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Our curriculum
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Curriculum Vision
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Subjects
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Reading
At Nettlestone Primary School, we are passionate about teaching the right children the right stuff at the right time in order to achieve the highest possible standards of language and literacy. We strive to equip pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. Children are encouraged to exercise perseverance as they learn to read fluently and with good understanding, developing the habit of reading widely and often, for both pleasure and information. All children are given equal opportunities to acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language. Texts are chosen across the school to celebrate our rich and varied literary heritage. All children are taught to believe that proficiency in writing is ‘mission possible’. Resilience is essential as children learn to write clearly, accurately and coherently - adapting their language and style for a range of contexts, purposes and audiences. Children use discussion as a powerful learning tool and are taught to become proficient in clearly explaining their understanding and ideas.
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Clarify Inference Language for Effect Monitor and Summarise Respond and Explain Select and Retrieve Themes and Conventions Word Reading -
Writing
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Composition and Effect Handwriting Progression Sentence Structure SPAG Structure Organisation Transcription -
Phonics / Spelling
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Maths
Mathematics is an important creative discipline that helps us to understand and change the world. We want all pupils at Nettlestone Primary School to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity about the subject with a clear understanding. At Nettlestone we foster positive can do attitudes and we promote the fact that maths mastery is a ‘mission possible!’ We believe all children can achieve in mathematics, and teach for secure and deep understanding of mathematical concepts through manageable steps. We follow a stage by stage approach using concrete and pictorial resources to aid our understanding before progressing to the more abstract approaches to solve rich and sophisticated problems. Mistakes and misconceptions are valued as an integral part of learning and resilience is viewed as an essential learning tool. At our school, the majority of children will be taught the content from their year group only. We aim for all pupils to: • become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. • be able to solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios • reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language. • have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.
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Addition Subtraction Algebra Fractions Geometry 1 Geometry 2 Measures Multiplication Division Place Value Problem Solving Ratio and Proportion Statistics -
Science
At Nettlestone Primary School, it is our aim to develop and foster a positive attitude towards science by building on our children’s natural curiosity about the world around them. We are passionate about teaching the right children, the right stuff at the right time, so alongside the teaching of our key ideas, the children are taught to raise questions and find answers through a discovery-based approach. This involves prediction, practical exploration, experimentation and analysis. Our Mission Possible curriculum is also designed to develop the children’s perseverance and resilience by challenging them to develop their own means of enquiry. Through the teaching of science, we aim to: • prepare our children for life in an increasingly scientific and technological world. • foster concern about, and active care for, our environment. • support our children to acquire a growing understanding of scientific ideas. • develop and extend our children’s scientific concept of their world. • broaden our children’s understanding of the international and collaborative nature of science. We intend to provide our children with an enjoyable experience of science, so that they will develop a deep and lasting interest, and therefore may be motivated to study science further.
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Science at Nettlestone Science Curriculum Science Vocabulary -
Computing
In line with the National Curriculum for Computing, our aim is to provide a high-quality computing education which equips children to use computational thinking and creativity to understand and make an impact on the world. The curriculum will teach children key knowledge about how computers and computer systems work, and how they are designed and programmed. Learners will have the opportunity to gain an understanding of computational systems of all kinds, whether or not they include computers. By the time they leave Nettlestone Primary School, children will have gained key knowledge and skills in the three main areas of the computing curriculum: computer science (programming and understanding computational thinking), information technology (using computer systems to process, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). The objectives within each strand support the development of learning across the key stages, ensuring a solid grounding for future learning and beyond.
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Computing Curriculum Computing Glossary Computing Vocabulary -
History
It is our intent for our History curriculum to help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and inspire pupils’ curiosity to know more about the past. As our pupils progress, they will become equipped to ask perceptive questions; think critically; weigh evidence; sift arguments and develop perspective and judgement. We want 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. As with other curriculum subjects, our teaching in History will focus the ‘right things at the right pupils at the right time’. We want our pupils to develop resilience in their learning and this will be encouraged through our Mission Possible approach to learning (i.e. challenging ourselves and moving outside of our ‘comfort zone’).
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History Curriculum History Vocabulary History -
Geography
It is our intent for our Geography curriculum to inspire pupils with 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 deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscape and environments. As with other curriculum subjects, our teaching in Geography will focus the ‘right things at the right pupils at the right time’. We want our pupils to gain confidence and practical experiences of geographical knowledge, understanding and skills that explain how the Earth’s features at different scales are shaped, interconnected and change over time. Through this experiential approach, we want our pupils to develop resilience and a desire to approach any challenge with a Mission Possible attitude (i.e. challenging ourselves and moving outside of our ‘comfort zone’).
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Geography at Nettlestone Geography Curriculum Geography Vocabulary -
Languages
Although we live on an Island, we recognize that to thrive in our fast-changing and diverse world not only do we need to feel confident in our sense of self, but we need to be open to engaging positively with other identities and cultures. Learning a foreign language plays a vital role in this aim and through our teaching of Spanish, we strive to foster pupils’ curiosity and deepen their understanding of the world. We passionately believe that learning a foreign language should be a dynamic and engaging experience with meaningful links to learning in other curriculum areas. Use of a wide range of songs, games and stories is integral to our teaching and means that the Spanish curriculum is accessible for all children. Each pupil is encouraged to develop a resilient learning attitude and to be the very best that they can be. We strive to make sure that being able to express their thoughts and opinions in another language, as well as understanding and responding to its speakers, both in speech and in writing, is an exciting and rewarding experience for our children. We are also committed to providing a range of opportunities for children to celebrate their developing knowledge and skills with the wider school community. We know that our dedication to providing a quality learning experience at this stage will pave the foundations for our children to successfully learn further languages, and for some of them it may even prove a catalyst to life-enriching opportunities such as eventually studying and working abroad.
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Spanish at Nettlestone Spanish Curriculum Spanish Vocabulary -
Art and Design
At Nettlestone Primary School, we believe art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, ensuring that we teach the right children, at the right time, the right way, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Enabling them to demonstrate resilience by improving and persevering on specific skills to improve in areas identified personally to them. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation, showing children that art can be a worthwhile career choice. We encourage children to produce creative work, exploring their ideas and recording their experiences. We approach art with the same ‘mission possible,’ attitude, enabling them to become proficient in drawing, painting, sculpture and other art, craft and design techniques. The children are taught how to evaluate and analyse creative works using the language of art, craft and design. This leads to them having a better understanding of great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
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Art at Nettlestone Art Curriculum -
Design and Technology
Design and technology at Nettlestone Primary School 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. We aim to ensure that all pupils and develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
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DT at Nettlestone DT Curriculum DT Vocabulary -
Music
At Nettlestone Primary School, our high quality music education will 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. Pupils will develop resilience as they are challenged appropriately (we are sure to teach the ‘right stuff, to the right children at the right time and in the right way’) with our Mission Possible Curriculum. As pupils progress, they will develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
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Music at Nettlestone Music Curriculum 1 Music Curriculum 2 Music Curriculum 3 Music Vocabulary -
Physical Education
At Nettlestone Primary School we want Physical Education to have a positive impact on every child physically, socially and contribute to their well-being. It is our aim at Nettlestone Primary School to provide the opportunity for our children to experience a range of sporting activities for their fun, enjoyment and competition. Through carefully planned PE and sports activities we aim to ensure that all children are happy and enjoy PE, thus raising participation levels both in and out of school and therefore in turn, promoting healthy lifestyles. We strive to provide high quality PE and sports teaching in both curriculum and after school clubs. We aim to ensure that within their own level of ability all children can achieve and experience success, thereby enabling them to reach their full potential. We value the benefits of PE and sport to build children’s self-confidence, esteem and resilience which is character building and essential for our pupil’s development. We aim to provide opportunities for all children to experience competition at various levels both individually and as part of a team.
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PE at Nettlestone PE Curriculum PE Overview PE Vocabulary Progression -
Religious Education
At Nettlestone Primary School pupils will develop their knowledge and understanding of, and their ability to respond to, Christianity and the other principal religions represented in Britain, as well as non-religious views. They explore concepts within and between faiths so that they can understand, respect and show mutual respect and tolerance of different religions, faiths, values and traditions. Through this pupils will understand that there are ways of life that are different to their own. From learning about different concepts and faiths pupils can make reasoned and informed judgements on religious and moral issues. High quality, evidence-based and age-appropriate teaching will develop the pupils sense of identity and belonging, preparing them for life as citizens in a global society.
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RE Curriculum RE Vocabulary -
Personal Social Health Education
Pupils at Nettlestone Primary School need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy into adulthood. Pupils can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. Everyone faces difficult situations in their lives. These subjects can support young people to develop resilience and have a mission possible attitude to learning. Pupils will know how and when to ask for help, and to know where to access support. High quality, evidence-based and age-appropriate teaching of these subjects can help prepare pupils for the opportunities, responsibilities and experiences of adult life. Effective teaching in these subjects, by teaching the right children, the right stuff at the right time will ensure that core knowledge is broken down into units of manageable size. This will be communicated clearly to pupils, in a carefully sequenced way, within a planned programme or lessons. Teaching will include sufficient well-chosen opportunities and contexts for pupils to embed new knowledge so that it can be used confidently in real life situations. They can also enable schools to promote the spiritual, moral, social, cultural, mental and physical development of pupils, at school and in society.
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PSHE Curriculum PSHE -
Early Years Foundation Stage
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Special Educational Needs and Disabilities
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British Values
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Classes
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Great Britain - Reception
Great Britain Class have had a busy week exploring colour using paints. They have mixed paints sometimes with a purpose in mind and at other times just randomly and with a brilliant outcome! Some of the children have been making cards and we have used this opportunity to practice writing some tricky words like 'To' and 'love'. We also had a local nature walk on Thursday, which the children all throughly enjoyed. There was lots of talk about the seasons and using our senses while we were in the woods and field. The children were all fantastic whilst walking through the village and back, so well done everyone! Have a great half term and don't forget to upload to Tapestry if you wish, i will still look through it.
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Finland - Year 1
We have had another busy week in Year 1 - exploring number bonds within 10 in maths, investigating different materials to find out which one would make the best waterproof shelter for Purple Percy in Science, creating Finland fact files in Topic, sequencing and retelling stories in English, as well as discussing hygiene routines to keep ourselves safe in PSHE. It is hard to believe that we are already at the end of our first half term in Year 1! We have been so impressed with the way that the children have settled into the new school year as well as their boundless enthusiasm for all aspects of their learning. You are super stars Year 1 - well done!
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Year 1 Curriculum Map Year 1 Home Learning Year 1 MPT Year 1 Parent Plan -
Denmark - Year 2
We have had a busy final week in Denmark class. We have learnt more about black history month and have learnt about Martin Luther King and Harriet Tubman. In literary we have written our own enormous vegetable stories in the style of the enormous turnip. In maths we have been looking at fact families to help us with number bonds to 100 and adding and taking away 1, Mrs Feist had been really impressed with our maths work this week. In science we looked at the animals who have a beach habitat and also looked at the human lifecycle and time line. In COOL Time we have been busy constructing bathing machines, making pitta pizzas, classifying and sorting UK and non UK beaches, identifying how the seaside holiday had changed over the years. We have also sketched some amazing turtles in art. It's been a busy final week. Enjoy half term Denmark class.
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Year 2 Curriculum Map Year 2 Home Learning Year 2 Parent Picture -
Netherlands - Year 3
In Netherlands class, this half-term has flown by! We have ‘visited’ the Stone Age through our art work this week. We created wonderful Stonehenge pictures using collage for the shape of the stones and crayons for the sunset. In Science, we looked at which rocks are permeable and non-permeable. In History, we studied the Bronze Age and what makes it different from the Stone Age and the Iron Age. In Maths, we looked at the key facts of the four times tables and how they help us to calculate the other multiples of four. We used number lines to count on in ones, tens and hundreds from different starting points. We discussed estimating where we would place certain numbers on a number line and why. In our Spelling lesson, we revised our work on prefixes, suffixes, apostrophes and the Year 3 and Year 4 spellings. We also thought about how we explain our answers in reading comprehensions clearly. We used our five senses to help us create our settings for our adventure stories too. Well done Netherlands class!
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Year 3 Curriculum Map Year 3 Home Learning Year 3 MTP Year 3 Parent Plan -
Switzerland - Year 4
In Year 4, we have been planning our exciting alternative story of what happened to the Frog Prince when he left the castle and ran deeper into the wood. We have used our model setting and introduced other fairy tale characters whom the Frog Prince meets and asks them to help him turn back into a frog. We are still deciding what will happen at the end. Will the Frog Prince live happily ever after as a frog or not? In Maths, we have continued our learning of 10 more/less, 100 more/less and 1000 more/ less than a number. We have been solving problems and explaining our understanding of which digit changes each time. In Science, we have been learning about how we can change our environments for the good and not so good whilst other living things cannot. We have found out that what we do can affect other living things in a positive and negative way. As it is Black History month. We have been looking at a timeline showing the black history of Britain. We have found out about how people have changed or influenced our society.
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Year 4 Curriculum Map Year 4 Home Learning Grid Year 4 MTP Year 4 Parent Picture -
Australia - Year 5
This week, we have continued working busily. In Maths we have tackled lots of place value challenges. We are working with numbers of up to six digits. We have looked at counting on and back in steps of ten and one hundred and in calculating with negative numbers. We have also looked at ordering numbers with up to six digits and carrying out tricky challenges to make the largest /smallest odd or even number from a given set of digits. In our writing, we have continued to experiment with descriptive devices and we have used these to write the ending to the Aboriginal creation story involving the Rainbow Snake. We have noticed that repetition, alliteration and short sentences for impact can all be useful devices. We are, of course, still very much enjoying learning about Ancient Egypt.
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Year 5 Curriculum Map Year 5 Home Learning Year 5 MTP Year 5 Parent Picture -
Brazil - Year 6
After identifying significant events within the narrative, we chose one of our events to play a diary entry for. We discussed the features of a diary entry and applied these to our writing. We have produced some emotive and interesting diary entries this week. Our Maths work this week has focused on part of our recovery curriculum and we revised our knowledge of acute, obtuse and reflex angles. We have then progressed to calculating missing angles on a straight line and around a point. We have also been revising some of our spelling patterns from Year 5 in order to improve our spelling and written work. Another fantastic week in Brazil Class finished off by a Calypso music workshop to enrich our studies as part of Black History Month. Well done Year 6 as you have worked extremely hard this term!
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Year 6 Curriculum Map -
Extra-Curricular
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Sweden - Pre School
Pre School have had a lovely week recapping over the last few weeks of learning. They thoroughly enjoyed showing off their knowledge about shapes, signs of Autumn and the days of the week to Mrs Howard who was very impressed. On Thursday we enjoyed a local nature/Autumn walk. The children were amazingly behaved and were a joy to take out. This is something we are looking forward to doing more often. We explored the wooded area where the children investigated the small stream and used sticks to gauge the depth to work out where it was safe to cross. We looked and added to the dams that were already made and had great fun climbing across them. Hope everyone has a wonderful half term and we look forward to seeing you in the new term.
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