Great Witchingham Church of England
Church of England
Key Stage 1 Topics 2018/19
A Balloon Ride Across Europe
Key Stage 2 Topics 2018/19
Holidays in Norfolk (The Broads)
The curriculum of the Trinity Federation of Church Academies is designed for inclusive teaching and learning and reflects the caring, Christian ethos of our three schools.
Subjects from the National Curriculum are mostly taught through a themed approach which focuses on the acquisition of knowledge, skills and understanding in all subjects. The themes change every half term and every child within the federation learns through the same theme. Teachers differentiate the learning for the children in their classes to ensure it is both relevant and challenging for all.
The school curriculum (which refers to all learning opportunities offered by the federation, including the National Curriculum) has a strong emphasis on learning creatively and using the outdoor environment.
All staff work together to further develop the school curriculum every year in order to provide the best possible learning opportunities for every child.
We aim for our curriculum to be...
Life enhancing (Enabling life long learning)
Nurturing (Challenging, Inclusive, Accessible)
Inspiring (Exciting, Creative, Fun, Engaging)
Relevant (Balanced, responsive, Progressive, Flexible)
As a result, we aim for our children to become...
Confident and resilient
Responsible and considerate
Aspirational and motivated
Inquisitive and enquiring
Our Curriculum Overview
English teaching is at the heart of all learning at the Trinity Federation. Children are bathed in language through the use of drama, debate, presentation and enjoyment of high quality texts. Staff work tirelessly to provide exciting, engaging learning opportunities through speaking, reading and writing. Each half term the teaching of the English curriculum across both key stages provides children with access to a range of high quality texts, text analysis, enriching vocabulary, drama, and poetry.
Staff use real-life experiences to make the teaching of English relevant and purposeful both in school and through trips and excursions. These are often linked to the current theme to enable cohesive learning between the National Curriculum subjects.
English in the Early Years/KS1:
We recognise the importance of stories and songs for children in EYFS/KS1 and children learn and perform poems, songs and stories. We prioritise language-rich experiences and environments:
• Children are taught to read through daily sessions of structured synthetic phonics. We base our phonics teaching on the ‘Read, Write Inc.’ programme and other resources to suit the needs of our children.
• Reading books are colour-banded to enable children to progress at their own rate.
• High-quality guided reading texts are used to support the teaching of reading in small groups.
• Cursive handwriting is taught from EYFS.
• The classroom environment is deliberately designed to provide engaging opportunities for children to read and write.
• Children who may require additional support to meet age-related expectations are quickly identified and extra small group or one-to-one learning is provided to help them make accelerated progress.
English in Key Stage Two:
High quality texts throughout a range of genres form the basis of English teaching in KS2. Children are immersed in these texts through drama, debate and presentation. These texts are analysed by children and their structures and language are used as a basis for pupils’ own writing. Children draft, edit and re-draft their writing to ensure their final pieces are of the highest possible quality.
• Grammar knowledge is taught and weaved into learning in English and across the curriculum throughout the week.
• Reading comprehension is taught in small guided groups, using high quality texts.
• Although most writing is handwritten; children may also present their learning through technology. (ie film making/word processing)
• Children are taught to write at length, using a wide range of genres, across the curriculum.
We recognise that the ability to communicate effectively through the spoken and written word has a huge impact on the life chances of all children. By developing a love of language through drama and quality texts, children also gain a deeper understanding of their role as citizens of the world. As a result of the high priority the Trinity Federation of Church Academies places on the teaching of English, standards are almost always in line with those of children nationally and often exceed these.
Staff use a variety of skills-based key assessment tools to monitor children’s attainment and progress against National Curriculum expectations in all subjects. These tools are also used to identify the next steps for children in their learning. The Federation’s online management system is used to track the progress and attainment of children throughout each individual year and also during their seven years at primary school.
Some useful resources:
We aim to provide a curriculum that engages, motivates and allows children to think critically; teaching children how to make sense of the world around them by developing their ability to calculate, to reason and to solve problems.
At Trinity Federation we aim to:
• Improve pupils’ understanding, enjoyment and attainment in mathematics.
• Deliver a full and rich mathematics curriculum over all year groups that work towards the Government year group expectations and more.
• Create opportunities that challenge the learner and allow them to question and investigate, reason, convince and prove.
• Immerse the children in a mathematical culture where they are comfortable to make mistakes and to try out different working methods in order to achieve success.
• Create number and calculation confident mathematicians.
• Teach all the number skills necessary to enable the children to apply these in a variety of investigative and problem solving tasks.
• Create cross curricular opportunities linking maths to other core and foundation subjects.
• Provide an Early Years Foundation stage maths curriculum that helps to develop the children’s understanding in all elements of maths in a broad range of contexts and provide opportunities for children to practise their developing skills and knowledge.
We achieve this by:
• Providing a medium term planning resource for teachers in Year groups 1-6.
• Adopting the mastery approach to teaching mathematics that provide challenges and opportunities to explore investigative maths tasks in a variety of contexts both inside and outside the classroom.
• Giving children opportunities to work in greater depth on any given maths unit.
• Using resources provided by NRich, NCETM and Youcubed as well as hard copy resources such as the Rising Stars Teacher Guidance and Enriching Maths For More Able Children.
• Allowing children to choose their challenges rather than choosing for them.
• Adopting the CPA (concrete, pictorial, abstract) approach to mathematical learning and providing maths trugs full of manipulatives to support the children’s learning.
• Teaching calculation discretely once a week across the Year groups 1-6, providing focussed teaching of all calculation skills ( whole numbers, decimals, fractions and percentages.)
• Supporting everyday maths by timetabled access to ICT maths games.
• Understanding the necessity to teach the language of maths which in turn enables the children to talk and write confidently about their mathematics, their thought processes and also their ability to explain, prove and reason.
• Enriching children’s mathematical learning by participating in cluster and county maths challenge days, forging close links with one of our main high schools through the Costessey Cluster Maths Hub.
Assessing Children’s Learning:
• We use formative, year group specific, assessment blocks in each of the children’s maths books to track progress and to inform the teacher of any persistent individual and class difficulties on a day to day basis throughout the year.
• We qualify this with termly standardised PUMA assessments from Yr1 –Yr6 and end of year GL assessments for Yrs 1,3,4 and 5.
• Children with specific learning difficulties may be working at a level below their year group and may receive intervention such as 1st Class @ Number (an Edgehill University Programme that fills any learning absent from the Yr1 curriculum)
• The impact of maths intervention given, is assessed and tracked , using The Sandwell Mathematics assessment tool.
• In the EYFS we assess children’s mathematical learning against the Development Matters framework. Evidence is collected and stored online using the Tapestry software.
Times Tables at Home - a Parents Guide
Yr1 Maths Medium Term Plan
Yr2 Maths Medium Term Plan
Yr3 Maths Medium Term Plan
Yr4 Maths Medium Term Plan
Yr5 Maths Medium Term Plan
Yr6 Maths Medium Term Plan
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should 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. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
RE has an important part to play as part of a broad, balanced and coherent curriculum to which all pupils are entitled. High quality learning experiences in RE are designed and provided by careful planning through locally agreed syllabuses, guidance from the Diocese and taking into account the need to offer breadth of content.
Religious Education in the Trinity Federation uses an enquiry based approach to learning. This is based on the best practice framework in the Norfolk agreed syllabus. This approach enables pupils to focus on an enquiry question which explores theological and philosophical concepts within religion and belief. A range of teaching strategies are used to ensure learning is challenging and relevant including the use of art, music, thinking skills, artefacts and stories.
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
Year 1 Computer Scientists can...
Year 2 Computer Scientists can...
Year 3 Computer Scientists can...
Year 4 Computer Scientists can...
Year 5 Computer Scientists can...
Year 6 Computer Scientists can...
By the end of Key Stage 2 pupils are taught to develop their techniques, including their control and their use of materials, with experimentation and an increasing awareness of different kinds of art, craft and design. They use sketch books to record their observations, and use them to review and revisit ideas. They improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay) and learn about the greatest artists, architects and designers in history.
Design and Technology
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect
Early Years Foundation Stage
We strive to give our reception children the best start to their school career.
We believe the Foundation year is a vital time for our children to build the skills they will need to be successful, independent learners when they enter Year 1.
We do this through establishing lively and exciting learning environments in which our children can explore, discover and develop their skills. We have high expectations of behaviour and support this by establishing clear routines and using our PSHE programme to support positive social interactions. The flexibility in our curriculum allows us to incorporate the interests of the children as well as giving a good grounding in core and specific subjects.
More information about the Early Years currriculum can be found in Development Matters in the Early Years and Foundation Stage.
Cross curricular learning
Subjects from the National Curriculum are taught through a themed approach.
We provide opportunities for pupils to use subject specific learning & skills in a variety of different contexts.
Spiritual, Moral, Social and Cultural development
All learning is planned with the intention of developing the whole child. As a church school federation, we have strong links with the local church community and diocese.
All children within our federation learn RE through the Norfolk Agreed Syllabus.
There is daily act of collective worship, which teaches through Christian Values.
Promoting Alternative Thinking Strategies (PAThS) is used across the federation to help empower all children to develop the fundamental social and emotional learning skills to help manage their behaviour, understand their emotions and work well with others.
Many valuable experiences happen through outdoor learning throughout the federation. Teachers plan regular opportunities for learning outside the classroom. Local educational visits are planned to enrich the curriculum. Older children have opportunities to take part in residential visits.
Ethos of the federation
Our schools are places where everyone can feel welcome, safe and valued.
All pupils and staff have the responsibility to contribute effectively to the life and ethos of the school. Some examples of this may be undertaking School Council work, contributing to the school newspaper, preparing to present an assembly, planning whole school events or taking part in community events.
We recognise that for a variety of reasons, individual children will need special support in school. Where this is felt to be necessary we will discuss the individual need with each parent/carer, drawing up, where necessary, an agreed Learning Plan. We are also able to draw upon a range of expert help from outside the school. Again, this will be discussed with parents/carers to ensure that every child is helped to achieve their own personal best.
The small classes and high level of classroom support enables us to meet the special needs of individual children.
Mr Sean Duffy acts as the Special Needs Co-ordinator (SENCO) for Great Witchingham and Hockering and Mrs Newman is SENCO for St Peter's. Mrs Margaret Seely is the Governor for Special Educational Needs.
For further details please visit the Norfolk Parent Partnership website.
Gifted and Talented
We aim to cater for the needs of all children. Staff are asked to identify gifted and talented children within their classes and plan lessons that will provide challenge. We also seek to create additional learning opportunities for children by working with external providers.