Curriculum

The National Curriculum 

for Key stage 1 and 2 

(Years 1-6)

Compulsory national curriculum subjects at primary school are:

English, maths, science, design and technology, history, geography, art and design, music, physical education (PE), including swimming and information and communication technology (ICT)

Schools can develop their own ICT curricula or follow the programmes of study. They must also provide religious education (RE) but parents can ask for their children to be taken out of the whole lesson or part of it.


We also teach:

personal, social and health education (PSHE), citizenship and modern foreign languages.


Tests and assessments

Year 1 phonics screening check

The check will take place in June when your child will read 40 words out loud to a teacher. You’ll find out how your child did, and their teacher will assess whether he or she needs extra help with reading. If your child doesn’t do well enough in the check they’ll have to do it again in Year 2.

Key stage 1

Key stage 1 tasks and tests cover:

reading

writing

speaking and listening

maths

science

The tasks and tests are taken when the school chooses.

Your child’s teacher will use the child’s work (including spoken work and homework) to work out what level your child is at in each area. You can ask for the results but they’re only used to help the teacher assess your child’s work.

Key stage 2

Key stage 2 tests cover:

English reading

English grammar, punctuation and spelling

maths (including mental arithmetic)

The tests are taken in mid-May and last under 5.5 hours in total. You’ll get the results in July. If your child is demonstrating higher achievement then the headteacher may put them in for extra tests.

When your child reaches the end of key stage 2 the teacher will also give reports on your child’s progress in English, maths and science.


Curriculum information

Please click here for our Curriculum map for Summer 2017


Please also see each class page for more information about what the children are learning about and what they have been up to.


For reccommended reading lists for your child click below:

Recommended booklists for ages 0-4

Recommended booklists for ages 5-8

Recommended booklists for ages 9-12


These are ideas from the National Literacy Trust. They do not represent a conclusive list of reading and should be added to especially with the children's classic reads.


Please click here for Northaw School's Teaching and Learning Policy


RE curriculum documents

Please click here to see our RE policy

Philosophy for children

Please click here for information on what P4C is and how we teach it.

The Acorns Curriculum Information

At Northaw CE Primary we support our children in EYFS  in three prime areas:  Communication and Language, Physical Development and Personal, Social and Emotional Development. These are the main focus throughout EYFS and support development in all other areas. The specific areas (Maths, Literacy, Understanding the World and Expressive Arts and Design) grow out of the prime areas and provide important contexts for learning and include essential skills and knowledge.

The exciting activities and experiences we plan for the children, cover different areas of child development. The following DFE explanations describe these:

• Communication and Language (CL) development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

• Physical Development (PD) involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

• Personal, Social and Emotional Development (PSED) involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

• Literacy (L) development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

• Mathematics (M) involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.

• Understanding the World (UW) involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

 Expressive Arts and Design (EAD) involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role- play, and design and technology.

At Northaw we work hard to deliver a personalised curriculum to all our children in each area of learning and development  and we  implement this through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play, and by taking part in play which is guided by adults. We make ongoing judgements about the balance between activities led by children, and activities led or guided by adults. We respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction. As the children grow throughout the EYFS, and as their development allows, the balance gradually shifts towards more activities led by adults, to help children prepare for more formal learning, ready for Year 1. 

The teaching of phonics begins in EYFS, for more information follow this link: Phonics or go to our Phonics page

Celebrated dispositions and attitudes:

·               Being resilient and not giving up when things are hard, but continuing to try.

·               Taking responsibility for one’s self. Having respect for one’s self, others and the world.

·               Taking risks and not being afraid of failing as this helps us to learn and move forward.

·               Using others’ perceptions to inform our thinking.

·               Recognising mutual supportiveness.

·               Not being embarrassed to ask questions, admit to problems and to ask for help.

·               Open acceptance of everybody so that everyone has a place in the collective.

·               Finding ways forward when problems arise, avoiding blame and complaining when barriers to learning are encountered.

·               Being willing to suspend judgement and find out more.

·               Being self-motivated rather than responding to extrinsic motivation and rewards.

·               Standing up for one’s own beliefs rather than going with popular opinion.

·               Having a readiness for challenge.

·               The freedom/capacity to imagine and try something new.

·               Capacity to think of ways of overcoming limits, drawing on prior experience.

·               Ability to be creative and think outside the box.

·               A willingness to embrace the opportunity to work with different people.

·               Being excited about learning something new.

·               Understanding that the future is made in the present.

·               Understanding that one can develop their own behaviours for learning.

·               Holding the view that there is always more that can be done to reach a true potential.

·               Believing that however challenging a situation, change is always possible.

·               Understanding that a belief that everything is possible is needed to transform learning capacity.

·               Having courage.

·               Knowing that we do not have all the answers.

·               Understanding that state of mind can affect the capacity to learn.

·               Having the ability to reflect upon one’s behaviours, dispositions and skills.

·               Using reasoning skills to think critically and creatively.

·               Being resourceful – using what we have and finding what we need.

·               A commitment to wondering, ‘Could I do this differently? Could I do this better?’ being reflective then taking action.

Created by Northaw School Governing Body - copyright 2017