unit 11: Sport

Unit 12: Cycling Safely

Unit 13: Looking after our teeth Unit 14: Our Senses

Unit 15: First Aid Unit 16: Smoking

Unit 17: Stepping in Unit 18: Elderly Aware Unit 19: Respecting other

people’s property Unit 20: Other Abilities

Unit 21: Left out Unit 22: Getting along with others

Transition to Year 6 and Secondary School

Year 6

Unit 1: Dealing with anxiety Unit 2: Who do you look up

to? Unit 3: Recycling waste Unit 4: Saving energy

Unit 5: Setting a good example

Unit 6: Being responsible for ourselves Unit 7: Charity Unit 8: Resolving differences

Unit 9: Local democracy

Unit 10: Anti-social behaviour Unit 11: What’s on the menu? Unit 12: Which sport?

Unit 13: Saying no to drugs

Unit 14: Alcohol Unit 15: Water and health Unit 16: Respect!

Unit 17: Status Unit 18: Family relationships

Unit 19: Identifying racism Unit 20: Getting help at senior school

Unit 21:Sibling rivalry Unit 22: Who do you look

like? Transition to Secondary School

These are taken from the Badger Citizenship and PHSE scheme of work.

12

Overview of discrete teaching of French alongside a Creative Curriculum

Year Group


Year 1

Year 2

Year 3 Unit 1

Je Parle Français Unit 2

Je Me Présente Unit 3

En Famille

Year 4 Unit 4

Les Animaux

Unit 5

Mon Anniversaire

Unit 6

Le Monde

Year 5 Unit 7

Moi et mon Ecole Unit 8

Qu’est-ce que tu veux? Unit 9

Les Sports

Year 6 Unit 10

Les Vêtements

Unit 11

J’habite

Unit 12

Un pays francophone

Where possible, units have been incorporated into themed topic plans. These units are taken from the Primary French scheme of work.

13

National Curriculum Breadth of Study at Whickham Parochial C of E Primary School

Subjects Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 D

esig

n a

nd

Technolo

gy

Investigating and evaluating a range

of familiar products

FPT’s that develop a range of

techniques, skills, processes, and

knowledge

DMA’ with Food Textiles,

construction and sheet materials





knowledge

DMA’ with Food Textiles,

construction and sheet materials





knowledge

DMA’ with Food, electrical and

mechanical components Textiles,

mouldable materials, Stiff and

Flexible Sheetmaterials





knowledge




Flexible Sheet materials





knowledge









knowledge





ICT

Work with a range of information to

investigate the different ways it

can be presented.

Exploring a variety of ICT tools,

floor turtle, word processing

software, adventure game.

Talking about the uses of ICT inside

and outside school

Work with a range of information to

investigate the different ways it

can be presented.

Exploring a variety of ICT tools,

floor turtle, word processing

software, adventure game.

Talking about the uses of ICT inside

and outside school

Working with a range of information

to consider its characteristics and

purposes.

Working with others to explore a

variety of information sources and

ICT tools, example searching the

internet, graphics software, captures

and change sounds.

Investigating and comparing the uses

of ICT inside and outside school.



purposes.





and change sounds.





purposes.





and change sounds.





purposes.





and change sounds.



His

tory

Changes in their own lives and the

way of life of their family or

others around them.

The way of life of people in the more

distant past who have lived in

the local area or elsewhere in Britain.

The lives of significant man, women

and children drawn from the

history of Britain and the wider

world.

Past events from the history of

Britain and the wider world.

(Choose/create any units that cover

these aspects)

Changes in their own lives and the

way of life of their family or

others around them.

The way of life of people in the more

distant past who have lived in

the local area or elsewhere in Britain.

The lives of significant man, women

and children drawn from the

history of Britain and the wider

world.

Past events from the history of

Britain and the wider world.

(Choose/create any units that cover

these aspects)

Local History

Britain and the Wider World in

Tudor Times

Ancient Greece

Roman, Anglo-Saxon or Viking Britain

(one in depth)

Victorian Britain and/or Britain since

1930 – (impact of World War 2, or

Social and Technical Development

since 1930).

Ancient Egypt or Aztecs, Maya,

Benin, Sumer, Assyrian Empire, Indus

Valley

Local History


Tudor Times

Ancient Greece


(one in depth)




since 1930).



Valley

Local History


Tudor Times

Ancient Greece


(one in depth)




since 1930).



Valley

Local History


Tudor Times

Ancient Greece


(one in depth)




since

1930).



Valley

Geogra

phy Local study

Contrasting Locality

Local study

Contrasting Locality

UK Locality

Less economically developed Locality

Rivers or Coasts

Settlements

Environmental issues

UK Locality


Rivers or Coasts

Settlements


UK Locality


Rivers or Coasts

Settlements


UK Locality


Rivers or Coasts

Settlements


14

Art

and D

esig

n

Starting Points

2D & 3D - Scale

Painting

Printing

Digital media

Textiles

Sculpture

Different kinds of art, craft and

design in the locality

Starting Points

2D & 3D - Scale

Painting

Printing

Digital media

Textiles

Sculpture


design in the locality

Starting Points

2D & 3D – Scale

Painting

Printing

Digital media

Textiles

Sculpture


design in the locality and in a variety

of genres, styles and traditions

Starting Points

2D & 3D – Scale

Painting

Printing

Digital media

Textiles

Sculpture




Starting Points

2D & 3D – Scale

Painting

Printing

Digital media

Textiles

Sculpture




Starting Points

2D & 3D – Scale

Painting

Printing

Digital media

Textiles

Sculpture




Music

A range of musical activities that

integrate performing, composing

and appraising Responding to a range

of musical and non-musical

starting points

Working on their own, in groups of

different sizes and as a class A

range of live and recorded music

from different times and cultures.


integrate performing, composing

and appraising Responding to a range

of musical and non-musical

starting points


different sizes and as a class A

range of live and recorded music

from different times and cultures.


integrate performing, composing and

appraising

Responding to a range of musical and

non-musical starting points


different sizes and as a class

Using ICT to capture, change and

combine sounds

A range of live and recorded music

from different times and cultures

e.g. from the British Isles, from

classical, folk and popular genres, by

well-known composers and

performers



appraising






combine sounds






performers



appraising






combine sounds






performers



appraising






combine sounds






performers

P.E

.

Dance activities

Games activities

Gymnastics activities

Dance activities

Games activities


Dance activities

Games activities


Swimming activities

Athletic activities or outdoor and

adventurous activities

Dance activities

Games activities


Swimming activities



Dance activities

Games activities


Swimming activities



Dance activities

Games activities


Swimming activities



PS

HC

E

Taking and sharing responsibility

Feeling positive about themselves

Taking part in discussions

Making real choices

Meeting/talking with people

Developing relationships

Considering social and moral dilemmas

Asking for help

Taking and sharing responsibility


Taking part in discussions

Making real choices

Meeting/talking with people



Asking for help

Taking responsibility


Participating

Making real choices and decisions

Meet up and talk with people



Finding information

Preparing for change



Participating





Finding information




Participating





Finding information




Participating





Finding information


Scie

nce

Scientific Enquiry

Life processes

Humans and other animals

Green plants

Variation and classification

Living things in their

environment

Grouping materials

Changing materials

Electricity

Forces and motion

Light and sound

Scientific Enquiry

Life processes


Green plants


Living things in their

environment

Grouping materials

Changing materials

Electricity

Forces and motion

Light and sound

Scientific Enquiry

Life processes


Green plants


Living things in their environment

Grouping materials

Changing materials

Separating mixtures of materials

Electricity

Forces and motion

Light and sound

The Earth and beyond

Scientific Enquiry

Life processes


Green plants



Grouping materials

Changing materials


Electricity

Forces and motion

Light and sound


Scientific Enquiry

Life processes


Green plants



Grouping materials

Changing materials


Electricity

Forces and motion

Light and sound


Scientific Enquiry

Life processes


Green plants



Grouping materials

Changing materials


Electricity

Forces and motion

Light and sound


15

National Curriculum Skills Coverage at Whickham Parochial C of E Primary School Intended coverage of skills within topics has been mapped out and complete coverage is intended. To ensure this is happening in reality, each half term teachers will highlight skills that have been adequately covered and will take steps to include or re-cover any that have been missed. Examples of the KS1 and KS2 skill spreadsheets are below and can be found on the school public

file and the VLE.

16

Year 1 Overviews

17

Year 2 Overviews

18

Year 3 Overviews

19

Year 4 Overviews

20

Year 5 Overviews

21

Year 6 Overviews

Documents

Creative Curriculum at Whickham Parochial Primary School...3 Creative Curriculum at Whickham Parochial C of E Primary School Rationale At Whickham Parochial C of E Primary School we