Curriculum

At Brassington School we believe that children learn best when they are engaged and inspired by what they do. We teach the National Curriculum through an enquiry based approach with initial questions generated by the teacher inspiring a range of questions from the children. Finding the answers to those questions requires both the acquisition of knowledge and development of a range of skills. Considering how to communicate and present the answers is also an important part of learning.

 Maths is taught as the first lesson of the day in all classes so that there is opportunity for children to move between classes where it is appropriate. All Maths teaching is based on the progression 'fluency' 'reasoning' 'problem solving'.

The school has three classes, so pupils are taught in mixed age groups. For English and Maths we differentiate the planning within the class to ensure age appropriate teaching and progression. For other subjects we operate a rolling program to ensure full content coverage without repeats. over a child’s time in either KS1 or KS2. We also use skills progression charts, so that within a mixed age class children are making age appropriate progression within subjects while working at similar tasks.

Termly Overviews are posted on the class pages. Within those topics The National Curriculum will be covered as detailed on the following pages

 English KS2; Click for overview

Mathematics KS1 and 2; Click for the overview.

Key Stage 1 and EYFS - taught as a 4 year rolling programme in a YR, Y1 and Y2 Class

KS2 Other subjects

Art & Design 

The National Curriculum for Art & Design in Years 3 to 6.

Our children will be taught to:

  • to create sketch books to record their observations and use them to review and revisit ideas
  • to 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.

Computing 

The National Curriculum for Computing in Years 3 to 6.

Children will be taught to:

  • 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

Design & Technology 

Design

Children will be taught to:

  • 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

Make

Our children will be taught to:

  • select from and use a wider range of tools and equipment to perform practical tasks 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

Evaluate

Our children will be taught to:

  • 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

Technological Knowledge

Our children will be taught to:

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • understand and use mechanical systems [for example, gears, pulleys, cams, levers and linkages] in their products
  • understand and use electrical systems [for example, series circuits incorporating switches, bulbs, buzzers and motors] in their products
  • apply their understanding of computing to programme, monitor and control their products.

Cooking & Nutrition

Our children will be taught to:

  • understand and apply the principles of a healthy and varied diet
  • cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
  • become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
  • understand the source, seasonality and characteristics of a broad range of ingredients

 

Geography 

The National Curriculum for Geography in Years 3 to 6.

Locational Knowledge

Children will be taught to:

  • 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)

Place Knowledge

Our children will be taught to:

  • 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 in North or South America

Human and Physical Geography

Our children will be taught to:

  • describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
  • describe and understand key aspects of 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

Our children will be taught to:

  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • use the 8 points of a compass, 4 and 6-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.

 

History 

The National Curriculum for History in Years 3 to 6.

Examples in italics are not statutory.

Pre-Roman Britain

Children will be taught about changes in Britain from the Stone Age to the Iron Age. For the First two weeks of the Spring Term they will be taught about a particular topic within the timeline from the Neolithic to 1066 to ensure a sound chronological understanding.

This could include:

  • late Neolithic hunter-gatherers and early farmers, for example, Skara Brae
  • Bronze Age religion, technology and travel, for example, Stonehenge
  • Iron Age hill forts: tribal kingdoms, farming, art and culture

Roman Britain

Our children will be taught about the Roman empire and its impact on Britain

This could include:

  • 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

Anglo-Saxons & Scots

Our children will be taught about Britain’s settlement by Anglo-Saxons and Scots

This could include:

  • 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

Anglo-Saxons & Vikings

Our children will be taught about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

This could include:

  • 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
  • Edward the Confessor and his death in 1066

Local History

Our children will be taught about an aspect of local history

For example:

  • a depth study linked to one of the British areas of study listed above
  • a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)
  • a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

Extended chronological study

Our children will be taught a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

 

  • a significant turning point in British history- the start of the Industrial Revolution linked to local study of Cromford.
  • Ancient Civilizations

Our children will be taught about 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; or
  • The Shang Dynasty of Ancient China

Ancient Greece

Our children will be taught a study of Greek life and achievements and their influence on the western world

Non-European Study

Our children will be taught about a non-European society that provides contrasts with British history :

  • Mayan civilization c. AD 900; or

Foreign Languages 

The National Curriculum for Foreign Languages in Years 3 to 6.

Note that the curriculum aims state that: Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language.

Listening & Comprehension

Children will be taught to:

  • 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

Speaking

Our children will be taught to:

  • 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

Reading & Comprehension

Our children will be taught to:

  • 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

Writing

Our children will be taught to:

  • 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.

(*Not ancient languages)

Music 

The National Curriculum for Music in Years 3 to 6.

Our children will be taught to:

  • 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 interrelated 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.

Physical Education 

The National Curriculum for Physical Education in Years 3 to 6.

Sport & Games

Children will be taught to:

  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], modified where appropriate, 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.

Swimming and water safety

Our children will be taught to:

  • All schools must provide swimming instruction either in key stage 1 or key stage 2.
  • In particular, pupils should be taught to:
  • swim competently, confidently and proficiently over a distance of at least 25 metres
  • use a range of strokes [for example, front crawl, backstroke and breaststroke] effectively
  • perform safe self-rescue in different water-based situations.

Religious Education 

 

RE supports the aims for education, outlined in the National Curriculum 2014; to:

  • promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and 
  • prepare pupils for the opportunities, responsibilities and experiences of later life 

The Principal aim of RE in Derbyshire schools is to enable pupils to participate in an on-going search for wisdom, through exploring questions raised by human experience and answers offered by the religions and beliefs of the people of Derbyshire and the wider community, so as to promote their personal development.

The Derbyshire Agreed Syllabus meets this Principal Aim by using two attainment targets throughout:

  • Attainment Target 1: learning about religion and belief 
  • Attainment Target 2: learning from religion and belief 

RE plays a significant role in the personal development of children and young people.

Given the opportunities for encountering people of different beliefs and lifestyles, RE also has a key role to play in fostering respect and social cohesion.

RE plays an important part in promoting the spiritual, moral, social and cultural development of pupils, making a unique contribution to their spiritual development in particular.

RE must be taught to all registered pupils except to those withdrawn by their parents.

At Brassington the Derbyshire Agreed syllabus is followed.

 

KS1

Art & Design 

The National Curriculum for Art & Design in Years 1 and 2.

Children will be taught to:

  • to use a range of materials creatively to design and make products
  • to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • 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.
Computing 

The National Curriculum for Computing in Years 1 and 2.

Children will be taught to:

  • 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 material on the internet or other online technologies
Design & Technology 

The National Curriculum for Design & Technology in Years 1 and 2.

Design

Our children will be taught to:

  • design purposeful, functional, appealing products for themselves and other users based on design criteria
  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

Our children will be taught to:

  • select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

Our children will be taught to:

  • explore and evaluate a range of existing products
  • evaluate their ideas and products against design criteria

Technical Knowledge

Our children will be taught to:

  • build 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.

Cooking & Nutrition

Children will be taught to:

  • use the basic principles of a healthy and varied diet to prepare dishes
  • understand where food comes from.
Geography 

The National Curriculum for Geography in Years 1 and 2.

Location Knowledge

Children will be taught to:

  • name and locate the world’s 7 continents and 5 oceans
  • name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas

Place Knowledge

Our children will be taught to:

  • 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

Children will be taught to:

  • 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

Children will be taught to:

  • 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 [for example, near and far; left and right], 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.
History 

The National Curriculum for History in Years 1 and 2.

Children will be taught to:
Examples in italics are not statutory

  • changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
  • events beyond living memory that are significant nationally or globally e.g. the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries
  • 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 e.g. Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell and Edith Cavell
  • significant historical events, people and places in their own locality.
Music 

The National Curriculum for Music in Years 1 and 2.

Children will be taught to:

  • 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 interrelated dimensions of music
Physical Education 

The National Curriculum for Physical Education in Years 1 and 2.

Sport & Games

Children will be taught to:

  • 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

Swimming and water safety

Our children will be taught to:

  • swim competently, confidently and proficiently over a distance of at least 25 metres
  • use a range of strokes effectively
  • perform safe self-rescue in different water-based situations
Religious Education 

RE supports the aims for education, outlined in the National Curriculum 2014; to:

  • promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and 
  • prepare pupils for the opportunities, responsibilities and experiences of later life 
The Principal aim of RE in Derbyshire schools is to enable pupils to participate in an on-going search for wisdom, through exploring questions raised by human experience and answers offered by the religions and beliefs of the people of Derbyshire and the wider community, so as to promote their personal development. 
The Derbyshire Agreed Syllabus meets this Principal Aim by using two attainment targets throughout: 
  • Attainment Target 1: learning about religion and belief 
  • Attainment Target 2: learning from religion and belief 
RE plays a significant role in the personal development of children and young people.
Given the opportunities for encountering people of different beliefs and lifestyles, RE also has a key role to play in fostering respect and social cohesion.
RE plays an important part in promoting the spiritual, moral, social and cultural development of pupils, making a unique contribution to their spiritual development in particular.
RE must be taught to all registered pupils except to those withdrawn by their parents.