Curriculum

Our aim is to provide an enjoyable, exciting and inspiring curriculum that equips our learners for the rest of their lives.

At Coomb Briggs Primary School, we believe that the curriculum is a powerful tool that promotes a love of learning and willingness to explore and the time to enjoy a breath of activities. Our curriculum includes not only the formal requirements of the National Curriculum, but also the various out of school hours activities that are organised in order to enrich the children’s experience.

We enrich it by our strong ethos based on respect for ourselves and others, equality and a sense of wonder at the world we live in. We are committed to developing the whole child. Our children will have the opportunity to be creative, to be physically active and to be academically challenged.

Each child is recognised as a unique individual and we both welcome and celebrate differences within our school community.

The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values with a vision to prepare them for life beyond primary school. We constantly provide enrichment opportunities to engage learning. We believe that children should be happy and be able to investigative and enquire, where there are no boundaries to curiosity but a thirst for new experiences and knowledge. Our motto is ‘Inspire, Enjoy and Achieve’ and we believe our curriculum will do exactly that…Inspire children to Enjoy their learning and Achieve their full potential.

An integral part of our curriculum is the partnership with families and friends and we believe that, by working together, we can further our children’s understanding and knowledge of the world by using people around us to help support our journey. We regularly welcome families and friends into school for open days and events where they can be a part of their child’s journey.

Our children leave school with a sense of belonging to a tightly knit community where they have the confidence and skills to make decisions, self-evaluate and become confident, lifelong learners having achieved to the best of their ability.

Subjects

Phonics

At Coomb Briggs School we know that phonic teaching is the first step to reading and helping children develop English skills.

We aim to teach children fluent word reading skills and provide a good foundation in spelling through phonics teaching.

What is phonic teaching?

Phonic teaching involves teaching children the sounds of letters (not the letter names) and how these sounds can be blended together to make words. E.g. the word ‘cat’ is a decodable word because the letter sounds can be blended together.

c – a – t → cat

Coomb Briggs follow the government‘s scheme called ‘Letters and Sounds’. This is organised into six phonic phases which your child progresses through as their reading ability improves. Phases 1 – 4 are usually taught in Reception, phase 5 in Year 1 and phase 6 in Year 2.

Each lesson will be planned with the use of visual, auditory and physical movements to help the children learn new phonic skills. Jolly Phonic actions and songs are used to help teach phonics especially at phase 1, 2 & 3.

Phase 1: Children learn rhymes, keep rhythms and start to relate letter sounds to words, e.g. b for bag. Children also learn to focus into sounds in the environment.

Phase 2: Children learn initial letter sounds and build 3 letter words

Phase 3: Children learn all 44 phonemes and blend sounds to read words

Phase 4: Children blend consonants together to read difficult words, e.g. snap, bulb.

Phase 5: Children learn how to spell letter sounds in more than one way, e.g. rain, day, make.

Phase 6: Children learn how to spell word specific spellings, e.g. turned, beautiful, shopping.

How will phonics be taught?

The children have daily phonics teaching. Once children have a secure knowledge of letter/sound correspondences and can blend words confidently, they access our book banded reading scheme which has books from various published schemes including Oxford Reading Tree, Bug Books and Songbirds. This is designed to give children experience of a variety of reading genres. There are fiction and non-fiction books within each level.

Phonics teaching in Reception

All children on entry are assessed in fun interactive ways to see which sounds they already know and can apply to everyday reading.

Phonics is taught in whole class sessions for 20 minute daily – starting with Phase 1.

When children are ready for Phase 2, we teach 4 sounds a week combining what sound does the letter make, letter formation and applying to hearing the sound at the beginning of each word.

Each week the children also learn a tricky words starting from Phase 2.

When children are beginning to re-call several sounds we integrate segmenting and blending skills into their daily phonics sessions. Children’s reading books home reflect the phonics level they are working at. Each child as a home phonics activity each week, which helps parents to see which sounds have been taught so far and how letters are formed using cursive writing. Phonics skills are embedded throughout adult led activities as well as being thread into rainbow challenges for the children to tackle independently. The children use a variety of resources within adult and child led activities such as CVC code words, CVC bingo games, sound cubes to build their own CVC words, magnetic letters, sound cards and games on the interactive whiteboard in order to stimulate children’s interests. We use a phonics working wall in the classroom which we add pictures and letter formation to. The children use this in their independent writing as a support tool.

Phonics teaching in Year 1

Phonics is taught daily in discreet phonics sessions which last twenty minutes each. The sounds are then consolidated during the independent tasks and throughout the English and whole class reading lessons as well. If children need additional support, then ‘same day interventions are used’. The phonics homework and spellings are also based upon the sounds taught that week. We use a range of resources, for example, sound cubes to build words, magnetic letters, sound cards, flashcards and games on the interactive whiteboard in order to create a kinesthetic approach to the lesson. Children have working walls and their own sound mats to refer to during their independent work to support their using and applying of the sounds they have been taught. This sound mat has the National Curriculum statutory word list on the reverse for children to refer to during their lessons too. During year 1, there is a statutory Phonics Screening Test which takes place in June each year. This will assess the children are applying their phonics skills.

Phonics teaching in Year 2

In Year 2, phonics is taught daily in discreet phonics sessions which last twenty minutes each. In year 2 as well as consolidating the sounds taught in Year One we look at the spelling rules. These are practised and applied during the independent tasks and throughout the English lessons as well. It is also practiced through their weekly spellings which are sent home. The sounds/spelling rules taught are from the Primary National Curriculum and we focus on one to two new sounds each week. Each child has a phonics mat which they can refer to during their independent work to support them within their lessons. This sound mat has the National Curriculum statutory word list on the reverse for children to refer to during their lessons too.

Computing

Purpose of study

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.

Aims

The national curriculum for computing aims to ensure that all pupils:

can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
are responsible, competent, confident and creative users of information and communication technology

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

PoS Computing KS1 + KS2

Key Stage 1

Pupils should be taught to:

understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
create and debug simple programs
use logical reasoning to predict the behaviour of simple programs
use technology purposefully to create, organise, store, manipulate and retrieve digital content
recognise common uses of information technology beyond school
use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

Key Stage 2

Pupils should be taught to:

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
use sequence, selection, and repetition in programs; work with variables and various forms of input and output
use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Computing Curriculum Overview Autumn 1

YR1 01, 03, 04, 05, 06	E-Safety Focus – PowerPoint – Penguin online yr1 story/activities – Introduce:- screen off and tell someone. Safe online. Link to RSE. Use of the mouse, computer and screen/laptop. Housekeeping. Procedures. Start up, sign in, and shut down. User names and password. On screen AUP and suite rules. Relate to RSE keeping information private. Familiarisation exercises – paint and text. Story. Bee Bots – Introducing Algorithms. Plotting routes. Controlling a robot. RSE – take turns, treat each other with kindness, consideration and respect.
YR2 01, 02, 03, 04, 05, 06	E-Safety Focus – PowerPoint – Penguin online yr2 story/activities: – reinforce/consolidate screen off and tell someone. Scratch 3.0 Space rocket – create a space scene and create an algorithm that allows the rocket to move with the arrow keys. Fly to the moon! Develop into a procedure/program that can be run. Ext. Create code using Define and work into an algorithm. Relating to real life technologies. RSE – online app – sharing work online? Anonymity. Lost in space – Animation – Develop existing knowledge – build in floating monkey, shrinking and growing.
YR3 07, 09, 13	E-Safety Focus – Age appropriate Video Clip YouTube – Screen off + Tell. Gaming issues – talking to strangers online. RSE – people might not be who they say they are. Digital spider chart – ways to keep safe/what to do. Discussion and share ideas. Scratch – Animation – creating a joke. Why did the chicken cross the road? Developing speech and awareness of timing using waits. Melon bounce game. Developing algorithms. RSE – games and age ratings.
YR4 07, 08, 09, 12, 13	E-Safety Focus – Age appropriate Video Clip YouTube – Screen off + Tell. Is it ok to talk to strangers online? RSE – info harvesters, grooming, appropriate language, awareness of dangers using any electronic device. Digital spider chart – exploring phone, computer, internet, gaming safety. RSE- Not everything online can be trusted. What to do at home and/or at school. If-Then Statements – Free Kick – make a 2 player game. Maths Quiz. Consolidation of If-Then and extends to sensing, variables introduction and equals.
YR5 07, 08, 09, 13	E-Safety Focus – Age appropriate Video Clip YouTube – Screen off + Tell. When should we give our details out? Why is talking to strangers online ok? How do we keep ourselves safe? Exploring the children’s own responsibilities to keep themselves safe with devices/online. Create a small 6 sided info leaflet to share ideas. Taco Wiz game. Using clones and sensing. Fishing game.
YR6 07, 08, 09, 11, 12, 13	E-Safety Focus – Age appropriate Video Clip YouTube – Screen off + Tell. RSE – Positive relationships, friendships, family – use of internet, apps that interlink into these. Variables – Fish Clicker game. Scores and Times. Maze boat race. Importing digital images and manipulating them. Sensing blocks. RSE – image searching.

Computing Curriculum Overview Autumn 2

YR1 01, 02, 03, 04, 05, 06	Reminder of screen off – tell someone. Canvas Doggo – Using Pen and arrows. Creating Art/Pattern making. Mods. Beetle maze game. Controlling an onscreen sprite. Colour sensing.
YR2 01, 02, 03, 04, 06	Reminder of screen off – tell someone. Loops – Dino Dance Battle – Sound, colour algorithms. Mods. Eat the cake game. Using multiple sprites and linking algorithms.
YR3 07, 08, 09, 11, 12, 13	Reminder of screen off – tell someone. Create own Google Translate in Scratch. Repeat + Forever loops. Christmas quiz/general knowledge quiz (depending on religious beliefs). Using sensing and if-then blocks.
YR4 07, 08, 09, 11, 12, 13	Reminder of screen off – tell someone. Interactive Toy – movement, sounds, colours – complex Events. Catch apples game. Sizes, timings and bounce/edge blocks.
YR5 07, 08, 09, 13	Reminder of screen off – tell someone. Hedgehog Hedge Maze. Variables – Speed. Crab maze game. Consolidation of before – extends to vertical and horizontal positioning. Sensing and multiple levels.
YR6 07, 08, 09, 12, 13	Reminder of screen off – tell someone. Broadcasts and functions – Magic tennis. Effects. Beginning more complex stage algorithms. AI Chatbot. Using a list variable. Programing a bot that learns with human interaction.

Topics

Click on the tabs below to view the topics for each Key Stage.

Key Stage 1

	AUTUMN		SPRING		SUMMER
	Term 1 Toys Past and Present	Term 2 Celebrations	Term 1 Circus	Term 2 Super Heroes	Term 1 I’m Alive	Term 2 Seaside Holidays
KS1 SCIENCE CURRICULUM	Materials Naming materials Properties of materials Suitability of materials What are toys made from? (Link to DT – materials for different toys and history, the first teddy bear made)	Year 1 – Materials continued → Seasonal changes (Physics) Observe changes in the weather/seasons Year 2 – Living things and their habitat Identify living things in their habitat and learn about how their habitat is suited to them. Learn about how animals and plants depend on one another	Year 1- Animals including humans. Identify and name a variety of common animals including, fish, amphibians, reptiles, birds and mammals Identify and name a variety of common animals that are carnivores, herbivores and omnivores Describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals including pets) Year 2- Animals including humans. Notice that animals, including humans, have offspring which grow into adults Find out about and describe the basic needs of animals, including humans, for survival (water, food and air) Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
KS1 SCIENCE CURRICULUM	Physics – Seasonal Changes (taught throughout the year) Observe changes across the four seasons; observe and describe weather associated with the seasons and how day length varies.
KS1 DESIGN TECHNOLOGY CURRICULUM	Puppets Design purposeful toys that are appealing Select a range of suitable materials Use a range of tools: cutting, gluing, sewing Evaluate the product against design criteria (link to Science – materials for different toys)	During this half term the children will focus on Art and Design	Moving Pictures Design purposeful, functional, appealing products for themselves and other users based on design criteria. Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
KS1 COMPUTING – SCIENTIFIC & TECHNOLOGICAL CURRICULUM
KS1 HISTORY CURRICULUM	Toys Changes in toys over time First Teddy bear made (Link to Science – materials for different toys) (Link to Health ed – Teddy bears picnic)	During this half term the children will focus on Geography	History of the circus Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life. The children will look in detail how the circus has changed from past to present. They will also look at history of the clown.
KS1 GEOGRAPHY CURRICULUM	During this half term the children will focus on History	Around the World Locational knowledge: name and locate the World’s seven continents and five oceans. Name, locate and identify characteristics of the four countries of the United Kingdom and their capital cities. Place Knowledge: Understand the geographical similarities and differences through studying a small area of the UK and a small contrasting non-European country. (Link to RE – festivals around the World)	Year 1- Location Knowledge Name and locate the world’s 7 continents. Year 2 -During this half term the children will focus on History
KS1 PE CURRICULUM	Gym/dance – Developing balance, agility and co-ordination, and begin to apply these in a range of activities. Multi-skills- throwing, catching, aiming and striking games – Master basic movements including running, jumping, throwing and catching, and begin to apply these in a range of activities.		Gym/dance – Perform dances using simple movement patterns. (Link to RE – Festivals around the World). Gym/dance linked to the circus. Multi-skills- throwing, catching, aiming and striking games – Master basic movements including running, jumping, throwing and catching, and begin to apply these in a range of activities.
KS1 RE CURRICULUM	During this half term the children will focus on Health Education	Festivals around the World Observe and participate in different festivals around the world such as Diwali and Christmas	During this half term the children will focus on Health Education
KS1 RSE & HEALTH EDUCATION CURRICULUM	Relationships Focussing on feelings and emotions, friendships and how our behaviours can affect how others feel.	During this half term the children will focus on RE	Year 1 Healthy Relationships: Secrets surprises and safety Co-operation and resolving arguments Special people Physical contact, touch, acceptable, unacceptable Year 2 Personal hygiene Growing and changing Naming body parts including the difference between boys and girls. The difference between appropriate and inappropriate touch.
KS1 ART & DESIGN	During this half term the children will focus on Design Technology	Christmas Art Design and make a Christmas gift/card for family To use drawing and painting to develop ideas and experiences Look at an artist linked to colour. (Link to RE – festivals around the world)	During this half term the children will focus on Design Technology
KS1 MUSIC CURRICULUM	Feel the Pulse – exploring sounds using voices and looking at beat Use their voices expressively and creatively by singing songs and speaking chants and Rhymes (Link to Health Ed – Ourselves and Feelings)	What’s the Score – exploring instruments and symbols. Play tuned and un-tuned instruments musically Exploring timbre and texture, listen with concentration and experiment with sound. (Link to Geography – Our Land)	Year 1- Beat and Pitch Recognising a sense of steady beat. Keeping in time with a steady beat . Responding to the tempo of the music. Understanding pitch. Making high and low vocal sounds. Playing high and low pitches in music. Year 2- Sailing away singing festival. Use their voices expressively and creatively by singing songs and speaking chants and rhymes. Listen with concentration and understanding to a range of high-quality live and recorded music. Experiment with, create, select and combine sounds using the inter-related dimensions of music

	Spring Term 1 and 2 Cycle A Year 3 KF
	CYCLE A
LKS2 SCIENCE – SCIENTIFIC CURRICULUM	Biology – Animals, including humans Healthy food, nutrition Animals: skeletons & nutrition Biology – Living things and their habitats Classify living things Plants, incl. parts, lifecycle and requirements for life
LKS2 DESIGN TECHNOLOGY – TECHNOLOGICAL	Chocolate Packaging Use research and develop design to make a package using a wider range of tools and equipment. (Link to topic, art, science) Chocolate making Chocolate making- liquids to solids (Link to maths)
LKS2 COMPUTING – SCIENTIFIC &	DS to confirm LTP
LKS2 HISTORY – SOCIAL &	Vikings Britain’s settlement by Vikings. History of Vikings.
LKS2 GEOGRAPHY – SOCIAL & CULTURAL CURRICULUM	Local study and the UK- Locational knowledge: Viking Settlements. (Link to History) Where does Chocolate come from? Study cocao trees, Aztecs, fairtrade

Upper KS2

AUTUMN
CRIME

Term 1

Term 2

SCIENCE
Yr5

Physics – Materials

Classify properties of materials

(Link to DT – Stockings for a container)

SCIENCE
Yr6

Physics – Materials

Classify properties of materials

(Link to DT – Stockings for a container)

DESIGN TECHNOLOGY
Yr5

Containers

Use annotated sketches, cross-section diagrams and computer aided design.

(Link to Science – human need for warmth and practicality)

DESIGN
TECHNOLOGY
Yr6

Containers

Use annotated sketches, cross-section diagrams and computer aided design.

(Link to Science – human need for warmth and practicality)

COMPUTING Yr5

Allow Me to Introduce – making PowerPoint presentations about Crime and Punishment through the ages Roman-Present day)

Select, use and combine a variety of software (inc. internet) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

(Link to History – Roman, Anglo Saxon, Tudor, Victorian and post 1965)

(Link to Geography – Local Police force and London)

COMPUTING
Yr64

Allow Me to Introduce – making PowerPoint presentations about Crime and Punishment through the ages Roman-Present day)

(Link to History – Roman, Anglo Saxon, Tudor, Victorian and post 1965)

(Link to Geography – Local Police force and London)

HISTORY
Yr5

Crime and Punishment

Changes in Britain from Roman to Present in the legal system

(Link to Science – materials for weapons)

HISTORY
Yr6

Crime and Punishment

Changes in Britain from Roman to Present in the legal system

(Link to Science – materials for weapons)

GEOGRAPHY
Yr5

Settlements – where and what crime were committed

Human and physical geography: Describe and understand key aspects of human geography, including the distribution of prisons
Locational knowledge: Locate the counties and cities of the UK using maps concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.

(Link to History – early police force-Scotland Yard)

GEOGRAPHY
Yr6

Settlements – where and what crime were committed

(Link to History – early police force-Scotland Yard)

PE
Yr5

Gym/dance – Develop flexibility, strength, technique, control and balance. Perform dances using a range of movement patterns.

Invasion Games – Use running, jumping, throwing and catching in isolation and in combination.

PE
Yr6

Gym/dance – Develop flexibility, strength, technique, control and balance. Perform dances using a range of movement patterns.

Invasion Games – Use running, jumping, throwing and catching in isolation and in combination.

RE
Yr5

Christianity –
God & Being Human –

How does faith and belief affect the way people live their lives?

What do people believe about God?

(Link to Art – Christmas Art Project)

Islam –
God & Being Human –

How does faith and belief affect the way people live their lives?
What do people believe about God?

RE
Yr6

Christianity –
God & Being Human –

How does faith and belief affect the way people live their lives?
What do people believe about God?

(Link to Art – Christmas Art Project)

Islam –
God & Being Human –

How does faith and belief affect the way people live their lives?
What do people believe about God?

PSHE
Yr5

Rules

Knowing my role in school and the wider society

Relationships
Units – R12 – R16

Conflict & Disputes (Link to History – Religious Commitment)

Relationships

PSHE
Yr6

Rules

Knowing my role in school and the wider society

Relationships
Units – R12 – R16

Conflict & Disputes (Link to History – Religious Commitment)

Relationships

ART & DESIGN
Yr5

Graffiti
Look at the study of a famous artist. Banksy – Vandal or genius?

Link to History- Modern Crimes

Design and make a Christmas stocking to hold items (Presents)

(Link to RE – Christianity)

ART & DESIGN
Yr6

Graffiti
Look at the study of a famous artist. Banksy – Vandal or genius?

Link to History- Modern Crimes

Design and make a Christmas stocking to hold items (Presents)

(Link to RE – Christianity)

MUSIC
Yr5

Play It Again – focus on the discipline skills.

Improvise and compose music for a range of purposes

Play and perform in ensemble contexts, using their voices and playing musical instruments with accuracy, fluency, control, expression

(Link to History – Stone Age & Iron Age simple percussion)

Animal Magic – focus on the descriptive sounds.

Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions

Improvise and compose music for a range of purposes

(Link to History – Ancient Egyptians and their gods)

MUSIC
Yr6

Play It Again – focus on the discipline skills.

Improvise and compose music for a range of purposes

Play and perform in ensemble contexts, using their voices and playing musical instruments with accuracy, fluency, control, expression

(Link to History – Stone Age & Iron Age simple percussion)

Animal Magic – focus on the descriptive sounds.

Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions

Improvise and compose music for a range of purposes

(Link to History – Ancient Egyptians and their gods)

FRENCH
Yr5

Understanding Basic Greetings & Talking about myself

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including via a dictionary.

Listen attentively to spoken language and show understanding by joining in and responding.

Colours, Parts of The Body

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including via a dictionary.

FRENCH
Yr6

Understanding Basic Greetings & Talking about myself

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including via a dictionary.

Listen attentively to spoken language and show understanding by joining in and responding.

Colours, Parts of The Body

Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including via a dictionary.