History Curriculum

Our Curriculum Drivers are to promote resilience, develop communication and ensure all pupils have access to all learning possibilities both in and out of the classroom.

‘A people without the knowledge of their past history, origin and culture is like a tree without roots’ 
Marcus Garvey

At John Scurr, our robust history curriculum ensures that pupils leave us with a secure understanding of our world today and the people and events who have shaped it across place and time. This supports them in understanding their own place in the world today, and in the long history of human development. Human societies are and always have been extremely complex and diverse. Our history curriculum at John Scurr helps pupils to appreciate these complexities and to celebrate the diversity of our world today and in the past.

We teach history at John Scurr, using the CUSP curriculum, which is structured around the principles of advancing both substantive and disciplinary knowledge cumulatively. We ensure that substantive knowledge is built upon cumulatively by centering our curriculum around 6 key substantive concepts: community, knowledge, invasion, civilisation, power and democracy. These concepts are the golden thread that run through our history curriculum from EYFS – Year 6, and are revisited and explored through different lenses year upon year. The effect of this cumulative model supports opportunities for children to associate and connect with significant periods of time, people, places and events

Disciplinary knowledge is also threaded through our history curriculum at John Scurr, giving our pupils an understanding of how historians investigate the past and construct historical claims. Our pupils therefore develop the tools to work historically and construct their own knowledge of the past. They go on to use this knowledge to investigate change, continuity, similarity, difference and significance within and across the periods of history studied.

From EYFS – Year 6, the following strands of disciplinary knowledge are taught and built upon each year:

  • Chronology
  • Cause and consequence
  • Change and continuity
  • Similarity and difference
  • Evidence
  • Significance

At John Scurr, we bring our history learning from the classroom to life through trips to relevant places of historical significance and visits from significant people. These visits are carefully planned so that pupils’ attention is focused on historical content and to ensure that learning that takes place within the classroom is supported. Some examples of historical visits and how they support our curriculum are:

  • Reception Inspiration Day – different local professionals visit our reception children to develop their understanding of people around them and their roles in society
  • Year 2 Great Fire of London Walking tour – to experience the sights of the fire in real life and to explore evidence which remains from the fire today
  • Year 3 visit to the London Mithraeum – to experience a Roman Temple and develop an understanding of the process of uncovering it

Year 6 visit to the Docklands Museum – to hear real life experiences from members of the Windrush generation

What do we teach

Substantive concepts such as Nationality, Rights, Society, Community, Democracy, Invasion, Civilisation, Power are taught from Y1 to Y6.

Year Group Area of Study:

EYFS

Past And Present

  • Talk about the lives of people around them and their roles in society.
  •  Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.
  • Understand the past through settings, characters and events encountered in books read in class and storytelling.
  • Understanding chronology and how things change over time
  • Recognising significant people in our lives and within our community

People, Culture and Communities:

  • Describe their immediate environment using knowledge from observations, discussions, stories, non-fiction texts and maps.
  • Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.

Year 1:

  • Changes within living memory – What are the stages in my life?
  • The lives of significant people – Including Mary Anning, David Attenborough and Neil Armstrong (revisit)

Year 2:

  • Events beyond living memory – The Great Fire of London (including a revisit)
  • Local History Study – Victorian Times, Barnardo, 1940

Year 3:

  • Changes in Britain from the Stone Age to the Iron Age – Stone Age, Bronze Age and Iron Age comparison
  • The Roman Empire and its influence on Britain

Year 4:

  • Britain’s settlement by Anglo-Saxons and Scots
  • The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • The achievements of the earliest civilisations – Ancient Egypt

Year 5:

  • A non-European society that provides contrast with British history – Maya c.AD 900.  Compare location, settlement, people, culture and invention between Anglo-Saxons and Maya c.AD 900
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world.

Year 6

  • A study of an aspect or theme in British history that extends pupils’ knowledge beyond 1066 – The Windrush generation
  • A study of an aspect or theme in British history that extends pupils’ knowledge beyond 1066 – Monarchs through time
    Local History Study – WWII and the Blitz

How do pupils learn

Our history curriculum is implemented using the guiding principles of CUSP. Pupils frequently practise retrieval to allow them to commit new learning to long term memory. At the start of every lesson, they will revisit prior learning to ensure it is not forgotten. This prior learning is then built upon so that the learning sequence is cumulative.
 
Dual coded knowledge organisers contain core information for children to easily access and use as a point of reference and as a means of retrieval practice. 
 
 
All pupils have the opportunity to think hard during history lessons by using:
–          double page spreads to take the focus off organisation
–          word path frameworks to chunk up information and make it more digestible
–          word connection exercises to drive connections within and between vocabulary and concepts

 
Disciplinary knowledge is practised through Thinking Historically tasks:

How do we know what children have learned

  • Questioning
  • Pupil Book Study
  • Talking to techers
  • Low stakes ‘Drop-in’ observations
  • Quizzing and retrieval practise
  • Feedback and marking
  • Progress in book matches the curriculum intent

Geography Curriculum

Our Curriculum Drivers are to promote resilience, develop communication and ensure all pupils have access to all learning possibilities both in and out of the classroom.

‘You can travel the seas, poles and deserts and see nothing.  To really understand the world, you need to get under the skin of the people and places.  In other words, learn about geography.  I can’t imagine a subject more relevant in schools.’ 
Michael Palin

Intent

Our Curriculum Intent is for pupils to know more, do more and learn more.

A guiding principle of CUSP Geography is that each study draws upon prior learning.  High volume and deliberate practice is essential for pupils to remember and retrieve substantive knowledge and use their disciplinary knowledge to explain and articulate what they know. This means pupils make conscious connections and think hard, using what they know.

CUSP Geography is built around the principles of cumulative knowledge focusing on spaces, places, scale, human and physical processes with an emphasis on how content is connected and relational knowledge acquired. An example of this is the identification of continents, such as Europe, and its relationship to the location of the UK.

What do we teach

  • EYFS
  • Weather and seasonal changes
  • Transport and travel
  • People and communities
  • Year 1
  • continents
  • Oceans
  • Countries of the UK
  • Capital cities of the UK
  • Seas around the UK
  • The Equator
  • North and South Poles
  • Hot and cold places
  • School study (maps)
  • Year 2
  • Human and physical features
  • Compare a small part of the UK to a non-European location (Nairobi)
  • Fieldwork and map skills
  • Compare a small part of the UK to a non-European location (Amazon Rainforest)
  • Year 3
    Fieldwork and map skills
  • Fieldwork: Human and Physical features
  • UK Study
  • OS map and scale
    Year 4
  • Fieldwork and map skills
  • Fieldwork: Human and Physical features
  • UK Study
  • OS map and scale
    Year 5
  • World countries – Biomes and environmental regions
  • 4 and 6 figure map references
  • OS maps and fieldwork
    Year 6
  • Comparison study – UK, Europe and North or South America
  • Physical processes: Earthquakes, mountains and volcanoes
  • Settlements
  • New Maps an orienteering

How do pupils learn

Each unit includes an overview for teacher which details the big idea that pupils will be studying, prior knowledge, skills to be taught and common misconceptions. 

Dual coded knowledge organisers contain core information for children to easily access and use as a point of reference and as a means of retrieval practise.  The sequence of learning makes clear essential and desirable knowledge, key questions and task suggestions for each lesson and suggested cumulative quizzing questions.

Retrieval practise is planned into the curriculum through spaced learning and interleaving and as part of considered task design by the class teacher.  Teaching and learning resources and provided for class teachers so they can focus their time on subject knowledge and task design.  Knowledge notes are an elaboration in the core knowledge found in knowledge organisers. 

Knowledge notes focus pupils’ working memory to the key question that will be asked at the end of the lesson.  It reduces cognitive load and avoids the split-attention effect.

The units are supported by vocabulary modules which provide both resources for teaching and learning vital vocabulary and provide teachers with Tier 2 and 3 vocabulary with the etymology and morphology needed for explicit instruction details relevant idioms and colloquialisms to make this learning explicit. 

We aim to provide a high challenge with low threat culture and put no ceiling on any child’s learning, instead providing the right scaffolding for each child for them to achieve.

How do we know what children have learned

  • Questioning
  • Pupil Book Study
  • Talking to techers
  • Low stakes ‘Drop-in’ observations
  • Quizzing and retrieval practise
  • Feedback and marking
  • Progress in book matches the curriculum intent

Computing curriculum

Our Curriculum Drivers are to promote resilience, develop communication and ensure all pupils have access to all learning possibilities both in and out of the classroom.

‘Computing is not about computers any more. It is about living.’ Nichiolas Negroponte

Intent

Our Curriculum Intent is for pupils to know more, do more and learn more.

At John Scurr, we intend that children should master Computing to such an extent that they can go on to have careers within Computing and make use of Computing effectively in their everyday lives, without being completely reliant on technology.

Our children will be taught to use technology responsibly and carefully, being mindful of how their behaviour, words and actions can affect others.
Our children will be taught Computing in a way that ensures progression of skills, and follows a sequence to build on previous learning.

Our children will gain experience and skills of a wide range of technology in a way that will enhance their learning opportunities, enabling them to use technology across a range of subjects to be creative and solve problems, ensuring they make
progress.

What do we teach

  • EYFS
  • Computing systems and networks 1: Using a computer
  • Programming 1: All about instructions
  • Computing systems and networks 2: Exploring hardware
  • Programming 2: Programming Bee-Bots
  • Data handling: Introduction to data
  • Year 1
  • Computing systems and networks: Using a computer (‘Getting started’)
  • Programming 1: Algorithms unplugged
  • Skills showcase: Rocket to the moon
  • Programming 2: Bee-Bot
  • Creating media: Digital imagery
  • Data handling: Introduction to data
  • Online safety: Year 1
  • Year 2
  • Computing systems and networks 1: What is a computer?
  • Programming 1: Algorithms and debugging
  • Computing systems and networks 2: Word processing
  • Programming 2: ScratchJr
  • Creating media: Stop motion
  • Data handling: International Space Station
  • Online safety: Year 2
  • Year 3
  • Computing systems and networks 1: Networks and the internet
  • Programming: Scratch
  • Computing systems and networks 2: Emailing
  • Computing systems and networks 3: Journey inside a computer
  • Creating media: Video trailers (Previously called ‘Digital literacy’)
  • Data handling: Comparison cards databases
  • Online safety: Year 3
  • Year 4
  • Computing systems and networks: Collaborative learning
  • Programming 1: Further coding with Scratch
  • Creating media: Website design
  • Skills showcase: HTML
  • Programming 2: Computational thinking
  • Data handling: Investigating weather
  • Online safety: Year 4
  • Year 5
  • Computing systems and networks: Search engines
  • Programming 1: Music
  • Data handling: Mars Rover 1
  • Programming 2: Micro:bit
  • Creating media: Stop motion animation
  • Skills showcase: Mars Rover 2
  • Online safety: Year 5
  • Year 6
  • Computing systems and networks: Bletchley Park
  • Programming: Intro to Python
  • Data handling 1: Big Data 1
  • Creating media: History of computers
  • Data handling 2: Big Data 2
  • Skills showcase: Inventing a product
  • Online safety: Year 6

How do pupils learn

We follow a broad and balanced Computing curriculum that builds on previous learning and provides both support and challenge for learners. We follow a Computing scheme that ensures and progression of skills and covers all aspects of the Computing curriculum.

All classes will have a scheduled Computing lesson each week. Children’s work will be stored on Google Drive (if appropriate) for reference. We also record learning in a ‘Digital Diary’ that is updated with examples and comments related to the work in each lesson.

We want to ensure that Computing is embedded in our whole school curriculum and that opportunities for enhancing learning by using technology are always taken. Children are set Computing tasks as appropriate by their class teachers and are always encouraged to engage with online learning platforms at home.

How do we know what pupils have learned

  • Questioning
  • Digital diaries
  • Talking to teachers
  • Low stakes ‘Drop-in’ observations
  • Quizzing and retrieval practise
  • Feedback and marking
  • Progress in Digital Diaries matches the curriculum intent.

Design & Technology

Our Curriculum Drivers are to promote resilience, develop communication and ensure all pupils have access to all learning possibilities both in and out of the classroom.

‘Technology makes what was once impossible possible. The design makes it real.’ Michael Gagliano

Intent

Our Curriculum Intent is for pupils to know more, do more and learn more.

The CUSP Design and Technology curriculum is organised into blocks with each block covering a particular set of disciplines, including food and nutrition, mechanisms, structures, systems, electrical systems, understanding materials and textiles.

Vertical progression in each discipline has been deliberately woven into the fabric of the curriculum so that pupils revisit key disciplines throughout their Primary journey at increasing degrees of challenge and complexity. In addition to the core knowledge required to be successful within each discipline, the curriculum outlines key aspects of development in the Working as a Designer section.

Each module will focus on promoting different aspects of these competencies. This will support teachers in understanding pupils’ progress as designers more broadly, as well as how successfully they are acquiring the taught knowledge and skills.

What do we teach

  • Year 1
  • Mechanisms: Sliders and levers
  • Structures: Freestanding structures
  • Food and nutrition: Preparing fruit and vegetables
  • Understanding materials: Selecting materials
  • Textiles: Templates and joining techniques
  • Food and nutrition: Understanding a recipe
  • Year 2
  • Textiles: Exploring shape and texture
  • Food and nutrition: Following a recipe
  • Mechanisms: Axles and wheels
  • Understanding materials: Manipulating materials
  • Food and nutrition: Increasing our intake of fruit and vegetables
  • Structures: Freestanding structures with moving parts
  • Year 3
  • Textiles: Combining materials
  • Food and nutrition: A balanced and varied diet
  • Mechanisms: Levers and linkages
  • Electrical systems: Switches and circuits
  • Food and nutrition: Adapting a recipe
  • Structures: Developing strength in structures
  • Year 4
  • Food and nutrition: Food choices
  • Mechanisms: Hinges
  • Electrical systems: Switches and circuits revisited
  • Structures: Designing structures
  • Textiles: Fixings and fastenings
  • Food and nutrition: Understanding dietary requirements
  • Year 5
  • Food and nutrition: Eating seasonally
  • Mechanisms: Gears
  • Textiles: Making clothes last longer
  • Mechanisms: Pulleys
  • Structures: Developing stability in structures
  • Food and nutrition: Collaborating culture
  • Year 6
  • Food and nutrition: Eating ethically
  • Mechanisms: Gears
  • Food and nutrition: Eating on a budget
  • Structures: Designing structures REVISITED
  • Electrical systems: complex switches and circuits
  • Textiles; Sustainable materials

How do pupils learn

Each unit includes an overview for teacher which details the context within which the learning is set through a key learning question; prior knowledge; expected knowledge and skills outcomes; background information about designers relevant to the block of learning; and further points of consideration such as elements of DT that are covered and Health & Safety considerations.

Dual coded knowledge organisers contain core information for children to easily access and use as a point of reference and as a means of retrieval practise.  The sequence of learning makes clear essential and desirable knowledge, key question and task suggestions for each lesson. Detailed explanations of the core knowledge are planned into the lessons alongside technical vocabulary which children are encouraged to retrieve (from knowledge notes and lesson materials) and use in their discussions and work.

Retrieval practise is planned into the curriculum through spaced learning and interleaving and as part of considered task design by the class teacher.  Teaching and learning resources and provided for class teachers so they can focus their time on subject knowledge and task design.  Knowledge notes include the core knowledge for the block.

Knowledge notes focus pupils’ working memory to the key question that will be asked throughout the block.  It reduces cognitive load and avoids the split-attention effect. The units are supported by vocabulary modules which provide both resources for teaching and learning vital vocabulary.

How do we know what children have learned

  • Questioning
  • Pupil book study
  • Talking to teachers
  • Low stakes ‘Drop-in’ observations
  • Quizzing and retrieval practices
  • Feedback and marking
  • Progress in book matches the curriculum intent

French


Our Curriculum Drivers : To promote resilience, develop communication and ensure all pupils have access to all learning possibilities both in and out of the classroom.

What do we teach

Our Curriculum  Intent is for pupils to learn more, do more and know more.

Year 1- Basic French Phrases including greetings.  

Year 2- Basic French Phrases including greetings and to discuss feelings.

Year 3- French adjectives to describe colour, size and shape. Counting up to 12.  Formulating simple French sentences.

Year 4- Describing personal appearances and clothes. Describing the weather, food and counting to 31. 

Year 5- To learn to formulate sentences with a wider range of verbs. Learn to go shopping in French. Increase geographical knowledge of the French speaking world.

Year 6- Developing an understanding of French verbs.  Describing the home and exploring French towns

Links to other learning

French descriptive vocabulary is linked to French artists such as Matisse. Vocabulary to describe surroundings and animals can be linked to Science Habitats and Geography.  The children also learn to appreciate French songs, poems and rhymes.

How do pupils learn

The French curriculum allows children to develop their ability to listen to French phrases and pronounce them, to read and write French, to gain an understanding of French grammar and finally to develop intercultural understanding through the exploration of French culture and geography. 

French lessons are taught weekly by class teachers to allow children the opportunity to revise previous learning regularly and to develop their knowledge of new French vocabulary. Children are encouraged to participate in mostly verbal activities to listen to and refine French pronunciation. They will also record their ideas when creating grammatical sentences in French.

How does the curriculum progress

Progression within the French curriculum allows children to build on a growing bank of French vocabulary and phrases. They develop their confidence in engaging in conversations, in asking and answering questions and in expressing opinions and responding to those of others. The children develop an understanding of the differences and similarities between the English and French languages and cultures.

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