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Curriculum Information

We adopt a whole school approach to learning, which focuses on central themes stemming from the National Curriculum and supports our mixed year group classes.

Our curriculum is based on a four year cycle of different themes, which means that children will generally visit each theme twice during their time at Stoke by Nayland to enable learning to be consolidated and their understanding and knowledge to be deepened further.  Topics have been carefully selected so that children experience a wide range of themes over the course of their Primary School life. 

Each half term there is a different theme driven by a main subject area e.g History, Geography, Science, Art, DT or English.  This allows subjects to be recognised for their unique qualities and for learning to be immersive so that children gain a deep understanding of what is being taught.  Knowledge grids are used in all subject areas to pinpoint specific vocabulary that we want the children to remember by the end of the topic and this vocabulary directs the sequence of lessons.   Cross curricular links with other subjects are made when there is a natural, authentic link, but when this is not possible, subjects are taught discretely as part of mini topics.

In most cases, English is taught thematically through the central topic enabling the children to obtain and apply their knowledge in a range of writing contexts.

In each foundation subject area there are three or four 'big ideas' which are revisited in different contexts each time the subject is taught.  These are designed to support pupils in widening their knowledge and understanding of the world by revisiting familiar language and making explicit connections between concepts within a subject and with other subjects. 

Here is an overview of our 'Big Ideas'.  Please click on each curriculum subject to find out more.

 

Overview

The core subjects are:

Maths and English

 

The foundation subjects are:

Science, Geography, History, PE, Music, RE, Art, Design & Technology, ICT, Foreign Language (French), PSHE (Personal, Social and Health Education)

 

Whole school topic overview:

Please click here to see our whole school topic overview.  For the academic year 2020 - 2021, we are following Cycle 2.

 

Educational Visits

Taking children on trips adds an extra dynamic to learning in a social as well as academic sense. Trips for different age ranges includes: museum visits, the zoo, the seaside, the cathedral as well as using the village as a resource for local study.

 

Outdoor Learning

We consider opportunities to learn outside as an essential element of the curriculum. We have dedicated outdoor areas for all classes and are in the process of enhancing them further. In addition to the school areas we have an allotment and constant access to Rowley Wood, which is a 5 minute walk through the fields.  We are in the process of setting up a Forest School.

 

Supporting Learning (Please click on the heading)

If you have any questions about our curriculum, please contact your child's class teacher or our Headteacher - Mrs Sarah Smith

English

The key skills of reading, writing, speaking and listening open up a world of learning in school and in the wider lives of our children. We believe children who are read to and then read them themselves develop a richer vocabulary and understanding of language which, in turn allows them to become effective writers in a range of styles.  Most importantly, we want to engender a love of and enthusiasm for language and develop the natural talents and inclinations our children have.

Click HERE to see an overview of our English provision. 

Our English teaching is based on a range of approaches that we adapt to suit the needs of our children. Below are examples of some of the programmes we use at different ages and stages:

 No Nonsense Spelling

 Letters and Sounds, Jolly Phonics, Phonics Play (phonics schemes & materials)

 Oxford Reading Tree (reading scheme)

 Jelly and Bean (reading scheme)

 Project X (reading scheme)

 Read Theory (computer-based reading programme)

 

Maths

At Stoke by Nayland we aim to develop mathematicians who have the skills to cope in the real world.  Children will be fluent in rapid recall of number facts and methods to enable them to solve real life problems, and they will be flexible in transferring these skills when required.

We aim to develop a love and curiosity of number and mathematical concepts.  We believe that all children are mathematicians and all children should have the confidence to experiment and play with number to solve problems.  The children at Stoke by Nayland are exposed to a range of methods and strategies, and are encouraged to adopt strategies that work for them.

Our maths lessons are based around the mastery approach to teaching maths, which develops 3 key elements: Fluency in number, reasoning skills and problem solving.  Our lessons are purposeful, engaging and cater for different learning styles.  We recognise the importance of verbalising our learning and we encourage our children to 'think out loud'.

Here is an overview of our Maths provision:

Click HERE for Early Years and Year 1

Click HERE for Years 2, 3 & 4

Click HERE for Years 5 & 6

To see our Mastery Strategy - please click here

Science

Through science we aim to engender a sense of awe and wonder about the world we are part of and our interaction with it.  We do this by learning about key aspects of biology, chemistry and physics in a thematic way and through topics that children can relate to. Wherever possible we make science a ‘hands on’ experience where children learn by investigation and questioning.  The 'big ideas' we revisit in each Science topic are: 'Purpose' - What is this for? What does this do?  How does this work? 'Result' - What happened?  Why did this happen?  How did this happen? 'Evidence' - How do we know something happened?  How can we prove it? and 'Characteristics' - What is this like?  Why is it like this?  How is it similar to other things?.  A snap short of our Science curriculum can be viewed on our main curriculum overview.

Please click here to view our Science flight path, which breaks down the learning a child will encounter depending on which cycle they join the school in.

Geography

Our Geography curriculum aims to inspire a curiosity and fascination about the world and its people, that will remain with our children for the rest of their lives.  We equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with an understanding of the Earth’s key physical and human processes.  The 'big ideas' we revisit as part of our Geography topics are 'Location' - Where in the world are we visiting?  Which continent?  Which hemisphere?  Which country? 'Characteristics' - What is significant or unique about this area? and 'Civilisation' - What are/were civilisations like in this area?  What comparisons and contrasts can be drawn?  A snap shot of our Geography curriculum summary can be viewed on our main curriculum overview.

Please click here to view our Geography flight path, which breaks down the learning a child will encounter depending on which cycle they join the school in.

History

In History, we aim to inspire curiosity and fascination about the world's past.  Through our teaching of History, we aim for our pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world.  We want to inspire pupils’ curiosity about the past and to know more about the past.  Our intention is to enable children to ask perceptive questions and think critically, weigh evidence, sift arguments, and develop perspective and judgement.  Through the teaching of History we endeavour to teach children to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and challenges of time.  Through our topics we develop children’s understanding of chronology and the impact of a range of events on todays society.  The 'big ideas' we revisit as part of our history topics are 'Chronology' - How does this period of history fits into the bigger world picture? 'Result' - What did we learn from this time in history?  What impact did this have for the United Kingdom? 'Evidence' - How do we know about this time in history? and 'Civilisation' - What was the civilisation like and how does this civilisation compare and contrast to others?  A snap shot of our History curriculum can be viewed on our main curriculum overview.

Please click here to view our History flight path, which breaks down the learning a child will encounter depending on which cycle they join the school in.

PE

In Physical Education we aim to develop a sense of physical confidence, health awareness and personal achievement, both individually and as part of a team.  Over the time at our school, we give opportunities to develop specific skills, teamwork, develop an understanding of strategy, welcome competition and learn how physical activity contributes to a healthy mind and body.

Through regular lessons children learn a wide range of specific skills and have the opportunity to take some of these further in extra-curricular activities and events organised in the area such as tournaments and competitions. Children are encouraged to celebrate all successes and support each other in being the ‘best they can be’ from their starting point.  The 'big ideas' revisited in PE are 'Co-operation' - How do we work together to achieve a common goal? 'Technique' - Which skills do we need to use to improve?  How can these be refined? and 'Evaluation' - What went well and what could be improved?

Please click here to see an overview of our PE curriculum.  In addition to this the children in Chestnut Class and Oak Class have a block of swimming lessons each year.  

Music

In music we aim to give our children a range of creative experiences that allow them to explore and appreciate music from different cultures, traditions and eras.  Through listening, singing, composing and performing we hope children will enjoy sharing the skills they develop and begin to understand the impact that music can have emotionally and spiritually.

At our school, music is a key element, both through the curriculum lessons and in the wider opportunities we offer (we were given recognition for this through the Music Mark award). These can include listening to professional musicians, singing in a choir or learning an instrument, performing in school and further afield such as in local events in the village and wider community-for example the cathedral or concert hall.  The 'big ideas' revisited in music are 'Chronology' - How does this music fit into the wider world chronology? 'Technique' - Which skills are required to do this?  How can we refine them? 'Notation' - What does music look like?  How can we record music so that we can repeat what we have done? and 'Composition' - What sound do we want to create?  What picture do we want to evoke?  What story do we want to tell?

Here is an overview of our Music curriculum, which follows the Charranga music scheme:

 

Cycle 1

 

Animals/Our World

Traditional Tales/ Earth and Beyond

Time Travellers/ Take One Picture

Saplings Class

Big Bear Funk

Our World

Friendship Song

Reflect Rewind Replay

Chestnut Class

Zootime

Glockenspiel Stage 2

The Dragon Song

Reflect Rewind Replay

Oak Class

You’ve Got A Friend

Peripatetic tuition

The Fresh Prince of Bel-Air

Peripatetic tuition

Classroom Jazz 1

Peripatetic tuition

Additional topic themed sessions to be taught by Class teachers where applicable.

  

Cycle 2

 

Being Human/ Extreme World

Works of Fiction/ Ancient World

Ancient World/ Take One Picture

Saplings Class

Me!

Rhythm in the Way We Walk/The Banana Rap

Round and Round

Reflect Rewind Replay

Chestnut Class

Bringing Us Together

Stop!

Let Your Spirit Fly

Reflect Rewind Replay

Oak Class

Make You Feel My Love

Peripatetic tuition

A New Year Carol

Peripatetic tuition

Mamma Mia

Peripatetic tuition

Additional topic themed sessions to be taught by Class teachers where applicable.

 

Cycle 3

 

Time Travellers/ Material World

Author Focus/

The Blue Planet

Suffolk/

Take One Picture

Saplings Class

Everyone!

Your Imagination

Hands, feet and Heart

Reflect Rewind Replay

Chestnut Class

Glockenspiel 3

Blackbird

Lean on Me

Reflect Rewind Replay

Oak Class

Livin’ On A Prayer

Peripatetic tuition

Classroom Jazz 2

Peripatetic tuition

Dancing in The Street

Peripatetic tuition

Additional topic themed sessions to be taught by Class teachers where applicable.

  

Cycle 4

 

Identity/Famous People

Protecting Our Planet/Story Genre

Plant Life/Around the World/

Saplings Class

My Stories

In the Groove

Glockenspiel Stage 1

Reflect Rewind Replay

Chestnut Class

Benjamin Britten – There Was a Monkey

Three Little Birds

I Wanna Play in a Band

Reflect Rewind Replay

Oak Class

Benjamin Britten – A Tragic Story

Peripatetic tuition

Don’t Stop Believin’

Peripatetic tuition

Reflect Rewind Replay

Peripatetic tuition

Additional topic themed sessions to be taught by Class teachers where applicable.


Art

Our Art and Design curriculum is designed to engage, inspire and challenge pupils, equipping them with knowledge and skills to create and experiment with a range of media in their art work.  We feel that all our children should explore and discuss art work from different periods and cultures and in a range of styles.  The 'big ideas' revisited throughout the art and design curriculum are 'Chronology' - Where does this period of art fit into the wider world chronology? What were the influences behind this? 'Appreciation' - What do we like/dislike? 'Technique' - Which skills are needed to create the desired effect? How can we refine these? and 'Expression' - How could we produce our own interpretation of a masterpiece or style?

Twice a year art drives our curriculum and where appropriate, it is linked to another curriculum area.  In the past we have  linked art to our animal topic, and being human topic, focussing on a specific artist or painting in each class and following the National Curriculum objectives.  Each year we also 'Take one Picture' from the National Gallery and base learning completely around this to build a knowledge of artists, periods in history and techniques.  

DT

Our Design and Technology curriculum aims to give the children the freedom to express their creativity through exploring, designing and making with a range of materials and techniques.  In doing this, the children look at the work of a variety of designers, past and present.  We will encourage them to be creative problem-solvers and to apply their skills and also become critical thinkers through evaluating their designs and products and those of others.  The 'big ideas' revisited are 'Purpose' - Why are we doing this?  What problem do we want to solve? 'Criteria' - What do we need to make sure we include in our design? 'Construction' - How will the design be constructed? and 'Evaluation' - What went well and what could be improved another time?

In each year we have a 'material' focussed project and a 'food' focussed project with objectives for each year group taken from the National Curriculum.  Projects have included: Designing and constructing a house/specific room for one of the Three Little Pigs, Building a tower for Rapunzel following specific design criteria, designing and making a Shakespearian puppet, designing and making soup, designing and making a boat for the Light House Keeper, designing and sewing a shoe for the elves and the shoe maker, constructing a bridge to cross a specific area.  

 

MFL

Modern Foreign Languages and Cultural Learning is a key strength of our school.  The Governors are committed to supporting the headteacher and other staff to maintain our current Linguarmarque status and seek opportunities for our pupils to continue to develop their language skills and develop a wider and deeper understanding of a range of cultures from around the world.  We start exposing children to French from Nursery age as we believe early learning through songs and games helps to build confidence and begin to develop an ear for language.  The children follow a four year cycle of whole school themes.  These include the 'big ideas' of 'Construction' - How are the sentences put together?  How does this compare to English? 'Communication' - What message do we want to convey? and 'Understanding' - What do we understand?  What can we deduce?  

Here is an overview of our French curriculum:

French Curriculum Overview 2019-2020

French Curriculum Overview 2018-2019

French Curriculum Overview 2017-2018

PSHE

In PSHE we aim to develop the knowledge, skills and attributes needed for our children keep themselves healthy and safe, and prepare for life and work in a modern world.  We believe that a well-delivered PSHE programme has an impact on both academic and non-academic outcomes for pupils, particularly the most vulnerable and disadvantaged.  Our 'big ideas' in PSHE are 'Respect' - we may have different opinions or ideas about something, but we talk about these, 'Communication' - What do we need to do to do this clearly and effectively?  What impact can communication have on others? and 'Understanding' - we look at ideas from different perspectives.

Our PSHE curriculum includes the development of key skills and personal qualities such as resilience, self-esteem, risk-management, team-working and critical thinking. These are set in the context of learning grouped into three core themes:

    · Relationships
    · Living in the Wider World (including economic well being and aspects of careers education)
    · Health and well being

Alongside this, we also use the PSHE scheme the 'Zones of Regulation', which teaches the children about their emotions and how their emotions can impact on their own and other people's behaviour.  We use this scheme throughout the year to support our approach towards dealing with behaviour.  

Here is our 4 year cycle overview of our PSHE curriculum:

 

Cycle 1

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Focus

Families and Friendships

Living in the Wider World

Health and Well Being

Topic

Families and Friendships

Respecting Ourselves and Others

Belonging to a Community

Money and Work

Physical Health and Mental Well Being

Keeping Safe

EYFS

My Family

All about Me

My class

People who help me

Keeping fit

Staying safe

KS1

Roles of different people; families; feeling cared for

How  behaviour affects others; being respectful and polite

What rules are; caring for others’ needs;

Strengths and interests; jobs in the community

Keeping healthy; food and exercise

How rules and restrictions help us

Keeping safe online

L KS2

What makes a family; features of family life

Recognising respectful behaviour; the importance of self respect; courtesy and being polite

The values of rules and laws

Different jobs and skills, job stereotypes; setting personal goals

Health choices and habits; what affects feelings; expressing feelings

Risks and hazards; safety in the local environment and unfamiliar places

U KS2

Managing friendships and peer influence

Responding respectfully to a wide range of people; recognising prejudice and discrimination

Compassion towards others

Identifying job interests and aspirations; what influences career choices; workplace stereotypes

Healthy sleep habits, sun safety; medicines, vaccinations, immunisations and allergies

Keeping safe in different situations including responding in emergencies

   

Cycle 2

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Focus

Relationships

Living in the Wider World

Health and Well Being

Topic

Families and Friendships

Safe Relationships

Belonging to a community

Media Literacy and digital resilience

Physical health and Mental well being

Growing and changing

EYFS

My Friends

People who help me

My school

Using a computer safely

Healthy eating

I am unique

KS1

Making friends; feeling lonely and getting help

Recognising privacy; staying safe; seeking permission

Belonging to a group; roles and responsibilities

Using the internet and digital devices safely

Why sleep is important; medicines and keeping healthy

Recognising what makes them unique and special feelings managing when things go wrong

L KS2

Positive friendships including online

Personal boundaries; safely responding to others

What makes a community

How the internet is used – Fake news

Maintaining a balanced lifestyle; oral hygiene and dental care

Personal strengths and achievements; managing and reframing set backs

U KS2

Attraction to others; romantic relationships

Physical contact and staying safe online

Compassion towards others

How information online is targeted

What affects mental health and ways to take care of it

Human reproduction and birth; increasing independence; managing transition

   

Cycle 3

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Focus

Relationships

Living in the Wider World

Health and Well Being

Topic

Respecting ourselves and others

Safe relationships

Money and work

Media Literacy and digital resilience

Keeping safe

Physical health and mental well being

EYFS

All about Me

My Family

Savings

Everyday technology

Safe zones

Hygiene

KS1

Recognising things in common and differences; playing and working cooperatively; sharing opinions

Recognising privacy; staying safe; seeking attention

What money is; needs and wants; looking after money

The internet in everyday life; online content and information

Safety in different environments risk and safety at home emergencies

Why sleep is important; medicines and keeping healthy Keeping teeth healthy

L KS2

Respecting similarities and differences; discussing difference sensitively

Personal boundaries; safely responding to others; the impact of hurtful behaviour

Making decisions about money; using and keeping money safe

How data is shared and used

Medicines and household products; drugs common to everyday life

Maintaining a balanced lifestyle

U KS2

Expressing opinions and respecting other points of view, including discussing topical issues

Physical contact and feeling safe

Influences and attitudes to money; money and financial risks

Evaluating media sources; sharing things online

Keeping personal information safe regulations and choices

What affects mental health and ways to take care of it

  

Cycle 4

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Focus

Relationships

Living in the Wider World

Health and Well Being

Topic

Families and Friendships

Respecting ourselves and others

Belonging to a community

Media literacy and digital resilience

Keeping safe

Growing and changing

EYFS

My Family

Keeping me safe

Where I belong

Digital devices

Sharing information

Ourselves

KS1

Families and feeling cared for

Managing secrets; resisting pressure and getting help; recognising hurtful behaviour

Looking after the environment

Communicating online

Keeping safe out and about

Growing older naming body parts moving class or year group

L KS2

Features of family life

Responding to hurtful behaviour managing confidentiality

Rights freedoms and responsibilities

How data is shared and used

FGM

First aid

 

Physical and emotional changes in puberty personal hygiene

U KS2

Civil partnerships and marriage

Recognising and managing pressure; consent in different situations

Protecting the environment

Evaluating media sources: sharing things online

Drug use

First Aid

Personal identity  individuality and different qualities mental well being transition


RE

We follow the Emmanuel project for RE. As a Church of England school, Religious Education carries a high status within our curriculum.   Our Religious Education curriculum provides opportunities for our children to explore the significant theological concepts within Christianity and different world religions, developing their thinking and their understanding of the world and their experiences within it. We develop our pupils thinking through a wide range of opportunities including visits to the Cathedral, visits to local places of worship and a wide range of opportunities including leading worship for our pupils.  The 'big ideas' that we revisit are 'Belief' - What are the beliefs of each religion?  How do these compare to others? 'Respect' - we may have different ideas or opinions to others and can talk about this and 'Characteristics' - What is unique about this particular religion?  What comparisons and contrasts can be made?

Here is our 4 year cycle for RE:

  

 Cycle

1

   Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2
 Focus  Christianity/ Islam  Christianity/ Islam Christianity/ Hinduism  Christianity  Christianity/ Hinduism  Christianity/ Judaism
 EYFS  Creation – Why is the word God so important to Christians?  Creation – Why is the word God so important to Christians?  Salvation – How can we help other when they need it?  Salvation – Why do Christians put a cross in an Easter garden?  Incarnation – What makes every single person unique and precious?  Creation – How can we care for our world?
 A Muslim whispering  Allah in a baby’s ear  A Muslim story: Muhammad and the Ants  A Sikh story: Har Gobind and the 52 Princes  A Buddhist story: The Monkey King  Hindus celebrating Raksha Bandhan  Tu be Shevat: The Jewish ‘Birthday of Trees’
 KS1  Parables/gospel

What did Jesus teach about God in his parables?

 Mercy/Compassion – How do some Muslims show Allah as compassionate and merciful?  Baptism/Church – Why is belonging to God and the church family important to all Christians?  Resurrection/joy – What are the best symbols of Jesus’ death and resurrection at Easter?  Emmanuel/Holy Spirit – How does celebrating Pentecost remind Christians that God is with them always?  Creation/Blessings- Why do Jewish families say so many prayers and blessings?
 LKS2   Christianity – How do Christians show reconciliation with God and other people is important?  How does a Muslim show their submission to Allah? Christianity – Who were Jesus’s disciples and what important roles did they have?  Sacrifice – Why is the cross more than a  symbol of sacrifice?  What do Christians mean when they talk about the Kingdom of God? Sikhism – How does the teaching of the gurus move Sikhs from light to dark?
 UKS2  The Gospel – Why is the gospel such good news for Christians?  Parables – What is the importance of parables in the bible?  What spiritual pathways to Moshka are written about in Hindu scriptures?  Faith  Eucharist – What is the great significance of Eucharist for Christians?  Buddhism – How did Buddha teach his followers to find enlightenment?

 

 Cycle

2

   Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2
 Focus  Christianity/ Islam  Christianity/ Islam Christianity/ Sikh  Christianity/ Buddhism  Christianity/ Hinduism  Christianity/ Judaism
 EYFS  Creation – Why is the word God so important to Christians? Incarnation – Why do Christians perform nativity plays at Christmas?  Salvation – How can we help other when they need it?  Salvation – Why do Christians put a cross in an Easter garden?  Incarnation – What makes every single person unique and precious?  Creation – How can we care for our world?
A Muslim whispering Allah in a baby’s ear  A Muslim story: Muhammad and the Ants  A Sikh story: Har Gobind and the 52 Princes  A Buddhist story: The Monkey King  Hindus celebrating Raksha Bandhan  Tu be Shevat: The Jewish ‘Birthday of Trees’
 KS1  Saviour/Jesus – Why was Jesus given the name ‘Saviour’?  Muslims – Place of worship – How is it different to a church?  Disciple/Faith – Why do Christians trust Jesus and follow him?  Prayer and worship – Why do Christians pray to God and worship him?  Hindus celebrating Brandhan and other festivals  Mitzvot/tzedakah – Why is learning to do good deeds so important to Jewish people?
 LKS2   Saviour – How does believing Jesus is their saviour inspire Christians to save and serve others?  Why do Muslims call Muhammad the ‘seal of the prophets’?  Conversion – St Paul  Mission – Why do Christians believe they are people on a mission?  Body of Christ/unity  Covenant – What symbols and stories help Jewish people remember their covenant with God?
 UKS2  Reconciliation – How do Christians show that reconciliation with God and other people is important?  Islam – How does a Muslim show their submission and obedience to Allah?  Disciple - What is a disciple and why are they important to Christians?  Sacrifice – Why is the cross more than a symbol of sacrifice?  Kingdom of God – What do Christians mean when they talk about the Kingdom of God?  Judaism – What symbols and stories help Jewish people remember their covenant with God?

 

 Cycle

3

   Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2
 Focus  Christianity/ Islam  Christianity/ Islam Christianity/ Hinduism  Christianity  Christianity/ Hinduism  Christianity/ Judaism
 EYFS  Creation – Why is the word God so important to Christians?  Creation – Why is the word God so important to Christians?  Salvation – How can we help other when they need it?  Salvation – Why do Christians put a cross in an Easter garden?  Incarnation – What makes every single person unique and precious?  Creation – How can we care for our world?
 A Muslim whispering  Allah in a baby’s ear  A Muslim story: Muhammad and the Ants  A Sikh story: Har Gobind and the 52 Princes  A Buddhist story: The Monkey King  Hindus celebrating Raksha Bandhan  Tu be Shevat: The Jewish ‘Birthday of Trees’
 KS1  Parables/gospel

What did Jesus teach about God in his parables?

 Mercy/Compassion – How do some Muslims show Allah as compassionate and merciful?  Baptism/Church – Why is belonging to God and the church family important to all Christians?  Resurrection/joy – What are the best symbols of Jesus’ death and resurrection at Easter?  Emmanuel/Holy Spirit – How does celebrating Pentecost remind Christians that God is with them always?  Creation/Blessings- Why do Jewish families say so many prayers and blessings?
 LKS2   Christianity – How do Christians show reconciliation with God and other people is important?  How does a Muslim show their submission to Allah? Christianity – Who were Jesus’s disciples and what important roles did they have?  Sacrifice – Why is the cross more than a  symbol of sacrifice?  What do Christians mean when they talk about the Kingdom of God? Sikhism – How does the teaching of the gurus move Sikhs from light to dark?
 UKS2  The Gospel – Why is the gospel such good news for Christians?  Parables – What is the importance of parables in the bible?  What spiritual pathways to Moshka are written about in Hindu scriptures?  Faith  Eucharist – What is the great significance of Eucharist for Christians?  Buddhism – How did Buddha teach his followers to find enlightenment?

 

 Cycle

4

   Autumn 1  Autumn 2  Spring 1  Spring 2  Summer 1  Summer 2
 Focus  Christianity/ Islam  Christianity/ Islam Christianity/ Sikh  Christianity/ Buddhism  Christianity/ Hinduism  Christianity/ Judaism
 EYFS  Creation – Why is the word God so important to Christians?  Creation – Why is the word God so important to Christians?  Salvation – How can we help other when they need it?  Salvation – Why do Christians put a cross in an Easter garden?  Incarnation – What makes every single person unique and precious?  Creation – How can we care for our world?
 A Muslim whispering  Allah in a baby’s ear  A Muslim story: Muhammad and the Ants  A Sikh story: Har Gobind and the 52 Princes  A Buddhist story: The Monkey King  Hindus celebrating Raksha Bandhan  Tu be Shevat: The Jewish ‘Birthday of Trees’
 KS1  Saviour/Jesus – Why was Jesus given the name ‘Saviour’?  Muslims – Place of worship – How is it different to a church?  Disciple/Faith – Why do Christians trust Jesus and follow him?  Prayer and worship – Why do Christians pray to God and worship him?  Hindus celebrating Brandhan and other festivals  Mitzvot/tzedakah – Why is learning to do good deeds so important to Jewish people?
 LKS2   Saviour – How does believing Jesus is their saviour inspire Christians to save and serve others?  Why do Muslims call Muhammad the ‘seal of the prophets’?  Conversion – St Paul  Mission – Why do Christians believe they are people on a mission?  Body of Christ/unity  Covenant – What symbols and stories help Jewish people remember their covenant with God?
 UKS2   Reconciliation – How do Christians show that reconciliation with God and other people is important?  Islam – How does a Muslim show their submission and obedience to Allah?  Disciple - What is a disciple and why are they important to Christians?  Sacrifice – Why is the cross more than a symbol of sacrifice?  Kingdom of God – What do Christians mean when they talk about the Kingdom of God?  Judaism – What symbols and stories help Jewish people remember their covenant with God?

Computing

In Computing we aim to we equip children to participate in a rapidly changing world, where work and leisure activities are increasingly transformed by technology.  It is our intention to enable children to find, explore, analyse, exchange and present information to support their learning whilst developing the knowledge and skills to be discriminating and remain safe whilst online.  The 'big ideas' that children will revisit are 'Purpose' - an opportunity to consider the different purposes of technology and how they can be used in the wider world, 'Respect' - the importance of using technology with respect and being respectful on-line and 'Communication' - doing this through different programmes for different results.

Please click here to view our Geography flight path, which breaks down the learning a child will encounter depending on which cycle they join the school in.

Our Classes

Saplings - Nursery, Reception & Year 1

Chestnut - Years 2, 3 and 4

Oak - Years 5 and 6

 

Our Curriculum

We follow the National Curriculum which we deliver through carefully selected topics to engage and inspire our children.

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Healthy Schools

 

 

 

Stoke by Nayland C of E Primary School

School Street

Stoke-by-Nayland

Colchester CO6 4QY

 

Headteacher – Mrs Sarah Smith

Telephone: (01206) 262418

E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

If you would like a paper copy of any information on our website, please contact the school office.

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