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Curriculum

Active learning is the key to how we work at Colman Infant School. Learning by doing things & having rich & varied experiences.  Learning to communicate through speaking, listening, reading & writing is of central importance.

 

We provide a broad & balanced curriculum. During the children’s first year at school children follow the Early Years Foundation Stage curriculum. This focusses on early learning skills in reading, writing & maths as well as fostering creativity. It also encourages children’s social & emotional development & the development of appropriate relationships.  Play is central to learning for all children in their infant years. Children learn though playing indoors & outside.

 

Aspects of this curriculum are continued as the children move in to Year 1. We strive to build a bridge between the Early Years Foundation Stage & the National Curriculum.

Although we teach distinct skills subject areas are approached through cross curricular themes. Within these are aspects of:

 

Reading, Writing, Mathematics, Science, Design & Technology, Art & Design, Music, History, Geography & Physical Education.

 

Different topics have different emphasis in respect of how the curriculum is covered.

This section will be reviewed this term as we have new year group teams in place. (September 18)

Topics by Year groups are as follows:

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Foundation Stage

All about me

Bears

Autumn / Superheroes

Space

Traditional tales /

Dinosaurs

Growing

Water

Year 1

Fabulous food

Autumn lights

Animal rescue / Easter

Animal rescue continued

Gorgeous 

gardens

Journeys

Year 2

Travel and exploration 

Materials 

Castles

Great Fire of London

African Animals

Africa

 

Reception

Autumn term

Topic: All about me / Bears Topic: Autumn / Super Heroes

All about me

Things we like to do and activities:

Settling in and independence within the class room.

Learning all about myself, Class room rules, Name writing

Painting self portraits

Focus:

Personal, social, emotional development / Communication and Language / Understanding of the world (PC) / Physical

Focus books:

You choose, I can feel happy

 

Bears

Things we like to do and activities:

Go on a bear hunt in our reception outdoor area/ Goldilocks and the three bears / Bears from around the world.

Creating a bear hunt background, Size Ordering characters / Make bear ears and listening walks / Fact match

Focus:

Expressive arts and design /  Maths (SSM) / Communication and language / Understanding of the world / Literacy (R)

Focus books:

Going on a bear hunt, Goldilocks and the three bears, bear fact books.

 

 

 

 

 

 

 

 

 

 

 

 

Autumn:

Things we like to do  and activities:

Autumn walk, Patterns.

Important dates and holidays, season and changes, Skeleton dance

Leaf hedgehogs, shape scarecrows.

Focus:

Understanding of the world (TW) / Maths (SSM) / Communication and language / Physical development (MH)

Focus books:

Seasons, Owl Babies, Autumn Poetry

 

Super Heroes:

Things we like to do  and activities:

Supertato, designing own super Hero – what is our super power, One more, one less.

Real life super heroes, Visit from police

Super hero dress up day.

Focus:

Maths (N) / Understanding of the world (PC) / Literacy (w)

Focus books:

 

Supertato, super Daisy, people who help us fact books.

 

 

 

 

 

Year 1

Autumn term

Topic: Fabulous food Topic: Autumn Lights

Science

 

LO: Identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.

 

LO: Use senses of hearing and touch to identify and classify a variety of sounds and textures/shapes.

 

LO: Ask simple questions and recognise that they can be answered in different ways

To observe closely, using simple equipment

 

DT

 

LO: Understand where food comes from.

 

LO: Use the basic principles of a healthy and varied diet to prepare dishes.

 

Art

 

LO: Draw a picture of myself

 

LO:  Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.

 

Computing

 

LO: Use technology purposefully to create, organise, store, manipulate and retrieve digital content

 

 

 

 

 

 

 

 

 

 

 

Science

 

LO: Observe and describe seasonal changes and weather associated with the seasons and how the day length varies.

 

LO: Observe changes across the four seasons.

 

 

LO: Identify and name common animals that are carni/herbi/omnivores. 

 

 

History

LO: Events beyond living memory commemorated through festivals

 

DT

 

LO: Design purposeful, functional, appealing products for themselves and other users based on design criteria.

 

LO: Evaluate their ideas and products against design criteria

 

Art

 

LO:  Use a range of materials creatively to design and make products

to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

LO: Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

 

Computing

 
LO: Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

 

Year 2

Travel and Exploration

Programme of study - Statutory requirements Learning objectives

Science

Uses of everyday materials

Pupils will be taught to:

  • identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
  • find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting, and stretching

 

Art / Design and Technology

Pupils will  be taught to:

  • use a range of materials creatively to design and make products

And

  • design purposeful, functional, appealing products for themselves and other users based on design criteria
  • select from and use a range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing)
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
  • explore and evaluate a range of existing products
  • explore and use mechanisms (for example, levers, sliders, wheels and axles), in their products
  • evaluate their ideas and products against design criteria

 

Context – Designing and making a working model vehicle

 

  • I can identify and compare the uses of everyday materials.

 

  • I can carry out a fair test.

 

 

 

 

  • I can explore and evaluate a range of existing products.

 

  • I can explore and use mechanisms in a product (including wheels and axles). I can select from and use a range of components.

 

  • I can select from and use a range of equipment to perform practical tasks.

 

  • I can design purposeful, functional, appealing products based on design criteria.

 

  • I can generate, develop, model and communicate my ideas.

 

  • I can evaluate my ideas and products against design criteria.

 

 

History

Pupils will be taught about:

  • the lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life with different periods

 

Geography

Locational knowledge

Pupils should be taught to:

  • name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding areas

 

Human and physical geography

Pupils will be taught to:

  • use basic geographical vocabulary to refer to:
    • key physical features, including beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
    • key human features, including city, town, village, factory, farm, house, office, port, harbour and shop

 

Geographical skills and fieldwork

Pupils will be taught to:

  • use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at Key Stage 1
use simple compass directions (North, South, East, West) and locational and directional language (e.g. near and far; left and right), to describe the location of features and routes on a map

Context – Learning about the lives of two great explorers, Christopher Columbus and Neil Armstrong

  • I know that people in the past did not travel far and didn’t know about what the world was like beyond their locality.

 

  • I know about the lives of significant individuals from the past:
  • I know how Christopher Columbus travelled. I can talk about what Christopher Columbus discovered.
  • I know about the life and achievements of Neil Armstrong.

 

Context – Places I have travelled to on holiday

  • I can name and identify characteristics of the four countries and capital cities of the UK and its surrounding seas (England, London; Scotland, Edinburgh; Wales, Cardiff; Northern Ireland, Belfast)

 

 

 

 

  • I can understand the differences between a ‘town’, ‘city’ and ‘countryside’.
  • I can use key words about the town and countryside.

 

  • I can name and locate the countries of the UK using a map.

 

 

 

 

 

 

 

 

 

 

Read Write Inc 

Reading & writing skills are taught through a programme called Read Write Inc. Read Write Inc teaches synthetic phonics in a fun & interactive way. In Reception the children are grouped across the year group. In Years 1 & 2 children are grouped across both year groups. This means that they work in a group best matched to their reading & writing ability. All teachers & teaching assistants teach groups which allows us to match them to children’s individual abilities. Fred Frog helps the children learn their sounds. Fred can only speak using phonics & needs lots of help from the children to work out what words say. The programme is filled with praise techniques & opportunities for partner work allowing children to take turns as teacher & learner. Regular assessment of the children means that they are often regrouped to ensure that they are working at a level which is appropriate to them. We provide a comprehensive programme of 1-1 support for children who need further reinforcement & to bridge the gap when they move to a new group. We provide opportunities for parents to purchase flash cards at a subsidised cost to allow them to work with their children at home. We also offer opportunities for parents to come in to school to see the programme in action by watching teachers working with groups of different abilities across the school. You can find more information about read Write Inc at http://www.ruthmiskin.com/en/parents/

SEAL 

Stands for Social & Emotional Aspects of learning. SEAL is based around half termly themes that focus on different aspects of social & emotional awareness & understanding. SEAL helps children to make smooth transitions in to new Year Groups & when they move schools. It helps teachers to explain how rules help to keep us safe & are an important part of being a member of a community. SEAL is taught through whole school assemblies & sessions in class. Many of these are very discussion based causing the children to think reflect & express their opinions about their emotions. It helps children to develop a richer vocabulary to express their emotions with greater precision.

Music & Music Express 

Children sing together in class & in weekly singing assemblies. They learn songs across a wide range of themes & subject matter. Music Express is a scheme of work for teaching music. It is specifically aimed at non specialist music teachers. It promotes musicianship through voice, body percussion & rhythm. It also provides activities that use simple tuned & untuned percussion instruments. It gives children the chance to listen to music across a range of genres & styles. There are units for all age groups across the school that build carefully on the children’s prior knowledge.

Outdoor Learning 

Outdoor learning is an important part of how children learn at our school. We want the children to develop an environmental awareness & understanding & seek to use the schools extensive grounds to develop this. The school has good outside play facilities. These allow the children to learn through outdoor play & also the chance to develop skills in leadership, teamwork & problem solving. Developing pride in our school grounds by gardening & learning to take pride in their appearance is an important emphasis for us. This is reinforced through our Community Gardening Mornings. Children & their families come to school to help look after the grounds. Our community garden gives responsibility to classes to observe how plants grow & need to be cared for. Garden waste is composted to be put back in to the garden to enrich it. The school is part of the Food for Life programme aimed at developing an awareness of how food & farming are linked. Year 1 children have the opportunity to visit a farm to observe this at first hand. 

Religious Education 

The law states that schools must offer a broadly Christian education to children in England. We know & understand that this does not necessarily reflect the cultural backgrounds of many of the children who attend Colman Infant School. For this reason we treat religious education with sensitivity to ensure that respect & tolerance for religion are central to the children’s learning. We follow the agreed Norfolk Syllabus for Religious Education. This is in accordance with the 1988 Education Reform Act. In addition to studying Christianity the children look at aspects of a number of other world faiths. Where possible we aim to allow children to meet members of different faith communities by organising visits to a range of places of worship or by inviting visiting speakers to come in to school. Assemblies will usually include an act of Collective Worship in the form of a brief prayer. These are primarily focussed on making our community a harmonious place & the promotion of positive social living.

Computing 

Using technology effectively & working with computers is an essential skill. Increasingly many children come to school with a confident attitude towards using computers. We teach the children how to log on & off, save their work to file, drag & drop objects & to use a simple word processing programme. They collect data to produce simple graphs. We also teach them how to use simple programmable toys & devices for recording images & sound. Ensuring that the children have safe access to the Internet is essential. Our Internet access is filtered through Norfolk County Council to help block unsuitable content. Children are always supervised by an adult when using the Internet meaning that we can act swiftly should children be at risk. There are topic related games & activities too. Internet based resources support children’s learning in class through the use of interactive white boards for whole class teaching. We also have a set of learn pads which can be accessed via the school wireless network.

 

Physical Education & Sport 

Children have access to 2 PE lessons per week. These focus on dance, gymnastics & games. We use a structured programme of lessons written by Val Sabin as well as expertise from Premier Sport to deliver high quality PE sessions. PE lessons often take place in the school hall. During the summer we are able to use the large field to the back of the school. The school belongs to the Norwich Schools Sports Partnership. This provides opportunities for specialist coaches to come in to school to teach new sports & skills. It also organises some inter school sports events that allow the children to meet & participate in activities with children from other local schools.