Intent
At Nutley CE Primary we value creativity. We aim to engage, inspire and challenge children, giving them the knowledge and skills to experiment, invent and create their own works of art, craft and design. As children progress, they should be able to think critically, know how art and design both reflect and shape our history, and contribute to our culture, creativity and economy.
Implementation
A series of art and design lessons are taught at least three times a year which link to the term’s learning journey. Teachers use our progression map to plan lessons that not only ensure that children are building on skills and knowledge, but also provide experience and further challenge in a variety of artistic areas. Children are encouraged to work independently and collaboratively and to learn about a wide range of artists and artistic skills, as well as to design, make and evaluate their own works.
Year 1 and 2:
- use a range of materials creatively to design and make products
- use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
- develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
- learn 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
Year 3 and 4
- create sketch books to record their observations
- improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials
- learn about great artists and designers in history
Year 5 and 6:
- add to sketch books to record their observations and use them to review and revisit ideas
- further improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
- learn about great artists, architects and designers in history
Impact
Our children will leave Nutley CE Primary having acquired a positive experience in a wide range of different arts forms and having learned about a variety of different artists, architects and crafts people. We hope they will continue to have the confidence to express themselves creatively and seek to continue to build on their knowledge and skills with enjoyment.
Intent
Children are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Children build on this knowledge to create programs, systems and a range of content.
At Nutley CE Primary, we also aim to teach our children to balance the benefits offered by technology with a critical awareness of their own and other’s online behaviour and develop effective strategies for staying safe and making a positive contribution online. Topics covered are: self-image and identity, online relationships, online reputation, online bullying, and managing online information.
Implementation
Children are introduced to computing technology and programmes in EYFS (mouse-control and typing) and by the time they are in Key Stage 2, they are being taught a series of computing studies lessons every term. Children visit our Computing Suite with touch-screen computers and can access laptops and I-Pads in the classroom. Teachers plan using our Computing Scheme of work and our progression grid to ensure that children are always building their knowledge and skills. Connections are made with the learning journey wherever possible to ensure a deeper learning experience.
All children have access to G-Suite Google Classroom – an online learning platform. This enables children to learn remotely, as well as cover aspects of the computing curriculum in school.
We teach online safety throughout the year using ‘Education for a Connected World’ and we celebrate Safer Internet Day. In Year 6, we have Digital Leaders who work with a member of staff to discuss current issues experienced by children online and help support others to keep safe and enjoy new technology.
Expectations
Year 1 and 2:
- understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
- create and debug simple programs
- use logical reasoning to predict the behaviour of simple programs
- use technology purposefully to create, organise, store, manipulate and retrieve digital content
- recognise common uses of information technology beyond school
- 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
Year 3 and 4:
- design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
- use sequence, selection, and repetition in programs; work with variables and various forms of input and output
- use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
- 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
- use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
- 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
- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Year 5 and 6:
- design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
- use sequence, selection, and repetition in programs; work with variables and various forms of input and output
- use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
- 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
- use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
- 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
- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
Impact
We aim for our children to become digitally literate so they are able to begin their secondary education with confidence. We teach them transferable skills and knowledge to prepare them for a digital future that is rapidly changing. We also want to grow children who reflect on their use of technology and how this may impact themselves and others, and who independently promote online safety and ethical practice.
Intent
At Nutley CE primary, using creativity and imagination, children design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Children learn how to take risks, becoming resourceful, innovative and enterprising.
Children are also taught how to cook and apply the principles of nutrition and healthy eating.
Implementation
A series of design and technology lessons are taught at least three times a year which link to the term’s learning journey. Teachers use our progression map to plan lessons that not only ensure that children are building on skills and knowledge, but also provide experience and further challenge in a variety of design and technology areas. Children are encouraged to work independently and collaboratively and to design, make and evaluate their own works.
Every other year, the children in KS2 engage in a local competition – Uckfield Lions’ ROAR Project - where they work in groups to create an innovative idea that will help solve a real-life problem in society. They create their own poster, advertisement and jingle, and also make a model prototype of their idea. They finally work as a team to present their entrepreneurial design to others.
Expectations
Year 1 and 2:
- design products for themselves and other users based on design criteria and then communicate their ideas through talking, drawing, templates and models
- make products, using a range of tools and selecting from a wide range of materials and components, including construction materials, textiles and ingredients
- explore and evaluate a range of existing products
- evaluate their ideas and products against design criteria
- develop technical knowledge by building structures, exploring how they can be made stronger, stiffer and more stable
- explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products
- use the basic principles of a healthy and varied diet to prepare dishes
- understand where food comes from
Year 3 and 4:
- use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
- generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
- select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
- investigate and analyse a range of existing products
- evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
- understand how key events and individuals in design and technology have helped shape the world
- apply their understanding of how to strengthen, stiffen and reinforce more complex structures
- understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
- understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
- apply their understanding of computing to program, monitor and control their products
- understand and apply the principles of a healthy and varied diet
- 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.
Year 5 and 6:
- use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
- generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
- select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
- investigate and analyse a range of existing products
- evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
- understand how key events and individuals in design and technology have helped shape the world
- apply their understanding of how to strengthen, stiffen and reinforce more complex structures
- understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
- understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
- apply their understanding of computing to program, monitor and control their products
- understand and apply the principles of a healthy and varied diet
- 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.
Impact
At Nutley CE Primary, we expect our children to see themselves as the innovators of the future who will create useful products that will positively make a difference to people’s lives. We aim to provide them with the skills and knowledge to confidently transition to secondary school where we hope they pursue their studies with enjoyment. We expect our children to develop resilience to problem solving and learn from their mistakes as they develop their products.
We believe that cooking, as well as being enjoyable and creative, is a crucial life skill that enables children to feed themselves and others affordably and well, now and in later life.
Intent
English is one of the core subjects of The National Curriculum. At Nutley CE Primary, we promote high standards of language and literacy across all curriculum areas. We aim to teach children to speak, read and write fluently so they can communicate their ideas and emotions to others in a variety of different ways. We encourage children to learn more about others and the world around them by developing their speaking, listening reading and writing skills. We place a strong emphasis on the importance of reading, as a chance to develop culturally, emotionally, intellectually, socially and spiritually. Reading enables pupils both to acquire knowledge, and to build on what they already know. Above all, we seek to develop their love of literature through widespread reading for enjoyment. As writers we aim for all children to be confident writers, using writing as a skill for life.
Implementation
Phonics is taught at Nutley CE Primary using the Government Accredited phonics scheme - Twinkl Phonics. The children begin learning single sounds when they start in Reception. During their Reception year they finish learning their single sounds as well as learning ‘digraphs’ and ‘trigraphs’. They also learn ‘tricky’ words from the Reception Common Exception Word List and begin learning the names of the letters of the alphabet. In Year 1 and 2, the children revise all single letters sounds, digraphs and trigraphs, as well as learning alternative spellings for these. They also learn the Common Exception Words for their year group. Throughout their phonics experience, children are taught to blend sounds together to read words and segmenting sounds to write words. The Twinkl Phonics programme encompasses a wide range of resources for teachers to use as a whole class, in groups or for interventions. These are used alongside other resources to support the teaching of Phonics in KS1 and KS2.
Reading is integrated throughout the curriculum at Nutley. Reading is taught throughout the school using a combination of Common Exception Word reading skills, taught progressively. VIPERS skills (Vocabulary, Inference,
Prediction, Explanation, Retrieval and Summary/Sequence) are used to develop language comprehension. Reading is used throughout the curriculum to engage learning and develop confidence to read across all subjects. All children have access to a variety of high-quality Fiction and Non-fiction texts through class reading areas, specific texts for a class Learning Focus and the Library. Children are encouraged to read regularly at home to support fluency and enjoyment of reading.
Every class enjoys rich texts which are changed termly to support reading and writing in conjunction with a term’s Learning Focus and Learning Concepts. These rich texts are planned within the class Long-Term Planning to ensure variety and progression through the school. Children will explore a range of text types, including fiction, poetry and non-fiction, as well as authors from different cultures and different genres,
In order to write, children must have something to write about or a purpose to write for. This is why at Nutley CE Primary, writing is very much linked to the topic and other curriculum areas and inspired by rich texts. Teachers use talk and discussion, role play and drama as part of the writing process. All pupils write for a purpose and regularly write extended pieces of writing in order to build pace and stamina for writing.
As part of writing the children use No-Nonsense Spelling from KS1 onwards to support spelling strategies within all writing. From Year 1 to Year 6 children are all given Common Exception Words to learn at their own pace, which are taught throughout the year in discreet handwriting and spelling lessons, within English lessons, as well as at home.
At Nutley we have clear expectations of letter formation and presentation. Children will practise handwriting to enable them to develop a cursive style that is both legible and neat. Writing in a cursive style begins in our Year 1 class.
Impact
At Nutley all pupils of all abilities will be able to make valuable contributions within English lessons. All children's written work is celebrated - by reading to the class – using as an example of excellent writing, shown to other classes in the school to inspire or in our Celebration Assembly, displayed or made into books or on our school website for a wider audience to share. Children will leave our school being confident listeners and speakers. They will have a life long love of reading and will be able to write with fluency for a variety of purposes, communicating ideas in a purposeful and enjoyable way.
Intent
At Nutley CE Primary we teach geographical knowledge, understanding and skills; our children learn about diverse places, people, resources and natural and human environments. We aim to ensure they have a deep understanding of the Earth’s key physical and human processes. We also intend for our children to take on responsibility as global citizens and do what they can to care for our world and its people.
Implementation
A series of geography lessons are taught at least three times a year which link to the term’s learning journey. Teachers use our progression map to plan lessons that not only ensure that children are building on knowledge and skills (e.g. mapping and fieldwork), but also provide challenge and opportunities for courageous advocacy and geographical enquiry. Our concept-driven curriculum ensures that the children’s learning is relevant and children are encouraged to ask and answer questions. We use the natural landscapes around us (for example, Cuckmere Haven and The Ashdown Forest) to develop the children’s knowledge, skills and understanding, as well as to inspire debate. We work with a local organisation, Education in Ashdown Forest, to provide the opportunity for our older children to carry out conservation work.
Year 1 and 2:
- 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
- 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
- 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 (beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather) and key human features (city, town, village, factory, farm, house, office, port, harbour and shop)
- 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
- use simple compass directions (North, South, East and West) and locational and directional language to describe the location of features and routes on a map
- 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
- 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.
Year 3 and 4:
- locate 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)
- 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
- describe and understand key aspects of: physical geography (climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle) and human geography (types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water) use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
- 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
- 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.
Year 5 and 6:
- children deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments
- locate 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)
- 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
- describe and understand key aspects of: physical geography (climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle) and human geography (types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water) use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
- 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
- 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
Impact
At Nutley CE Primary we aim to inspire in pupils a life-long curiosity about the world and its people as well as a desire to promote sustainability and conserve our planet for future generations. Children understand that the world is ever-changing and that geography is a relevant and evolving subject in today’s word.
Intent
History taught at Nutley C of E Primary School is stimulating, motivating and enjoyable, being built on a solid foundation of both knowledge and skills. We enable children to develop an enquiring nature and an ability to construct deductions using primary and secondary sources of evidence. We also intend children to know about the impact of significant individuals, events and discoveries through history.
Implementation
A series of history lessons are taught at least three times a year which link to the term’s learning journey. Teachers use our progression map to plan lessons that not only ensure that children are building on knowledge and skills but also provide challenge and opportunities for courageous advocacy and historical enquiry. Our concept-driven curriculum ensures that the children’s learning is relevant and children are encouraged to ask and answer questions. We use local, national and global history learning to develop the children’s knowledge, skills and understanding, as well as to inspire debate. We encourage children to learn by experience and we value examination of artefacts, visits to museums, places of historical interest and fieldwork visits.
Year 1 and 2:
- We teach children to have knowledge and understanding of changes beyond living memory that are significant nationally or globally, and of key individuals and events in the past, such as A. A Milne and famous artists and their lives.
- To be able to sequence artefacts closer together in time, check with reference book, sequence photographs, describe memories of key events in lives.
- Use terms related to the passage of time, e.g. before, after, modern, long ago, now, then, and place objects and events in order.
- Recognise their own lives are different from the lives of people in the past.
- Recognise why people did things, why events happened and what happened as a result, identify differences between ways of life at different times.
- Show knowledge and understanding of aspects of the past beyond living memory.
- Compare two versions of a past event; compare pictures of photographs of people or events in the past; discuss photos, accounts and the reliability of stories.
- Use a source – observe or handle sources to answer questions about the past on the basis of simple observations.
- Select from the knowledge of history and communicate in a variety of ways.
- We also organise trips to places of local historical interest that match our learning themes, such as The Brighton Toy Museum to learn about Toys through time, and Hever Castle to learn about castles.
Year 3 and 4:
- Pupils are taught about changes in Britain from the Stone Age to the Iron Age, including late Neolithic hunter-gatherers and early farmers, for example, Skara Brae Bronze Age religion, technology and travel, for example, Stonehenge, and Iron Age hill forts: tribal kingdoms, farming, art and culture.
- We teach children British history, taught chronologically, including the Roman Empire and its impact on Britain. This includes Julius Caesar’s attempted invasion in 55-54 BC, the Roman Empire by AD 42 and the power of its army, successful invasion by Claudius and conquest, including Hadrian’s Wall, British resistance, for example, Boudica, ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity.
- We teach Britain’s settlement by Anglo-Saxons and Scots, including Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire, Scots invasions from Ireland to north Britain (now Scotland), Anglo-Saxon invasions, settlements and kingdoms: place names and village life, Anglo-Saxon art and culture, Christian conversion – Canterbury, Iona and Lindisfarne.
- We teach history in a broader context, including the ancient Egyptian civilisation.
- To be able to place events from a period studied on a timeline, use terms related to the period and begin to date events, understand more complex terms such as BC/AD.
- Recognise some of the similarities and differences between periods.
- To use evidence to reconstruct life in time studies; identify key features and events of time studied; to look for links and effects in time studied; offer reasonable explanations for some events.
- To look at evidence available; begin to evaluate the usefulness of different sources; to use text books and historical knowledge.
- To use evidence to build up a picture of a past event, to choose material to present a picture of one aspect of life in time past, to ask a variety of questions, and to use the library and the internet for research.
- To recall, select and organise historical information and to communicate their knowledge and understanding.
- To display findings in a variety of ways.
- We organise trips to places of local historical interest that match our learning themes, such as Fishbourne Villa to study The Romans, and Nutley Windmill to learn about local history.
Year 5 and 6:
- Children are taught about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor, including Viking raids and invasion, resistance by Alfred the Great and Athelstan, first king of England, further Viking invasions and Danegeld, Anglo-Saxon laws and justice, and Edward the Confessor and his death in 1066.
- The children conduct a local history study by learning about the Ashdown Forest and significant events that happened through history.
- Children are taught a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066, including the legacy of Greek or Roman theatre and culture on later periods in British history, including the present day, and about the Battle of Britain and World War 2 as a significant turning point in history.
- The children learn about the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of The Indus Valley and The Shang Dynasty of China. They also learn about a non-European society that provides contrasts with British history by studying Mayan Civilization c. AD 900 and Benin (West Africa) c. AD 900-1300.
- To be able to place current study on a timeline in relation to other studies; use relevant dates and terms such as BC and AD, century and decade; sequence up to 10 events on a timeline.
- To find out about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings; compare beliefs and behaviours with another time studied; write another explanation of a past event in terms of cause and effect using evidence to support and illustrate their explanation; know key dates, characters and events of time studied.
- To link sources and work out how conclusions were arrived at; to consider ways of checking the accuracy of interpretations – fact or fiction and opinion; be aware that different evidence will lead to different conclusions; confidently use the library and internet for research.
- Recognise primary and secondary sources; use a range of sources to find out about an aspect of time past; suggest omissions and the means of finding out; bring knowledge gathered from several sources together in a fluent account.
- To plan and carry out individual research.
- Select and organise information to produce structured work, making appropriate use of dates and terms.
- Select aspects of a study to make a display or project to show their historical learning. Use a variety of ways to communicate knowledge and understanding including extended writing.
- We organise trips to places of local historical interest that match our learning themes, such as Newhaven Fort to learn about British history.
Impact
Children develop a secure knowledge of a variety of time periods and an understanding of how these fit together chronologically. They become discerning about the authenticity of historical sources and evaluate different viewpoints. We aim for them to value appropriate primary and secondary sources to think critically about history and communicate their ideas with sensitivity to others viewpoints. We ask them to consider lessons learnt from the past and how they will contribute purposefully and responsibly as global citizens to shape the future.
Maths Vision Statement
“Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.” National Curriculum 2014
At Nutley CE Primary, we have adopted a mastery approach to teaching and learning in mathematics. Mastery involves knowing how and why the mathematics works. It means being able to use mathematics knowledge in new and unfamiliar situations. To support children in achieving this, we use White Rose resources. These are used to both support and challenge children’s understanding, in line with the higher expectations of the National Curriculum. We expect most children to move through this programme of study at broadly the same pace. Teachers will make decisions about when to progress based on the security of children’s understanding and their readiness to progress to the next stage. Children who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier concepts will consolidate their understanding through additional practise and support before moving on.
At Nutley, we want children to become fluent mathematicians who can problem solve and reason confidently. We aim:
- To provide interesting and well-planned lessons, where children continually build on the knowledge they have already mastered, to promote children’s enjoyment of mathematics and provide a foundation for enthusiastic lifelong learning
- To develop children’s mathematical thinking and conceptual understanding e.g. using concrete manipulatives (objects) and pictorial representations (pictures), before moving to abstract symbols (numbers and signs); giving children opportunities to explain or justify their mathematical reasoning using correct mathematical vocabulary; and providing children with plenty of opportunities to solve a variety of problems with differing representations and make rich connections across mathematical ideas
- To secure children’s knowledge and accuracy when recalling number facts
- To deepen the understanding of all children by covering fewer topics in greater depth not 'climbing' the curriculum as quickly as possible
- To help children acquire and apply the mathematical skills necessary for solving problems, not only in the maths lesson, but also in science and other subjects, in everyday life situations, in their future learning and in the workplace
- To develop children’s confidence and resilience in Mathematics by improving their growth mindset so they can reach their full potential
In EYFS, children’s mathematics learning is on-going and is assessed against the Early Years Foundation Stage Curriculum. At Nutley, we give children a range of real and purposeful opportunities to develop their understanding of mathematics. Children are encouraged to use, talk about and explore mathematics in a positive environment. We use practical resources like Numicon and base ten frames as well as pictures and models to master key concepts.
Intent
At Nutley CE Primary, we want all children to become fluent mathematicians who can problem solve and reason confidently. We aim:
- To provide interesting and well-planned lessons, where children continually build on the knowledge they have already mastered, to promote children’s enjoyment of mathematics and provide a foundation for enthusiastic lifelong learning
- To develop children’s mathematical thinking and conceptual understanding e.g. using concrete manipulatives (objects) and pictorial representations (pictures), before moving to abstract symbols (numbers and signs); giving children opportunities to explain or justify their mathematical reasoning using correct mathematical vocabulary; and providing children with plenty of opportunities to solve a variety of problems with differing representations and make rich connections across mathematical ideas
- To secure children’s knowledge and accuracy when recalling number facts
- To deepen the understanding of all children by covering fewer topics in greater depth not 'climbing' the curriculum as quickly as possible
- To help children acquire and apply the mathematical skills necessary for solving problems, not only in the maths lesson, but also in science and other subjects, in everyday life situations, in their future learning and in the workplace
- To develop children’s confidence and resilience in Mathematics by improving their growth mindset so they can reach their full potential
Implementation
We have adopted a mastery approach to teaching and learning in mathematics. Mastery involves knowing how and why the mathematics works. It means being able to use mathematics knowledge in new and unfamiliar situations. To support children in achieving this, we use mainly White Rose resources, but draw from a range of other resources, such as NCETM (National Centre for the Teaching of Mathematics) and Number Sense Maths, where appropriate. These are used to both support and challenge children’s understanding, in line with the higher expectations of the National Curriculum. We expect most children to move through this programme of study at broadly the same pace. Teachers will make decisions about when to progress based on the security of children’s understanding and their readiness to progress to the next stage. Children who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier concepts will consolidate their understanding through additional practise and support before moving on.
Children have the opportunity to further develop their fluency through subscription-based websites: MyMaths and TTRockstars.
Impact
Children are given the support and challenge they need to become fluent mathematicians who think flexibly, making connections between different areas of their mathematical understanding. They are able to apply their understanding in order to reason and to solve problems effectively. Children have a positive attitude to maths and enjoy their learning. This means they will have a strong foundation on which to build further maths and science learning at secondary school, as well as preparing children for mathematical tasks in everyday life and work.
Intent
At Nutley CE Primary we hope to inspire a love of music, providing opportunities for the children to listen to, review and evaluate a wide range of compositions. We aim to develop the children as musicians themselves, providing opportunities to perform and compose music on their own and with others, increasing their self-confidence and creativity.
Implementation
Children learn music every term in a series of lessons. We use the ‘Bubbles’ scheme of work to deliver the music curriculum and teachers plan lessons using our progression map to ensure that children build on their skills and knowledge as they move through the school.
In our weekly singing worship, the children learn to sing and use their voices, often working towards a live performance event such as the Christingle and Easter services at the local church.
We also give the children to take part in a school choir where they work towards a performance such as singing at local events and places, such as the Nutley Christmas Market, or with other children at much larger venues, such as ‘One Voice’ at Glyndebourne.
While we give all children the opportunity to learn a musical instrument - the recorder - our children can also access private music tuition for a wide variety of instruments, such as drumming, flute, keyboard and violin.
Year 1 and 2:
- use their voices expressively and creatively by singing songs and speaking chants and rhymes
- play tuned and untuned instruments musically
- listen with concentration and understanding to a range of high-quality live and recorded music
- experiment with, create, select and combine sounds using the inter-related dimensions of music.
Year 3 and 4:
- play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
- improvise and compose music for a range of purposes using the inter-related dimensions of music
- listen with attention to detail and recall sounds with increasing aural memory
- use and understand staff and other musical notations
- appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
- develop an understanding of the history of music.
Year 5 and 6:
- play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
- improvise and compose music for a range of purposes using the inter-related dimensions of music
- listen with attention to detail and recall sounds with increasing aural memory
- use and understand staff and other musical notations
- appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
- develop an understanding of the history of music
- prepare for their end of year performance.
Impact
At Nutley Church of England Primary, through exploration, our children develop an understanding of how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations. Our children are ready to transition to secondary school with the knowledge, skills and confidence to not only create their own music, but to continue to further their interest and enjoyment in listening to and appraising a variety of music from around the world.
Intent
At Nutley CE Primary, we promote high expectation of participation within all PE, either during class sessions, after school clubs or tournaments outside of Nutley with other schools. Our aims are driven by the National Curriculum. Therefore, we aim to teach children to be confident to develop a broad range of physical activities and for our children to be physically active throughout their school week, including play times and lunchtime. We encourage children to take part in a range of competitive sports and activities and promote healthy and active lives throughout their school experience. We regularly take part in tournaments for Netball, Hockey and Tag Rugby, as well as being part of the Uckfield School Swimming Gala every year.
Implementation
At Nutley we are extremely lucky to have a large hall, a playground and substantial field which we use weekly. The field is used all year. We have an extensive range of equipment for all sports as well as a dedicated pavilion for storage and for cross-curricular outside learning opportunities and sports provision.
All classes have at least two sessions a week of PE. Each term teachers plan physical activities based on a two year rolling program.
Children learn specific skills, as individuals and with others in – Dance, Gymnastics and Games. In Years 3 and 4 children are taken to a local pool for a sequence of swimming lessons in differentiated groups.
Teachers use the ‘Nutley CE Primary School Physical Education Curriculum’ document to assist with planning units of learning on a two year rolling program, teaching specific, progressive skills taken the National curriculum. Teachers also have access to a school collection of step by step lessons (Val Sabin Teaching Manuals) for all age groups from EYFS to Year 6 for all areas of physical activity.
At Nutley we also regularly have professional coaches assist in PE teaching, as well as providing good quality professional development for staff. The coaches bring specific skills and plan for progression of these skills throughout all year groups.
Reception:
In the EYFS children begin to explore gross motor skills within the Physical Development strands of the curriculum as well as exploring music and dance within Being Imagination and Expressive strands, through cross-curricular and specific PE learning.
Children at the expected level will:
Physical Development:
Negotiate space and obstacles safely, with consideration for themselves and others.
Demonstrate strength, balance and coordination when playing.
Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
Being Imaginative and Expressive:
Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.
In Year 1 and 2:
- Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
- Participate in team games, developing simple tactics for attacking and defending
- Perform dances using simple movement patterns.
In Year 3 and 4:
- Swim competently, confidently and proficiently over a distance of at least 25 metres.
- Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke].
- Perform safe self-rescue in different water-based situations.
In Years 3, 4, 5 and 6:
- Use running, jumping, throwing and catching in isolation and in combination
- Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
- Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
- Perform dances using a range of movement patterns
- Take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Impact
Nutley children know the importance of keeping themselves physically fit and healthy. They have had the opportunity to participate in a variety of sports, including team games and develop their skills and knowledge, year on year. Some children will have represented their school in inter-school tournaments and galas. All children will understand and demonstrate what it means to be a ‘good sport’ and develop a ‘growth mind-set’ approach to winning and losing.
Intent
Our PSHE and citizenship curriculum is essential in contributing to a positive school ethos.
Our children are encouraged to be gentle, kind and helpful in line with our Golden Rules, as well as to respect others and the world in which we live. They are also praised for working hard and persevering and encouraged to set goals and have aspirations for themselves. We make sure the children have opportunities to develop their communication and social skills by working collaboratively, as well as to become responsible and independent learners. We aim for them to think about themselves positively, develop their self-esteem and confidence. Children are also taught to value a healthy lifestyle and take care of their mental health and wellbeing.
Sex Education is incorporated into the wider topic of Health Education. The National Curriculum for Science requires us to teach children about the main stages of the human life cycle, including reproduction. Any questions asked by the children during Sex Education will be answered sensitively and at a level appropriate to the individual's maturity. We notify parents in advance that the teaching will take place, with an overview of what will be taught and an invitation to see the teaching materials in advance, if desired. Parents have the right to withdraw their child from the sex education part of the teaching, but not where the sex education is taught as part of the science National Curriculum.
To ensure our children leave school prepared for life in modern Britain, we promote the important British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. We ensure that all our children have a voice that is listened to, and demonstrate how democracy works by actively promoting the democratic processes of the school council whose members are voted for by the children.
Implementation
We use the Jigsaw scheme to deliver our PSHE curriculum.
Year 1 and 2:
- Being Me in My World: identify hopes and fears and know who to ask for help; listen to others, work cooperatively and contribute ideas; and help make the class a fair and safe place.
- Celebrating Difference: learn about stereotypes; understand that sometimes bullying is about difference and say how someone who is being bullied feels; recognise what is right and wrong and learn when to stand up for themselves or others; know some ways to make new friends; say some ways they are different to their friends and know that these differences make them special and unique.
- Dreams and goals: choose a realistic goal and think about how to achieve it; persevere and identify their strengths as a learner; understand that working with others can help them learn and solve problems; feel proud of their successes when working cooperatively.
- Healthy Me: know what they need to keep their body healthy; know what makes them feel relaxed and what makes them feel stressed; know how medicines work and the importance of using them safely; sort foods into food groups and know which foods their body needs to keep healthy.
- Relationships: identify the members of their family and the relationships they have with them and the importance of sharing and cooperating; accept that everyone’s family is different and most people value their family; keep safe exploring physical contact; resolve conflicts with friends positively; understand secrets and trust; and express appreciation for people.
- Changing Me: recognise cycles of life in nature; understand the natural process of growing from young to old, recognising how they have changed since they were a baby; recognise the physical differences between boys and girls, using the correct names for parts of the body, appreciating that some parts of my body are private; learn to be assertive and look forward to moving into the next year group.
Year 3 and 4:
- Being Me in my World: identify positive things about themselves and their achievements; face new challenges positively, making responsible choices; know my attitudes and actions make a difference to the class team; take on a role in a group and contribute; understand how democracy works through the school council; understand that their actions affect themselves and others; understand how groups come together to make decisions; understand how democracy and having a voice benefits the school community.
- Celebrating Difference: understand that sometimes they might make assumptions based on what people look like and learn to question this; know that bullying can be hard to spot and what to do if they think it is happening; understand what is special about themselves and value the ways in which they are unique; understand that our first impressions of someone can change when we get to know them.
- Dreams and Goals: tell someone about their hopes and dreams; understand how disappointment can feel and how to cope with it; to be resilient and have a positive attitude; know how to work out the steps to take to achieve a goal; enjoy being part of a group challenge and share in the success of a group.
- Healthy Me: understand how exercise affects my body and know why my heart and lungs are important; recognise how different friendship groups are formed and how I fit into them; recognise the changing dynamics in a group; understand the facts about smoking and alcohol and their effects on health and some of the reasons some people start to smoke or drink alcohol; identify their knowledge and attitude towards drugs; know that some household substances can be harmful; know how to act assertively to resist pressure.
- Relationships: know how it feels to belong to a web of different relationships and identify what they contribute to them; identify someone I love and express why they are special to them; know how most people feel when they lose someone or something they love; remember people even though we no longer see them; express their own opinions about animal rights; understand how people feel when they lose a special pet; know how to show love and appreciation to the people and animals who are special to me.
- Changing Me: understand that some of their personal characteristics come from their birth parents and this happens because they are made from the joining of an egg and sperm; learn that having a baby is a personal choice and know the parts of the male and female bodies that are necessary for making a baby; understand how babies grow and develop in the mother’s uterus; understand what a baby needs to live and grow; describe how boys’ and girls’ bodies change so they are able to have babies when they are adults; have strategies to help them cope with physical and emotional changes experience during puberty; identify changes that are out of their control and learn to accept them and manage them positively; recognise stereotypical ideas they might have about parenting and family roles
Year 5 and 6:
- Being Me in My World: identify their goals for the year and know how to express their worries about future; understand their own needs and compare these with children in different communities; understand their rights and responsibilities; understand that their actions affect other locally and globally; care about other people’s feelings and empathise with them; understand how an individual’s behaviour can impact a group; understand how democracy and having a voice benefits the school community.
- Celebrating Difference: understand there are different perceptions about what normal means; understand how having a disability could affect someone’s life; give examples of people with disabilities who lead amazing lives; understand that cultural differences sometimes cause conflict and understand what racism is; respect their own and other people’s cultures; understand that rumour-spreading and name-calling can be bullying behaviours; explain the ways a person or group can have power over another; know some reasons why people use bullying behaviours.
- Dreams and Goals: know their own strengths and set realistic goals; work out the steps they need to take to reach their goal and how to motivate themselves; understand that they will need money to achieve some of their dreams; identify problems in the world that concern them and work with others to improve things; recognise their own achievements
- Healthy Me: know the impact of food on the body and be motivated to give their body the best combination of food for their physical and emotional health; understand how the media and celebrity culture promotes certain body types and how this may lead to body image pressures; know about different types of drugs and their uses and their effects on the body; find ways to be happy and cope with situations in life without using drugs; evaluate when alcohol is being used responsibly, anti-socially or misused; know how to get help in emergency situations and know basic first aid; know how to look after their mental health and wellbeing; know and use different strategies to manage stress and pressure.
- Relationships: identify the most significant people in my life; use some strategies to manage feelings of loss and help others; understand the different stages of grief and there are different types of loss; recognise when people are trying to gain power or control; demonstrate ways they can stand up for themselves and their friends; negotiate and compromise within friendship groups, resolving conflict; understand that technology can be used to gain power or control; use technology positively and safely to communicate with their friends and family; understand what having a boyfriend or girlfriend might mean.
- Changing Me: have awareness of their own self-image and develop their self-esteem; explain how boys’ and girls’ bodies change through puberty, including menstruation; understand the importance of looking after themselves physically and emotionally; understand that sexual intercourse can lead to conception and that sometimes people need IVF to help them make a baby; describe how a baby develops from conception and during pregnancy and how it is born; understand how being attracted to someone changes the nature of the relationship; know how to prepare themselves mentally for the transition to secondary school.
Impact
Children move on to secondary school having developed in confidence and resilience, and with high aspirations for themselves. They will have improved their respect for others and the world in which they live. They will have developed their social skills and their ability to empathise with others. They will also have a greater understanding of how to keep themselves and others safe.
Intent
At Nutley CE Primary School, we believe the purpose of RE is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living.
We follow the East Sussex Agreed Syllabus ‘Faith and Belief in the 21st Century’ 2022-2027 which provides a coherent framework for setting high standards of learning in RE and enabling pupils to reach their potential in the subject.
The curriculum for RE aims to ensure that all pupils:
1. make sense of a range of religious and non-religious beliefs, so that they can:
- identify, describe, explain and analyse beliefs and concepts in the context of living religions, using appropriate vocabulary
- explain how and why these beliefs are understood in different ways, by individuals and within communities
- recognise how and why sources of authority (e.g. texts, teachings, traditions, leaders) are used, expressed and interpreted in different ways, developing skills of interpretation
2. understand the impact and significance of religious and non-religious beliefs, so that they can:
- examine and explain how and why people express their beliefs in diverse ways
- recognise and account for ways in which people put their beliefs into action in diverse ways, in their everyday lives, within their communities and in the wider world
- appreciate and appraise the significance of different ways of life and ways of expressing meaning
3. make connections between religious and non-religious beliefs, concepts, practices and ideas studied, so that they can:
- evaluate, reflect on and enquire into key concepts and questions studied, responding thoughtfully and creatively, giving good reasons for their responses
- challenge the ideas studied, and allow the ideas studied to challenge their own thinking, articulating beliefs, values and commitments clearly in response
- discern possible connections between the ideas studied and their own ways of understanding the world, expressing their critical responses and personal reflections with increasing clarity and understanding
- The spiral nature of the RE curriculum means that pupils will encounter some of the same concepts in different questions at different key stages. Exploring the same concepts again, from a different perspective and using different materials, is essential to support pupils’ ability to connect ideas and develop a coherent understanding of religion and belief, consolidating and embedding learning.
Implementation
Nutley CE Primary School is a Church of England controlled school and we give prominence to the teaching of Christianity through daily collective worship assemblies, through positive relationships which exist within our small school, as well as through the RE curriculum.
The children explore the RE curriculum in a cross curricular and creative way. We follow the East Sussex syllabus ‘Faith and Belief in the 21st Century’ and, within that framework, have fully embedded the ‘Understanding Christianity’ resource from EYFS through to Year 6.
We have close links to St James-the-Less, our local church. Reverend Ben Sear makes frequent visits to the school as he leads collective acts of worship on a fortnightly basis, as well as contributing to our curriculum by being involved in individual lessons. We regularly use St James-the-Less for celebratory Harvest, Christmas and Easter services and visits to learn more about Christianity.
RE at Nutley CE Primary School is taught for at least 10% of curriculum time, which is focused on teaching faiths in depth rather than breadth. To allow for depth, one religion is taught at a time as ‘systematic’ units. Flexible thematic units then allow us to draw on different traditions in our community and wider society, make links and make comparisons and ask ‘big’ questions.
EYFS: The children will learn:
- Being special: where do we belong?
- Why is Christmas special for Christians?
- Why is the word ‘God’ so important to Christians?
- Why is Easter special for Christians?
- Which places are special and why?
- Which stories are special and why?
Key Stage 1
We focus on three religions: Christianity, Islam and Judaism.
Year A:
- Who do Christians say made the world?
- Who is Jewish and how do they live? (PART 1 and PART 2)
- Why does Easter matter to Christians?
- What is the ‘good news’ Christians believe Jesus brings?
- How should we care for the world and for others, and why does it matter?
Year B:
- What does it mean to belong to a faith community?
- Why does Christmas matter to Christians?
- What do Christians believe God is like?
- Who is Muslim and how do they live? (PART 1 and PART 2)
- What makes some places sacred to believers?
Lower Key Stage 2
We focus on four religions: Christianity, Judaism, Islam and Hinduism.
Year A
- How do festivals and worship show what matters to a Muslim?
- What is it like for someone to follow God?
- How can following God bring freedom and justice?
- What is the ‘Trinity’ and why is it important for Christians?
- How and why do people try to make the world a better place?
- What kind of world did Jesus want?
- How and why do people mark the significant events of life?
Year B
- What do Christians learn from the creation story?
- How do festivals and family life show what matters to Jewish people?
- What do Hindus believe God is like?
- Why do Christians call the day Jesus died ‘Good Friday’?
- For Christians, what was the impact of Pentecost?
- What does it mean to be a Hindu in Britain today?
Upper Key Stage 2
We focus on four religions: Christianity, Judaism, Islam and Hinduism as well as Humanism
Year A
- For Christians, what kind of king is Jesus?
- Why do Christians believe Jesus was the Messiah?
- Why is the Torah so important to Jewish people?
- What does it mean to be a Muslim in Britain today?
- What difference does the Resurrection make for Christians?
- How do Christians decide how to live? ‘What would Jesus do?’
- How does faith help people when life gets hard?
Year B
- Creation & Science – Conflicting or Complementary?
- Why do Hindus want to be good?
- Christians believe Jesus did to ‘save’ people?
- What does it mean if Christians believe God is holy and loving?
- What matters most to Humanists and Christians?
Impact
The children at Nutley CE Primary School enjoy learning about other religions and why people choose, or choose not to follow a religion. Through their RE learning, the children are able to make links between their own lives and those of others in the community and wider world; develop an understanding of other people’s cultures and ways of life; extend their knowledge and understanding of religions and beliefs; develop a religious vocabulary; reflect on questions of meaning, offering their own thoughtful and informed insights into religious and secular world views and explore ultimate questions of beliefs and values in relation to a range of contemporary issues in an ever – changing society.
Intent
Science is one of the core subjects of The National Curriculum. At Nutley CE Primary, we provide children with opportunities to develop their natural curiosity. We encourage our children to appreciate that science is a way of understanding the world we live in.
The children will develop the skills of scientific investigation and exploration in a variety of contexts. By the time the children have reached the later years at our school, we hope they will be able to set up and carry out their own scientific investigations involving the posing of questions, designing and carrying out experiments, coping with difficulties, answering the questions posed and presenting their information and findings appropriately.
Implementation
Science is taught weekly at Nutley CE Primary and links are made wherever possible with other subjects. Teachers plan using the Kent Scheme of Work to ensure coverage of the National Curriculum and also the progression of skills and knowledge. There are clear end of year expectations for each Year Group based on the statutory requirements of the National Curriculum.
Impact
Nutley children will have a knowledge of scientists of the past and will also consider themselves as having the potential to be a scientist of the future! They will have a broad science knowledge and will have developed their scientific enquiry skills to transition to secondary school curriculum with confidence.
Intent
At Nutley CE Primary, the children focus on one language so they can make substantial progress. We aim for the children to be able to express their ideas and thoughts and understand and respond to Spanish speakers, both in speech and in writing.
Implementation
Although children in EYFS and KS1 are introduced to a little Spanish, formal learning of the language begins in Year 3 and continues throughout KS2, with weekly Spanish lessons. Teachers use the BCC Primary Languages scheme of work and our own progression document to plan interactive lessons that build on previous learning.
Expectations:
Year 3 and 4:
- listen attentively to spoken language and show understanding by joining in and responding
- explore the patterns and sounds of language through songs and rhymes
- engage in conversations
- speak in sentences, using familiar vocabulary, phrases and basic language structures
- develop accurate pronunciation and intonation
- present ideas and information orally to a range of audiences
- read carefully and show understanding of words and phrases
- appreciate stories, songs, poems and rhymes in the language
- describe people, places, things and actions orally and in writing
- understand basic grammar: feminine and masculine forms
Year 5 and 6:
- 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: feminine and masculine 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.
Impact
At Nutley Church of England Primary School, our children develop an interest and deeper cultural understanding of other countries and the languages they speak. Our language teaching of Spanish provides the foundation for learning further languages at secondary school, enabling children to study and work in other countries in the future.
