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Curriculum Overview

Eastwood Village Primary – Curriculum Overview

Our curriculum is coherently planned and sequenced to ensure pupils recall and articulate knowledge confidently for their future learning and, ultimately, employment; the amount of consistent progress made by pupils across the school supports this. Teachers are consistently and effectively challenged, coached and supported by senior or more experienced teachers from within the school or wider Hub of Schools. Half termly assessments prove the majority of children are making at least expected termly progress; pupil progress meetings and moderation activities allow for detailed interventions to be put in place to support vulnerable groups of learners. 

The curriculum has been designed specifically to support pupils to know and remember more and in foundation, to do, know and remember more. We have use latest educational research to promote effective working memory and retrieval of information in the way our curriculum is designed. All aspects of the curriculum have been designed with progression in mind, to ensure children build on existing skills and knowledge, which enables them to make links to new learning more easily and commit this knowledge to their long-term memories.  We ensure we have vertical links (substantive concepts) which run through a subject and support our pupils in building their schema, horizontal links (for example in Y5 pupils study Africa in Geography and Mansa Musa and the Mali Empire in History) which ensure our pupils have prior knowledge and can access a range of subjects. We see first hand the effect of these links in supporting our pupil’s knowledge retention with diagonal links (links across subjects, concepts and year groups) for example pupils learn about Muslim celebrations and Eid (FS), create patterns using prayer mats as a stimulus in art (KS1), identify and explore the five pillars of Islam in RE (LKS2), learn about Mansa Musa’s famous pilgrimage to Mecca in (UKS2) and study an ancient Islamic civilization in (UKS2). These diagonal links and pupils good understanding reflects clear substantive concepts (Religion) which runs through our history curriculum.  

Subject leaders share a common and consistent approach to planning, monitoring and evaluating their subject. In doing so, they are able to confidently ensure that all staff have a firm and common understanding of the school’s curriculum intent and what this means for their own practice- see Subject Leader Governor Reports 

Where appropriate, the curriculum is adapted, designed or developed in light of newly blended learning opportunities to remain ambitious and aspirational for those with EAL, SEND and other vulnerable pupils. Well-trained additional adults ensure, through small-group teaching, that all vulnerable pupils attain well, have the opportunity to catch up for lost learning as a result of the Pandemic and make good progress from their starting points.  

The curriculum is studied in full and is predominantly based on the National Curriculum (NC). The school is active in meeting the Arts Mark criteria and has accessed a local community Fund to enable local artists to work with pupils across the school.  Subject leaders base their monitoring and evaluation on a highly developed progression of skills for each subject – for class teachers this ensures that progression and continuity is built into the intentions. The areas of learning from the EYFS are mapped against the NC subjects for KS1 and KS2 and subjects are identified as either ‘curriculum drivers’ or ‘discrete subjects’, with some subjects arranged to be taught in blocks of time.  A recent timetable adaption has been adopted in KS2 to enable pupils to be taught by curriculum specialists. This initiative is already proving successful to enable the range of subjects to be taught proficiently. 

Please find below a summary overview of our school curriculum including topics (green=geography driver and yellow = history driver), science focus, high-quality novels and story time texts (chosen to give our pupils access to the ‘5 plagues of reading’).  

  Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2 
Foundation Stage A  All About me  Celebrations  Superheroes  Minibeasts  Inventions  Seaside 
Foundation Stage B  All About me  Celebrations  Magical  Gardening  Farm  Space 
Foundation Stage Reads A  Owl Babies 

Goldilocks and the Three Bears 

What I Like About Me 

Kipper’s Birthday 

Santa Comes to Rotherham  

 

Superworm 

Nat Fantastic 

Eliot Jones 

Midnight Superhero 

 

Mad About Minibeasts 

Very Hungry Caterpillar 

 

No Bot 

Boy and Bot 

Monster Dumper Truck 

Pirates Love Underpants 

Commotion in the Ocean 

Sharing a shell 

Foundation Stage Reads B  Owl Babies 

Goldilocks and the Three Bears 

What I Like About Me 

Kipper’s Birthday 

Santa Comes to Rotherham  

 

Room on the Broom 

 

Jack and the Beanstalk 

The Enormous Turnip 

Farmyard Hullabaloo 

 

Whatever Next… 

Aliens Love Underpants 

Foundation Stage Story Time Text  Owl Babies 

(Complexity of Plot) 

Jack and the Beanstalk  

(Archaic Text) 

The Tiger Who Came to Tea  

(Complexity of Plot) 

Billy Goats Gruff 

(Archaic Text) 

Not Now, Bernard 

(Resistant Text) 

The True Story of Big Bad Wolf 

(Complexity of the narrator) 

Year 1 Topics  All about me – Toys 

 

Gunpowder Plot  Seasons  Our Country  Dinosaurs and Mary Anning 

 

Pirates 

(Maps and field work) 

Year 1 Science  Humans 

 

Materials  Seasonal Changes  Plants  Animals  Minibeasts 
Year 1 Studied Texts  Funny Bones  Stick man  Lost and Found  Gruffalo  Harry and the Bucket full of dinosaurs  Lighthouse Keeper’s Lunch 
Year 1 Story Time Text  The Day the Crayons Quit 

(Complexity of the narrator) 

Ning Nang Nong  

(Resistant texts) 

The Cat in the Hat 

(Archaic Text) 

The Stinky Cheese Man and Other Fairly Stupid Tales (Non-linear text)  Dinosaurs and All That Rubbish 

(Complexity of plot/ symbol) 

And the Dish Ran Away with the Spoon 

(Complexity of the narrator) 

Year 2 Topics  Off to the Seaside 

(Geographical features) 

The Black Death   Bear Grylls 

(Maps and Weather) 

Queens 

Queen Elizabeth I and Queen Elizabeth II 

The World  Castles 

Conisborough Castle 

Year 2 Science  Human Body  Materials  Animals  Habitats  Plants  Experiments and Investigations 
Year 2 Studied Texts  Meerkat Mail  The Owl who was Afraid of the Dark  Gorilla  Who’s afraid of the big bad book?  Dr Xargle’s book of Earthlets  Traction man is here 
Year 2 Story Time Text  Traditional Stories  

(Archaic Text) 

After the Storm 

(Complexity of plot/ symbol) 

Where the Wild Things Are 

(Complexity of plot/ symbol) 

The Colour Monster 

(Resistant text) 

Voices in the Park 

(Non-Linear) 

Fantastic Mr Fox 

(Complexity of narrator) 

Year 3 Topics  Our Local Area  Our Neighbours (Europe)  The First Men 

(Stone Age) 

Iron Age  Extreme Earth  Romans 
Year 3 Science  Plants  Light  Rocks  Animals including Humans  Forces and Magnets  Experiments and Investigations 
Year 3 Studied Texts  The Tunnel  The Last Wolf  Lost Happy Endings  Leon and the Place Between  Billy and the Minpins  Sheep Pig 
Year 3 Story Time Text  The Case of the Lost Boy  

(Complexity of the narrator) 

The Little Match Girl  

(Archaic text) 

Revolting Rhymes  

(Complexity of plot/ symbol) 

The Mysteries of Harris Burdick 

(Resistant text) 

The Midnight Fox 

(Non-linear time sequence) 

Year 4 Topics  Steely Sheffield  Wonderful Water – River Study  Scots, Anglo-Saxons and Vikings  Ancient Egypt  Remarkable Rainforests 
Year 4 Science  Living things and their Habitats  States of Matter  Animals, including humans 

 

Sound 

 

Electricity 

 

Year 4 Studied Texts  Legend of Podkin One-Ear 

(Non-Linear and narratively complex) 

The Accidental Prime Minister  Iron Man  

(Complexity of plot/ symbolic) 

Year 4 Story Time Text  The Firework Makers Daughter 

(Non-Linear narrative) 

Winnie the Pooh  

AA Milne 

(Archaic Text) 

One Dog and His Boy 
Year 5 Topics  Mansa Musa – The Mali Empire  Africa  Tudors  The UK  Explorers  Ancient Greece 
Year 5 Science  States of Matter  Living things and their Habitats  Animals including Humans  Forces  Experiments and Investigations  Earth and Space 
Year 5 Studied Texts  Charlie and the Chocolate Factory 

(Complexity of plot/ symbolic) 

The Lion, The Witch and the Wardrobe 

(Archaic Text) 

Who Let the Gods Out? 

(Complexity of plot/ symbolic) 

Year 5 Story Time Text  A Christmas Carol  

(Non-Linear/ Archaic)  

Butterfly Lion 

(Non-Linear) 

The Arrival 

(Resistant Text) 

Year 6 Topics  Victorians  Frozen Kingdoms  World War 2  Ancient Islamic Civilization  Coasts  Amazing Art (Secondary School Transition)  
Year 6 Science  Electricity  Living Things and their Habitats  Animals including Humans  Evolution and Inheritance  Light 
Year 6 Studied Texts  Street Child 

(Complexity of plot/ symbolic) 

War Horse 

(Complexity of narrator) 

Harry Potter and the Philosopher’s Stone 

(Complexity of plot/ symbolic) 

Year 6 Story Time Text  Oliver Twist 

(Archaic Text) 

Holes 

(Non-Linear Text) 

Jabberwocky 

If 

The Highway Man  

(Resistant texts)