Our Ladys Bishop Eton Curriculum Handbook Sept 15

Our Lady’s Bishop Eton Curriculum Handbook Sept 15 - 16 Our Lady’s Bishop Eton Primary School to Index Page

Curriculum Handbook Sept 15 - 16 Our Lady’s Bishop Eton Primary School to Index Page

Why we teach what we teach the way that we do!!! Please take your time to read this useful guide to your child’s learning… Our Lady’s Bishop Eton Primary School to Index Page

Index • • • Mission Statement Achieving our Aims Provision Leadership & Management Curriculum Content The OLBE ingredients • • The OLBE Curriculum Values Curriculum Our Prayer Life PE and Healthy Choices School Menu Focus Weeks Eco Council • • The Core Curriculum Foundation Year 1 Year 2 Lower KS 2 Upper KS 2 Citizen of the World Our Lady’s Bishop Eton Primary School to Index Page

Mission Statement Living Loving Learning in Jesus Our aims are to: ✱ Be a living Christian Community reflecting the love of Jesus in all that we do ✱ Recognise the uniqueness of each member of our school and to provide an education that fully develops their gifts and talents ✱ Work in partnership with parents, carers, the parish and the wider community in order to achieve the above Our Lady’s Bishop Eton Primary School to Index Page

We achieve our aims through our: ETHOS AND ENVIRONMENT ✱ ✱ ✱ We use Jesus’ life as the basis for our Faith and Prayer life, our relationships and our understanding of our rights and responsibilities and as a consequence our school is: A welcoming, friendly, bright, lively and happy place where children feel SAFE and where BEHAVIOUR FOR LEARNING is embedded An INCLUSIVE SCHOOL where all are treated equally and fairly and given equality of opportunity and voice regardless of gender, religion, additional need, disability or race An ACHIEVING SCHOOL in which success and achievement are promoted and all of our children are supported to set high standards for themselves and to work hard to achieve these A HEALTHY SCHOOL in which we ensure the physical, social spiritual and emotional education and development of our children through both our curriculum and extra curricula provision An active PARTNER with parents, the Parish and the wider community to continuously improve all aspects of our provision Our Lady’s Bishop Eton Primary School to Index Page

Provision ✱ ✱ ✱ ✱ EXCELLENCE IN INCLUSIVE PLANNING TEACHING AND ASSESSMENT FOR LEARNING WHICH PROMOTES A CULTURE OF HIGH EXPECTATION is at the heart of what we do and as a consequence the teaching of the basic skills and the development of knowledge, skills, understanding and values: Is responsive to learners’ strengths and needs and engages, motivates and inspires them Is of the highest quality and ensures every child succeeds ENJOYMENT OF LEARNING is at the heart of what we do and in our school: Children are supported to learn how to learn and to develop positive learning behaviours and intellectual and emotional resilience Learning is focused on individual pupil needs and abilities and is an active process which develops and stretches our children and excites their imagination Planned learning challenges enable our children to learn different things in many different ways; they learn through listening, watching and doing; they learn indoors and out of doors and through play; they learn both independently and collaboratively; they learn through art, music, drama and sport; they learn from adults and from each other Our Lady’s Bishop Eton Primary School to Index Page

Provision ✱ ✱ ✱ Learning supports our children to develop a hierarchy of transferable skills and the knowledge and values necessary to make positive decisions with regards to their personal, social, health and emotional development and to their role as world citizens A CREATIVE AND DIFFERENTIATED CURRICULUM is at the heart of what we do and in our school: Our VALUES CURRICULUM supports our children to understand develop their Faith and Prayer Life as well alongside the knowledge and skills necessary to make positive decisions with regards to their personal, spiritual, moral, social, health and emotional development and their role as world citizens Our CORE CURRICULUM ensures that reading writing and maths are taught to a very high standard Our LEARNING CHALLENGES CURRICULUM reflects statutory requirements whilst ensuring that our children have access to rich, broad and balanced experiences presented in an interesting, exciting and imaginative manner with lots of opportunities for first-hand experience, practical work, investigation and learning through play. The creative aspects including art, poetry, story, dance, music and performance are central to our provision in this area All aspects of our curriculum provision are enriched by cross curricular focus weeks, visits visitors and use of local and wider environments Our Lady’s Bishop Eton Primary School to Index Page

Leadership and Management Effective, efficient and ambitious LEADERSHIP AND GOVERNANCE, including DISTRIBUTED LEADERSHIP, nurtures our ethos and environment and drives the continuous development of teaching, learning and assessment and the curriculum provision necessary to ensure that all of our children make good or better progress and achieve high standards in all aspects of their development PARTNERSHIPS A strong pro-active partnership between the school, parents and the Parish contributes significantly to the achievement of our aims. As do partnerships with other schools and outside agencies Our Lady’s Bishop Eton Primary School to Index Page

Curriculum Content The National Curriculum is not the whole curriculum ✱ The National Curriculum sets out the subject requirements that maintained schools are required to follow ✱ It is useful to think of the National Curriculum as a set of ingredients that can be included in a school curriculum ✱ A school should decide how the ingredients can be put together in the most exciting and effective way ✱ A school should also consider what other ingredients are required to make a really outstanding curriculum that will inspire and challenge all children and prepare them for the future Our Lady’s Bishop Eton Primary School to Index Page

The OLBE Ingredients Our curriculum: ✱ Is underpinned by aims, values and purpose ✱ Develops the whole person – values, attitudes, knowledge, skills and understanding ✱ Is broad, balanced and has clear progression in subject knowledge and skills ✱ Is filled with rich first-hand purposeful experiences and encourages the use of environments and expertise beyond the classroom ✱ Has local, national and international dimensions and makes meaningful links between areas of knowledge across the curriculum and real life issues and contexts ✱ Is flexible and responsive to individual needs and interests ✱ Has an eye on the future and the needs of future citizens Our Lady’s Bishop Eton Primary School to Index Page

OLBE Curriculum Our Lady’s Bishop Eton Primary School to Index Page

Values curriculum Our Lady’s Bishop Eton Primary School to Index Page

Our School Values Our Lady’s Bishop Eton Primary School to Index Page

BRITISH VALUES The Gospel values permeate all that we do and inform the life we seek to live and foster as British citizens. Where all children and adults respect and obey the law, feel they make a contribution and are valued as individuals. Where the integrity, dignity and opinions of each individual is acknowledged and respected. Where respect and tolerance of different ways of life are nurtured, established and practiced. Where the whole school community are enabled to achieve their full potential. Where strong partnerships exist between children, parents, staff, governors and the community as a whole. Where the school community have genuine respect and pride in themselves and the communities and environment in which they live. LIVING OUT OUR SCHOOL AND BRITISH VALUES We place a great emphasis on putting our values into action and our children are supported to understand that their actions reflect their values. We believe in our children and expect them to: Aspire to positions of responsibility such as Play Leader, School Councillor etc To be able to be trusted to do important jobs around our school To receive School Merits and Commendations To organise Charity Events To take part in an event which serves the local community To look after younger children To help with chores at home every week To complete homework to a high standard every week To be told by their teacher that their work is presented well all of the time To wear full uniform every day. Uniform in our school reminds us that we are a team working together and helping each other. It reminds us that, even though we are very different as individuals, we have a lot in common. Plus lots more!!!!!! POSITIONS OF RESPONSIBILITY WHICH SUPPORT OUR VALUES CURRICULUM Head Boy Deputy Head Boy Head Girl Deputy Head Girl School Council Elected by Children Eco Council Elected by Children Prefects All Year 6 pupils prefect. The rota is changed on a termly basis Play Leaders All Year 6 pupils have the opportunity to be Play Leaders. The rota is changed on a termly basis Our Lady’s Bishop Eton Primary School to Index Page

PLANNED CURRICULUM ASPECTS AND SCHOOL TRIPS WHICH PROMOTE BRITISH VALUES AND COMMUNITY COHESION Our children are taught that both British fundamental values and Community Cohesion are important dimensions of life in our school, our country and our world. Our school actively promotes the fundamental British values of: DEMOCRACY • Through the election of Head Boy, Head Girl, School Councillors and Eco Councillors • School and Eco Council meetings which are minuted and fed back to the whole school • Our school ethos which respects the voice of every child RULE OF LAW • Through the modelling of school rules which are bedded in the Gospel Values of Justice, Equality and Solidarity our children develop a good understanding of the need for and dynamics of law INDIVIDUAL LIBERTY AND MUTUAL RESPECT • Our Mission Statement and ethos and our values curriculum celebrate individual liberties and rights and support our children to understand the need for mutual respect and responsibility TOLERANCE OF THOSE WITH DIFFERENT FAITH AND BELIEFS • Our school profile does not fully represent other local, regional or national profiles. Our pro-active response to this is to ensure our curriculum provision addresses this. FS Y 1 Y 2 Stories, role play and Circle Time around conflict and resolution Working co-operatively in small groups, pairs, class groups Stories, reading books, Big Books, visits and visitors which enable the children to explore and empathise with children from diverse families and different cultures Grace Books: Child living in Britain with one parent living abroad Come & See: Stories from different countries Visits from parents to talk about different cultures Our own diversity eye colour / hair / skin, family, culture, beliefs Diversity in our local and wider area: explored through field trips , visits and visitors Diversity across the world: Geography& R. E topics: Chinese New Year, Other Faiths, Tibet, Countries and Flags of the UK, Passports, Isle of Struay, Bangladesh, International Week Chinese New Year and other Faith Celebrations Exploration of the music, art and drama of a range of cultures including Spanish and African Games and Dance from other cultures Trips: Delamere Forest, Calderstones Park, Church, Theatre, Farm, Museum, Zoo, Journey Man Local area – shop, houses, litter, environment, Cathedrals, Tate, Croxteth Hall – Story Teller, IM Marsh Our Lady’s Bishop Eton Primary School to Index Page

PLANNED CURRICULUM ASPECTS AND SCHOOL TRIPS WHICH PROMOTE BRITISH VALUES AND COMMUNITY COHESION Y 3 Stories and poetry from other cultures Amazing Bodies/Disabilities Come and See Ghana & Rainforests: Indigenous People and Endangered Species African drumming: Ghana plus exploring arrangements from other countries – Rap music African Dance Movement Physical activities/disabilities Modern Foreign Language: French Trips: Local Area, Allerton Road, Church, Hope Park Sports, Chester Y 4 Narrative Unit 3: Stories from other cultures Narrative Unit 5: Issues and dilemmas when Jessie went across the sea. Links to other faiths (Judaism) Poetry from other cultures World War 1 and World War 2 Poetry: Remembrance Sunday Shakespeare Week Sacramental Preparation Programme links with Parish Music from other countries and cultures: Young Voices: Visit to local Nursing Home Dance from other countries; India, Greece, Spain, Cuba Modern Foreign Language: French Trips: Young Voices Manchester, Calderstones Park, World Museum, Chester Zoo, Vikings York Museum, Geography; Visit to Recycling Plant Y 5 Stories from other cultures: India Islam, Judaism & Hinduism History of Liverpool Chembakoli: Indian Dance, Indian Food, Indian design and textiles Trips: Planetarium¸ Church¸ Theatre, JMU Sports Centre, Childwall Primary School, Tag Rugby, Cycling: Bikeability, Knowsley Safari Park, Wavertree Sports Centre, Walker Art Gallery, World Museum, Liverpool Themed visit Y 6 Use of materials from e. g. Oxfam, CAFOD Election of Head Boy and Head Girl, School Council and Eco Council Visitors including Lord Mayor, Premiership Referee Chris Foy: Focus on responsibility, respect World War 2: promote respect for role of ordinary people in war Visit to Salford Lowry Galleries – study of industrial past as depicted by Lowry Modern Foreign Language: French including learning more about French culture, traditions, changing way of life Trips: Manchester / Salford, Calderstones Park, Tennis, Chris Foy – Referee, Rabbi, Church, Cricket, Liverpool Football Club, Tag Rugby, Community & Cricket coaching, PGL Our Lady’s Bishop Eton Primary School to Index Page

SCHOOL HOUSES St. George April 23 rd St. Patrick March 17 th St. David March 1 st St. Andrew November 30 th When a child starts in our school they become a member of one of our four School Houses and remain a member of that House throughout their time at our school. Each House has 2 Y 6 House Captains. Points are awarded by all staff for excellence in any area of school life Points are recorded and displayed in classes. Every Friday, during lunch, Y 6 House captains take it in turns to collect and collate points. The winning house is announced during assembly on Monday. House trophies are displayed in the entrance in 1 st, 2 nd, 3 rd 4 th order. On the feast day of their house, the children are allowed to wear a token item of clothing in their House colour. Our House system provides a focus which encourages our children to be good friends, to work hard and behave well and to make a positive contribution as citizens. It also provides a framework for intra-school competition across many areas of the curriculum. OUR ASSEMBLIES Each of our MONDAY ASSEMBLIES is linked to our Values. The Gospel of Jesus Christ, as expressed in scripture and Church tradition, is at the centre providing direction, motivation and spiritual depth to each of these values. At Monday Assembly a certificate is presented to the child in each class who has best lived out our school values. COLLECTIVE WORSHIP Takes place daily in our school Offers a range of appropriately paced experiences in a variety and settings Respects the integrity and religious and educational needs of all pupils and staff Provides opportunities for varied levels of participation including children preparing, organising and leading Collective Worship Gives pupils positive personal liturgical experiences SCHOOL MASSES We celebrate Mass in school at least once a term with our children taking responsibility for leading the readings and acting as Altar Servers. In addition our children attend Mass and services in Church. Our Lady’s Bishop Eton Primary School to Index Page

OUR PRAYER LIFE 'Virtues are formed by prayer. Prayer preserves temperance. Prayer suppresses anger. Prayer prevents emotions of pride and envy. Prayer draws into the soul the Holy Spirit, and raises man to Heaven' (St. Ephraem of Syria). Jesus' apostles said to Him, Teach us to pray' (Luke 11: 1), and that conversation resulted in what we call the 'Our Father' prayer. If his own apostles asked Jesus to teach them how to pray, how much more should we ask him to teach us to pray. Prayer is as important to our soul as air is to our body! We need prayer to stay connected to the God who created us with a plan in mind. Children pray daily in class and also take part in a daily Collective Worship. Through the prayer life of our school our children are supported to: SAY HELLO: When a friend enters a room, the first thing most people do is say hello or wave or nod. In many ways, this is the beginning of prayer: an acknowledgement of God's presence. When we walk into a Church, we genuflect in front of the tabernacle to humble ourselves while we acknowledge and reverence the presence of Jesus in the Eucharist inside. BE THEMSELVES: God created us with our own gifts and passions, and wants these to shine through in our prayers. He wants us to be us! The world we live in today blasts our children with media and noise from every direction all day, from texting to music to TV and internet. These aren't bad things, but too much can be distracting from our relationship and conversation with God. Prayer in school puts God back at the centre of our hearts and minds. KEEP IT ALIVE: A prayer life that isn't kept up is like a pond with no water flowing in or out. It becomes stagnant and uninhabitable. A person who cultivates their relationship with God in prayer finds a much different picture. There is fresh water flowing in and out of the pond. It is life giving! There are flowers and trees that grow along the sides. Their prayer life affects all of the other areas of their life. BE TRANSFORMED: Practice makes perfect. The entire Christian life, including prayer, is something that we have to work on to become better at it. God can do amazing things in us through our reaching out to him in prayer. Our children regularly have access to the highest form of prayer in the Mass, ending with receiving Jesus Himself in the Eucharist. Our Lady’s Bishop Eton Primary School to Index Page

RELIGIOUS EDUCATION FS – Y 6: Religious education is delivered using the Archdiocesan COME AND SEE Programme of Study Each Come and See Topic is taught for 4 weeks, 3 topics per term. In addition 1 week is dedicated to the study of Judaism and 1 week to Islam. The teaching of other religions for primary-aged children is about how the members of that faith community live as a family and how they worship. AUTUMN DOMESTIC CHURCH Early Years - MYSELF - God knows and loves each one Year 1 - FAMILIES - God’s love and care for every family Year 2 - BEGINNINGS - God is present in every beginning Year 3 - HOMES - God’s vision for every family Year 4 - PEOPLE - The family of God in Scripture Year 5 - OURSELVES - Created in the image and likeness of God Year 6 - LOVING - God who never stops loving SPRING SUMMER BAPTISM/CONFIRMATION Early Years - WELCOME - Baptism: a welcome to God’s family Year 1 - BELONGING - Baptism: an invitation to belong to God’s family Year 2 - SIGNS AND SYMBOLS - Signs and symbols in Baptism Year 3 - PROMISES - Promises made at Baptism Year 4 - CALLED - Confirmation: a call to witness Year 5 - LIFE CHOICES - Marriage, commitment and service Year 6 - VOCATION AND COMMITMENT - The vocation of priesthood and religious life LOCAL CHURCH EUCHARIST Early Years - CELEBRATING - People celebrate in Church Year 1 - SPECIAL PEOPLE - People in the parish family Year 2 - BOOKS - The books used in Church Year 3 - JOURNEYS - Christian family’s journey with Christ Year 4 - COMMUNITY - Life in the local Christian community and ministries in the parish Year 5 - MISSION - Continuing Jesus’ mission in diocese (ecumenism) Year 6 - SOURCES - The Bible, the special book for the Church Early Years - GATHERING - Parish family gathers to celebrate Eucharist Year 1 - MEALS - Mass, Jesus’ special meal Year 2 - THANKSGIVING - Mass, a special time to thank God Year 3 - LISTENING & SHARING - Jesus gives himself to us Year 4 - GIVING & RECEIVING - Living in communion Year 5 - MEMORIAL SACRIFICE - Eucharist as the living memorial of Christ’s sacrifice Year 6 - UNITY - Eucharist enabling people to live in communion PENTECOST RECONCILIATION/ANOINTING OF THE SICK Early Years - GOOD NEWS - Passing on the Good News of Jesus Year 1 - HOLIDAYS AND HOLYDAYS - Pentecost: feast of the Holy Spirit Year 2 - SPREAD THE WORD - Pentecost: a time to spread the Good News Year 3 - ENERGY - Gifts of the Holy Spirit Year 4 - NEW LIFE - To hear and live the Easter message Year 5 - TRANSFORMATION - Celebration of the Spirit’s transforming power Year 6 - WITNESSES - The Holy Spirit enables people to become witnesses Early Years - FRIENDS - Friends of Jesus Year 1 - BEING SORRY - God helps us choose well Year 2 - RULES - Reasons for rules in the Christian family Year 3 - CHOICES - Importance of examination of conscience Year 4 - BUILDING BRIDGES - Admitting wrong, being reconciled with God and each other Year 5 - FREEDOM & RESPONSIBILITY Commandments enable Christians to be free & responsible Year 6 - HEALING - Sacrament of the Sick JUDAISM Early Years - Hannukkah Year 1 - Abraham and Moses Year 2 - Shabbat Year 3 - Synagogue Year 4 - Torah Year 5 - Passover Year 6 - Rosh Hashanah, Yom Kippur ISLAM Early Years - Special days/ Ritual objects Year 1 - Stories Year 2 - Prayer/home Year 3 - Places for worship Year 4 - Holy Books Year 5 - Beliefs and festivals Year 6 - Belonging & Values ADVENT/CHRISTMAS Early Years - BIRTHDAY - Looking forward to Jesus’ birthday Year 1 - WAITING - Advent: a time to look forward to Christmas Year 2 - PREPARATIONS - Advent: preparing to celebrate Christmas Year 3 - VISITORS - waiting for the coming of Jesus Year 4 - GIFT - God’s gift of love and friendship in Jesus Year 5 - HOPE - Advent: waiting in the joyful hope for Jesus, the promised one Year 6 - EXPECTATIONS - Jesus born to show God to the world LENT/EASTER Early Year - GROWING - Looking forward to Easter Year 1 - CHANGE - Lent: a time for change Year 2 - OPPORTUNITIES - Lent: an opportunity to start anew Year 3 - GIVING ALL - Lent: remembering Jesus’ total giving Year 4 - SELF DISCIPLINE - Celebrating growth to new life Year 5 - SACRIFICE - Lent: a time of aligning with the sacrifice made by Jesus Year 6 - DEATH & NEW LIFE - Celebrating Jesus’ death and resurrection UNIVERSAL CHURCH Early Years - OUR WORLD - God’s wonderful world Year 1 - NEIGHBOURS - Neighbours share God’s world Year 2 - TREASURES - God’s treasure; the world Year 3 - SPECIAL PLACES - Holy places for Jesus and the Christian community Year 4 - GOD’S PEOPLE - Different saints show people what God is like Year 5 - STEWARDSHIP - The Church is called to the stewardship of Creation Year 6 - COMMON GOOD - Work of the worldwide Christian family Our Lady’s Bishop Eton Primary School to Index Page

SACRAMENTAL PREPARATION PROGRAMME 1516 Session Parents’ meeting One Two Three First Reconciliation Advent / Christmas Venue Fisher More Hall Church School Church Date 14 th September 27 th September 18 th October 8 th November 29 th November 19 th December Advent / Christmas Church Four Five Six Lent/Easter Seven Mass Parish Mass Time Title 8 pm Registration 10 am Enrolment Mass 3 pm Come to the Water After 10 am Mass Called by name After 10 am Mass Come back to me 3 pm Celebration 3 pm Rehearsal 20 th December 3 pm Nativity Celebration School Church School 10 th January 7 th February 13 th March 24 th March 25 th March 17 th April After 10 am Mass Holy Spirit the Helper After 10 am Mass Teach us to pray After 10 am Mass Jesus Gathers Us 11 am Rehearsal 11 am Stations of the Cross After 10 am Mass Mary, the First Disciple Church 14 th May 15 th May 12 th June 10. 30 am Celebration 3 pm Celebration 10 am Celebration Our Lady’s Bishop Eton Primary School to Index Page

SOCIAL MORAL SPIRITUAL and CULTURAL EDUCATION (SMSC) Our school programme promotes both personal development and contribution at school, local, regional, national and global levels. ATTENDANCE IS NOT OPTIONAL. ATTENDANCE IS AN IMPORTANT PART OF PERSONAL SOCIAL AND CITIZENSHIP DEVELOPMENT ABSCENCES FOR HOLIDAYS BOOKED DURING TERM TIME WILL BE CLASSES AS UNAUTHORISED Research has shown that: Absence is damaging: it breaks the continuity of learning and as a consequence children miss important work and underachieve On returning to school, poor attenders suffer a loss of confidence due to the fact that they are unable to understand the work and that this loss of confidence can lead to attention seeking through disruptive behaviour and behavioural problems Poor attenders’ friendship groups shrink and eventually close, leading to further isolation Regular attenders are affected when absentees return through the diversion of teacher time and class disruption Regular attenders feel irritated by the absences of poor attenders ATTENDANCE IS NOT OPTIONAL: Our Strategies to Ensure Good Attendance LEAVE OF ABSENCE: The Education Regulations 2013 made clear that schools cannot grant any leave of absence during term time unless “exceptional circumstances” exist. For the purposes of absences EXCEPTIONAL has been defined as RARE, SIGNIFICANT, UNAVOIDABLE AND SHORT. UNAVOIDABLE has been defined as “cannot reasonably be scheduled at another time” i. e. in the 175 days, including holidays and weekends that children and families have to spend together. Therefore if an event can reasonably be scheduled in these 175 days it will not be authorised. Absence during term times for holidays is therefore not considered an exceptional circumstance. Absences during term time to visit family members are also not considered exceptional circumstances. Absences to visit an ill relative or attend a funeral are considered exceptional circumstances. Although schools are required to take into account a pupil’s previous record of attendance. First day contact is central to dealing with attendance problems at an early stage. If there is no contact or explanation on the first day of absence, the school will attempt to contact the parent by telephone Unsuccessful attempts to contact the home will be recorded If there is no response the absence will be recorded as unauthorised An absence will be considered as authorised if parents/carers provide an acceptable explanation by telephone, note, email, letter or verbal message The reason for absence must be as specific as possible (ie headache, eye infection rather than sick or unwell) Our Lady’s Bishop Eton Primary School to Index Page

PUNCTUALITY IS AN IMPORTANT PART OF PERSONAL SOCIAL AND CITIZENSHIP DEVELOPMENT Our school day begins at 8. 55 am The front door is closed promptly at 8. 55 am so that the teacher on Door Duty can return to the playground to bring in their class THE EFFECTS OF LATE ARRIVAL TO CLASS Arriving 5 minutes late each day: 5 days a week = 25 minutes lost learning time a week 39 weeks a year = 16 hours and 15 minutes lost learning time a year 7 years in our school = 113 hours and 45 minutes learning time lost WHY PUNCTUALITY IS SUCH A GOOD THING Being on time: Gets your child’s day off to a good start so he/she can settle straight into the school day Sets positive patterns for the future Leads to good attendance Leads to better achievement Leads to understanding that school is important and education is valuable WHY LATENESS IS SUCH A BAD THING Being Late: Gets your child’s day off to a bad start Disrupts the lesson for everyone Can place your child in an embarrassing situation as other children notice and comment upon them being late May lead to your child feeling confused all day! He/She will have missed out on vital instructions, information and bits of news at the start of the day Creates a bad habit that be hard to break and can lead to the poor attendance – If your child thinks that it is okay to be late for school they can soon think it’s okay not to go to school at all! WHAT TO DO IF TOU HAVE A PROBLEM GETTING YOUR CHILD TO SCHOOL ON TIME Talk to your child Talk to the school and ask for help – remember it’s better to get help early on to stop little problems from becoming big ones! Our Lady’s Bishop Eton Primary School to Index Page

SOCIAL MORAL SPIRITUAL and CULTURAL EDUCATION (SMSC) The school uses the national SEAL Programme and links this to the R. E Come and See Programme. In addition to our taught curriculum our children are offered support through the Liverpool Archdiocesan approved scheme ‘Rainbows’. The Rainbows' program helps children who are grieving the loss of a loved one due to death, divorce or separation. Fourteen members of the school staff are trained facilitators who lead peer support groups to encourage children to identify and discuss their feelings. FS AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2 PSE planning File 1 Myself/Welcome Choices Responsibility Right and Wrong Classroom Rules Working collaboratively Feelings Growing from Young to Old How peoples’ needs change Main parts of the body Families/Belonging PSE planning File 1 Birthday Right and Wrong Fair and Unfair Teasing and Bullying Relationships People who help us Waiting PSE planning File 1 Celebrating/Gathering Dealing with feelings positively Setting Goals Needs and Responsibilities Groups and Communities Life of the class Life of the school Local Natural and Built Environments Personal Hygiene Keeping Safe Road Safety Special People/Meals PSE planning File 1 Growing Behaviour that affects other people How to deal with teasing and bullying Achievements Sharing Asking for Help Meeting Others Change PSE planning File 1 Good News/Friends Likes and Dislikes Opinions and Views Keeping Safe Differences and Similarities Family and Friends Holidays/Holy Days PSE planning File 1 Our World Being Positive Self Image Positive Transition What we can achieve Being Sorry Neighbours Y 2 Right and Wrong Fair and Unfair Opinion and Views Rules for Living Healthy, Safer Lifestyles Personal Hygiene Dealing with feelings in a positive way Beginnings/Signs and Symbols Safe Drugs: Medicines Road Safety Teasing and Bullying Choices Responsibilities Dealing with feelings in a positive way Preparations Likes and Dislikes Daily Target Setting The Playground Show and Tell Dealing with feelings in a positive way Money: Different sources and purposes Fund Raising Dealing with feelings in a positive way Thanksgiving/Opportunities Harmful Drugs: Medicines if not used properly Our Environment Dealing with feelings in a positive way Spread the word/Rules Being Positive Self Image Positive Transition What we can achieve Dealing with feelings in a positive way Treasures Y 3 Classroom Rules Consequence of breaking these Aggressive behaviour Traffic Issues/Road Safety Homes Health & Safety and Risk Consequences of actions Playground Conflict Resolution Challenging Stereotypes Promises & Visitors The World of Work Responsibility and Duty Other Faiths Teeth and Healthy Eating Journeys/Listening and Sharing Playground Issues How can I change the Future Making and Breaking Rules More than one way to sort things Giving all Conflict Resolution in the playground Challenging Stereotypes Energy/Choices Being Positive Self Image Positive Transition What we can achieve Special Places Y 4 Racism Teasing and Bullying First Aid People/Called Cause and Effect The other View Values and Customs Gift My Skills My contribution to the future Community/Giving and Receiving Making Decisions Explaining Choices Alternatives Self-discipline Healthy Lifestyles Exercise Hygiene: Bacteria and Viruses New Life/Building Bridges Being Positive Self Image Positive Transition What we can achieve Resisting Pressure God’s People Y 5 Healthy Lifestyles Positive Images Personal Goals Ourselves/Life Choices Nationality Regional, , Religious and Ethnic identities Hope Effective Relationships Mission/Memorial sacrifice Democracy Voluntary and Community Groups Sacrifice Changes in Emotions Feelings and Relationships Transformation/Freedom and Responsibility Being Positive Self Image Positive Transition What we can achieve Stewardship Y 6 Peer Pressure Rules and Responsibilities Loving/Vocation and Commitment Conflict Resolution Other peoples’ experience Expectations Differences Challenges Media Presentation Unity Social and moral Dilemmas The needs of others Death/New Life Puberty Physical and emotional changes Witnesses/Healing Being Positive Self Image Positive Transition What we can achieve Common Good Y 1 Our Lady’s Bishop Eton Primary School to Index Page

P. E AND HEALTHY CHOICES Knowledge & Understanding Our children will know Skills Our children will develop the skills to A range of movement skills The principles underpinning agility, balance and coordination, both as individuals and as team members The rules and strategies associated with a range of competitive invasion games Basic principles suitable for attacking and defending FS Values & Attitudes Our children will Run, jump, throw and catch in isolation and in combination Demonstrate flexibility, strength, technique, control and balance Perform dances using a range of movement patterns Take part in outdoor and adventurous activity challenges both individually and within a team Swim competently, confidently and proficiently over a distance of at least 25 metres using a range of strokes effectively Perform safe self-rescue in different water-based situations Engage in competitive and co-operative physical activities, in a range of increasingly challenging situations and consistently demonstrate resilience and sportsmanship Compare their performances with previous ones and demonstrate a determination to improve to achieve their personal best Y 1 Y 2 Y 3 Y 4 Y 5 Y 6 Aut 1 Dance Circle Games MON PM Games Dance Mon PM Dance Games Tue PM Dance Games Wed PM Gym O. A. A Thurs PM Gym O. A. A Fri PM Swim Fri PM Aut 2 Dance Parachute MON PM Games Dance Mon PM Dance Games Tue PM Dance Games Wed PM Gym O. AA Thurs PM Gym Invasion Games Fri PM Swim Fri PM Spring 1 Gym Skills Games MON PM FM Games Mon PM FM Games Tue PM O. AA Athletics Wed PM Dance Netball Games Thurs PM Swim Fri PM Gym Invasion Games Fri PM Spring 2 Enacting s story Games MON PM FM Games Mon PM FM Games Tue PM O. AA Athletics Wed PM Dance Netball or striking games Thurs PM Swim Fri PM Gym Athletics Fri PM Summer 1 Dance Ongoing Skills MON PM Gym Games Mon PM Games Gym Tue PM Gym Athletics Wed PM Swim Fri PM Athletics Dance Thurs PM Dance O. AA Fri PM Summer 2 Dance Games MON PM Gym Games Mon PM Games Gym Tue PM Gym Games Wed PM Swim Fri PM Games O. A. A Thurs PM Dance Games O. A. A Fri PM Our Lady’s Bishop Eton Primary School to Index Page

PE AND SCHOOL SPORT FUNDING The government is determined to secure a significant and lasting legacy from the very successful 2012 Olympic and Paralympic Games that were held in London. In order to achieve this and improve the provision of PE and sport in primary schools, additional funding has been made available to schools. In our school this amounts to about £ 9, 000. 00 a year. At Our Lady’s Bishop Eton School we believe that sport contributes to the health and well-being of our children and that sporting excellence and participation, alongside strong cultural opportunities, go hand in hand with good academic standards. We also believe that primary school experiences are pivotal to the children’s future perception of physical activity and we are confident that children leave our school equipped to enjoy sport for all its health and social benefits. All children through their PE lessons, which include a competition element at the end of appropriate units, gain the skills, confidence and relevant experience to succeed at their chosen level and discipline. In order to support the continuing development of our provision we have used the Sport Funding to purchase the Bronze membership of the Liverpool Schools Sports Partnership, which alongside our own school actions has enabled us to further develop our provision in the following ways: • To have access to wider competitions – such as the new Sportshall competition. • To pay for professional development opportunities for our staff • To affiliate to Lancashire Cricket Board – which provides high quality cricket coaching to the children in the summer term. This also helps us to identify children to signpost to cricket clubs and allows us to select a cricket team(s) • To attend sport competitions and increase pupils’ participation in school Games • To run sports activities and competitions with other schools. Eg All Year 6 are given the opportunity to play in competitive football matches. • To buy quality assured professional development modules /materials for PE and sport. This year we have purchased a new PE scheme for the Foundation stage and an athletics scheme. • To develop a new School Sports Day format based around the School House system and values. Our Lady’s Bishop Eton Primary School to Index Page

PE CURRICULUM We ensure that all children, from Years 2 -6 receive at least 2 hours per week of high quality well-planned PE which both engages and inspires. (Year 1 currently receive 90 mins a week. Foundation have 50 minutes of a specific PE lesson. ) Over the year each child will participate in games, athletics, dance and gymnastics lessons. Years 3 -6 also participate in Outdoor Adventurous Activities. Please refer to the PE school long term plan on the website for more details of PE lessons taught each term. Opportunities are also planned for swimming in Years 4/5/6 and our aim is that all children leave our school at the end of Year 6 able to swim at least 25 metres. We have achieved a 100% success rate for the last two years. Outdoor and Adventurous activities are also further enhanced with a residential scheduled for Year 6. Additional opportunities for physical activities which support learning e. g. Sponsored whole school events eg Zumbathon, fitness circuit training with a current GB athlete. THE WIDER CURRICULUM PE and sport has a high profile in our school and permeates many aspects of school life. We have Active Lunchtimes when all children have the opportunity to take part in both competitive and skills based P. E activities. Throughout the year we hold themed weeks such as our Shine Week during which our children participate in a wide range of activities and have a ‘taster’ session of a sport or activity that otherwise they may never have tried. We also offer extra opportunities for sporting activities such as ten pin bowling, cycling, tennis (KS 1), wheelchair basketball and we also hold a competitive bleep test for all KS 2 children. During our residential visits, children are given opportunity to participate in many different activities which may include orienteering, assault courses and kayaking. In the summer term we also hold our annual Sports Day in which all children compete in a competitive environment. We also take part in events such as Athletics which provide competitive opportunities for our more able. (Teams are selected on ability after trials. ) Other agencies, for example Lancashire Cricket Club and Liverpool Lacrosse, are used to enhance the variety of activities available and we take full advantage when such opportunities become available. Talented children are signposted to local clubs and events to encourage them to develop their skills. Our school also believes it is important for the children to meet local and national sporting role models. Visitors have included a Commonwealth Games gymnast, a Mountaineer and a current GB athlete will visit us this year. BEYOND THE SCHOOL DAY Our school provides a wide range of extra-curricular clubs for children throughout the year (See Website) which are organised by our teaching staff and/or sports coaches. Children enjoy the opportunity to work with different teachers and have the chance to try many sports such as Lacrosse, Netball, Tennis, Football, Multi-skills, Cricket, Rounders, Athletics, Indoor Athletics, Cross Country, Badminton, Fencing and Judo. . We try to cater for all our children’s needs and so ask the children which clubs they would like to see included during the year. We maintain registers and monitor participation. We enter a wide range of competitions and have had many successes. Our After School provision also provides opportunities for children to access sports and to take part in a range of competitive activities. Our Lady’s Bishop Eton Primary School to Index Page

School Menu Monday ‘Freshly Made Pizza Bar’ Choose from ‘Cheese & Tomato’ ‘Pepperoni’ ‘Ham & Pineapple’ served with fresh potato wedges Tuesday Week 1 Week 2 Week 3 Wednesday Pasta Bake Simply fresh minced beef in a rich tomato and herb sauce combined with pasta and topped with cheese and baked in the oven until golden Sweet & Sour Chicken Braised chicken in a sweet and sour sauce served on a bed of rice or or Vegetable Chow Mein A selection of Pasta in Pesto seasonal Sauce vegetables cooked Pasta cooked in a basil and sundried with onions, tomato pesto garlic, stock and sauce soy sauce then combined with egg noodles Thursday Roast Dinner Choose from home roasted boneless leg of lamb or a Quorn fillet served with Yorkshire pudding, roast potatoes & gravy Friday Fish Fryday Choose from battered cod fillet, breaded cod fillet fingers or salmon bites all served with chips or Vegetable Nuggets Mixed vegetables combined together and coated in breadcrumbs and baked in the oven and served with chips Served with Sweetcorn Broccoli Green Beans Carrot & Swede And Shredded Cabbage Peas and/or Baked Beans Brownies Selection of Ice Cream And for dessert Strawberry Mousse Fruit Sponge Homemade Shortbread Fresh Fruit, Fruit Pots, Yogurt or Cheese & Crackers are available everyday as an alternative to the daily dessert. And finally a drink Freshly made sandwiches, wraps and salad are also available every day. Monday Tuesday Wednesday Lasagne Smothered Choose from either Chicken fresh mince beef or A chicken breast soya mince cooked smothered in with onions, garlic, BBQ sauce and tomatoes and stock topped with and layered cheese, then between pasta baked in the sheets, and topped oven until with a béchamel melted and sauce and baked golden. Served Hotdogs Choose from either until golden. Served with a savoury with garlic bread rice a homemade sausage or a Quorn or or sausage served in a finger roll and with fresh potato Tomato & Basil wedges Salmon & Pasta Broccoli Pasta Tomatoes cooked Salmon fillet, with onions, garlic, broccoli florets basil and stock then and tagliatelle added to pasta, pasta smothered topped with cheese in a creamy and baked in the sauce with garlic oven and served bread with garlic bread Thursday Roast Dinner Choose from home roasted boneless leg of pork or a Quorn fillet served with Yorkshire pudding, roast potatoes and gravy Friday Fish Fryday Choose from battered cod fillet, breaded cod fillet fingers or simply a baked salmon fillet all served with chips or Muffin Omelettes Fresh eggs beaten and seasoned pour into muffin trays and topped with onions, mushrooms and peppers then cheese and baked in the oven until risen and served with chips Served with Baked Beans Andor Homemade Coleslaw Broccoli Mini Corn Cobs Cauliflower And/or Carrot and Swede Peas and/or Baked Beans A Selection of Homemade Cookies Iced Sponge And for dessert Melting Moments Lemon Drizzle Cake Fruit Jelly Fresh Fruit, Fruit Pots, Yogurt or Cheese & Crackers are available everyday as an alternative to the daily dessert. And Finally a drink Freshly made sandwiches, wraps and salad are also available every day. Monday Spaghetti Bolognaise Choose from either fresh minced beef or soya minced cooked with onions, garlic, mushrooms, tomatoes and herbs served on a bed of spaghetti with garlic bread Tuesday Wednesday Home Cooked Gammon A fresh Gammon joint boiled until succulent then sliced thinly and served with new potatoes and a parsley sauce (optional) Chicken Pie Fresh chicken breast and vegetables in a rich gravy and topped with a pastry crust served with New Potatoes Thursday Roast Dinner Choose from home roasted topside of beef or a Quorn fillet or or served with Yorkshire pudding, roast potatoes and Cheese Pie Salmon Pieces gravy A pastry case filled A salmon pieces with eggs, cheese baked in the oven and onion and served with new then baked in the potatoes oven until golden and a parsley and served with sauce (optional) New Potatoes Friday Fish Fryday Choose from battered cod fillet, breaded cod fillet fingers or simply a baked salmon fillet all served with chips or Chicken Burgers A piece of battered chicken par fried then finished off in the oven until golden and served with chips Served with Sautéed Mushrooms And/or Salad Broccoli Cauliflower And/or Carrot and Swede Peas and/or Baked Beans Muffins Marble Cake And for dessert Banana and Chocolate Mousse Pineapple Cake Chocolate Crunch Fresh Fruit, Fruit Pots, Yogurt or Cheese & Crackers are available everyday as an alternative to the daily dessert. And finally a drink Freshly made sandwiches, wraps and salad are also available every day. Our Lady’s Bishop Eton Primary School to Index Page

FOCUS WEEKS Our Values Curriculum includes some annual Focus Weeks and some which are part of a two year cycle. Our Focus Weeks: Compliment our Faith Life, Mission Statement, Aims, Values, Prayer Life, School Council, Eco Council, International Partnerships, Fair Trade, Eco and Sustainable School Status and Partnership with Parents Provide opportunities for creative cross-curricular activities linking Speaking & Listening, English, Maths, Science, Geography, History, Music, Dance, Modern Foreign Languages, Design Technology, Food Technology, PSHE and Cultural Festivals GOING FOR GOLD AS A LEARNER Knowledge & Understanding: Our children will know When and how they learn most effectively When they find something hard to achieve they can use their: Amazing Learning Brain and Brain Cells Left and right brain Different Learning styles -visual, auditory and kinaesthetic Multiple intelligences Need to get into the right learning state Amazing Learning Amazing Memory Skills: Our children will develop the skills of Setting and achieving goals Applying positive personalised learning behaviours in all learning contexts Values & Attitudes: Our children will See themselves as valued individuals who are proud of and can take responsibility for their actions and learning Take responsibility for and contribute to shaping a welcoming, safe and fair learning community for all Become the best learner they can be by keeping on Help others to become the best learner they can be MATHS CHALLENGE WEEK (Alternate Years) Knowledge & Understanding: Our children will know How to accurately apply the maths learnt in class across a range of real life situations Skills: Our children will develop the skills of Applying mathematical strategies to real life situations/problems Working collaboratively to solve problems Values & Attitudes: Our children will A thirst for knowledge Persistence Resilience Determination Accuracy Estimation SCIENCE WEEK (Alternate Years) Knowledge & Understanding: Our children will know How to plan and carry out practical investigations across areas of the curriculum including: Plants, Animals including humans, Everyday materials and their Uses, Properties and Changes of Materials, Seasonal Changes, Living Things and their Habitats, Rocks, Light, Forces and Magnets, States of Matter, Sound, Earth and Space, Electricity, Evolution and Inheritance Skills: Our children will develop the skills of Observing Inferring Measuring Communicating Classifying Predicting Values & Attitudes: Our children will A thirst for knowledge A belief that problems have solutions Awareness of assumptions Loyalty to reality Our Lady’s Bishop Eton Primary School to Index Page

CITIZEN OF THE WORLD & FRIENDS ACROSS THE WORLD WEEK Autumn 2 Term Knowledge & Understanding: Our children will know Better how to care for themselves and others through our promotion of self-discipline, self–control and self– responsibility. Social Justice & Equality: Differences & Diversity Globalisation & Interdependence Sustainable development Peace & Conflict Skills: Our children will develop the skills of Nourishing their own self–esteem and self–respect and that of others. Thinking critically Follow and constructing arguments Co-operation & Conflict Resolution Values & Attitudes: Our children will Dignity, Fairness, Justice, Respect, Courtesy, Tolerance, Teamwork, Trust, Honesty Understand have pride in their own cultural identity Understand cultural differences and how people from other cultures have pride in their cultural identity Have a commitment to Social Justice & Equity, the environment and sustainable development Know that they must challenge injustice & inequality and that they can make a difference STEM WEEK Spring 1 Term WORLD BOOK WEEK Spring 2 Term Knowledge & Understanding: Our children will know That it is important to them, their parents, our school and the future that they develop as literate, confident young people whose love of reading will support their self- confidence, health and well-being and social skills. Skills: Our children will develop the skills of Reading across a range of genres and authors. Values & Attitudes: Our children will Develop a lifelong love of reading for pleasure SHINE WEEK & CAREERS WEEK Summer 2 Term Knowledge & Understanding: Our children will know Skills: Our children will develop the skills of Values & Attitudes: Our children will That it is important to them, their parents, our school and the future that they develop to their full potential Socially, Emotionally, Expressively, Cognitively and Physically Some of the ways in which they can achieve the above. About the world of work and widen their horizons about what can be achieved Understand the practical requirements of the working world so that they can be motivated to improve their English and Maths Socially: Making and working with new friends and connecting with and developing new social groups Emotionally: Developing emotional resilience Expressively: Using language, dance, dramatic play, music and art to share their thoughts and feelings Cognitively: Performing better academically Physically: Achieving Increased activity levels and skill development Making connections between what they learn in class and how it relates to the world of work Recognise their own right to develop to their full potential: : Socially, Emotionally, Expressively, Cognitively and Physically Recognise their responsibility to ensure that all children in our school have the right to develop to their full potential in all of these areas. Be confident and passionate Have a strong work ethic and be self-motivated Develop responsibility, dependability and adaptability Possess a positive attitude Develop honesty and integrity Understand the value of loyalty PGL Knowledge & Understanding: Our children will know That not all learning takes place behind a desk Skills: Our children will develop the skills of Problem solving Risk assessing Using a range of specialist equipment Values & Attitudes: Our children will Aspirations, Self Esteem, Relationships, Self-Awareness, Respect for others, Self-respect. Participation, Communication, Confidence Our Lady’s Bishop Eton Primary School to Index Page

OUR ECO COUNCIL VALUES AND ECO CODE RECYCLING AND COMPOSTING: We recycle, repair, reuse and reduce the amount of waste we produce by: Purchasing seasonal food from local ethical fair trade sources where possible Not wasting food in the Dining Room Using reusable plastic containers for packed lunches and drinks Recycling and composting lunch-time waste where appropriate. Learning about food sources, commodities and global food supplies through Knowledge and Understanding of the World/Science/Geography Reducing and recycling paper waste and by putting our newsletter and policies on the website TRANSPORT AND TRAVEL: We Encourage everyone to walk to school or use public transport where possible: Walk to School Wednesday and WOW badges and Bikeability Encourage parents to set up a ‘walking bus’ Encourage car sharing – where cars are essential and having a ‘park and stride’ scheme Encourage staff to share cars Use transport contractors with “green” credentials Purchasing: We try and buy products and materials that do not harm the environment when they are made or used by: Monitoring our photocopying & printing, buying recycled paper for printing and photocopying and recycling toner and ink cartridges Buying recycled toilet paper and hand towels. Bags 2 Schools Buying Fair Trade tea and coffee. Joining joint purchasing schemes and combining orders to cut down on delivery vehicles Purchasing materials from sustainable sources Re-using and recycle as much material as possible through the use of segregated waste bins and “Waste monitors “What’s in a Waste Bin” Science Project Biodiversity & Looking After Wildlife: We try and increase the biodiversity of our school grounds and limit our impact on nature and wildlife by: having a Wildlife garden, Bird boxes, bat boxes and dormice boxes. Water: We save water by; Encouraging everyone to turn off taps and repairing leaking/dripping taps Using brushes not hoses to clean paved areas Washing paint brushes in buckets not under taps Fitting water displacement devices in toilets where possible Encouraging the kitchen to take care with water Installing flow restrictors/aerators and/or mixers on taps Energy: We aim to lower energy consumption in school and teach children how to save energy by: Monitoring temperatures in occupied buildings (Heating settings 18 c teaching areas: 15 c corridors 21 c low physical activity areas) and un-occupied. Servicing heating plant regularly and keep it in good condition Having insulation in place where appropriate Switching off unnecessary lights: Light Monitors Cleaning windows regularly Having a rolling programme to replace all light fittings with energy friendly LED bulbs, lighting controls and sensors Switching off equipment when not in use and enabling standby features on electronic equipment Replacing monitors with flat screen LCD monitors Cutting down on photo copying/printing Maintaining service agreements on printers, copiers Using Pan lids used in the kitchen where appropriate Minimising fridge freezer door opening in the kitchen Our Lady’s Bishop Eton Primary School to Index Page

Core Curriculum Our Lady’s Bishop Eton Primary School to Index Page

Foundation Year Our Lady’s Bishop Eton Primary School to Index Page

OUR LADYS BISHOP ETON FOUNDATION STAGE Aims: Our Lady’s Bishop Eton Foundation Stage aim to; provide all of our children with an exciting and appropriate programme of learning which builds on previous learning; challenge and develop dispositions to learn; provide the skills and competences needed to succeed in school and in future life. A Unique Child Positive Relationships Child Development Respecting each Other We aim for all of our children to be skilful communicators and competent learners Rigorous induction procedures ensure all children settle happily into our setting, Assessments provided by previous settings are used to support the continuing learning journey of all of our children All assessments are cross referenced against the development matters framework to support all children in their learning journey We ensure that all children are involved in play that is challenging, takes account of their developmental stage and needs and builds on their own interests and experiences Topics stem from the interests of the child and are carefully developed through planned activities and added enhancements to continuous provision Children are taught to understand that people have different needs, views, cultures and beliefs that need to be treated with respect. Circle time is lead each week by the child’s key person, during these sessions a range of issues are openly discussed and the thoughts and views of the children are developed through discussion and opened ended questioning. Puppets are used to develop thoughts and feelings in a non threatening manner A culture of mutual respect is nurtured in our setting, where each individual’s (child and adult) thoughts and feelings are valued. Class rules and expectations are developed with the children We use positive behaviour management strategies to reinforce positive behaviour within our setting Inclusive practice We are a fully inclusive school and work to support the individual needs of all children Play plans are used to support individual children who may need additional support or who may need a further enriched curriculum We work closely with and seek advice and guidance from our SENCo Strong relationships are maintained with outside agencies and implement advice as appropriate. Keeping Safe A stringent Whole School Safeguarding policy is fully implemented in the Foundation Stage All staff receive relevant up to date safe guarding training We regularly review our environment to ensure that it is a safe and secure place for our children Risk assessments are completed and regularly reviewed for each learning base Children are encouraged to safely discover their own boundaries; supported by practitioners to discuss the impacts or consequences of their choices Health and Well Being Physical development is one of the prime areas of development and is developed through all activities in the foundation stage. As one of the prime areas, physical development is observed and commented upon in all learning stories in order to develop a rounded understanding of each child’s physical development and the next steps identified in their learning journey. Children are encouraged to reflect upon their own health and well being through taught activities and continuous provision Opportunities are provided for children to make healthy food choices at snack time Children have equal access to indoor and outdoor continuous provision. Children utilise a large garden area with a range of resources which support gross motor development. A taught Physical Education Lesson is taught in the school hall each week. Strong links are maintained with Parents and the school nurse and health concerns are shared as appropriate Parents as partners Parents and children are invited to a welcome barbeque in the autumn term Parents are welcomed to share information about their child’s development through induction interviews, reading meetings and individual parents evenings Parents are invited to class assemblies and collective worships We operate an open door policy for all parents with staff accessible each morning and after school and through arranged appointments Parents are invited to share their expertise to help us enhance the curriculum for all of our children Learning stories are shared with parents and their responses encouraged, these form part of our on -going assessments of the children Parents are invited to share their child’s successes outside school through informal ‘wow moment’ notes, and home learning stories; these are added to our on-going assessment learning journeys Reading dairies are used to support a two way dialogue of their child’s progress in reading Parents are kept updated about the curriculum, class activities and information through a regular Foundation Stage newsletter Our website is used to update parents about important information and to celebrate the children’s work in Foundation Stage Supporting Learning Assessments from previous settings are used to support our baseline assessment in the first half term Children are actively involved in planning, reviewing and reflecting what they have done; Staff are committed, sensitive, enthusiastic and interact effectively to challenge children’s thinking and learning, using the characteristics of learning as a reference Children are made aware of their progress by receiving positive feedback and suggestions for the next steps in their learning The importance of process-based rather than outcome driven learning is acknowledged Our Lady’s Bishop Eton Primary School to Index Page

Spoken Language Y 1 – Y 6 Pupils are taught to: ✱ Listen and respond appropriately to adults and their peers ✱ Ask relevant questions to extend their understanding and knowledge ✱ Use relevant strategies to build their vocabulary ✱ Articulate and justify answers, arguments and opinions ✱ Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings ✱ Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments ✱ Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas ✱ Speak audibly and fluently with an increasing command of Standard English ✱ Participate in discussions, presentations, performances, role play, improvisations and debates ✱ Gain, maintain and monitor the interest of the listener(s) ✱ Consider and evaluate different viewpoints, attending to and building on the contributions of others ✱ Select and use appropriate registers for effective communication Our Lady’s Bishop Eton Primary School to Index Page

Year 1 Our Lady’s Bishop Eton Primary School to Index Page

YEAR 1 Reading Word Reading Pupils are taught to: Apply phonic knowledge and skills as the route to decode words Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings Read other words of more than one syllable that contain taught GPCs Read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s) Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words Re-read these books to build up their fluency and confidence in word reading. Reading Pupils are taught to: Develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently being encouraged to link what they read or hear read to their own experiences becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics recognising and joining in with predictable phrases learning to appreciate rhymes and poems, and to recite some by heart discussing word meanings, linking new meanings to those already known Understand both the books they can already read accurately and fluently and those they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text makes sense to them as they read and correcting inaccurate reading discussing the significance of the title and events making inferences on the basis of what is being said and done predicting what might happen on the basis of what has been read so far Participate in discussion about what is read to them, taking turns and listening to what others say Explain clearly their understanding of what is read to them. Comprehension Our Lady’s Bishop Eton Primary School to Index Page

Writing Transcription Pupils are taught to: Spell: words containing each of the 40+ phonemes already taught common exception words the days of the week name the letters of the alphabet: naming the letters of the alphabet in order using letter names to distinguish between alternative spellings of the same sound Add prefixes and suffixes: using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs using the prefix un– using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest] Apply simple spelling rules and guidance, as listed in English Appendix 1 Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far. Writing Handwriting Pupils are taught to: Sit correctly at a table, holding a pencil comfortably and correctly Begin to form lower-case letters in the correct direction, starting and finishing in the right place Form capital letters Form digits 0 -9 Understand which letters belong to which handwriting ‘families’ (i. e. letters that are formed in similar ways) and to practise these. Writing Composition Pupils are taught to: Write sentences by: saying out loud what they are going to write about composing a sentence orally before writing it sequencing sentences to form short narratives re-reading what they have written to check that it makes sense Discuss what they have written with the teacher or other pupils Read aloud their writing clearly enough to be heard by their peers and the teacher. Pupils are taught to: Develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words joining words and joining clauses using and beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ learning the grammar for year 1 in English Appendix 2 Use the grammatical terminology in English Appendix 2 in discussing their writing Writing Vocabulary, grammar and punctuation Our Lady’s Bishop Eton Primary School to Index Page

Topic Number and Place Value Autumn Spring Numbers to 50: count forward and backward, read and write in numerals, count in different multiples including 1 s, 2 s, 5 s, 10 s. Read and write 1 – 10 in digits and words. Identify one more and one less. Concrete objects, pictorial representations, number lines. Language of: equal to, more than, less than, fewer than, most, least. Read, write, interpret mathematical Addition statements: and + - = signs. Subtracti Number bonds; related subtraction facts on within 10 Add/subtract 1 -digit and 1 -digit numbers 1 -step problems involving +/-‘ missing number problems X & ÷ Fractions Measures Solve practical problems for lengths and heights, including measuring and recording: long, short, taller, double, half Practical problems for time: quicker, slower, earlier, later Sequence events in chronological order Geometry Other Order and arrange combinations of object and shapes in patterns Summer Number bonds and related subtraction facts within 20 =/- 1 -digit and 2 -digit numbers to 20 1 -step problems involving +/- 2 -digit and 2 -digit numbers to 20 Recognise, find and name: ½ as one of two equal parts of an object, shape or quantity ¼ as one of four equal parts of an object, shape or quantity. Geometry. S hapes Numbers to 100. Read and write numbers 1 - 20 in digits and words. 1 -step problems involving x/÷: concrete objects, pictorial representations, arrays Practical problems of mass/weight: heavy/heavier than, light/lighter than Measure/record weight and time (hours, minutes, seconds) Recognise and know value of coins and notes Dates: days, weeks, months, years Recognise and name common 2 D shapes: rectangles, squares, circles, triangles Recognise and name common 3 D shapes: cuboids, cubes, pyramids, spheres Describe position, directions and movements including half, quarter and three-quarter turns. Practical problems for capacity/volume: full, empty, more than less than, quarter. Measure and record capacity and volume Tell time to hour and half past hour Draw hands on clock to show these time Our Lady’s Bishop Eton Primary School to Index Page

KS 1 Science (Sc 1) National Curriculum 2014 During years 1 and 2, pupils are taught to use ractical scientific methods, processes including: • asking simple questions and recognising that they can be answered in different ways observing closely, using simple equipment performing simple tests identifying and classifying using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions. Year One Plants (Sc 1 1) Sc 1 1. 1 identify and name a variety of common wild and garden plants, including deciduous and evergreen trees Sc 1 1. 2 identify and describe the basic structure of a variety of common flowering plants, including trees. Animals including Humans (Sc 1 2) Sc 1 2. 1 identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals Sc 1 2. 2 identify and name a variety of common animals that are carnivores, herbivores and omnivores. Sc 1 2. 3 describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets) Sc 1 2. 4 identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense. Everyday Materials (Sc 1 3) Sc 1 3. 1 distinguish between an object and the material from which it is made Sc 1 3. 2 identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock describe the simple physical properties of a variety of everyday materials Sc 1 3. 3 compare and group together a variety of everyday materials on the basis of their simple physical properties. Seasonal Changes (Sc 1 4) Sc 1 4. 1 observe changes across the four seasons Sc 1 4. 2 observe and describe weather associated with the seasons and how day length varies. Our Lady’s Bishop Eton Primary School to Index Page

Year 2 Our Lady’s Bishop Eton Primary School to Index Page

YEAR 2 Reading Word Reading Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes Read accurately words of two or more syllables that contain the same graphemes as above Read words containing common suffixes Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation Re-read these books to build up their fluency and confidence in word reading. Reading Develop pleasure in reading, motivation to read, vocabulary and understanding by: Comprehension listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and nonfiction at a level beyond that at which they can read independently discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales being introduced to non-fiction books that are structured in different ways recognising simple recurring literary language in stories and poetry discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear Understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text makes sense to them as they read and correcting inaccurate reading making inferences on the basis of what is being said and done answering and asking questions predicting what might happen on the basis of what has been read so far Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves. Our Lady’s Bishop Eton Primary School to Index Page

Writing Transcription Spell by: segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones learning to spell common exception words learning to spell more words with contracted forms learning the possessive apostrophe (singular) [for example, the girl’s book] distinguishing between homophones and near-homophones Add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly Writing Handwriting Form lower-case letters of the correct size relative to one another Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters Use spacing between words that reflects the size of the letters. Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional) writing about real events writing poetry writing for different purposes Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about writing down ideas and/or key words, including new vocabulary encapsulating what they want to say, sentence by sentence Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly] Read aloud what they have written with appropriate intonation to make the meaning clear. Develop their understanding of the concepts set out in English Appendix 2 by: learning how to use both familiar and new punctuation correctly (see English Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular) Learn how to use: sentences with different forms: statement, question, exclamation, command expanded noun phrases to describe and specify [for example, the blue butterfly] the present and past tenses correctly and consistently including the progressive form subordination (using when, if, that, or because) and co-ordination (using or, and, or but) the grammar for year 2 in English Appendix 2 some features of written Standard English Use and understand the grammatical terminology in English Appendix 2 in discussing their writing. Our Lady’s Bishop Eton Primary School to Index Page Writing Composition Writing Vocabulary, grammar and punctuation

Year 2 Number and Place Value Addition and Subtraction Multiplic ation and Division Autumn Spring Count in steps of 2, 5 from 0; in 10 s from any number Recognise place value in 2 -digit numbers Estimate numbers Compare and order numbers to 100 Read and write numbers to at least 50 in numerals and words Use place value & number facts to solve problems Simple 1 -step problems: concrete objects, pictorial representation, mental and written methods +/- facts to 20 +/- a 2 -digit number and ones Understand addition can be done in any order and that subtraction cannot. X/÷facts for 2 x 10 x tables; recognising odd/even Calculate and record X/÷ statement, using signs Recognise and use inverse relationship: arrays, repeated addition, mental, X/÷ facts Problems in context +/- facts to 20; derive and use related facts to 100 +/- 2 -digit number and tens + 3 1 -digit numbers Use inverse relationship to check calculations and missing number problems +/- 2 2 -digit numbers X/÷ facts for 5 x table Know that multiplication is commutative and division is not Solve 1 -step problems Problems involving X/÷, using materials, arrays, repeated addition, mental methods, X/÷ facts. Measure s Choose/use approp standard units to estimate and measure length/height in any direction (m/cm); measure to nearest approp unit using rulers Compare/order lengths; record results Read relevant scales to nearest numbered unit Recognise/use symbols for £ and pence; combine amounts, add/subtract same units, give change Solve problems Use > < and = signs Fractions Summer Count in steps of 2, 3, 5 from 0; in tens from any number Read and write numbers to at least 100 Recognise, find, name and write: ¼, 2/4, ¾ of a length, shape, set of objects or quantity Write simple fractions eg ½ of 6 = 3 Recognise equivalence of 2 quarters and one half Recognise, find, name and write fractions 1/3 of a shape, length, set of objects, quantity Choose and use approp standard units to estimate o and measure mass (kg/g); temperature ( C) to nearest approp unit on scales and thermometers Compare and order mass; record results Solve money problems (add/subtract) Compare and sequence intervals of time; tell and write time to 5 minutes including quarter past/to hour; draw hands on clock face. As before, this time with capacity (litres/ml) Compare and order volume/capacity and record results using > < and = signs Solve simple problems in practical contexts involving addition and subtraction of money Our Lady’s Bishop Eton Primary School to Index Page

Geometry Shape Identify and describe properties of 2 D shapes including number of sindes Compare and sort common 2 D shapes and everyday objects. Identify and describe properties of 2 D shapes Identify and describe symmetry in a vertical line Identify and describe properties of 3 D shapes – number of edges, vertices and faces Identify 2 D shapes on surface of 3 D shapes eg circle on a cylinder Compare and sort common 3 D shapes and everyday objects Geometry Other Order and arrange combinations of mathematical objects in patterns Use mathematical vocab to describe position, direction, movement eg distinguish between rotation as a turn and in terms of right angles for quarter, half and three-quarter turn (clockwise/anticlockwise) and movement in a straight line. Data Interpret and construct simple pictograms, tally charts, simple tables Ask/answer questions; count objects in each category; sort by quantity Total and compare categorical data Interpret and construct simple block diagrams Ask and answer questions about totalling and compare categorical data Our Lady’s Bishop Eton Primary School to Index Page

KS 1 Science (Sc 1) National Curriculum 2014 Children will be taught practical scientific methods, processes and skills through the teaching of the programme of study content: • asking simple questions and recognising that they can be answered in different ways observing closely, using simple equipment performing simple tests identifying and classifying using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions. Year Two Living Things and Their habitats (Sc 1 5) Sc 1 5. 1 explore and compare the differences between things that are living, dead, and things that have never been alive Sc 1 5. 2 identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other Sc 1 5. 3 identify and name a variety of plants and animals in their habitats, including micro-habitats Sc 1 5. 4 describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food. Plants (Sc 1 6) Sc 1 6. 1 observe and describe how seeds and bulbs grow into mature plants Sc 1 6. 2 find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. Animals Including Humans (Sc 1 7) Sc 1 7. 2 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) Sc 1 7. 3 describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene. Sc 1 7. 1 Uses of everyday Materials (Sc 1 8) Sc 1 8. 1 Sc 1 8. 2 identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. Our Lady’s Bishop Eton Primary School to Index Page

Lower KS 2 Year 3 & Year 4 Our Lady’s Bishop Eton Primary School to Index Page

Lower Key Stage 2: Y 3 & Y 4 Reading Word Reading Pupils are taught to: Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. Reading Comprehension Pupils are taught to: Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry [for example, free verse, narrative poetry] Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than one paragraph and summarising these identifying how language, structure, and presentation contribute to meaning Retrieve and record information from non-fiction Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say Our Lady’s Bishop Eton Primary School to Index Page

Writing Transcription Spelling (see English Appendix 1) Pupils are taught to: Use further prefixes and suffixes and understand how to add them (English Appendix 1) Spell further homophones Spell words that are often misspelt (English Appendix 1) Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s] Use the first two or three letters of a word to check its spelling in a dictionary Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. Writing Handwriting Pupils are taught to: Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch. Pupils are taught to: Plan their writing by: discussing writing similar to that which they are planning to write in order to understand learn from its structure, vocabulary and grammar discussing and recording ideas Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) organising paragraphs around a theme in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices [for example, headings and sub-headings] Evaluate and edit by: assessing the effectiveness of their own and others’ writing and suggesting improvements proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences Proof-read for spelling and punctuation errors Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear. Writing Composition Writing Vocabulary, grammar and punctuation Pupils are taught to: develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although using the present perfect form of verbs in contrast to the past tense choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition using conjunctions, adverbs and prepositions to express time and cause using fronted adverbials learning the grammar for years 3 and 4 in English Appendix 2 indicate grammatical and other features by: using commas after fronted adverbials indicating possession by using the possessive apostrophe with plural nouns using and punctuating direct speech use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading. Our Lady’s Bishop Eton Primary School to Index Page

Topic Number and Place Value and Rounding Multiplication and Division Fractions Measures Spring Summer Count from 0 in multiples of 4 Identify, represent and estimate numbers using different representations (ie weight) Write numbers to at least 1000 in numerals and words Solve number problems and practical problems Add/subtract numbers mentally: 3 -digit number and ones; 3 -digit number and tens Estimate answers; use inverse to check Solve problems including more complex +/- Add/subtract numbers mentally: 3 -digit number and hundreds Solve problems Recall and use x/÷ facts for 4 x and 8 x tables Solve problems including integer scaling problems Solve problems involving multiplication and division and correspondence problems where n objects are connected to m objects. Recall and use x/÷ facts for 3 x table Write and calculate mathematical statements for mult/division, using known tables, including for 2 -digit x 1 -digit numbers, using mental and progressing to efficient written methods Solve problems Count up and down in tenths Recognise, find, write fractions of set of objects Unit fractions with small denominators Solve problems Unit fractions and non-unit fractions with small denominators Use fractions as numbers Recognise and show equivalent fractions with diagrams Solve problems Add and subtract fractions with same denominator within 1 whole Compare and order unit fractions with same denominator Solve problems Measure, compare, +/- lengths (m, cm, mm) Measure perimeter of simple 2 D shapes +/- money to given change Tell and write time from analogue 12 -hour clock Estimate and read time to nearest minute; record in seconds, minutes, hours, and o’clock Use am, pm, morning, afternoon, midnight Measure, compare, add and subtract mass (kg/g) Tell and write time from 24 -hour clock Know number of seconds in minute, days in months, (leap) year Compare durations of events Measure, compare, +/- volume and capacity (litres/ml) Tell and write time from analogue clock including using Roman numerals from l to Xll Draw 2 D shapes and describe them with increasing accuracy Identify horizontal, vertical, perpendicular and parallel lines in relation to other lines Make 3 D shapes using modelling materials Recognise 3 D shapes in different orientations and describe them with increasing accuracy Recognise angles as a property of shape and associate angles with turning Identify right angles; recognise that 2 make a half-turn, 3 a ¾ turn and 4 a full turn; identify angles as greater or less than a right angle Addition and Subtraction Autumn Count in multiples of 50, 100; find 10 or 100 more or less than given number Recognise place value in 3 -digit numbers Compare and order numbers to 1000 Identify, represent, estimate numbers using different representations (ie length and money) Read numbers to at least 1000 in numerals &words Solve number problems and practical problems Geometry: properties of shapes Geometry: position, direction, motion Data Interpret and present data using pictograms and tables Solve 1 -step and 2 -step problems using info in scaled pictograms and tables Count from 0 in multiples of 8 Identify, represent and estimate numbers using different representations (ie capacity) Solve number problems Add and subtract numbers mentally Add/subtract numbers with up to 3 digits, using the efficient written methods of columnar addition and subtraction Solve problems Interpret and present data in bar charts Solve problems using info presented in scaled bar charts Our Lady’s Bishop Eton Primary School to Index Page

Lower KS 2 Science (Sc. L 2) National Curriculum 2014 During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: asking relevant questions and using different types of scientific enquiries to answer them setting up simple practical enquiries, comparative and fair tests making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers gathering, recording, classifying and presenting data in a variety of ways to help in answering questions recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings. Sc. L 2 1. 1 Sc. L 2 1. 2 Sc. L 2 1. 3 Sc. L 2 1. 4 Sc. L 2 1. 5 Year Three Plants (Sc. L 2 1) identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant investigate the way in which water is transported within plants explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers Animals including Humans (Sc. L 2 2) identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat Sc. L 2 2. 2 identify that humans and some other animals have skeletons and muscles for support, protection and movement. Sc. L 2 3. 1 Sc. L 2 2. 1 Sc. L 2 3. 2 Sc. L 2 3. 3 Sc. L 2 4. 1 Sc. L 2 4. 2 Sc. L 2 4. 3 Sc. L 2 4. 4 Sc. L 2 4. 5 Sc. L 2 5. 1 Sc. L 2 5. 2 Sc. L 2 5. 3 Sc. L 2 5. 4 Sc. L 2 5. 5 Sc. L 2 5. 6 Rocks (Sc. L 2 3) compare and group together different kinds of rocks on the basis of their appearance and simple physical properties describe in simple terms how fossils are formed when things that have lived are trapped within rock recognise that soils are made from rocks and organic matter. Light (Sc 1 4) recognise that they need light in order to see things and that dark is the absence of light notice that light is reflected from surfaces recognise that light from the sun can be dangerous and that there are ways to protect their eyes recognise that shadows are formed when the light from a light source is blocked by a solid object find patterns in the way that the size of shadows change. Forces and Magnets (Sc. L 2 5) compare how things move on different surfaces notice that some forces need contact between two objects, but magnetic forces can act at a distance observe how magnets attract or repel each other and attract some materials and not others compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials describe magnets as having two poles predict whether two magnets will attract or repel each other, depending on which poles are facing. Our Lady’s Bishop Eton Primary School to Index Page

Lower Key Stage 2: Y 3 & Y 4 Reading Word Reading Pupils are taught to: Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. Reading Comprehension Pupils are taught to: Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry [for example, free verse, narrative poetry] Understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than one paragraph and summarising these identifying how language, structure, and presentation contribute to meaning Retrieve and record information from non-fiction Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say Our Lady’s Bishop Eton Primary School to Index Page

Writing Transcription Spelling (see English Appendix 1) Pupils are taught to: Use further prefixes and suffixes and understand how to add them (English Appendix 1) Spell further homophones Spell words that are often misspelt (English Appendix 1) Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s] Use the first two or three letters of a word to check its spelling in a dictionary Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. Writing Handwriting Pupils are taught to: Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch. Writing Composition Pupils are taught to: Plan their writing by: discussing writing similar to that which they are planning to write in order to understand learn from its structure, vocabulary and grammar discussing and recording ideas Draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) organising paragraphs around a theme in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices [for example, headings and sub-headings] Evaluate and edit by: assessing the effectiveness of their own and others’ writing and suggesting improvements proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences Proof-read for spelling and punctuation errors Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear. Pupils are taught to: Writing Vocabulary, grammar develop their understanding of the concepts set out in English Appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although and punctuation using the present perfect form of verbs in contrast to the past tense choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition using conjunctions, adverbs and prepositions to express time and cause using fronted adverbials learning the grammar for years 3 and 4 in English Appendix 2 indicate grammatical and other features by: using commas after fronted adverbials indicating possession by using the possessive apostrophe with plural nouns using and punctuating direct speech use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading. Our Lady’s Bishop Eton Primary School to Index Page

Topic Number and Place Value and Rounding Autumn Addition and Subtraction Multiplication and Division Fractions Decimals and fractions Measures Spring Count backwards through 0 to include negative numbers Order and compare numbers beyond 1000 Round any number to nearest 10, 100 or 1000 Solve number and practical problems involving all of the above Solve problems as before Read Roman numerals to 100 (l to C) Understand how, over time, the numeral system changed to include the concept of zero and place value +/- numbers with up to 4 digits using the efficient written methods of columnar addition/sub where appropriate +/- 2 -step problems in contexts, deciding which operations to use and why Estimate and use inverse operations to check calculations Solve problems as before Recall and use x/÷ for 6 x and 9 x tables. Multiply and divide mentally, including x 0 and x 1; ÷ 1. Multiply and divide 2 -digit and 3 -digit numbers by 1 digit number using formal written layout Solve problems involving multiplying and adding, including the distributive law Recall x/÷ facts for tables to 12 x 12 Solve problems involving multiplying and adding, including using the distributive law and harder multiplication problems such as where n objects are connected to m objects. Recall and use x/÷ facts for 7 x table Use place value and known/derived facts to multiply 3 numbers Recognise and use factor pairs and commutativity in mental calculations Solve problems as before Count up and down in 100 ths; recognise these arise when dividing an object by 10 and 10 ths by 10. Solve problems involving harder fractions to calculate quantities, and fractions to divide quantities Identify, name, write equivalent fractions of a given fraction, including tenths and hundredths Solve problems as Autumn, including non-unit fractions where the answer is a whole number Add and subtract fractions with the same denominator Summer Count in multiples of 6, 7, 9, 25, 1000 Find 1000 more or less than a given number Recognise place value in 4 -digit numbers Identify, represent and estimate numbers using different representations (eg length) Solve problems with increasing large positive nos. Recognise and write decimal equivalents of any number of tenths or hundredths; of ¼, ½, ¾ Find effect of dividing a 1 -or 2 -digit number by 10/100 Identify value of digits in answers as U, t and h Solve measure and money problems involving fractions and decimals to 2 decimal places Convert between different units of measure Measure and calculate perimeter of rectilinear shape including squares in cm and metres Solve problems involving conversion of time units Find area of rectilinear shapes by counting Estimate, compare, calculate different measures Solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days Round decimals with 1 place to nearest whole Compare numbers with the same number of decimal places to 2 decimal places Solve problems as before Read, write and convert time between analogue and digital and 24 -hour clocks Solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days Geometry: properties of shapes Compare and classify geometric shapes, including quadrilaterals & triangles, based on properties & sizes Identify acute and obtuse angles Compare and order angles up to 2 right angles by size Identify lines of symmetry in 2 D shapes in different orientations Complete a simple symmetric figure with respect to a specific line of symmetry Geometry: position, direction, motion Describe positions on a 2 D grid as coordinates in the first quadrant Describe movements between positions as translations of a given unit to the left/right and up/down. Plot specified points and draw sides to complete a given polygon Data Interpret and present discrete data using bar charts Solve comparison, sum and difference problems using info presented in bar charts, pictograms, tables Interpret and present continuous data using line graphs Solve comparison, sum and difference problems using info presented in bar charts, pictograms, tables & simple line graphs Our Lady’s Bishop Eton Primary School to Index Page

Lower KS 2 Science (Sc. L 2) National Curriculum 2014 During years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: asking relevant questions and using different types of scientific enquiries to answer them setting up simple practical enquiries, comparative and fair tests making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers gathering, recording, classifying and presenting data in a variety of ways to help in answering questions recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions identifying differences, similarities or changes related to simple scientific ideas and processes using straightforward scientific evidence to answer questions or to support their findings. Year Four Living things and their habitats (Sc. L 2 6) recognise that living things can be grouped in a variety of ways Sc. L 2 6. 2 Sc. L 2 6. 3 recognise that environments can change and that this can sometimes pose dangers to living things. Sc. L 2 7. 1 Animals including Humans (Sc. L 2 7) describe the simple functions of the basic parts of the digestive system in humans Sc. L 2 7. 2 identify the different types of teeth in humans and their simple functions Sc. L 2 7. 3 construct and interpret a variety of food chains, identifying producers, predators and prey. Sc. L 2 8. 1 compare and group materials together, according to whether they are solids, liquids or gases Sc. L 2 8. 2 observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Sc. L 2 8. 3 identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. Sc. L 2 9. 1 identify how sounds are made, associating some of them with something vibrating Sc. L 2 9. 2 recognise that vibrations from sounds travel through a medium to the ear Sc. L 2 9. 3 find patterns between the pitch of a sound and features of the object that produced it Sc. L 2 9. 4 find patterns between the volume of a sound and the strength of the vibrations that produced it Sc. L 2 9. 5 recognise that sounds get fainter as the distance from the sound source increases. Sc. L 2 10. 1 Sc. L 2 10. 2 Sc. L 2 10. 3 Sc. L 2 10. 4 identify common appliances that run on electricity construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Sc. L 2 10. 5 recognise some common conductors and insulators, and associate metals with being good conductors. Sc. L 2 10. 6 identify common appliances that run on electricity Sc. L 2 6. 1 explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment States of matter (Sc. L 2 8) Sound (Sc 1 9) Forces and Magnets (Sc. L 2 10) Our Lady’s Bishop Eton Primary School to Index Page

Upper Key Stage 2: Y 5 & Y 6 Spoken Language Y 1 – Y 6 Pupils are taught to: Listen and respond appropriately to adults and their peers Ask relevant questions to extend their understanding and knowledge Use relevant strategies to build their vocabulary Articulate and justify answers, arguments and opinions Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas Speak audibly and fluently with an increasing command of Standard English Participate in discussions, presentations, performances, role play, improvisations and debates Gain, maintain and monitor the interest of the listener(s) Consider and evaluate different viewpoints, attending to and building on the contributions of others Select and use appropriate registers for effective communication. Reading Word Reading Pupils are taught to: apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet. Pupils are taught to: Maintain positive attitudes to reading and understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions Reading Comprehension recommending books that they have read to their peers, giving reasons for their choices identifying and discussing themes and conventions in and across a wide range of writing making comparisons within and across books learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience Understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context asking questions to improve their understanding drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas identifying how language, structure and presentation contribute to meaning Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader Distinguish between statements of fact and opinion Retrieve, record and present information from non-fiction Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary Provide reasoned justifications for their views. Our Lady’s Bishop Eton Primary School to Index Page

Upper KS 2 Year 5 & Year 6 Our Lady’s Bishop Eton Primary School to Index Page

Writing Transcription Spelling (see English Appendix 1) Pupils are taught to: use further prefixes and suffixes and understand the guidance for adding them spell some words with ‘silent’ letters [for example, knight, psalm, solemn] continue to distinguish between homophones and other words which are often confused use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1 use dictionaries to check the spelling and meaning of words use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary use a thesaurus. Writing Handwriting Pupils are taught to: Write legibly, fluently and with increasing speed by: Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters Choosing the writing implement that is best suited for a task. Writing Composition Pupils are taught to: Plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own noting and developing initial ideas, drawing on reading and research where necessary in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action précising longer passages using a wide range of devices to build cohesion within and across paragraphs using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Evaluate and edit by: assessing the effectiveness of their own and others’ writing proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning ensuring the consistent and correct use of tense throughout a piece of writing ensuring correct subject and verb agreement when usingular and plural, distinguishing between the language of speech and writing and choosing the appropriate register Proof-read for spelling and punctuation errors Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. Writing Vocabulary, grammar and punctuation Pupils are taught to: Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate formal speech and writing, including subjunctive forms using passive verbs to affect the presentation of information in a sentence using the perfect form of verbs to mark relationships of time and cause using expanded noun phrases to convey complicated information concisely using modal verbs or adverbs to indicate degrees of possibility using relative clauses beginning with who, which, where, when, whose, that or with an implied (i. e. omitted) relative pronoun learning the grammar for years 5 and 6 in English Appendix 2 Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing using hyphens to avoid ambiguity using brackets, dashes or commas to indicate parenthesis using semi-colons, colons or dashes to mark boundaries between independent clauses using a colon to introduce a list punctuating bullet points consistently Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading. Our Lady’s Bishop Eton Primary School to Index Page

Topic Autumn Number, Place Value, Approximation and Estimation Addition and Subtraction Multiplication and Division Spring Read, write, order numbers to at least 1 000; determine value of each digit Count forwards/backwards in steps of powers of 10 Round any number up to 1 000 to nearest 10, 1000, 10 000 and 100 000 Solve number/practical problems involving all these +/- whole numbers with more than 4 digits, including using efficient written columnar methods +/- mentally with increasingly large numbers Use rounding to check answers & determine accuracy Solve multi-step problems in context As Autumn Identify multiples and factors; find all factor pairs Solve x/÷ problems decomposing large nos to factors Multiply nos to 4 -digits by a 1 - or 2 -digit number using efficient written method, including long multiplication for 2 -digit numbers x/÷ mentally drawing on known facts x/÷ decimals and whole numbers by 10, 1000 Solve problems involving all operations Solve problems involving scaling by simple fractions and problems involving simple rates. Summer Interpret negative numbers in context, count forwards/backward with positive and negative numbers through zero Solve problems as before Read Roman numerals to 1000 (M) and recognise years written in Roman numerals Solve problems as before As Autumn Know and use vocabulary of prime numbers, prime factors and composite (non-prime) numbers. Use efficient method of short division Interpret remainders in context Recognise and use squared numbers and notation for squared Solve problems as before Recognise and use cube numbers, and the notation for cubed Solve problems as before Fractions Compare and order fractions where denominators are all multiples of the same number Recognise mixed numbers and improper fractions; convert +/- fractions with same denominator and related fraction; record as mathematical statements with mixed numbers Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams Decimals and fractions Read and write decimal numbers as fractions Recognise and use thousandths; relate to equivalents Solve problems involving number to 3 decimal places Read, write, order, compare numbers to 3 decimal places Solve problems as before Round decimals with 2 decimal places to nearest whole and to 1 decimal place Solve problems as before Recognise the per cent symbol; relate to number of parts in 100 Write percentages as fractions with denom 100, & as decimals Solve problems involving percentage and decimal equivalents of ½ ¼ 1/5 2/5 4/5 & those with denominator of multiple of 10 or 25 Solve problems as before Calculate and compare area of squares and rectangles; estimate area of irregular shapes Solve problems as before Convert between units of measure Measure and calculate perimeter of composite rectilinear shapes in cm and metres Solve problems converting between units of time Solve problems +/- of units of measure: dec notation Basic equivalences between metric and imperial units Recognise and estimate volume and capacity, using 1 cm 3 blocks to build cubes and cuboids Solve problems as before Geometry: properties of shapes Identify 3 D shapes from 2 D representations State and use properties of rectangles to deduce related facts Estimate, measure, compare and draw angles Identify range of angles eg at point, on straight line, reflex Draw shapes with given dimensions and angles Distinguish between regular and irregular polygons based on reasoning about equal sides and angles Geometry: position, direction, motion Identify, describe and represent position of shape following a translation Data Identify, describe, represent position of shape following reflection Complete, read and interpret info in tables including timetables Solve comparison, sum and difference problems using information presented in line graphs Percentages, decimals and fractions Measures Our Lady’s Bishop Eton Primary School to Index Page

Upper KS 2 Science (Sc. U 2) National Curriculum 2014 During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments. Year Five Living things and their habitats (Sc. U 2 11) Sc. U 2 11. 1 describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird Sc. U 2 11. 2 describe the life process of reproduction in some plants and animals. Sc. U 2 12. 1 describe the changes as humans develop to old age. compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets Sc. U 2 13. 2 know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution Sc. U 2 13. 3 use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating Sc. U 2 13. 4 give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic Sc. U 2 13. 5 demonstrate that dissolving, mixing and changes of state are reversible changes Sc. U 2 13. 6 explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible , including changes associated with burning and the action of acid on bicarbonate of soda. Animals including Humans (Sc. U 2 12) Properties and Changes of Material (Sc. U 2 13) Sc. U 2 13. 1 Earth and Space (Sc. U 2 14) Sc. U 2 14. 1 describe the movement of the Earth, and other planets, relative to the Sun in the solar system Sc. U 2 14. 2 describe the movement of the Moon relative to the Earth Sc. U 2 14. 3 describe the Sun, Earth and Moon as approximately spherical bodies Sc. U 2 14. 4 use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky. Forces (Sc. U 2 15) Sc. U 2 15. 1 explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object Sc. U 2 15. 2 identify the effects of air resistance, water resistance and friction, that act between moving surfaces Sc. U 2 15. 3 recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. Our Lady’s Bishop Eton Primary School to Index Page

Upper Key Stage 2: Y 5 & Y 6 Spoken Language Y 1 – Y 6 Pupils are taught to: Listen and respond appropriately to adults and their peers Ask relevant questions to extend their understanding and knowledge Use relevant strategies to build their vocabulary Articulate and justify answers, arguments and opinions Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas Speak audibly and fluently with an increasing command of Standard English Participate in discussions, presentations, performances, role play, improvisations and debates Gain, maintain and monitor the interest of the listener(s) Consider and evaluate different viewpoints, attending to and building on the contributions of others Select and use appropriate registers for effective communication. Reading Word Reading Pupils are taught to: apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet. Reading Pupils are taught to: Maintain positive attitudes to reading and understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions Comprehension recommending books that they have read to their peers, giving reasons for their choices identifying and discussing themes and conventions in and across a wide range of writing making comparisons within and across books learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience Understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context asking questions to improve their understanding drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas identifying how language, structure and presentation contribute to meaning Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader Distinguish between statements of fact and opinion Retrieve, record and present information from non-fiction Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary Provide reasoned justifications for their views. Our Lady’s Bishop Eton Primary School to Index Page

Writing Transcription Spelling (see English Appendix 1) Pupils are taught to: use further prefixes and suffixes and understand the guidance for adding them spell some words with ‘silent’ letters [for example, knight, psalm, solemn] continue to distinguish between homophones and other words which are often confused use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1 use dictionaries to check the spelling and meaning of words use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary use a thesaurus. Writing Handwriting Pupils are taught to: Write legibly, fluently and with increasing speed by: Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters Choosing the writing implement that is best suited for a task. Writing Composition Pupils are taught to: Plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own noting and developing initial ideas, drawing on reading and research where necessary in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action précising longer passages using a wide range of devices to build cohesion within and across paragraphs using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Evaluate and edit by: assessing the effectiveness of their own and others’ writing proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning ensuring the consistent and correct use of tense throughout a piece of writing ensuring correct subject and verb agreement when usingular and plural, distinguishing between the language of speech and writing and choosing the appropriate register Proof-read for spelling and punctuation errors Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. Writing Vocabulary, grammar and punctuation Pupils are taught to: Develop their understanding of the concepts set out in English Appendix 2 by: recognising vocabulary and structures that are appropriate formal speech and writing, including subjunctive forms using passive verbs to affect the presentation of information in a sentence using the perfect form of verbs to mark relationships of time and cause using expanded noun phrases to convey complicated information concisely using modal verbs or adverbs to indicate degrees of possibility using relative clauses beginning with who, which, where, when, whose, that or with an implied (i. e. omitted) relative pronoun learning the grammar for years 5 and 6 in English Appendix 2 Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing using hyphens to avoid ambiguity using brackets, dashes or commas to indicate parenthesis using semi-colons, colons or dashes to mark boundaries between independent clauses using a colon to introduce a list punctuating bullet points consistently Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading. Our Lady’s Bishop Eton Primary School to Index Page

Topic Autumn Number, Place Value, Approximation and Estimation Spring Summer Read, write, order, compare numbers to 10 000 Determine value of each digit Solve number problems involving these Round any whole number to required degree of accuracy Use negative numbers in context; calculate intervals across zero Solve number problems as before Multiply multi-digit numbers to 4 digits by a 2 -digit whole number using efficient method of long multiplication Perform mental calculations with mixed operations and large numbers Identify common factors, common multiples and prime numbers Use knowledge of order of operations to calculate Solve +/- multi-step problems in context Solve problems involving all 4 operations Use estimation to check answers and determine levels of accuracy in context of problem Divide numbers to 4 -digits by 2 -digit whole number using efficient written method of long division Interpret remainders as wholes, fractions or rounding in context Mental calculations with large number and mixed operations Problem solving as Autumn Problem solving as before Use common factors to simplify fractions; common multiples to express fractions in same denomination Compare and order fractions Associate fraction with division to calculate decimal fraction equivalents +/- fractions with different denominators and mixed numbers using equivalent fractions Multiply simple pairs of proper fractions Divide proper fractions by whole numbers Identify place value to 3 decimal places; x/÷ numbers by 10, 1000 to 3 decimal place answers Multiply 1 -digit numbers to 2 dp by whole numbers Solve problems; round to specified degree of accuracy Use written division methods where answer has 2 decimal places Solve problems as in Autumn Solve problems as Autumn Solve problems involving calculation of percentages of whole numbers or measures; use % to compare Use equivalences between fractions, decimals and % Ratio and Proportion Solve problems involving relative size of 2 quantities Solve problems involving unequal sharing/grouping Problem solving as Autumn Solve problems as Autumn Algebra Express missing number problems algebraically Find pairs of numbers satisfying number sentences with two unknowns Generate and describe linear number sequences Use simple formulae expressed in words Find pairs of numbers as in Autumn As Spring/Autumn Measures Solve problems involving conversions, to 3 dec places Convert between standard units to 3 decimal places Recognise shapes with same areas can have different perimeters Calculate area of parallelograms and triangles Use formulae for area and volume of shapes Convert between miles and km Calculate, estimate and compare volume of cuboids Extend to other units eg mm 3 and km 3 Geometry: properties of shapes Recognise, describe & build 3 D shapes, including nets Compare and classify shapes; find missing angles Illustrate/name parts of circles – radius, circumference, diameter Find unknown angles at a point, on a line, and vertically opposite Geometry: position, direction, motion Describe positions in all 4 quadrants Draw/translate shapes on coordinate plane; reflect in the axes Data Interpret/construct pie charts & line graphs Calculate/interpret mean as an average Solve problems involving pie charts and line graphs As before Addition, Subtraction, Multiplication and Division Fractions Decimals and fractions Percentages, decimals and fractions Our Lady’s Bishop Eton Primary School to Index Page

Upper KS 2 Science (Sc. U 2) National Curriculum 2014 During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs using test results to make predictions to set up further comparative and fair tests reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations identifying scientific evidence that has been used to support or refute ideas or arguments. Sc. U 2 16. 1 Year Five Living things and their habitats (Sc. U 2 16) describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals Sc. U 2 16. 2 give reasons for classifying plants and animals based on specific characteristics. Sc. U 2 17. 1 identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood Sc. U 2 17. 2 recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Sc. U 2 17. 3 describe the ways in which nutrients and water are transported within animals, including humans. recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago Sc. U 2 18. 2 recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents Sc. U 2 18. 3 identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. Sc. U 2 19. 2 recognise that light appears to travel in straight lines use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye Sc. U 2 19. 3 explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes Sc. U 2 19. 4 use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them. Sc. U 2 20. 1 associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches use recognised symbols when representing a simple circuit in a diagram. Animals including Humans (Sc. U 2 17) Evolution and inheritance (Sc. U 2 18) Sc. U 2 18. 1 Light (Sc. U 2 19) Sc. U 2 19. 1 Electricity (Sc. U 2 20) Sc. U 2 20. 2 Sc. U 2 20. 3 Our Lady’s Bishop Eton Primary School to Index Page

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Art and Design National Curriculum 2014 The national curriculum for art and design aims to ensure that all pupils: produce creative work, exploring their ideas and recording their experiences become proficient in drawing, painting, sculpture and other art, craft and design techniques evaluate and analyse creative works using the language of art, craft and design know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. Key Stage One AD 1 1 Use a range of materials creatively to design and make products AD 1 2 Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination AD 1 3 Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space AD 1 4 About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. Key Stage Two Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. AD 2 5 Create sketch books to record their observations and use them to review and revisit ideas AD 2 6 Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] AD 2 7 About great artists, architects and designers in history. Our Lady’s Bishop Eton Primary School to Index Page

ART KEY SKILLS KEY STAGE ONE KEY STAGE TWO Record from first-hand observation, experience and imagination, and explore ideas Record from experience and imagination, to select and record from first-hand observation and to explore ideas for different purposes Ask and answer questions about starting points and developed ideas Question and make thoughtful observations about starting points and select ideas to use in their work Investigate the possibilities of a range of materials and processes Collect visual and other information to help develop ideas, including using a sketchbook. Try out tools and techniques and apply these to materials and processes, including drawing Investigate and combine visual and tactile qualities of materials and processes and to match these qualities to the purpose of the work Represent observations, ideas and feelings, and design and make images and artefacts. Apply experience of materials and processes, including drawing, developing their control of tools and techniques Review what they and others have done and say what they think and feel about it Use a variety of methods and approaches to communicate observations, ideas and feelings Identify what they might change in their current work or develop in their future work. Compare ideas, methods and approaches in their own and others' work and say what they think and feel about them Use visual and tactile elements, including colour, pattern and texture, line and tone, Adapt their work according to their views and describe how they might develop it shape, form and space further Have an understanding of materials and processes used in making art, craft and design Use visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space, and combine and organise these for different purposes Understand differences and similarities in the work of artists, craftspeople and designers in different times and cultures Have an understanding of materials and processes used in art, craft and design and how these can be matched to ideas and intentions Understand the roles and purposes of artists, craftspeople and designers working in different times and cultures [for example, Western Europe and the wider world]. Our Lady’s Bishop Eton Primary School to Index Page

Computing National Curriculum 2014 The national curriculum for computing aims to ensure that all pupils: can understand 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. Key Stage One C 1 1 Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions C 1 2 C 1 3 Create and debug simple programs Use logical reasoning to predict the behaviour of simple programs C 1 4 Use technology purposefully to create, organise, store, manipulate and retrieve digital content C 1 5 Recognise common uses of information technology beyond school C 1 6 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 Two C 2 7 Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts C 2 8 Use sequence, selection, and repetition in programs; work with variables and various forms of input and output C 2 9 Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs C 2 10 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 C 2 11 Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content C 2 12 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 C 2 13 Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. Our Lady’s Bishop Eton Primary School to Index Page

COMPUTING KEY SKILLS KEY STAGE ONE KEY STAGE TWO Gather information from a variety of sources Talk about what information they need and how they can find and use it Enter and store information in a variety of forms Prepare information for development using ICT, including selecting suitable sources, finding information, classifying it and checking it for accuracy Retrieve information that has been stored Interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions. Use text, tables, images and sound to develop their ideas Develop and refine ideas by bringing together, organising and reorganising text, tables, images and sound as appropriate Select from and add to information they have retrieved for particular purposes Create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them Plan and give instructions to make things happen Use simulations and explore models in order to answer 'What if. . . ? ' questions, to investigate and evaluate the effect of changing values and to identify patterns and relationships Try things out and explore what happens in real and imaginary situations Share and exchange information in a variety of forms, including e-mail Share their ideas by presenting information in a variety of forms Be sensitive to the needs of the audience and think carefully about the content and quality when communicating information Present their completed work effectively Review what they have done to help them develop their ideas Describe the effects of their actions e. g Bee. Bot Talk about what they might change in future work. Our Lady’s Bishop Eton Primary School to Index Page

Design and Technology National Curriculum 2014 The national curriculum for design and technology aims to ensure that all pupils: develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users critique, evaluate and test their ideas and products and the work of others understand apply the principles of nutrition and learn how to cook. Key Stage One Design (DT 1 1) DT 1 1. 1 Design purposeful, functional, appealing products for themselves and other users based on design criteria DT 1 1. 2 Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make (DT 1 2) DT 1 2. 1 Select from and use a range of tools and equipment to perform practical tasks DT 1 2. 2 Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Evaluate (DT 1 3) DT 1 3. 1 Explore and evaluate a range of existing products DT 1 3. 2 Evaluate their ideas and products against design criteria Technical Knowledge (DT 1 4) DT 1 4. 1 Build structures, exploring how they can be made stronger, stiffer and more stable DT 1 4. 2 Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. Cooking and Nutrition (DT 1 5) DT 1 5. 1 Use the basic principles of a healthy and varied diet to prepare dishes DT 1 5. 2 Understand where food comes from. Our Lady’s Bishop Eton Primary School to Index Page

Design and Technology National Curriculum 2014 The national curriculum for design and technology aims to ensure that all pupils: develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users critique, evaluate and test their ideas and products and the work of others understand apply the principles of nutrition and learn how to cook. Key Stage Two Design (DT 2 6) Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, DT 2 6. 1 aimed at particular individuals or groups Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, DT 2 6. 2 prototypes, pattern pieces and computer-aided design Make (DT 2 7) Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and DT 2 7. 1 finishing], accurately Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to DT 2 7. 2 their functional properties and aesthetic qualities Evaluate (DT 2 8) DT 2 8. 1 Investigate and analyse a range of existing products DT 2 8. 2 Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work DT 2 8. 3 Understand how key events and individuals in design and technology have helped shape the world Technical Knowledge (DT 2 9) DT 2 9. 1 Apply their understanding of how to strengthen, stiffen and reinforce more complex structures DT 2 9. 2 Understand use mechanical systems in their products DT 2 9. 3 Understand use electrical systems in their products DT 2 9. 4 Apply their understanding of computing to program, monitor and control their products. Cooking and Nutrition (DT 2 10) DT 2 10. 1 Understand apply the principles of a healthy and varied diet DT 2 10. 2 Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. DT 2 10. 3 Our Lady’s Bishop Eton Primary School to Index Page

Lower Key Stage 2 Diet and Health Be aware that we all need a balanced and varied diet to grow, be active and maintain health, and that we need to eat more of some foods than others e. g. we all need to eat at least 5 portions of fruit and vegetables every day Recognise that food and water are basic requirements of life. Know that family and friends may eat or avoid certain foods. Be aware that being active and looking after yourself are important for health, e. g. brushing teeth twice a day Consumer Awareness Recognise that all food comes from plants or animals. Recognise that food can be grown at home or purchased from local farms and markets, shops and supermarkets. Be able to talk about which foods they like or dislike through tasting sessions. Know that people choose different types of food, based on who they are with, preference, season, time and occasion (including celebrations). Be aware that some foods have labels which provide information to help make a choice. Cooking (Food Preparation and Handling Skills) Recognise and taste a range of familiar ingredients, e. g. fruit, vegetables, cereals, dairy, meat, eggs. Name and use a range of basic tools safely, e. g. small knife, chopping board, measuring spoon. Use a range of food preparation skills with supervision, e. g. peeling, slicing, mixing, scooping, grating, spreading. With help prepare a range of healthy recipes safely and hygienically. Recycle food packaging and be careful not to waste food when preparing and cooking. Food Safety Recognise the importance of preparing and cooking food safely and hygienically, e. g. cleaning up regularly Be able to get ready to cook, e. g. tie back long hair, wash hands, wear an apron. Be aware that food purchased or cooked needs to be stored in different ways to keep it safe, e. g. fridge, freezer. Upper Key Stage 2 Diet and Health Consumer Awareness Cooking (Food Preparation and Handling Skills) Food Safety Make food choices based on the understanding that a healthy diet is made up from a variety and balance of different food and drinks. Be aware of the importance of a healthy and balanced diet, good oral health and being physically active for health and wellbeing. Know that a variety of food is needed in the diet because different foods provide different substances for our health, namely nutrients, water and fibre. Be aware that food needs change and that some people eat or avoid certain foods, e. g. allergy or religious belief. Research where and how food is produced and sold, e. g. growing food at school/home, visiting a farm. Consider cost when helping to shop for food and cook. Be aware that advertising can influence what they choose to eat. Know that people choose different types of food and that this may be influenced by availability, season, need, cost, minimal packaging, Where the food is produced, culture, religion and peer-pressure. Read and make use of the main information on food labels to help make a choice Name, taste and prepare a broader range of ingredients and healthy recipes, accounting for ethnic diversity. Select and use appropriate tools and equipment safely when preparing and cooking food. Demonstrate an increasing range of food preparation skills, e. g. accurate weighing and measuring, kneading. Know how to store, prepare and cook food safely and hygienically. Actively minimise food waste, compost fruit and vegetable peelings and recycle food packaging. Know that food safety means preventing contamination, spoilage and decay when handling and storing food, so that it is safe to eat; Demonstrate good food safety practices when getting ready to store, prepare and cook food e. g. keep raw meats away from other food. Use information on food labels to store food correctly. Our Lady’s Bishop Eton Primary School to Index Page

DESIGN TECHNOLOGY KEY SKILLS KEY STAGE ONE KEY STAGE TWO Select tools, techniques and materials for making their product from a range suggested by the teacher Select appropriate tools and techniques for making their product Explore the sensory qualities of materials Suggest alternative ways of making their product, if first attempts fail measure, mark out, cut and shape a range of materials Explore the sensory qualities of materials and how to use materials and processes Assemble, join and combine materials and components Measure, mark out, cut and shape a range of materials, and assemble, join and combine components and materials accurately Use simple finishing techniques to improve the appearance of their product, using a range of tools Use finishing techniques to strengthen and improve the appearance of their product, using a range of equipment including ICT [for example, 'drawing' software or computer-aided design (CAD) software and a printer] Generate ideas by drawing on their own and other people's experiences Follow safe procedures for food safety and hygiene. Develop ideas by shaping materials and putting together components Generate ideas for products after thinking about who will use them and what they will be used for, using information from a number of sources, including ICT-based sources Talk about their ideas Develop ideas and explain them clearly, putting together a list of what is needed to achieve a design Plan by suggesting what to do next as their ideas develop Plan what has to be done, suggesting a sequence of actions and alternatives, if needed Communicate ideas using a variety of methods, including drawing and making models. Communicate design ideas in different ways as these develop, bearing in mind aesthetic qualities, and the uses and purposes for which the product is intended Understand about the working characteristics of materials Reflect on the progress of their work as they design and make, identifying ways they could improve their products Know how mechanisms can be used in different ways. Follow safe procedures for food safety and hygiene. Carry out appropriate tests before making any improvements Recognise that the quality of a product depends on how well it is made and how well it meets intended purpose [socially, economically, environmentally] Talk about their ideas, saying what they like and dislike Identify how the working characteristics of materials affect the ways they are used Identify what they could have done differently or how they could improve their work in the future. Identify how electrical circuits, including those with simple switches, can be used to achieve results that work. Our Lady’s Bishop Eton Primary School to Index Page

Languages National Curriculum 2014 The national curriculum for languages aims to ensure that all pupils: understand respond to spoken and written language from a variety of authentic sources speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt discover and develop an appreciation of a range of writing in the language studied. Key Stage Two L 2 1 L 2 2 L 2 3 L 2 4 L 2 5 L 2 6 L 2 7 L 2 8 L 2 9 L 2 10 L 2 11 L 2 12 Listen attentively to spoken language and show understanding by joining in and responding Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* Speak in sentences, using familiar vocabulary, phrases and basic language structures Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* Present ideas and information orally to a range of audiences* Read carefully and show understanding of words, phrases and simple writing Appreciate stories, songs, poems and rhymes in the language Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary Write phrases from memory, and adapt these to create new sentences, to express ideas clearly Describe people, places, things and actions orally* and in writing Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English. Our Lady’s Bishop Eton Primary School to Index Page

Geography National Curriculum 2014 The national curriculum for geography aims to ensure that all pupils: develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time are competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. G 1 1. 1 G 1 1. 2 G 1 2. 1 G 1 3. 2 G 1 4. 1 Key Stage One Locational Knowledge (G 1 1) Name and locate the world’s seven continents and five oceans Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Place Knowledge (G 1 2) Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Human and Physical Geography (G 1 3) Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles Use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather, key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical Skills and Fieldwork (G 1 4) Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage G 1 4. 2 Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map G 1 4. 3 Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key G 1 4. 4 Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. Our Lady’s Bishop Eton Primary School to Index Page

Geography National Curriculum 2014 The national curriculum for geography aims to ensure that all pupils: develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time are competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. G 2 5. 1 G 2 5. 2 G 2 5. 3 G 2 6. 1 Key Stage Two Locational Knowledge (G 2 5) Llocate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Place Knowledge (G 2 6) Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Human and Physical Geography (G 2 7) Describe and understand key aspects of: G 2 7. 1 G 2 8. 1 physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water Geographical Skills and Fieldwork (G 2 8) Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied G 2 8. 2 Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world G 2 8. 3 Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. Our Lady’s Bishop Eton Primary School to Index Page

GEOGRAPHY KEY SKILLS KEY STAGE ONE KEY STAGE TWO Ask geographical questions Observe and record Express views about people, places and environments Communicate in different ways Use geographical vocabulary Use fieldwork skills Use globes, maps and plans at a range of scales Use secondary sources of information Make maps and plans Identify and describe what places are like Identify and describe where places are Recognise how places have become the way they are and how they are changing Recognise how places compare with other places Recognise how places are linked to other places in the world Make observations about where things are located and about other features in the environment Recognise changes in physical and human features Recognise changes in the environment Recognise how the environment may be improved and sustained Ask geographical questions Collect and record evidence from primary and secondary sources Analyse evidence and draw conclusions Identify and explain different views that people, including themselves, hold about topical geographical issues Communicate in ways appropriate to the task and audience Use appropriate geographical vocabulary Use age appropriate fieldwork techniques and instruments. Use atlases and globes, and maps and plans at a range of scales Use secondary sources of information, including aerial photographs Draw plans and maps at a range of scales Use ICT to help in geographical investigations Use decision-making skills Identify and describe what places are like Identify the location of places and environments studied and other significant places and environments Describe where places are Explain why places are like they are Identify how and why places change and how they may change in the future Describe and explain how and why places are similar to and different from other places in the same country and elsewhere in the world Recognise how places fit within a wider geographical context and are interdependent Recognise and explain patterns made by individual physical and human features in the environment Recognise some physical and human processes and explain how these can cause changes in places and environments Recognise how people can improve the environment or damage it and how decisions about places and environments affect the future quality of people's lives Recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement Our Lady’s Bishop Eton Primary School to Index Page

History National Curriculum 2014 The national curriculum for history aims to ensure that all pupils: know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales. Key Stage One Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented H 1 1 Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life H 1 2 Events beyond living memory that are significant nationally or globally H 1 3 The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods H 1 4 Significant historical events, people and places in their own locality. Our Lady’s Bishop Eton Primary School to Index Page

The national curriculum for history aims to ensure that all pupils: know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales. Key Stage Two Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources. In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content. H 2 1 Changes in Britain from the Stone Age to the Iron Age H 2 2 The Roman Empire and its impact on Britain H 2 3 Britain’s settlement by Anglo-Saxons and Scots H 2 4 The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor H 2 5 A local history study H 2 6 A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 H 2 7 The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China H 2 8 Ancient Greece – a study of Greek life and achievements and their influence on the western world H 2 9 A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900 -1300. Our Lady’s Bishop Eton Primary School to Index Page

HISTORY KEY SKILLS KEY STAGE ONE KEY STAGE TWO Place events and objects in chronological order Place events, people and changes into correct periods of time Use common words and phrases relating to the passing of time Use dates and vocabulary relating to the passing of time Recognise why people did things, why events happened and what happened as a result Use dates and historical vocabulary to describe the periods studied Identify differences between ways of life at different times. Research events, people and changes studied from an appropriate range of sources of information, including ICT-based sources Identify the different ways in which the past is represented. Ask and answer questions, and select and record information relevant to the focus of the enquiry. Recall, select and organise historical information Communicate knowledge and understanding of history in a variety of ways Discuss characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past Discuss social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world Identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied Describe and make links between the main events, situations and changes within and across the different periods and societies studied. Recognise that the past is represented and interpreted in different ways, and to give reasons for this. Our Lady’s Bishop Eton Primary School to Index Page

Languages National Curriculum 2014 The national curriculum for languages aims to ensure that all pupils: understand respond to spoken and written language from a variety of authentic sources speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt discover and develop an appreciation of a range of writing in the language studied. Key Stage Two L 2 1 L 2 2 L 2 3 L 2 4 L 2 5 L 2 6 L 2 7 L 2 8 L 2 9 L 2 10 L 2 11 L 2 12 Listen attentively to spoken language and show understanding by joining in and responding Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* Speak in sentences, using familiar vocabulary, phrases and basic language structures Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* Present ideas and information orally to a range of audiences* Read carefully and show understanding of words, phrases and simple writing Appreciate stories, songs, poems and rhymes in the language Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary Write phrases from memory, and adapt these to create new sentences, to express ideas clearly Describe people, places, things and actions orally* and in writing Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English. Our Lady’s Bishop Eton Primary School to Index Page

Music National Curriculum 2014 The national curriculum for music aims to ensure that all pupils: perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence understand explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. Key Stage One M 1 1 Use their voices expressively and creatively by singing songs and speaking chants and rhymes M 1 2 Play tuned and untuned instruments musically M 1 3 Listen with concentration and understanding to a range of high-quality live and recorded music M 1 4 Experiment with, create, select and combine sounds using the inter-related dimensions of music. Key Stage Two Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. M 2 1 Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression M 2 2 Improvise and compose music for a range of purposes using the inter-related dimensions of music M 2 3 Listen with attention to detail and recall sounds with increasing aural memory M 2 4 Use and understand staff and other musical notations M 2 5 Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians M 2 6 Develop an understanding of the history of music. Our Lady’s Bishop Eton Primary School to Index Page

MUSIC KEY SKILLS KEY STAGE ONE KEY STAGE TWO Use their voices expressively by singing songs and speaking chants and rhymes Sing songs, in unison and two parts, with clear diction, control of pitch, a sense of phrase and musical expression Play tuned and untuned instruments with control and rhythmic accuracy Rehearse and perform with others. Practise, rehearse and present performances with an awareness of the audience. Create musical patterns Improvise, developing rhythmic and melodic material when performing. Explore, choose and organise sounds and musical ideas. Explore, choose, combine and organise musical ideas within musical structures. Explore and express their ideas and feelings about music using movement, dance and expressive and musical language Analyse and compare sounds. Make improvements to their own work Explore and explain their own ideas and feelings about music using movement, dance, expressive language and musical vocabulary. Listen with concentration and internalise and recall sounds with increasing aural memory Improve their own and others' work in relation to its intended effect. Listen with attention to detail and to internalise and recall sounds with increasing aural memory. Organise and use the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence within musical structures to communicate different moods and effects Use music for particular purposes Produce music in different ways and describe through relevant established and invented notations Recognise and discuss how time and place can influence the way music is created, performed and heard Our Lady’s Bishop Eton Primary School to Index Page

Y 1 Citizen of the World Curriculum Map Autumn 1 Autumn 2 Lit PSHE: New Beginning & Going for Gold (3 days) Week 1 Week 2 Lit poe try Materials Discovery Dogs Humans The Body The Senses Links to Poetry Lit Spring 1 Lit Spring 2 History – Toys Lit Why is the WI more fun than Gragdads old toys? Lit Planta Summer 1 Lit Food Technology Rainbow Wraps Animals Antics DT: Making Bird Feeders Looking at Animals The Big Hunt Lit Week 3 Winter Seasonal Changes History – Magical Mystery Tour 60 S Beatles Week 4 History - Our Local Area Lit Assessment Week Lit Plants Spring Seasonal Changes Geography – Climates Why can’t a meercat live at the North Pole? Visit to Chester Zoo Lit Printing Animals Model animals Changes Butterflies Creative Books Assessment Week Lit Summer 2 Lit Seasonal Changes What flowers can we find during summer Shine Week Plus PSHE Changes Lit Changes Richie The Ranger PSHE: Relationships & Getting on & Falling Out Week 5 Lit Week 6 Lit Geography Santa’s Delivery Route PSHE Good to Be Me (3 days)International week? Week 7 Week 8 Key: Autumn Seasonal Changes Calderstones Park – Richie’s Aut Walk Science Citizen of the World Values Curriculum Literacy Our Lady’s Bishop Eton Primary School to Index Page

Y 2 Citizen of the World Curriculum Map Autumn 1 Week 1 Festivals and Anniversaries Animals including humans DT Healthy Snack Festivals and Anniversaries Visitor: Tara Kelly Liverpool Food for Schools Lit Across the World 7 Continents PSHE: New Beginning & Going for Gold (3 days) Lit Week 2 Week 3 Autumn 2 Lit Lt Lit PSHE: Relationships & Getting on & Falling Out Across the world 7 Continents Week 5 Week 6 Assessment Week Florence Nightingale and Mary Seacole Use of Everyday Materials Spring 2 Lit Use of Everyday Materials Lit Across the World 7 Continents Week 4 Lit Spring 1 Lit Katie Morag Isle pf Struay DT – Model of Isle of Struay Summer 1 Lit Plants Use of Everyday Materials Katie Morag Isle of Struay Plants Assessment Week Plants Art – Flowers Trip to Walker Art Gallery PSHE Good to Be Me (3 days) International week? Summer 2 Lit Living things and their habitats Lit Living things and their habitats (trip to Chester zoo) Summer and the Seaside Assessment Week Summer and the Seaside Design a beach hut. Art – Andy Goldsworthy Shine Week (trip to Calderstones Plus PSHE Changes Park) Compare and Lit KS 1 Food Technology Contrast Bangladesh Compare and Contrast Bangladesh KS 2 Food Technology Florence Nightingale and Mary Seacole Week 7 Lit Week 8 Key: Science Learning Challenges Curriculum Values Curriculum Literacy Our Lady’s Bishop Eton Primary School to Index Page

Our Lady’s Bishop Eton Long Term Curriculum Map Key Stage Two - Year 3 2015 - 2016 Roman mosaics (ART) Computing Unit 3. 3 We are presenters KS 2 Food Technology Week 4 Plants and Flowers (SCIENCE) Week 7 Week 8 Key: Stories familiar setting Week 6 Computing Unit 3. 1 We are Programmers Science PSHE: Relationships & Getting on & Falling Out Forces and Magnets (SCIENCE) Module 4 The power of forces Descriptive Stories Who first lived in Britain? Good to Be Me (3 days) International week Assessment Week DT Making volcanoes Shape Poetry Movement in Art (ART) Myths and Legends Poetry Week 5 Instructions Assessment Week Why is the Earth angry? Stone Age (HISTORY) Learning Challenges Curriculum Values Curriculum Literacy Comp. Unit 3. 6 (Maths) Light (SCIENCE) Assessment Week Computing Unit 3. 4 We are network engineers Rocks (SCIENCE) Module 2 Rock Detectives Module 3 Can you see me? Letters and Emails Module 5 Amazing bodies Why is the rainforest important to us all? Summer 2 Computing Unit 3. 5 We are communicators Shine Week PSHE Changes Author Week 3 Instructions Week 2 Information texts Animals including humans, our bodies (SCIENCE) Volcanoes (GEOG Dialogue and Plays PSHE: New Beginning & Going for Gold (2 days) Reports Week 1 Rainforests (GEOG) Why were the Romans so powerful and what did we learn from them? Summer 1 Dialogue and Plays Romans (HISTORY) Spring 2 Spring 1 Poetry – Language Play Autumn 2 Adventure Stories Autumn 1 Adventure stories W 7 Computing Unit 3. 2 We are bug fixers Computing Our Lady’s Bishop Eton Primary School to Index Page

Y 4 Citizen of the World Curriculum Map Week 6 Week 7 (Where Does all The Food Go) Landscapes using water colours (book artist visit) PSHE Good to Be Me (3 days) International week? Persuasive Letters Poetry: Explorin g Issues & Dilemma Living Things & their Habitats (Trip to Chester Zoo) Book Art (Human Impact) (Who Am I? ) (ICT – We are Co. Authors) States of Matter (In A State) Shine Week Plus PSHE Changes States of Matter continued KS 1 Food Technology Seasonal Smoothies SPAG Week Viking Jewellery (ICT – We are Toy Designers) Animal Welfare Letters linked to trip to Zoo Assessment Week Summer 2 Play Scripts Christmas Circuits Making and Evaluating (Christmas Panto Trip) Distribution Natural Resources Eco (visit to recycling depot – Kirkby) Assessment Week PSHE: Relationships & Getting on & Falling Out Summer 1 Vikings (Trip to York) Recounts Information Texts Spring 2 Information Texts Christmas Circuits Planning, Designing and Researching Poetry: Creating Images (ICT – We are Musicians) Rivers and Water Cycle (ICT – We are Meteorologists) Persuasive Texts Animals Including Humans: Our Bodies, Teeth and Digestion Week 8 Recounts: Polar Express Spring 1 Stories from another culture. Week 5 Explanatory Texts Week 4 Recounts: Newspapers/Magazine Instructions Week 3 Anglo Saxons Britain to the Norman Conquest Electricity & Sound (Switched On) (Good Vibrations) Play scripts Week 2 PSHE: New Beginning & Going for Gold (3 days) Stories from the Past Week 1 Autumn 2 Stories set in imaginary worlds Autumn 1 Fantasy Stories: Alice in Wonderland/ Iron Man Our Lady’s Bishop Eton Primary School to Index Page

Y 5 Citizen of the World Curriculum Map Autumn 1 Autumn 2 Lit Week 1 PSHE: New Beginning & Going for Gold (3 days) Lit Week 2 Living Things and their Habitats Lit Victorian Art Silhouettes Week 3 Lit Liverpool the Port (Local History Study inc. Slave Trade & Victorian Liverpool) Spring 1 Lit Forces Spring 2 Lit Mountains Lit Summer 1 Lit Properties and Changes of Materials Earth and Space Lit Week 4 Lit Ancient Greece Assessment Week Summer 2 Ancient Greece India Link to International Week Ancient Greece Greek Art Shine Week Plus PSHE Changes Sudlly House Lit Indian Food Lit Greek Vases Visit to Walker Art Gallery PSHE: Relationships & Getting on & Falling Out Week 5 Lit Assessment Week Knowsley Safari Park Animals, including humans Liverpool Skyline Van Gogh Starry Night Week 6 PSHE Good to Be Me (3 days) International week? Lit KS 1 Food Technology KS 2 Food Technology Week 7 Lit Victorian Christmas @ Croxteth? Art DT Week 8 Key: Science Citizen of the World Values Curriculum Literacy Our Lady’s Bishop Eton Primary School to Index Page

Y 6 Citizen of the World Curriculum Map Autumn 1 Autumn 2 Lit Week 1 PSHE: New Beginning & Going for Gold (3 days) Lit Week 2 Week 3 Animals including Humans: Our Bodies circulation healthy lifestyles Lit Week 4 Animals including Humans: Our Bodies circulation healthy lifestyles Week 5 Animals including Humans: Our Bodies circulation healthy lifestyles Lit Week 6 Week 7 Lit Week 8 Key: Lit How could Hitler have convinced a nation like Germany to follow him? Science Electricity How could Hitler have convinced a nation like Germany to follow him? Electricity How could Hitler Lit have convinced a nation like Germany to follow him? Electricity Famous artist Lowry Assessment Week Light Lit Spring 2 Lit Living things and their habitats Summer 1 Lit Living things and their habitats How can we rediscover the wonders of Ancient Egypt? Lit Light Lit PSHE Good to Be Me (3 days) International week? Drama Assessment Week Egyptian Art Evolution and inheritance Summer 2 How can we re. Lit discover the wonders of Ancient Egypt? Assessment Week PSHE: Relationships & Getting on & Falling Out I’m a Year 6 pupil get me out of here! (Geography) Spring 1 How could Hitler have Lit convinced a nation like Germany to follow him? Drama Egyptian Art Shine Week Plus PSHE Changes Lit DT –water irrigation (shaduf) Research DT –water irrigation (shaduf) Practical making Lit KS 1 Food Technology Drama/Leavers Books Lowry (Drawing) Light KS 2 Food Technology Lowry (Drawing) Topic PSHE Literacy Our Lady’s Bishop Eton Primary School to Index Page

The most important thing is… … e r e h t i e v We lo Our Lady’s Bishop Eton Primary School to Index Page