Curriculum Design

This is one of three pages on our curriculum.

  • Curriculum Design – This page! The scope and sequence of our teaching, with age-related expectations for learning.
  • Curriculum Rationale – How the National Curriculum, our context and our own priorities and values work together.
  • Curriculum Implementation – Long and mid-term plans, letters and guides for parents, national tests, timetables and homework!

Please click on a subject or area and expand the tab for further information.

Curriculum Design

KEY SKILLS

To underpin all future learning by

  • supporting, fostering and promoting children’s personal, social and emotional well-being,
  • their social skills and attitutes, their attention skills,
  • their language and communication skills (speaking, listening, reading and writing) and
  • their mathematical, physical and creative development.
EYFS Curricular Map (Cycle A)  
A Good Level Of Development
KEY SKILLS
  • To develop ideas
  • To master techniques in 2D & 3D with a range of materials and media
  • To evaluate work
  • To build knowledge and appreciation of prominent artists
Scope and Sequence

Age-related Expectations

Spirituality Across the Curriculum -WORK-IN-PROGRESS

KEY VALUES
  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those of different faiths and beliefs
Britih Values in greater detail

  Scope and Sequence  

Spirituality Across the Curriculum -WORK-IN-PROGRESS

KEY SKILLS
  • To build understanding of algorithms and programs
  • To develop skills in data retrieval and organisation
  • To use a range of technologies to communicate
  • To develop knowledge and attitudes around e-safety and digital citizenship

Scope and Sequence - Computing

Scope and Sequence - Digital Citizenship & E-Safety

Age-related Expectations

  Spirituality Across the Curriculum -WORK-IN-PROGRESS

KEY SKILLS
  • To develop, plan and communicate ideas
  • To master practical skills with a range of materials & media
  • To evaluate and improve their work
  • To evaluate tools, equipment and materials
  • To take inspiration from design throughout history
Scope and Sequence

Age-related Expectations

Spirituality Across the Curriculum -WORK-IN-PROGRESS

KEY SKILLS
  • Reading – Phonics and word recognition, oral reading skills, using grammar, responding to texts
  • Writing –Drafting, Reviewing & Editing, Spelling, Grammar, Vocabulary, Punctuation, Presentation

Age-related Expectations

Spirituality Across the Curriculum -WORK-IN-PROGRESS

KEY SKILLS
  • To investigate patterns and places
  • To build understanding of physical geography
  • To build understanding of Human Geography

Scope and Sequence

Age-related Expectations

Spirituality Across the Curriculum -WORK-IN-PROGRESS

KEY SKILLS
  • To build chronological understanding
  • To use evidence to find out about the past
  • To build an overview of world history
Scope and Sequence

Age-related Expectations

Spirituality Across the Curriculum -WORK-IN-PROGRESS

KEY SKILLS
  • To listen and respond to an additional language
  • To speak an additional language
  • To read and understand an additional language
  • To write in an additional language
Scope and Sequence

Age-related Expectations Age-related Expectations

Spirituality Across the Curriculum -WORK-IN-PROGRESS

KEY SKILLS To build fluency, reasoning and problem-solving skills in
  • Number & Place Value,
  • Addition & Subtraction,
  • Multiplication & division,
  • Fractions, decimals & percentages,
  • Measurement,
  • Properties of shapes,
  • Position & direction,
  • Statistics, 
  • Ratio & proportion (Y6),
  • Algebra (Y6)
Age-related Expectations

Spirituality Across the Curriculum -WORK-IN-PROGRESS

KEY SKILLS
  • To listen and respond to an additional language
  • To speak an additional language
  • To read and understand an additional language
  • To write in an additional language

Scope and Sequence

Age-related Expectations

Spirituality Across the Curriculum -WORK-IN-PROGRESS

KEY SKILLS
  • To develop independent study skills
  • To develop independent, personal organisation skills
  • To work towards school-wide responsibilities

Age-related Expectations

Spirituality Across the Curriculum -WORK-IN-PROGRESS

  KEY SKILLS
  • To acquire, develop, evaluate and refine skills in Athletics, Dance, Games, Gymnastics, Swimming, Outdoor and adventurous activities
  • To participate and compete as individuals and in teams
  • To understand and adopt the habits of a healthy lifestyle
Scope and Sequence

Age-related Expectations

Spirituality Across the Curriculum -WORK-IN-PROGRESS

KEY SKILLS
  • To understand the importance of mental wellbeing
  • To appreciate internet safety and harms
  • To understand the importance of physical health, including fitness, diet, and sleep (and know facts and risks associated with drugs, alcohol and tobacco)
  • To develop skills in First Aid, and understand how the body changes during adolescence

Scope and Sequence

Age-related Expectations

Spirituality Across the Curriculum -WORK-IN-PROGRESS

Our page on phonics answers the following questions:
  • Which Phonics approach does North Nibley use?
  • What are phonics?
  • What is the Government’s Phonics Screening Check?
  • How do children progress through our Reading Scheme?
Our page on Phonics

Spirituality Across the Curriculum -WORK-IN-PROGRESS

KEY SKILLS
  • To understand, and value, families and other relationships, inc. those online
  • To know how to keep safe, including whilst online
  • To develop an understanding of money and enterprise
  • To develop skills and behaviours around living in the wider world as responsible citizens
  Scope and Sequence

Age-related Expectations

Spirituality Across the Curriculum -WORK-IN-PROGRESS

KEY SKILLS
  • To understand a range of beliefs and non-belief
  • To understand the impact of these beliefs
  • To make connections between ideas and their own thinking and experiences
Scope and Sequence Age-related Expectations

Spirituality Across the Curriculum -WORK-IN-PROGRESS

KEY SKILLS
  • To work scientifically, observing closely, performing tests, identifying and classifying, recording findings
  • To investigate Life Processes and Living Things
  • To investigate Materials and their Properties
  • To investigate Physical Processes
Scope and Sequence

Age-related Expectations

Spirituality Across the Curriculum -WORK-IN-PROGRESS

Under consideration

In preparation