Norbury Manor Primary School

Our Curriculum

Please click on any box below to see the individual elements of our Curriculum.

 Teaching and Learning Methodology

“Depth to Enable Breadth"

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The school curriculum is designed to match the Early Years Foundation Stage and National Curriculums and is characterised by “Depth to Enable Breadth".

Our Curriculum has evolved from Brian Males and Ed Hirsch ideas of curriculum development and our drive for depth before breath. The roots of our tree symbolise the key skills and values that will ensure our pupils are stable and have the fundamental skills to turn their dreams into reality. Our trunk symbolises the strength of their character and the experiences that mould them while the leaves and branches are the concepts the pupils learn throughout their life. As our pupils grow and the seasons change, their knowledge grows, their opinions change, and sometimes their ideas are strengthened.

The seed that starts our journey is based on the ‘Talk for Writing’, Busy Ants and ‘Not as you know it’ curriculum. Our approach aims to engage and motivate our pupils using quality text that is studied over several weeks. Cross curricular links are made to support children’s understanding of the text. For example, they could be reading the book ‘Carries war and studying World War II in History.

 

Please click here to link to our Curriculum overview.

I Do, We Do, You Do

At Norbury Manor Primary we practice the I Do, We Do, You Do model of Teaching.

The rationale for this approach is that pupils learn best through a gradual release of responsibility. This begins with the teacher providing direct instruction (I Do), followed by guided instruction or practice (We Do), and finally independent practice (You Do).

I Do

 

 

 

 

This stage involves the educator telling pupils what they need to know and showing them how to do the things that they need to be able to do.  This involves teaching strategies such as informing, explaining, modelling, concrete examples, pictorial examples, abstract examples.

 

 

We Do

 

 

 

 

This is the second phase of the model.  It involves doing tasks together.  By working together, you can help our pupils use the steps they need to follow to complete a task such as adding common fractions, writing the letter m, or simplifying an equation.You can also help students to remember facts and understand broader concepts. 

 

You Do

 

 

 

 

The You Do phase of a lesson involves students practising what you have already taught them by themselves. Such practice helps pupils to retain what they have learnt and to become fluent with what they must be able to do.  It also helps you to check their level of understanding and mastery.

 

 

Throughout the process, it is important that educators monitor the pupils understanding and ensure children move to the’ You Do’ stage when they are ready.  This means that some children may start the ‘You Do’ stage after one example of the ‘We Do’ stage while other children continue to work with the educator on the ‘We Do’ stage for two or more examples.

 

Theme

 The year is structured into terms, each of which focuses on a theme.  The theme gives teachers the opportunity to maximise cross-curricular links and make learning more relevant to the children.

 

Autumn Term 1a

Autumn Term 1b

Spring Term 2a

Spring Term 2b

Summer Term 3a

Summer Term 3b

Nursery

Ourselves

Bears

Wheels

Eggs

Circus

Water

Reception

All about me

Magical Times

Traditional Stories

Growing things

Superheroes

Animals and creatures

Year 1

It’s good to be me!

Lets Celebrate

Rosie's Walk

Once upon a time

The Pirates are coming

Beside the seaside

Year 2

Castles and Knights

Twisted Fairy Tales

Smoke and Skyscrapers

The Great Fire of London

Home Sweet Home

Follow my lead

Year 3

Footprints from the past

Stone Age

Dear Diary

Peace at Last

Going wild in the jungle

Vanishing Rainforest

Year 4

Chocolate

Fairtrade

A land of our own

The River Thames

The Mighty Romans

Goodbye Romans Hello Anglo Saxons

Year 5

Extreme Earth

Viking Invasion!

Our Place in Space

What is out there?

Temples, tombs, and treasures

Who was the boy king?

Year 6

It’s a fine life!

Inventions Inventions

Pandora’s Box

Going for gold!

Different places Similar lives

Coming to England

 

Reading

 We proudly follow the 'Bug Club' reading programme. What is Bug Club?

Bug Club is a levelled reading scheme, which ensures that all children can find books at exactly the right level for them. There are on line versions for every printed title and a personalised website for each child. 

Using the online reading world

If you have access to an internet connection, your child can enjoy reading Bug Club books online as well as in print. Each child has a unique homepage and can log into it by following these steps:

Books can be allocated according to the pupil’s reading level.  These books will appear in the ‘My Stuff’ area of the child’s homepage. Throughout the books, there are quiz questions.  When the pupil has completed all the questions, they earn ‘Active Learn Coins.’

Reading a book online

We allocate books to your child according to their reading levels. These books will appear in the ‘My Stuff’ area of their personal homepages.

Throughout the books there are quiz questions for your child to complete. To answer a question, just click on the bug icon. Your child does not need to finish all the quiz questions in one sitting and can come back to a book later.

When your child has finished all the quiz questions in a book, he or she will earn ‘ActiveLearn Coins’. By reading more books, your child will earn enough coins to ‘buy’ a reward in one of the many reward schemes. The answers to the quiz questions will be sent back to our teacher site so that we can see how your child is progressing. We will also be able to assign more books for your child to read if the virtual book bag is running low.

When your child has finished a book, it will move to ‘My Library’. Children can read these books again if they want to, or they can choose new books from ‘My Stuff’.

Getting involved

 

 

 

 

 

 

 

The reader

Until they are fluent readers, younger children will benefit from reading aloud to you as often as possible. By the time they are in Years 5 or 6, many children prefer to read silently to themselves. Create quiet opportunities for them to do so, but then talk to them about the book they are reading.

Sharing reading

When sharing a book with your child, try to take opportunities to talk about the book - before, during and after reading.

Before reading:look at the book cover and talk about your child’s expectations. Is the book likely to be fiction or non-fiction? Have you read other books together about these characters or by this author? What does your child think the book is going to be about?

While reading: support your child when unknown words need tackling: you can sound them out, split them into syllables, or identify suffixes and prefixes. Remind your child to listen to the words while reading them, to make sure that they make sense. Have a ‘meaning check’ every now and again to ensure that your child understands the text.

After reading: talk about the book. What was it about? Did it match your child’s expectations? Ask questions beginning with the words how and why to check that your child has been able to read between the lines. Ask whether anything seemed puzzling. Then ask your child to explain what the best and worst bits of the book were, and why.

 

Phonics

Here at Norbury Manor we use the much heralded Read Write Inc (RWI) programme to children off to a flying start with their English. RWI is a method of learning centred around letter sounds and phonics, and we use it to aid children in their reading and writing.


Using RWI, the children learn to read effortlessly so that they can put all their energy into comprehending what they read.  It also allows them to spell effortlessly so that they can put all their energy into composing what they write.

When using RWI to read the children will:

  • Learn that sound are represented by written letters
  • Learn 44 sounds and the corresponding letter/letter groups using simple picture prompts.
  • Learn how to blend sounds
  • Learn to read words using Fred Talk
  • Read lively stores featuring words they have learned to sound out
  • Show that they comprehend the stories by answering questions

When using RWI to write the children will:

  • Learn to write the letter/letter groups which represent 44 sounds
  • Learn to write words by saying the sounds in Fred Talk
  • Write simple sentences

Children are to be encouraged to practice their phonic sounds and High-Frequency Words (HFW) at home every day

To support your child further in this area please follow the link to their website by clicking here.

 

Writing

 

Writing

We use the ‘Talk for Writing’ approach to teach writing. This approach emphasizes three teaching methods: ‘Imitation’ (where pupils learn texts by heart, so they can discuss and dissect them), ‘Innovation’ (where pupils adapt stories to create their own versions), and ‘Invention’ (where teachers help pupils to create original stories).

At the start of each genre unit the children complete a ‘cold task’. This is when the children attempt the writing genre without teacher input. Teachers and pupils use this task to set writing targets.  Once the teaching sequence is complete, the children complete a ‘hot task’. This is when pupil’s write independently and demonstrate the progress they have made since the start of the unit.

Phase 1

 

 

  • Cold Task: Pupils have a go at writing in the new genre style

  • Imitation/immersion: Pupils retell the example text

 

Phase 2

 

 

  • Innovation: Pupils substitute/change view point re-using the basic text structure

 

Phase 3

 

 

  • Innovation/Invention:  HOT TASK                                   

 

All of the grammar teachings are integrated into this structure and linked to each genre.

Spelling

Norbury Manor follows Read Write Inc. Spelling. 

Although the teaching of phoneme-grapheme correspondence underpins this programme, it also develops children’s knowledge of word families, how suffixes impact upon root words and provide mnemonics to remember the trickiest spellings.

The teaching revolves around instruction (with the help of online alien characters), partner and group practice, and competitive group challenges that help children commit new words to memory.

Maths

We follow the ‘Busy Ants Maths’ curriculum. The ‘Maths of the Day’ programme is used alongside Busy Ants to support pupil’s problem-solving skills.

Each of the units in Busy Ant Maths have been designed and written with the assumption that all of the pupils in a particular class are being taught not only the same mathematics topic but also the same National Curriculum Attainment Target at the same time. A philosophy of equal opportunity means that all pupils have access to the same curriculum content.  The lesson plans in Busy Ant Maths have been written with the intention that they are delivered to all of the pupils in a class

  Active Maths uses PE and physical activity to raise achievement in maths.  The benefits of active learning in the classroom are widely acknowledged in a variety of areas of the curriculum.

 Written in line with the maths curriculum, the solutions available will help guide school staff to deliver engaging and innovative learning.

 It also allows children to access an alternative learning style which is particularly effective with young people who find more traditional methods challenging. By drawing on their enthusiasm for sport and physical activity, using active maths can help to raise attitudes and increase attainment in maths. 

 

At the start of each unit pupils complete a maths assessment (cold task). Pupils maths targets are set based on the outcomes of the assessment. The pupil’s retake the maths assessment at the end of the unit and the targets are reviewed.

Challenge Week

Throughout the last week of each term all pupils are set age appropriate tasks to produce a piece of work that showcases knowledge and understanding of their studied topic. This is known throughout the school as Challenge Week.

During Challenge Week pupils are expected to work in groups, teams or pairs to present a project based on the theme of the term. Teachers plan outcomes for each subject area. Discrete lessons in phonics and math's continue during this week. PSHE sessions focus on building team skills. Each member of the team is given a role and the pupils keep a learning journey throughout the week. At the end of the week pupils must be given the opportunity to reflect on their participation in challenge week.  Pupils are expected present their project to an audience. Children are also given the opportunity to explore enterprising project that link to specific themes.

The work children produce is undertaken through a range of mediums and is designed to excel the full use of all our RESPECT values.

Presentation mediums include:  

  • Exhibitions
  • Videos
  • Photo log
  • Practical Work
  • Assemblies
  • Displays
  • Books
  • Art Work

 

 

 

 

 

 

 

 

 

 

Other Subjects

 

Science

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The national curriculum for science aims to ensure that all pupils:

· develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry, and physics

· develop an understanding of the nature, processes, and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them

· are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future

Norbury Manor Primary school follow the ‘Switched on Science’ programme. This programme explores science concepts through hands-on experiments and creative investigations

To see the whole school curriculum click here.

 

 

Languages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Norbury Manor primary school follow the Language Angels Spanish scheme of work in year 3 – year 6. EYFS and KS1 explore Spanish through songs.

Our Spanish curriculum aims to ensure that pupils are taught to:

· Listen attentively to spoken language and show understanding by joining in and responding.

· Explore the patterns and sound of language through songs and rhymes and link the spelling, sound and meaning of words.

· Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.

· Speak in sentences, using familiar vocabulary, phrases, and basic language structures.

· Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.

· Present ideas and information orally to a range of audiences.

· Read carefully and show understanding of words, phrases, and simple writing

· Appreciate stories, songs, poems, and rhymes in the language.

· Broaden their vocabulary and develop their ability to understand new words that are introduced into the familiar written material.

· Write phrases from memory, and adapt these to create new sentences to express ideas clearly.

· Describe people, places, things, and actions orally and in writing.

· Understand basic grammar appropriate to Spanish.

To see the whole school curriculum click here

 

Humanities

 

 

 

 

 

 

 

 

 

 

 

 

 

 

History

At Norbury Manor primary we aim to inspire our pupils' curiosity to know more about the past. We equip pupils to ask perceptive questions, think critically, weigh evidence and develop perspective and judgement. Through a well-rounded curriculum pupils develop an understanding of the complexity of people’s lives, the diversity of societies as well as their own identity and challenges of their time.

 

 

 

 

 

 

 

 

 

Geography

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Geography curriculum inspires in pupils a fascination about the world and its people that will remain with them for the rest of their lives. Teaching equips pupils with knowledge about diverse places, people, resources, and natural and human environments, together with a deep understanding of the Earth's key physical and human processes. Furthermore, pupils develop skills in geographical fieldwork through collecting and analysing data, whilst also becoming proficient using a range of geographical sources including maps, diagrams, and aerial photographs

To see the whole school curriculum click here

 

 

 

 

 

 

Art & Design & Design Technology

 

 

 

 

 

 

 

 

 

 

 

 

 

At Norbury Manor Primary School we alternate teaching Art and Design and Design Technology so that the children will experience each subject for half a term. This is so that in Design and Technology the children can go through the design process from understanding design brief to evaluating the product. In Art they will learn about a skill or an artist, produce an idea for their final piece, create it and then evaluate it. This means that the children are fully immersed in the subject for a whole half a term.

Cooking and Nutrition is taught alongside Design Technology when the children have to design and make a food product for a client.

 To see the whole school curriculum click here

 

 

 

 

Music

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Through the musical programme Charanga, the children develop their understanding, make musical judgements, apply their new learning, develop their aural memory, express themselves physically, emotionally and through discussion and create their own musical ideas.

Performing vocally and with instruments is central to the programme. Children are also given the opportunity to perform during class assemblies, productions, challenge week and the school choir.

The choir perform in assemblies, at school functions and other events in the local area. Our choir has performed at the Trinity College choir event.

To see the whole school curriculum click here

 

 

 

 

Computing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Our computing curriculum has been developed to support children to become proficient users of technology so that they develop the knowledge and skills to thrive in the ever-changing technological world. It is in-line with National Curriculum guidelines and includes coding.

Norbury Manor follow the ‘Switched on Computing’ programme.

To see the whole school curriculum click here

 

 

 

 

 

 

 

 

PE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

All children will participate in the daily physical activity. Each class will have two formal P.E. lessons per week, and these will be held at Norbury Manor Primary School. Parents/carers are asked to ensure their children come to school with their full P.E. uniform on their given day. This year pupils in years 3 and 4 will have swimming lessons.

 

Norbury Manor Primary school follow the real PE programme.

 

What is real PE?

real PE is a unique, child-centred approach that transforms how we teach PE to engage and challenge EVERY child in primary school.

It provides fun and simple to follow Primary PE Schemes of Work and support for Early Years Foundation Stage, Key Stage 1 and Key Stage 2 practitioners that give them the confidence and skills to deliver outstanding PE. It is fully aligned to the National Curriculum and focuses on the development of agility, balance and coordination, healthy competition, and cooperative learning through a unique and market leading approach to teaching and learning in PE.

What makes real PE unique?

real PE is, primarily, a philosophy and approach which aims to transform how we teach PE in order to include, challenge and support EVERY child. It supports teachers and other delivers to make small changes that will have a significant impact on their learners.

To find out more information, please contact the school office and ask for Jennifer Marriott (PE Lead).

 

PSHE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PSHE education is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives.

(The PSHE Association, 2014)

Norbury Manor Primary school follow the ‘You, Me, PSHE’ scheme of work by Islington Council.

PSHE education supports the development of personal, social and life skills: the identification of and dealing with emotions and feelings, exploring health-related issues, understanding about oneself, relationships with others and one’s place in the world, learning about managing finances, the world of work and planning for the future. It supports pupils to lead healthy, safe, fulfilled, and responsible lives.

Citizenship education prepares pupils for the social and moral responsibilities of community involvement: the understanding of democracy and justice, rights and responsibilities and exploring identities and diversity. It helps them develop political literacy and to become informed, critical, active citizens who have the skills, confidence and conviction to advocate, act and try to make a difference in their local, national, and global communities.

 

The topics included are:

 

· Careers

· Drug, alcohol, and tobacco education

· Financial capability and economic wellbeing

· Identity, society, and equality

· Keeping safe and managing risk

· Mental health and emotional wellbeing

· Physical health and wellbeing

· Sex and relationship education

To find out more information, please contact the school office and ask for Helen Lordan (PSHE Lead)

 

Challege Week

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Throughout the last week of each term all pupils are set age appropriate tasks to produce a piece of work that showcases knowledge and understanding of their studied topic. This is known throughout the school as Challenge Week.

During Challenge Week pupils are expected to work in groups, teams or pairs to present a project based on the theme of the term. Teachers plan outcomes for each subject area. Discrete lessons in phonics and maths continue during this week. PSHE sessions focus on building team skills. Each member of the team is given a role and the pupils keep a learning journey throughout the week. At the end of the week pupils must be given the opportunity to reflect on their participation in challenge week.  Pupils are expected to present their project to an audience. Children are also given the opportunity to explore enterprising project that link to specific themes.

The work children produce is undertaken through a range of mediums and is designed to excel the full use of all our RESPECT values.

To see the whole school curriculum click here

 

R.E

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Religious Education

Non-denominational Religious Education is provided for all children as part of the curriculum and is by the locally agreed Religious Education syllabus. Assembly is an important part of the school day when we meet as a community. It is a time when we emphasize the development of values and attitudes towards each other and the world around us. Assemblies are non-denominational and although they are of a broadly Christian nature consideration is given to the multicultural society in which we live.

To find out more information please contact the school office and ask for Helen Lund (Curriculum Lead).

 

 

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