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St. Andrew’s VC Lower School

Curriculum Statement 2021

 

 

All of the policies at St. Andrew’s are formulated and implemented with regards to the school’s Vision Statement and in line with the our school values. All curriculum subject policy statements should be read in conjunction with this policy as this underpins our ethos and ideology with regard to teaching and learning within this school.

 

Curriculum Intent

At St. Andrew’s we seek to make creative links between curriculum subject areas, making learning enjoyable and relevant for our children. We promote the development of growth mindsets and positive learning behaviours to equip children to be resilient, independent and motivated learners. Much of the children’s learning centres around topics where some subjects are linked where appropriate. Staff are committed to enabling each child to achieve their fullest potential. Lessons and activities are designed to encourage children to enjoy and seek a challenge, to view mistakes as helpful learning experiences and to not set limits on themselves.

The curriculum was originally planned using The Inspire Curriculum (Cornwall LA) as a starting point back in 2014 but has evolved over the years to best suit our children. Our curriculum covers all of the programmes of study within the National Curriculum and is organised into a series of exciting and motivating topics. What began as a bank of prepared lessons and topics has and continues to evolve, to meet the needs and interests of our pupils, to reflect the children and families within our community and to positively represent all diverse groups. Over the past twelve years the school has been recognized by the Arts Mark Silver 2009, Healthy Schools 2014, ECM Award 2011, Primary Science Quality Mark 2013, Inclusion Award 2015, Pupil Premium Review 2017, PE Quality Mark Bronze 2017 & 2019 and RE Quality Mark Gold 2018.

Staff use a variety of teaching methods and allow the children to benefit from learning in different styles and environments. We encourage the use of visits to different places, such as museums, galleries, the theatre and outdoor spaces to widen the children’s experiences and to involve them in their own learning. We also arrange for many visitors to work with us in school, e.g. Shakespeare Workshops in Yr 4.

Subjects are linked to topics where possible and appropriate but are taught separately where needed and subject integrity is maintained.

We believe our school should be a safe and wonderful place where children want to be and where learning happens both within and outside of the classroom. Children will be encouraged to enjoy life whilst at school and discover personal interests and strengths. We recognise that primary education should lay firm foundations to set up learners for life, with the knowledge and skills to be well rounded individuals, mentally and physically healthy, with an appreciation for and a generosity toward the people, the world and the universe around them.

Whatever their background, our pupils will learn how to shape their own futures and develop their unique capacities and skills rooted in their own interests. They will learn the literacy and numeracy skills needed for life and necessary to progress in their education. They will be encouraged to be curious, creative and develop their ability to problem solve.

Through our curriculum we are committed to:

  • Achievement and success
  • Learning and life skills
  • Creative thinking, innovation and enterprise
  • Learning through exploration
  • Stretch and challenge
  • Developing working memory
  • Creativity
  • Independent and learner-led learning
  • Collaborative learning
  • Outdoors and nature
  • Applied learning
  • Authentic tasks with a real audience
  • Fun and positive emotional links

 

Legislation and guidance

This policy reflects the requirements of the National Curriculum programmes of study, which all maintained schools in England must teach.

It also reflects requirements for inclusion and equality as set out in the Special Educational Needs and Disability Code of Practice 2014 and Equality Act 2010, and refers to curriculum-related expectations of governing boards set out in the Department for Education’s Governance Handbook.

In addition, this policy acknowledges the requirements for promoting the learning and development of children set out in the Early Years Foundation Stage (EYFS) statutory framework.

Roles and responsibilities

The governing body

The governing body will monitor the effectiveness of this policy and hold the headteacher to account for its implementation.

The governing body will also ensure that:

A robust framework is in place for setting curriculum priorities and aspirational targets

Enough teaching time is provided for pupils to cover the National Curriculum and other statutory requirements

It fulfils its role in processes to disapply pupils from all or part of the National Curriculum, where appropriate, and in any subsequent appeals

The governing body is fully involved in decision-making processes that relate to the breadth and balance of the curriculum

The governing body works with the staff to determine whole-school targets

The Head teacher

The head teacher is responsible for ensuring that this policy is adhered to, and that:

All required elements of the curriculum, and those subjects which the school chooses to offer, have aims and objectives which reflect the aims of the school and indicate how the needs of individual pupils will be met

The amount of time provided for teaching the required elements of the curriculum is adequate and is reviewed by the governing board

Where appropriate, the individual needs of some pupils are met by permanent or temporary disapplication from all or part of the National Curriculum

They manage requests to withdraw children from curriculum subjects, where appropriate

The school’s procedures for assessment meet all legal requirements

Proper provision is in place for pupils with different abilities and needs, including children with SEND.

Other staff

Phase Leaders and Subject Leaders will ensure that the school curriculum is implemented in accordance with this policy.

Curriculum Implementation

Delivery:

 

Yr 1 & 2 A

 

Aut 1

Aut 2

Spr 1

Spr 2

Sum 1

Sum 2

Sci

Animals

Habitats (2019-20)

Food chains (2021-22)

Materials

Food Chains (2019-20)

Habitats (2021-21)

Clouds / seasons

Plants

His

Grace Darling

Events beyond living memory; lives of significant individuals

 

Great Fire of London

Events beyond living memory

 

Castles

Events beyond living memory

 

Comparing Elizabeth I/Queen Victoria

Lives of significant individuals

Geog

Continents and oceans 

Mapping

 

 

Weather and climate

 

Art

Picasso

 

 

Fire pictures

Study of John Constable

 

DT

 

Healthy eating

Moving mechanisms

 

 

Sewing

Comp

Use tech to create in different ways

Switch on/off, use mouse, launch app, save/retrieve, drag objects, practise skills

Unplugged coding

Beebots – creating numbers, tinkering

Textease document about them

Code-a-pillar – directing another child, coding the code-a-pillar

Espresso Coding –

Unit 1a On the move – under the sea

Use tech to create – Textease researching and typing information

Dazzle – digital pictures

Powerpoint information and images

Espresso Coding – Unit 1b – Simple Inputs – Burst the Bubbles

Blogging

PSHE

Relationships

Relationships

Living in the wider world

Living in the wider world

Health and Wellbeing

Health and Wellbeing

Eng

Descriptive writing

Recounts

Instruction writing

SPAG

Stories

Dictation

Poetry

Book reviews

Reading comp

SPAG

Letter writing

Nativity story writing

Report writing

Instructions

Stories from other cultures

SPAG

Explanation texts

SATS prep

SATS

Diaries

Traditional stories

Non-fiction writing

SPAG

Performance poetry-Easter

SPAG

Instructions

Poetry

Dictation

Reading comp

Report

Recount

Sig author stories

Information text

Poetry

Letter writing

Dictation

Ma

Pv, number, + & -,

x & ÷, shape, fractions,

Position and direction Treasure maps, length, mass, capacity time, money, statistics

Pv, number, + & -,

x & ÷, shape, fractions,

SATS

Position and direction, length, mass, capacity time, money, statistics

Pv, number, + & -,

x & ÷, shape, fractions,

Position and direction, length, mass, capacity time, money, statistics

RE

What do Christians believe God is like? (parables)

Incarnation- Why is Jesus a special baby?

Islam- What is a Muslim? What do they believe and how do they live?

Salvation- Why is Easter significant to Christians?

Gospel- What is the Good News Jesus brings?

Significant places

PE

Real PE Unit 1 Personal Skills

Real Gym Unit 1

Real PE Unit 2 Social Skills

LCP Dance: At the Seaside

Real PE Unit 3 Cognitive Skills

Real Gym Unit 2

Real PE Unit 4  Creative Skills

Real Dance

Real PE Unit 5 Physical Skills

LCP Athletics

Real PE Unit 6 Health & Fitness

LCP Sports Day Practice

Music

Hey You –

Sing

Christmas Play

 

In The Groove –

Singing

Zoo Time –

Untuned instrumentsNot taught due to lockdown

 

Your Imagination – Tuned instruments 

Not taught due to lockdown

Reflect, Rewind, Replay –

Sing and sign, explore instruments

Not taught due to lockdown

 

Yr 1 & 2 B

 

Aut 1

Aut 2

Spr 1

Spr 2

Sum 1

Sum 2

Sci

Animals, including humans

Living things and their habitats (2020-21)

Everyday Materials (2022-23)

 

Food chains

Everyday Materials (2020-21)

Living things and their habitats (2022–23)

Tree and plant types

 Weather chart/ Seasonal changes

His

Toys

Changes within living memory

 

 

1969 moon landing

Events beyond living memory; Lives of significant individuals

 

Location, Location, Location

Significant historical events

Geog

 

Place knowledge, comparing localities

 

 

Geographical skills and fieldwork

Human and physical geography

Art

Lowry

 

Sculpture

 

Texture – leaf rubbing. Colour mixing

 

DT

Puppets

 

Sewing Sock Snowmen

Moving mechanisms

 

Healthy eating – picnic

Comp

Use tech to create in different ways

Switch on/off, use mouse, launch app, save/retrieve, drag objects, practise skills

Espresso Coding – Unit 2a – Red Riding Hood

Fairy Tale Characters

Espresso Coding – Unit 2b – Flying a helicopter

Use tech to create – Textease researching and typing information

Dazzle – digital pictures – basic skills – line drawings and colour.

Powerpoint (Preliminary skills) information and images

Unplugged computing – algorithms and debugging

Beebot activities – programming the Beebot

Programming board games

Blogging

PSHE

Relationships

Relationships

Living in the wider world

Living in the wider world

Health and Wellbeing

Health and Wellbeing

Eng

Descriptive writing

Recounts

Instruction writing

SPAG

Traditional tales (alternative stories)

Dictation

Poetry

Book reviews

Reading comp

SPAG

Letter writing

Nativity story writing

Report writing

Instructions

Imaginative stories based on dragons

Traditional tales – alternative version

Explanation texts

(non Covid – SATS prep)

Traditional tales (non Covid)

Non-fiction writing

SPAG

Explanation texts

(Non Covid – SATS)

SPAG

Instructions

Poetry

Dictation

Reading comp

Traditional tales

Diaries

Recount

Stories from other cultures

Information text

Poetry

Letter writing

Dictation

SPAG

Ma

Pv, number, + & -,

x & ÷, shape, fractions,

Position and direction Treasure maps, length, mass, capacity time, money, statistics

Pv, number, + & -,

x & ÷, shape, fractions,

SATS

Position and direction, length, mass, capacity time, money, statistics

Pv, number, + & -,

x & ÷, shape, fractions,

Position and direction, length, mass, capacity time, money, statistics

RE

What do Christians believe God is like?

Incarnation- Why does Christmas matter to Christians?

Islam- What do Muslims believe and how do they live?

Salvation- Why does Easter matter to Christians?

Gospel- What is the Good News Jesus brings?

Significant places

PE

Real PE Unit 1 Personal Skills

Real Gym Unit 1

Real PE Unit 2 Social Skills

LCP Dance: Sleigh Ride

Real PE Unit 3 Cognitive Skills

Real Gym Unit 2

Real PE Unit 4  Creative Skills

Real Dance

Real PE Unit 5 Physical Skills

LCP Athletics

Real PE Unit 6 Health & Fitness

LCP Sports Day Practice

Music

Hands, Feet, Heart -

Sign

Christmas play – unable to carry out due to Covid restrictions.

Rhythm In The Way We Walk and Banana Rap -

Sign

I Wanna Play in a Band – Untuned percussion

Round and Round -

Untuned instruments

Friendship Song – Tuned instruments 

Reflect, Rewind and Replay

Sign, explore instruments

 

Yr 3

 

Aut 1

Aut 2

Spr 1

Spr 2

Sum 1

Sum 2

Sci

Animals, including humans

Forces and Magnets

Rocks

N/A

Plants

Light

His

His

Stone Age to Iron Age – How and why life changed from Stone Age to Iron Age.

N/A

N/A

Local History

Changes to transport in Biggleswade 19th Century

Romans –

What did the Romans do for us?

Geog

N/A

 

Compass Directions

Map Reading 4 figure grid references

Water Cycle

N/A

Italy, Yorkshire and New England: comparing regions

N/A

Art

Self-portrait and Stone Age cave paintings – drawing and colouring skills

N/A

Aboriginal art styles – drawing and painting techniques

N/A

Clay Sculptures:

Julius Ceaser

Clay Sculptures:

Julius Ceaser

DT

N/A

 

Sewing

Construction materials - Bridges

Using construction materials to design and make bridges.

N/A

Shadow Puppets

Comp

Espresso Coding – Unit 3a lesson 1: Alien Sequences - Sequence and animation.

Introducing Microsoft Word – Manipulating text and graphics.

Cross Curricular Maths – Interpret and present data using 2Graph (Introduction)

Espresso Coding - Unit 3b Lesson 1: Space Maze - Conditional events (selection

Learn to code with 'if statements')

Using tools in Dazzle to produce a picture – Link -  Art Pointillism and Mondrian.

Introduction to Powerpoints (Basic skills) Internet Research - I can use the internet to carry out a safe search; to research a given topic.  (Kiddle). 

 

PSHE

 

Relationships

Relationships

Living in the wider world

Living in the wider world

Health and Wellbeing

Health and Wellbeing

Eng

Character Descriptive writing

Formal Letter Writing

Grammar/punctuation/ spelling

 

Direct Speech

Setting Descriptions

Grammar/punctuation/ spelling

Features of  Traditional tales, inference, reading comprehension, plots of traditional tales

Grammar/punctuation/

spelling

 

Features of information texts,

Performance Poetry

(Covid – Instructional writing)

Grammar/punctuation/

spelling

Myths and Legends

      Predictions

       Vocabulary

       Role play Grammar/punctuation/

            spelling

 

Myths and Legends

Playscripts

 Explanation texts

Haiku Grammar/punctuation/

Spelling

 

Ma

Place Value

Addition and Subtraction

 

Addition and Subtraction

Multiplication and Division

 

Multiplication and Division

Measurement: money

Statistics

Measurement: Length and perimeter

Number: Fractions

Number: Fractions

Measurement: Time

Geometry: Properties of shape

Measurement: Mass and Capacity

RE

Gospel -

What kind of world did Jesus want?

Incarnation – What is the Trinity?

Judaism-How do festivals and family life show what matters to Jewish people?

Salvation- Why do Christians call the day Jesus died ‘Good Friday’?

Kingdom of God-When Jesus left, what was the impact of Pentecost?

People of God- What is like to follow God?

PE

Real PE Unit 1 Personal Skills

Real Gym Unit 1

Real PE Unit 2 Social Skills

LCP Dance

Real PE Unit 3 Cognitive Skills

Real Gym Unit 2

Real PE Unit 4  Creative Skills

Real Dance

Real PE Unit 5 Physical Skills

LCP Athletics

Real PE Unit 6 Health & Fitness

LCP Sports Day Practice

Music

 

Sing Out – cancelled due to Covid

East Ukuleles

West Charanga – Let your Spirit Fly

Sing Out – cancelled due to Covid

East Ukuleles

West Charanga – Glockenspiels

Sing Out – cancelled due to Covid

Charanga – Three Little Birds

Sing Out – cancelled due to Covid

Charanga – The Dragon Song

Sing Out – cancelled due to Covid

West Ukuleles

East Charanga – Bringing Us Together

Sing Out – cancelled due to Covid?

West Ukuleles

East Charanga – Reflect, Rewind, Replay

French

Introduce self

Ask how are you?

Basic classroom instructions.

Numbers 1-10

Role play simple conversation.

 

Classroom instructions.

Colours

Christmas – simple nativity.

(Mary, Joseph, Inn keeper)

Food (sweets, crisps, cake, chocolate, etc)

Days of the week

Fruit

Body parts

Zoo animals

Months of the year.

Easter

Revise vocabulary from Autumn term.

Name

How are you?

(Simple role play)

Numbers

Colours

Basic classroom instructions

Revise vocabulary from Spring term.

Food

Fruit

Days of the week

Months of the year.

 

 

Yr 4

 

Aut 1

Aut 2

Spr 1

Spr 2

Sum 1

Sum 2

Sci

Blank

 

Digestive System (2020-21)

Digestive System

 

Sound (2020-21)

Water Cycle

 

blank (2020-21)

Classification

Environment

Classification

Environment (2020-21)

Blank

 

Water Cycle (2020-21)

Electric circuits

How sound is made.

Electric Circuits (2020-21)

His

Saxons / Vikings

 

 

 

Changes to British Fashion from 1066

Study of an aspect or theme in British History

 

Geog

Iceland

 

 

Amazing Amazon

Amazing Amazon

 

 

Art

NB: this is the normal plan but was changed this year due to covid

Illuminated Letters

 

Fruit portraits – Guiseppe Arcimboldo

Monoprints

 

William Morris (printing)

Kandinsky – Painting to music.

DT

 

 

Packaging / Christmas

 

 

Tie Dye (design a garment

 

Comp

Textease Turtle – I can use algorithms to create and draw simple two dimensional shapes. 

I can explain the difference between the WWW and the Internet. Barefoot Computing – Unplugged activity (SDP)

 

Espresso Coding – Year 4 –

I can understand how a computer game works in particular the process of scoring using time events and variables.

Textease Graph, Spreadsheet, Database/Microsoft Excel – I can understand how spreadsheets and databases are used in everyday life to make the analytical process quicker and more efficient. I can input my own collected data on to a spreadsheet, produce a range of graphs sort using a database.

Comic Life – I can design and create my own comic book comprising a variety of text types (fonts, colours, textures), layouts and images from the internet

 

Home learning – Unplugged activities – Barefoot Computing.

Website – Esafety

Algorithms, debugging, Programming, Decomposition.

Espresso Coding – Year 4 –

I can understand how a computer game works in particular the process of repetition and loops.

PowerPoint (Advanced skills) Recap of the year Past, Present and future.

Research - I can use the internet to carry out a safe search; to research a given topic.  (Kiddle). 

 

PSHE

Relationships

Relationships

Living in the wider world

Living in the wider world

Health and Wellbeing

Health and Wellbeing

Eng

Horrid Henry

Dictionary work

Character description

Narrative writing (unaided)

Grammar/punc/ spelling

Persuasive writing

Remembrance poetry – free verse

Grammar/punc/ spelling

Comprehension – The Secret of Black Rock

Fairy stories

Poetry – Highwayman

Grammar/ punc/ spelling

Myths (Whole class guided reading) – unaided writing

Grammar/punc/ spelling

Newspaper report

 

Edward Tulane

(whole class Guided reading)

Grammar/ punc/ spelling

Autobiography

Information text

Poetry

 

Charlotte’s Web (Whole class guided reading)

Grammar/ punc/ spelling.

Ma

Number  =  Place value, addition and subtraction

Number = addition , subtraction, multiplication and division

Measurement and length - perimeter

Number = multiplication and division

Measurement – area

fractions

Fractions

Decimals

Decimals

Measurement

Money

Time

Statistics

 

Statisitcs

Geometry =

Properties of shape,

Position and direction

RE

Gospel- What kind of world did Jesus want?

 

Incarnation- What is the Trinity?

Where, How and Why Do People Worship?

Salvation – Why do Christians call the day Jesus died ‘Good Friday’?

Kingdom of God- Where is the Kingdom of God/

What does it mean to be Jewish?

PE

Real PE Unit 1 Personal Skills

Real Gym Unit 1

Real PE Unit 2 Social Skills

LCP Dance

Real PE Unit 3 Cognitive Skills

Real Gym Unit 2

Real PE Unit 4  Creative Skills

Real Dance

Real PE Unit 5 Physical Skills

LCP Athletics

Real PE Unit 6 Health & Fitness

LCP Sports Day Practice

Music

Mamma Mia – postponed.

Year 3 Glockenspiels due to missing this last year.

 

Christingle Songs – not completed due to Covid.

Charanga – Mamma Mia with glockenspiels.

Charanga -Glockenspiels

Reflect, Rewind and Replay (music genres and composers)

Charanga – Stop!

Year 4 Production Songs – not taking place this year.

Glockenspiels catch up/Blackbird

Year 4 Production Songs – not taking place this year.

Reflect, Rewind, Replay

French

Classroom Instructions, Vowels, Zoo Animals

Weather, Clothes, Christmas

The Family, Brothers, Sisters and Pets

Likes/Dislikes, Hobbies, Numbers

Revision of the year’s learning: moving slowly into reading and writing

Revision of the year’s learning: moving slowly into reading and writing

 

Maths Mastery has been a focus for development for the last two years and Wihte Rose materials are used. in KS2 Schofield and Simms Mental Arithmetic Tests are used.

Computing is taught using the New Wessex Planning scheme from Somerset.

P.E was taught using the LCP scheme, but we are have been developing the use of Real PE this year.

Music is taught using the Charanga Scheme of work.

RE teaching is based on the Bedfordshire Agreed Syllabus and the Understanding Christianity Materials form the Diocese.

Please see subject specific Subject Curriculum Policies and Overviews for further information about each subject.

Within all lessons teachers work to develop Growth Mindsets (Carol Dweck) in children and apply the “Learning Without Limits” philosophy (Alison Peacock) by labelling tasks not children.

Throughout the whole curriculum and within every subject St Andrew’s aims to develop speaking for listening skills through a “Philosophy for Children” approach of debate and dialogue.

Throughout the whole curriculum and within every subject St. Andrew’s aims to develop children’s vocabulary through the use of Alex Quigley’s SEEC model and Isobel Beck’s work on Tier 2 & 3 words.

Alongside the main curriculum we follow a programme of Values Education. Our Values are: Honesty, Co-operation, Joy, Forgiveness, Freedom, Thankfulness, Tolerance, Peace, Respect, Love, Humility and Responsibility. The aim of this programme is not just that the children understand and can articulate what these words mean, but that they and all the adults live the values in all aspects of their lives.

 At St. Andrew’s we strive to offer a varied range of extra-curricular opportunities for pupils. After school clubs are run throughout the year both by our own staff and by outside providers.

 

We also enrich the curriculum through the topic links, chunking subjects at times and having themed days, visitors and visits.

 

This year, in Reception, we are developing the “Planning in the Moment” approach.

See our EYFS policy for information on how our early years curriculum is delivered.

 

Inclusion

Teachers set high expectations for all pupils. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:

Most able pupils

Pupils with low prior attainment

Pupils from disadvantaged backgrounds

Pupils with SEND

Pupils with EAL

Teachers will plan lessons so that pupils with SEND can study every National Curriculum subject, wherever possible, and ensure that there are no barriers to every pupil achieving.

Teachers will also take account of the needs of pupils whose first language is not English. Lessons will be planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all subjects.

Curriculum Impact

Units of work and each lesson delivered have clear learning objectives which are shared with pupils. Success criteria supports children to break down tasks, to understand how they can achieve the learning objectives and to develop independence. Learning objectives and success criteria link directly with the school's assessment mark systems.

Pupil progress is reviewed and tracked. Pupils know what is expected of them and what is required of them to achieve. They are actively engaged in this process by staff referencing the learning objective and success criteria throughout the lesson. Pupils are encouraged to self-assess.

Where a pupil’s progress is not as expected in reading writing and maths, intervention is used to raise their level of attainment. This is reviewed each half term at Progress Meetings. Subject Leaders monitor assessment across the school in their subject and identify strengths and areas for development for the school.

As a result of the highly effective teaching and learning of the curriculum and the direct link between learning objectives and assessment criteria, pupils make good progress and leave St. Andrew’s as confident and motivated learners. Their achievement can be seen in our self-evaluation documents.

 

Governors monitor coverage of National Curriculum subjects and compliance with other statutory requirements through the work of the Curriculum and Achievement Committee and the monitoring of the progress towards the School Development Plan priorities.

Subject Leaders monitor the way their subject is taught throughout the school through observation, planning scrutiny, book scrutiny, pupil interviews and data analysis. They attend relevant Cluster Meetings and receive training as appropriate. They determine development priorities for their subjects and make annual plans for development. They also have responsibility for monitoring the way in which resources are stored and managed.

 

Current Development:

Priorities for 2019-2021 development have been:

  1. Developing Maths Mastery teaching strategies.
  2. Developing children’s love of reading and the use of quality texts.
  3. Working with MindMap on whole class strategies to support children’s well-being and mental health.
  4. To increase the amount of children’s physical activity and achieve the PE Quality Mark Silver.
  5. To develop the “Planning in the Moment” approach in Reception.

During this time we have had two partial school closures and have developed

  1. Home Learning through Kidblog.
  2. Virtual Pastoral Support.
  3. Adaptations to our teaching plans for re-settling and revision/catch up on full re-opening both in Sept. 2020 and March 2021.

 

April 2021

Name
 Curriculum Overview Art 2021.pdfDownload
 Curriculum Overview Computing 2021.pdfDownload
 Curriculum Overview DT 2021.pdfDownload
 Curriculum Overview English 2021.pdfDownload
 Curriculum Overview French 2021.pdfDownload
 Curriculum Overview Geography 2021.pdfDownload
 Curriculum Overview History 2021.pdfDownload
 Curriculum Overview Maths 2021.pdfDownload
 Curriculum Overview Music 2021.pdfDownload
 Curriculum Overview PE 2021.pdfDownload
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Curriculum Letters - Summer 2021

Name
 Curriculum Letter Summer 2021 Year 4 East.pdfDownload
 Curriculum Letter Summer 2021 Year 4 West.pdfDownload
 Curriculum Letter Summer 2021 Years 1 and 2 both sites.pdfDownload
 Currriculum Letter Summer 2021 Year 3 East.pdfDownload
 Currriculum Letter Summer 2021 Year 3 West.docx.pdfDownload
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