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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 week there will be a question which links to the main challenge question.


Please see below for an example of how this works in a Year 1 topic. 





Autumn 1


Autumn 2


Spring 1


Spring 2


Summer 1


Summer 2



What makes us special?

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?

Year 1/2

Year A


What would Dr Who find exciting about Disley?

Who started the fire?

Where would you prefer to live: England or Africa?

Why were Christopher Columbus and Neil Armstrong brave people?

Why do we love to be beside the seaside?

Why did the Titanic sink?

Year 1/2

Year B


Why can’t a meercat live in the North Pole?

Where do leaves go in Winter?

Here do and did the wheels on the bus go?

What has changed since your grandparents were young?

Would The Beatles have won the X Factor?

What are the differences between Disley and the rainforests?

Year 3/4

Year A


What would you have done after school 100 years ago?

Where would you choose to build a city?

Why is Stockport such a cool place to live?

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

Why were Norman castles certainly not bouncy?

Year 3/4

Year B


Why do so many people decide to go the Mediterranean for their holidays?

Why has Greece always been in the news?

What makes the Earth angry?

Do you think the Greggs were heroes or villains?

Who first lived in Britain?

Year 5/6

Year A


Were the Vikings always victorious and vicious?

Why should gunpowder, treason and plot never be forgotten?

Why should the rainforests be important to us all?

Will you ever see the water you drink again?

I’m a Year5/6 pupil, can you get me out of here?

Year 5/6

Year B


How could Hitler convince a nation like Germany to have followed him?

Why is Brazil in the news again?

How can we rediscover the wonder of Ancient Egypt?

Were the Anglo-Saxons really smashing?

Why was the Islamic Civilisation around AD900 known as the ‘Golden Age’?

Year 1: Why can’t a Meerkat live in the North Pole? 

KS1 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

WOW: Read ‘Meerkat Mail’

WK 1

Why does Sunny live in the Kalahari desert?

WK 2

Which animals live in cold places like the North and South Pole?

WK 3

How do Polar Bears keep warm?

WK 4

What do we mean by hot and cold colours?

WK 5

Why do people usually like going to hot places for their holidays?

WK 6

Why do we wear different clothes in summer and winter?

WK 7

How can we recreate a Meerkat dance?

WK 8

Reflection: Would you rather be a Meerkat or a Penguin?

Literacy Link:

Use the book ‘Meerkat Mail’ to link to

postcards sent home from holiday destinations.

Exciting Vocabulary: equator; poles; centigrade; meerkats; Kalahari; freezing point, etc.


Numeracy Link:

Possible graphs of children’s

holiday destinations.

Consider temperature and how it is measured,

create charts from data gathered.


Additional Geography Link:

Keep an on-going record of the weather in their locality; they could include rainfall, temperature, cloud cover, etc.

In addition, more able pupils could find out the temperature in certain parts of the world


Creative Art Link:

LC4 Mixing paint to create hot and cold paintings.


Suggested Texts that link: "The Snowy Day" Ezra Jack Keats

                                           "Ooopik" Bruce Hiscock