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 Easter Reading Challenge April 2022 Easter Reading Challenge Hall of Fame Inference Language for Effect Monitor and Summarise Reading at Nettlestone Reading Newsletter Autumn 1 2021 Reading Newsletter Christmas 2021 Reading Newsletter Spring 1 2022 Reading Newsletter Spring 2 2022 Reading Newsletter Summer1 2022 Respond and Explain Select and Retrieve The Platinum Jubilee Royal Reading Challenge 2022 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 ‘Little Wandle Letters and Sounds Revised' 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.
Resources:Phonic Spellings at Nettlestone 2021
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:A guide to our Federation Maths Principles Addition Subtraction Algebra Fractions Geometry 1 Geometry 2 Mathematics at Nettlestone update Measures Multiplication Division Place Value Problem Solving Ratio and Proportion Statistics
At Nettlestone Primary School, we are passionate about providing our children with an enjoyable experience of science, so they develop enquiring minds, as well as a deep and lasting interest in the world around them. In science lessons, we aim to build on the children’s natural curiosity by encouraging them to; notice things they don’t expect; wonder what is happening and think about how, as scientists, they can find out. Our teaching of the key ideas provides the children with the skills and knowledge needed to raise such questions and to try to find answers through hands-on investigations. These investigations involve focussed observation, careful planning, testing and measuring, as well as analysis of evidence in order to draw conclusions. This hands on approach compliments our Mission Possible curriculum which is designed to develop the children’s perseverance and resilience. Through the teaching of science, we also aim to foster concern about, and active care for, our environment through the exploration of our local area as well as participation in events such as local beach cleans. We also support the children to gain a wider understanding of how they can have a positive impact on the world around them, for example through recycling and using alternatives to single-use plastic.
Resources:Science at Nettlestone Science Curriculum Science Policy 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 Policy Computing Vocabulary Digital Literacy Curriculum E-Safety Policy
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 at Nettlestone History Curriculum History Vocabulary
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
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 2021 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:Design and Technology at Nettlestone 2021 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 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 Living Difference IV RE Curriculum RE Vocabulary Religious Education at Nettlestone
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:PSHE Curriculum PSHE RSE curriculum development update
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
Stevie Wonder - Reception
What a wonderful week the Reception Class has had!. We started our week off with our visit to Osbourne House gardens and beach. The children thoroughly enjoyed the Mini bus and coach journey with some commenting at how big and comfy it was. They were very excited to recognise some of the route that was taken and pointing out places that they knew. When arriving at Osbourne, the temperature had already become hotter but the children enjoyed walking through the shady woods and all had their hats and plenty of water! Lunch was eaten in the shade of a beautiful willow tree before commencing down to the beach. This was definitely the highlight of the visit with everyone having a whale of a time! The transition day on Wednesday went fantastically well with everyone enjoying the activities. A lot of the children have said that they cannot wait to start Year 1!
Resources:Counting Curriculum Goals Curriculum Vision Spr 1 Curriculum Vision Spr 2 number facts Parent Picture Spr 2 Phonic Pronunciations phonics grapheme mat place value and number Topic Plan Spr 2
John Williams - Year 1
Year 1 would love to wish all the children, family and friends a wonderful Summer. Enjoy!!
Resources:Common exception word mat Curriculum Vision Aut 1 Curriculum Vision Aut 2 Curriculum Vision Spr 1 Curriculum Vision Spr 2 Curriculum Vision Sum 2 Learning this term_Sum 2 Phonics Mat Year 1 Curriculum Map
Abba - Year 2
Wow what a fabulous end to the term we have had today with all of ABBA class graduating from Secret Agent Training Services in their special graduation ceremony. The children have shown great resilience and perseverance over the last few weeks completing all of their missions to become Secret Agents. Well done ABBA class. In class this week we have been very busy in maths looking at measuring mass using grams and kilograms as well as measuring the temperature using centigrades. We have used all of our knowledge on dragons from this term and the help of the book Dare to Care for a Pet Dragon to help us write non-chronological reports on dragons which have really impressed the Year 2 team. In COOL time we have made clay dragon eyes, used the digital cameras to take photos and experiment with lighting as well as learning all about the man made feature of The Great Wall of China. On Thursday we also spent the afternoon making under the sea creations for Red Funnel to display in their terminals. A very busy week, have a wonderful half term ABBA class.
Resources:Autumn 1 Parent Picture Autumn1 Curriculum Vision Autumn2 Parent Picture Curriculum knowledge Spr2 Curriculum vision Autumn2 Curriculum Vision Spring1 Parent Picture Spring 1 Parent Picture Spring 2 Parent Picture Summer 1 Phonics Mat Y2 Common Exception words Y2 Maths facts Year 2 Curriculum Map
Adele - Year 3
We have had an action packed first week back. In Maths, we have been finding fractions of different objects and identifying equivalent fractions using bar models. In English, we have made predictions about our new class book, Guess Who’s Coming For Dinner by John Kelly and Cathy Ticknell. We have used the front cover to inform our predictions and generate questions we have about the book. In Science, we have started our new topic, Forces and Magnets. This involved defining what forces and magnets are and where and when they are used in day-to-day life.
Resources:100 Word Challenge Curriculum Vision Aut 1 Curriculum Vision Aut 2 Curriculum Vision Spring2 Curriculum Vision Summer1 Parent Picture Autumn 1 Parent Picture Autumn 2 Parent Picture Spring 1 Parent Picture Spring 2 Parent Picture Summer 1 Phonics Mat Year 3 Curriculum Map
Louis Armstrong - Year 4
This week in Louis Armstrong class we have looked at the concept of symbol. We have found out what this means to us and how a symbol of a tree in used in Christianity and Islam. In Mathematics this week we have been learning about multiplication and division. In English we have finished our description of Roger the Rat and are now looking the story Leon and the Place Between where we have been imagining a new place that Leon can visit.
Resources:Autumn 1 in Year 4 Autumn 2 in Year 4 Parent Picture Autumn 1 Parent Picture Autumn 2 Parent Picture Spring 1 Parent Picture Spring 2 Parent Picture Summer 1 Parent Picture Summer 2 Phonics Mat Spring 1 in Year 4 Spring 2 in Year 4 Summer 1 in Year 4 Year 4 Curriculum Map
Los Reciclados - Year 5
Year 5 has had yet another wonderful week with lots of excitement. We had our last session of sailing on Tuesday, which we enjoyed very much. (Some of us are now even planning to go sailing during our summer holiday.) We would like to give Miss Richardson a very big thank-you for all of her help and support with this activity. Friday, we had a wonderful time taking part in Sea Safe, as well as enjoying some time on the beach and eating picnic lunches. The sports day activities on Thursday were a lot of fun too (thank you Mr Phillimore and Mr Wright) and we particularly enjoyed the speed bounce, vortex and running races. In History, we were fascinated to learn about Ancient Greek religious beliefs -especially that Athene was believed to have been born out of the top of Zeus' head, after Zeus asked Hephaestus to cut it open with an axe! We know lots more amazing facts about Ancient Greek religious beliefs, so please ask us and we will enjoy telling you all about them.
Resources:Autumn 1 Parent Picture Autumn 1 Spellings Autumn 2 Parent Picture Curriculum Vision Au 1 Curriculum Vision Autumn2 Curriculum Vision Spring1 Curriculum Vision Spring2 Parent Picture Summer 2 Phonics Mat Spring 1 Parent Picture Spring 2 Parent Picture Summer 1 Parent Picture Year 5 Curriculum Map
Ella Fitzgerald - Year 6
This week in Fitzgerald class, we have continued to develop our lighthouses. We have added working circuits with switches and multiple bulbs. We have also drawn simple circuit diagrams showing the electrical components. Mrs Newton asked us questions about adding or removing components and the effects this would have on the circuit. We completed our presentations on how light travels which we will be sharing with the class on Monday. On Monday, we had our final R.E. (Religious Education) Day. We looked at the symbol of flight in different faith traditions. One of the faiths we discussed was Islam. This discussion was enhanced by a visit from the imam from Newport Mosque, Muhammed Bahar. We had a lot of questions which Mr Bahar answered for us. Many of us had transition days at our new secondary schools. We were nervous but also excited at meeting tutors, teachers and new friends. We finished the week with a trip to the Aquapark at Tapnell Farm! It was great!
Resources:Autumn 1 in Year 6 Curriculum Vision Autumn Curriculum Vision Spring Curriculum Vision Spring2 Curriculum Vision Summer1 Parent Picture Summer 2 Phonics Mat Year 6 Curriculum Map
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Resources:Clubs Spring Jan 17th 22
Sivamani - Pre School
When planning and guiding activities practitioners will reflect upon the different ways that children learn and ensure they utilise this within their practice. When planning and guiding activities practitioners will reflect upon the different ways that children learn and ensure they utilise this within their practice. The Characteristics of Effective Learning are: - Playing and Exploring - Creating and Thinking Critically - Active Learning - Prime • Communication and Language • Physical Development • Personal, Social and Emotional Development - Specific • Literacy • Mathematics • The World • Expressive Arts and Design - Helping your child at home Please see our curriculum documentation below for further information.
Resources:Curriculum Vision Aut 1 a Curriculum Vision Spr 2 Pre-School Curriculum