What we teach
To meet the requirements of the National Curriculum all classes in Key Stage 1 and 2 follow some pre-set planned topics. The ‘topic-based’ approach to the curriculum which we follow at Boxted means that wherever possible, we group our subjects around a broad theme. The topics we have chosen depend on the content set out in the National Curriculum and the interests and needs of the children.
The National Curriculum sets out the minimum content. At Boxted, we make sure children learn lots of additional skills, knowledge and understanding. For example:
- We offer a range of after school clubs and opportunities, which go beyond the statutory requirements
- If a class or group show a particular interest in a certain subject, teachers will try to include this in the school year
- Current local or national events can provide a great basis for learning
- Importantly, higher attaining children are not restricted by the National Curriculum
Not all subjects can naturally ‘fit’ within a topic and so these subjects are usually taught in a discrete way. Religious Education does not usually link with a topic. In Maths we have worked hard to make links to the topic where possible, for example comparing heights of mountain ranges (to two decimal places) during the Americas topic or looking at symmetry in nature, during Science topics. Some topics span the whole term, whereas others last for half a term.
In addition to the topics we teach, we have whole school focus weeks. In the Autumn term we hold ‘Safety Week’, Spring term ‘Science Week’ and in Summer term ‘Enterprise Week’.
Long Term Topic Plan
|TOPICS||Reception||Year 1||Year 2||Year 3||Year 4||Year 5||Year 6|
Me Myself and I
It’s all Greek to me
Go Hard or Go Home (Stone Age-Iron Age Britain)
Savage Saxons & Vicious Vikings
|Beyond 1066 – Naughty Normans & Measly Middle Ages|
|Science||The Universe we Share||
|Deadly 60||Notorious Nature||We’re going on a Bear Hunt||It’s a Wonderful Life||Survival of the Fittest|
|Geography||Let’s Go Outside||
Exciting Explorers & Amazing Journeys
Magic, Awe & Wonder
Round the World in 7 Weeks
|There’s no Place Like Home – the UK||
Wonders of the Ancient World
|Awesome Americas – North and South America||Have I got News for You? – Political World and Trade Links|
How we deliver our Curriculum
We offer a relevant, purposeful, enjoyable curriculum which promotes the core skills of oral and written communication; application of maths and the supporting skills of computing; working with others; improving own learning; problem solving and thinking skills.
Wherever possible we link learning to the topic. English is invariably linked to the theme, for example, in our ‘Egyptians’ topic where History is the driver, children might write an explanation text about the process of mummification. Similarly, the skills children learn in English and Maths lessons are practised and applied in topic lessons.
Age related expectations for English and Maths
In the documents below you will find a list of the end of year expectations for reading, writing and maths.
The expectations are based very closely on The National Curriculum in England Key Stages 1 and 2 framework document (Department for Education, 2013). This sets out what teachers need to teach and what children are expected to learn, both for the core subjects (English, Maths and Science) and the foundation subjects. Here, we look at just English and Maths.
Sometimes the DfE sets out expectations for each year group; sometimes for a phase (such as year 3 and 4 or year 5 and 6). At Boxted St Peter’s, we have set out expectations for all year groups.
Before the introduction of this Curriculum schools assessed pupils using levels. Higher levels would indicate greater success. Now, there is a greater importance placed on deeper learning rather than rapid progression. This means that a pupil should not necessarily be ‘pushed’ to acquire knowledge and skills in a higher year group; instead, learning how to use and apply the learning in a variety of contexts is more important.
Based on this principle, please use the expectations set out here to support your child’s learning by broadening his/her experiences and providing lots of opportunities to apply their skills and knowledge in different situations.
- In reading find and understand clues and consider the writer’s choice of language in a wider range of texts (recipe books, magazines and comics, or try a new genre of fiction which your child doesn’t normally opt for)
- In writing try to use new vocabulary and write for various reasons (write a letter to Grandma, create a story for a younger sibling, make a poster to persuade people to do something)
- In maths practise measuring in contexts such as cooking, DIY or add up when shopping
We have, nevertheless, included some examples of how you might support your child if they have securely reached age-related expectations (these are listed in small grey text).
Most importantly, always remember to keep learning as fun as possible!
Year One End of Year Expectations Year Two End of Year Expectations Year Three End of Year Expectations Year Four End of Year Expectations Year Five End of Year Expectations Year Six End of Year Expectations
To see how these end of year expectations are broken down and delivered term by term click on the links below.
In the following documents you will see the different English units of work that we teach in each term. You will see the text types we use (and other stimulus to provoke writing), the key objectives we cover and the final written outcome that the children will be creating.
We use the ‘White Rose’ mastery documents to inform our Maths lesson planning. The following documents entitled ‘Long Term Plan’ show you when each Maths topic will be taught, throughout the three terms. Additional detail is then provided in the ‘Autumn’, ‘Spring’ and ‘Summer’ documents. Here you will see exemplification of the type of activities your child will do: For each topic in Maths they will do ‘fluency’ tasks, overlearning Maths facts; children also complete ‘reasoning’ activities, giving explanation to their processes and describing how they calculated the final answer; finally children will carry out ‘problem solving’, applying their maths skills to different contexts.