Reading is a vital part of our learning at Nettlestone Primary and is at the heart of our curriculum learning. The staff are dedicated to enabling our pupils to become lifelong readers and have an enthusiasm and passion for reading. At Nettlestone we believe all children should be given the opportunities to become fluent, confident readers who are able to successfully comprehend and understand a wide range of genres gaining knowledge about a wide range of authors and topics to enable them to further develop their knowledge across curriculum subjects. We want children to have a love of reading and provide them with opportunities to have the knowledge of a good range of authors and genres. A love and passion for reading will also provide them with a range of vocabulary which will help them with their writing and communication as well as transferring vocabulary across the curriculum. Within our key texts chosen to study in literacy we provide the children with a variety of genres, authors and styles of writing. By the end of their time at Nettlestone, all children should be able to read fluently and with confidence. There are no ceilings put on what our pupils can achieve in reading and we do not hold pre-conceptions about any pupil’s ability to make progress. We feel it is important that parents and carers are able to support their children with their reading journey both with word reading and comprehension skills and we encourage parents to not only listen to their child read but also read to them as well.
Resources:Clarify Inference Language for Effect Monitor and Summarise Respond and Explain Select and Retrieve Themes and Conventions Word Reading
At Nettlestone, we recognize that writing is both a vital communication tool and an excellent form of self expression. We know that mastery of written language can be both liberating and empowering. We are dedicated to providing a first class, accessible writing experience for all of our pupils. We aim to: foster a passion for the written word both as a form of communication and as an outlet for creativity; teach our children to write with grammatical accuracy, manipulating a range of vocabulary and sentence structures for effect, using a clear, legible cursive script; develop writers who are confident in managing a wide range of text types and in making well-reasoned choices about which one will best suit their purpose and audience; produce confident writers who take pride in their work - thoughtfully approaching the writing process –planning, writing and editing their writing to produce a quality outcome with a powerful impact on the reader; nurture writers who are unafraid of exploring and developing their own distinctive writer’s ‘voice’; promote writers’ excitement in continuing to develop and refine their skills and also their thirst to continue to read widely, as a means of learning from more experienced authors. We are excited by the knowledge that we can empower all children to be competent writers, and in some children, we may ignite a life-long passion for writing, or spark a future career path in this area.
Resources:Composition and Effect Handwriting Progression Sentence Structure SPAG Structure Organisation Transcription Writing at Nettlestone
Phonics / Spelling
At Nettlestone Primary School we are passionate about ensuring all children become confident and enthusiastic readers and writers. We believe that phonics provides the foundations of learning to make the development into fluent reading and writing easier. Through phonics children learn to segment words to support their spelling ability and blend sounds to read words. The teaching of phonics is a high priority, starting in our Early Years. We use a synthetic phonics programme called ‘Letters and Sounds’ which is a method of learning letter sounds and blending them together to read and write words. As part of this, children have daily phonics sessions in small groups where they participate in speaking, listening and spelling activities that are matched to their developing needs. The teachers draw upon observations and continuous assessment to ensure children are stretched and challenged and to identify children who may need additional support. Children work through the different phases, learning and developing their phonics sounds and knowledge. At Nettlestone, we believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school. We want them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We understand the importance of parents and carers in supporting their children to develop both grammar, spelling and composition skills, and we actively encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school.
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.
Resources:Addition Subtraction Algebra Fractions Geometry 1 Geometry 2 Mathematics at Nettlestone Measures Multiplication Division Place Value Problem Solving Ratio and Proportion Statistics
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.
Resources:Impact of COVID on our Science Curriculum Science at Nettlestone Science Curriculum Science Vocabulary
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.
Resources:Computing at Nettlestone Computing Curriculum Computing Glossary Computing Vocabulary
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’).
Resources:History Curriculum History Vocabulary History Impact of COVID
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’).
Resources:Geography at Nettlestone Geography Curriculum Geography Vocabulary Impact of COVID
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.
Resources: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.
Resources: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.
Resources:DT at Nettlestone DT Curriculum DT Vocabulary
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.
Resources:Music at Nettlestone Music Curriculum 1 Music Curriculum 2 Music Curriculum 3 Music Vocabulary
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.
Resources:PE at Nettlestone PE Curriculum PE Overview PE Vocabulary Progression
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.
Resources:Impact of COVID-19 on Religious Education 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.
Resources:Impact of COVID on PSHE PSHE Curriculum PSHE
Early Years Foundation Stage
At Nettlestone Primary School we strongly believe that the early years of education are the ‘building blocks’ for success therefore it is important for us to recognise the uniqueness of each child and support them to reach their potential. We are passionate about teaching the right stuff to the right children at the right time and this is at the very heart of our early years pedagogy. We do this through the observation, assessment, planning cycle. We believe that the Characteristics of Effective Learning underpin everything that we do within our EYFS environment: • Playing and exploring • Active learning • Creating and thinking critically We recognise these to be key in establishing strong roots to enable our children to become independent, inquisitive and resilient learners that seek to challenge themselves. We passionately believe in child led learning, through play and exploration and therefore recognise that the role of our environment and the role of the adult in it is crucial. We use open-ended resources and open-ended questioning to allow the children to show us what they can do and identify possible areas in which to challenge and extend a child’s current learning and development. We embed opportunities for children to develop and practice their early reading, writing and maths skills within the environment, offering them purpose and reason to use these newly acquired skills.
Special Educational Needs and Disabilities
At Nettlestone Primary School we believe that every child is unique. We believe that every child has the right to receive an education which enables them to fulfil their potential. We value the abilities and achievements of all our children. We are committed to providing the best possible learning environment through high quality inclusive teaching which is differentiated and personalised to meet the needs of every child. We aim to remove barriers to learning and increase the participation of learners with SEND needs within the classroom. Our aim is to provide all children with the best possible outcomes in preparation for life‐long learning. We recognise the capacity for personal growth, development and change when individuals are given the encouragement and support they need. We believe it is important that children acquire skills, knowledge and confidence that can be applied to all future learning experiences, including social, physical and spiritual development. We endeavour to raise aspirations and expectations for all pupils, including those pupils with SEND by working in partnership with parents/carers and listening to pupils. We recognise that some children will have additional needs at some time during their school life and will require something additional to or different from what is provided for the majority of children. There are a wide range of difficulties which may lead to special educational needs. Needs arising from such may be both short and long term. Provision for children with SEN is a matter for the whole school. All staff have important day-to-day responsibilities when meeting the needs of children with SEN. As children grow and develop at Nettlestone they will become more independent, resilient and confident in their learning. If you have any concerns about the school's provision or support for children with SEND, please do not hesitate to contact our SENCO Mrs Emma Kelly by emailing or calling the school office.
Resources:Supporting SEND in School
Great Britain - Reception
Reception Class have done amazingly well this week. We have continued our theme of People Who Help Us and have focused on Shops and Refuse, looking more deeply into the different roles within these as well as continuing with our knowledge of recycling.There has been lots of number recognition as well as addition and subtraction in Maths and we have been very impressed to see the childrens role play areas depicting shops and using coins when buying goods. Thank you to everyone that has uploaded to Tapestry, it really is an important part of the continued learning between home and school. If you haven't yet engaged with Tapestry, please do this coming week as we are using this platform for monitoring wellbeing as well as the children's learning. Have a great weekend.
Resources:Curriculum Vision Aut 1 Curriculum Vision Aut 2 Home Learning letter sounds week 1 parent picture Topic Plan
Finland - Year 1
Wow, what a busy week! This week Year 1 have been reading the story of 'The Little Red Hen'. The children have been discussing if they thought the hen did the right thing by not sharing the bread and thinking about what they would do in the same situation. They have also been sequencing the story, retelling it in their own words, creating story maps and making up their own excuses for the dog, the pig and the cow as to why they couldn't help the hen. In Maths, the children have been solving lots of different subtraction problems, using their tens frames and their number lines. They have been representing these in part part whole models and as number sentences. The children have also started to learn about related addition and subtraction facts using their number bonds to ten. In Science and Art, the children have been labelling parts of a plant and sketching a plant of their choice. For Music this week, lots of the children enjoyed singing and signing the song 'I'm a Little Snowman'. There has also been lots of physical challenges and activity, and we had lots of fun on our Show & Tell zoom!
Resources:Autumn 2 Home Learning Autumn Term 2 Planning Autumn2 Parent Plan Common exception word mat Curriculum Vision Aut 1 Curriculum Vision Aut 2 Year 1 Curriculum Map Year 1 Home Learning Year 1 MPT Year 1 Parent Plan
Denmark - Year 2
Year 2 have continued to show great resilience this week and have made Mrs Feist, Miss Newnham and Miss Pike very proud. In art they have created some amazing collages of African animals and following a step by step tutorial sketched some detailed elephants. In literacy we have looked at the book Mama Panya's pancakes this week and the children have used their expanded noun phrases to write thank you postcards and used their knowledge of time openers and imperative verbs to improve a basic recipe. In maths we have been busying learning to multiply by using arrays and repeated addition. We have learnt about the big 5 animals in Africa and created some amazing information pages on them. We have also used our mapping skills to create our own National parks creating a map with a key. On Thursday we completed a remote learning RE day learning about changes and changes Jesus made to people he met. A fantastic week with some amazing work being produced well done Denmark class.
Resources:Autumn 2 Home Learning Autumn 2 Parent picture Curriculum Vision Aut 1 Curriculum vision Aut 2 Phonics sound mat Y2 Common Exception words Y2 Maths facts Year 2 Curriculum Map
Netherlands - Year 3
Netherlands class has worked so well this week! We have had videos of people reading their own stories; superb 100 word challenge stories and some excellent Maths using money. The class have worked really well with homophones such as eight/ate, break/brake and son/sun! Many children in Year 3 were really proud of how well they did with reciting their three times table! In PSHE, the children have thought carefully, recalling what they have learned about Online Safety this year and why we always focus on Online Safety throughout the school year. For music this week the children (and a few parents) have been learning the song Tulips From Amsterdam. We have been amazed by the amount of PE challenges. What an active bunch! Well done Team Year 3.
Resources:100 Word Challenge Curriculum Vision Aut 1 Curriculum Vision Aut 2 Learning This Term Nutrition Home Learning Parent Plan Spring 1 Spring Term Home Learning Wanted Poster Year 3 Curriculum Map Year 3 Home Learning
Switzerland - Year 4
In Switzerland this week we written fantastic accounts of what it was like as a slave from the point of view of Apollo. There were lots of language used that showed his feelings. In Maths we have been building up to a problem that involves us looking at even numbers and column addition. Science was fascinating as we pretended to be dentists and with the aid of a mirror and gloves we looked at our own teeth. We found out the names of the teeth and we have and even had a go at counting how many teeth we have. In PSHE we have looked at the people who share our lives with and in History we have continued to look at the invasion of Britain by Emperor Claudius and why he was successful. We have started our R.E day this week by looking at what the concept good and evil means.
Resources:Curriculum Vision Aut 1 Curriculum Vision Aut 2 MTP Year 4 Spring 1 Year 4 Curriculum Map Year 4 Home Learning Grid Year 4 Parent Picture
Australia - Year 5
It has been another highly productive week in Year 5 and of course everybody at home will already be more than aware of this! Thank you very much to families for all the support you are giving to children to enable them to complete their remote learning to such a high standard. In Maths, we have been tackling some particularly tricky challenges and it has been fantastic to see children reasoning about their answers. In Writing, we have looked at using direct speech to move forward the plot and to reveal more about character and I have been particularly impressed with the ambitious vocabulary choices children are making to create vivid imagery. I have also been impressed by the mature way in which children have continued to respond to feedback from both myself and Miss West to edit, improve and then resubmit learning. As well as this, there has been some superb investigating going on in Science -and yet again, some absolutely stunning Picasso-inspired art work. I hope everybody enjoyed 'Wellness Wednesday'; I certainly loved seeing some of the pictures you uploaded of the fun activities in which you had been participating and your cookery made my mouth water! Very best wishes for a happy and relaxing weekend. You all deserve it!
Resources:Autumn 2 Home Learning Autumn 2 Medium Term Plan Autumn 2 Topic Planner Curriculum Vision Aut 1 Curriculum Vision Aut 2 Year 5 Curriculum Map Year 5 Home Learning Year 5 MTP Year 5 Parent Picture
Brazil - Year 6
Our initial English focus this week was identifying features of a non-chronological report. From this, we have created our own success criteria to help structure our writing. The remainder of our week was spent researching areas of interest to us about The Maya. We decided to choose three areas that we could use as the main body of our report. Our Maths learning journey saw us start the week building on our knowledge of function machines. We began to use formulae with words to help calculate a maths problem. We then extended our learning by using letters to create algebraic formulae. We have finished our week by using all of the learning we have done to help us solve mystery number reasoning problems. In Science we had a simple introduction to the life and works of Charles Darwin and created a simple fact file on him before beginning a more in depth study going forward. In History, we looked at Mayan society and the roles and responsibilities. All the way from the king down to the slaves. We also thought about what role we would like if we were in Mayan times! We have also completed our daily P,E challenges which have had a more unique twist. We have had completed challenges using skills from Skateboarding, Rock climbing, Martial Arts and for wellbeing Wednesday, a family game of Simon Says! A fantastic effort this week Year 6. The work you are producing remotely continues to impress us, so well done and keep up the great work.
Resources:Home Learning Spring 1 Learning this Term Parent Picture Spring 1 Year 6 Curriculum Map
We are proud to offer an extremely full and varied programme of clubs which provides opportunities for the pupils to attend in order to develop their interests, but also the chance to try new or different activities. This extended curriculum includes sport, drama, music and some unusual clubs, such as Sailing or Country Dancing, and also provides frequent opportunities for our Island Primary schools to engage in Area and Island events. Music and performance has a central role to play in the life of the School with each Key Stage participating in a Production every year, enabling our pupils to learn a wide range of instruments, participate in choirs, dance and musical productions. We also have committed to participation in the J-Rock/Live-Dance Challenge each year which encourage the children to dance on stage at the Guildhall in Portsmouth. Support is also provided for families who find it difficult to enable their children to participate, ensuring that no child is disadvantaged.
Resources:Clubs Autumn 2 2020
Sweden - Pre School
This week we have focused our home learning on maths, thinking about quantities and in some of the activities starting to match the quantity to the numeral. We have suggested everyday tasks such as laying the dinner table and helping pairing up socks from the washing machine and it has been wonderful to see some of the photos parents have shared on tapestry.