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OUR CURRICULUM INTENT STATEMENT

From September 2014 schools have to follow the new National Curriculum, introduced by the Department for Education in September 2013.
The link below takes you to the DfE website that outlines this statutory National Curriculum for Years 1 to 6.  Children in Early Years (Reception class) follow the statutory Early Years Foundation Stage Curriculum. 
Scroll to the bottom of this page to download a pdf file that shows the National Curriculum in an easy-to-use pictoral jig-saw and our own Parents Information Leaflet on how this is taught at Disley and how we assess your child.

Disley Primary School’s curriculum Statement

Our aim at Disley Primary School is to provide opportunities for all children to develop as independent, confident, successful learners with high aspirations who know how to make a positive contribution to their diverse community and the wider society.  We have high expectations and aspirations for all children and we strive to develop them as learners

through our broad and balanced curriculum.

 

What we learn

We develop the appropriate subject specific knowledge, skills and understanding as set out in the National Curriculum through rich and inspiring learning experiences, so that children can flourish, reach and exceed their potential academically, physically and artistically.

 

Who we are when we learn

We develop learners to have a holistic set of values that prepares them for life in the modern world in a diverse and ever changing community.

 

How we act when we learn

We develop the behaviours learners need to succeed in the world such as resilience, confidence, concentration, perseverance, imagination, co-operation, the enjoyment of learning, self-improvement and curiosity.

 

Who we are in the world

We encourage children to understand spirituality in themselves and others, develop social skills and understand society, build a firm set of personal morality and to engage in the culture they live in and understand the cultures of others.

Here is the overview of how we will deliver (implement)  the curriculum. 

 

We plan a two year cycle, based around challenge questions to get the children thinking about their learning.  Each term's topic will stem from a question that the children will investigate.

 

Please see below the topic overviews for each year group:

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Reception

Are we all the same?

Pirates – good or bad?

How do robots help us?

Why can’t an elephant live up a tree?

Whose house is Goldilocks hiding in now?

Can we save the world?

 

Autumn

Spring

Summer

Year 1/2

Cycle A

 

 

Fire! Fire!

(Great Fire of London)

History:

events beyond living memory that are significant nationally or globally

Quality texts:

  • Katie in London
  • Toby and the Great Fire of London

Three Lions on the Shirt, or Three Lions in the wild?

(Where would you prefer to live: England or Africa?)

Geography:

Locational knowledge –

name and locate the world’s seven continents and five oceans

 

Place knowledge -

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 areas of the world in relation to the Equator

 

Geographical skills and fieldwork -

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

 

Quality Texts:

  • Bringing the Rain to Kapiti Plain
  • Letters to Africa
  • Handa’s Surprise

People Who Dare to be Different - (Comparison of 2 significant individuals: Rosa Parks and Emily Davison)

 

History:

The lives of significant individuals in the past who have contributed to national and international achievements.

 

 

 

 

 

 

 

 

 

 

 

 

Other possibilities: 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

 

 

 

 

Autumn 1

Spring 1

Spring 2

Summer

Year 1/2

Cycle B

Wheels - Then and Now - Changes within living memory

 

History:

Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

Quality texts:

William Bee's Wonderful World of Trains, Boats and Planes

 

The 4 peaks - A study of the UK identifying the four countries and capital cities and its surrounding seas

 

For Example:

The 4 Peaks

  • Slieve Donard
  • Ben Nevis
  • Scafell Pike 
  • Snowdon

 

Opportunity for a local study?

 

Geography:

Locational Knowledge -

name, locate and identify characteristics of the four countries and capital cities of the

United Kingdom and its surrounding seas

 

Geographical skills and fieldwork –

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

 

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

Why Can’t a Meerkat live in the North Pole?

 

Geography:

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

Quality texts:

Meerkat mail

Ookpik (also links to making an ookpik)

 

 

A Sinking Feeling – Titanic

 

History:

Significant historical events, people and places in their own locality.

 

Quality texts:

Titanic Lost and Found

 

 

Autumn

Spring

Summer

Year 3/4

Cycle A

Who first lived in Britain?

Stone Age – Iron Age

(Local History – Mam Tor)

History:

changes in Britain from the Stone Age to the Iron Age

 

Quality texts:

Stone Age Boy

Littlenose Nose: The Hunter, The Explorer

One Small Blue Bead

 

Why is Stockport such a cool place to live?

Geography:

Locational Knowledge -

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

 

Geographical skills and fieldwork

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.

 

Quality texts:

Stanley’s Stick

Stockport Through Time

 

Why were the Romans so powerful and what did we learn from them?

The Roman Empire

History:

the Roman Empire and its impact on Britain

 

Geography:

Geographical Skills and Fieldwork:

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

 

Quality texts:

Tony Robinson's Weird World of Wonders! Romans - Tony Robinson

My Story Roman Invasion

 

Year 3/4

Cycle B

What are the Natural Wonders of the world?

Focus on natural disasters and natural wonders of the world i.e. the Amazon rainforest etc.

Geography

Locational knowledge:

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

 

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

 

human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

 

Quality texts:

Escape from Pompeii

Journey to the centre of the earth (Usborne Young Readers)

Were the Anglo-Saxons really smashing? (Local History - Disley name, Farms)

History:

Britain’s settlement by Anglo-Saxons and Scots

 

Quality Texts:

Usborne Young Reader – Beowulf

Freedom For Bron: The Boy Who Saved A Kingdom

Were the Vikings always victorious and vicious?

(Local History -Viking/Anglo Saxon border)

History

the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

 

Geography:

Human and Physical Geography -

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

 

Quality Texts:

Vikings in 30 Seconds

 

Year 5/6

Cycle A

Industrial Revolution – How did early technology revolutionise the world?

 

History:

a local history study

 

a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

 

Geography:

Locational Knowledge -

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

 

Quality texts

Street Child

Industrial Revolution The Rise of the Machines

Climate Change - Fumes or Futures?

 

Geography:

Human and Physical Geography -

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

 

Quality texts

We are all Greta - Valentina Giannella

Plastic Sucks. You can make a difference – Dougie Poynter

 

Mayan Civilisation –Who were the Mayans and what did we learn from them?

 

History

a non-European society that provides contrasts with British history

Year 5/6

Cycle B

Significant people who have changed the course of History – Ernest Shackleton and Emily Pankhurst – How did resilience lead to success?

 

History:

a local history study

 

a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

 

Geography:

Locational knowledge -

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)

 

Quality texts

Shackleton’s Journey – William Krill

Suffragettes and the Fight for the Vote – Sarah Ridley

 

Ancient Greece – How did the Ancient Greeks shape the world we live in today?

 

History:

Ancient Greece – a study of Greek life and achievements and their influence on the western world

 

Geography

Locational Knowledge -

identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn

 

Quality texts

Men and Gods – Rex Warner

So You Think You’ve got it bad – A Kids life in Ancient Greece

 

Ancient Egypt – What were the secrets of the sands?

 

History:

the achievements of the earliest civilizations

 

Geography:

Human and Physical Geography -

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

 

Quality texts

The Time Travelling Cat and the Egyptian Goddess

Pharaohs of Ancient Egypt- Elizabeth Payne 

 

We have linked the Historical and Geographical objectives from the National Curriculum with each topic, ensuring that all elements of the curriculum are covered. There are also suggested high quality texts that are linked to each topic, that the teachers may use in their Topic/English lessons.
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