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Dunkirk Primary School

Dunkirk Primary School

Curriculum

Dunkirk Curriculum Statement

Dunkirk is a creative school which embraces innovative and exciting approaches to teaching and learning. This involves flexible, spontaneous, risk taking approaches which enable a range of providers to work collaboratively. At Dunkirk we follow the National Curriculum as part of our whole school holistic and skills based approach to teaching and learning.

For more information about the National Curriculum click here

A parents guide to the National Curriculum can be found here.

For an overview of the Dunkirk Primary Curriculum 2019-20 scroll down the page

What Will My Child Be Doing At School?

Our aim is to make learning as meaningful, relevant and fun as possible.  Teachers are aware of recent research into the way children learn and plan their work to meet the needs and learning styles of the children.

The way we organise our curriculum ensures children have regular opportunities to question, problem solve, work as a team and therefore take some ownership of their own learning.  Our curriculum aims to embed global, anti-racist and international dimensions whenever possible with a key priority to develop every child as a global citizen through innovative approaches to curriculum delivery.  This includes pupils, staff and artists engaging in creative dialogues with our international link schools in Pakistan and Spain.  This work gives real purpose and motivation for children to read and write with many core and life skills covered in an interesting and enjoyable way.

We aim for high standards of achievement throughout our delivery of the National Curriculum.  This includes the five core subjects of English, Maths, Science, Information and Communication Technology (ICT) and Religious Education (RE), plus the foundation subjects of History, Geography, Technology, Music, Art and Physical Education.  The school also teaches personal, social, health and citizenship education and Spanish to all pupils.   There is a strong emphasis on developing children’s creativity through the Creative Arts subjects and also by teaching other subjects creatively.  We have developed a whole school curriculum framework which enables us to teach all subjects within the time allocated.  Teachers jointly plan their schemes of work based on the National Curriculum.

Some subjects are taught separately, with links made between areas of the curriculum wherever possible, so that one or more study units (topics) are taught in a term.  We fully utilise the expertise of all our staff and regularly use external providers and a range of creative practitioners to ensure the best provision for our children.

Children’s progress is regularly assessed and tracked by class teachers and the Senior Leadership Team and we will keep you regularly informed of your child`s progress.

A wide range of extended learning activities and study support takes place outside normal school hours and these will change according to interest and time of year.  We are always keen to hear any ideas you may have or welcome any volunteers to help or run after-school or lunchtime sessions.

Dunkirk Primary Curriculum Overview KS1 and KS2

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Term 1

Brown Rabbit Around the World

Locational awareness of the UK and beyond

 

(Geography)

London’s Burning

Event beyond living memory-Great Fire if London

 

(History)

The Magic and the Mummy

Achievements of Ancient Egypt

 

(History)

 

The Roaming Romans

Roman Empire and Impact on Britain

 

(History)

 

Crime and Punishment

Victorians, rule of law

 

(History)

Arabian Nights

Early Islamic civilisations

 

(History/Geography)

Simple narrative – opening, problem, ending

Narrative – losing tale

Instructions

Non-chronological reports

Diary

Narrative – warning tale

Fact file

newspaper

Narrative – warning tale

Narrative – conquering the monster

Narrative – rags to riches

Non-chronological report

Instructions

diary

diary

instructions

biography

Newspaper report

Term 2

Time Travel

Now and then, parents, grandparents…

 

(History)

The Adventures of Robin Hood

Significant event beyond memory, local study

 

(History)

Dragons .V. Vikings

Viking raids and invasion

 

(History)

Pyroclastic Pompeii 

Volcanoes and Earthquakes

 

(Geography)

Green and Gold

Environmental Change – Land use vs Environment

 

(Geography)

 

3 weekly cycles on different genres

Diary

Biography

Newspaper report

Newspaper report

Narrative – conquering the monster tale

Simple narrative – opening, problem, ending

Narrative – conquering the monster tale

Persuasive

Narrative – warning tale

Non-chronological report

Persuasive letter

Persuasive letter

Narrative – meeting tale

Persuasive

instructions

Term 3

Taking Care of People

NHS, Florence Nightingale, Acts of Kindness

 

(History)

Gold, Greed and Power

Christopher Columbus 

Countries, maps, trade etc…

 

(Geography)

Around the World

Children’s heritage, maps, countries, cities

 

(Geography)

The Sword in the Stone

Britain’s settlement by the Anglo-Saxons

 

(History)

Wollaton at War

Local history study - WW2 D Day landing, turning point in British history

 

(History)

It’s All Greek To Me

Ancient Greece

 

(History/Geography)

Biography

Narrative – journey tale

Biography

Diary

Newspaper report

Narrative – journey tale

Diary

Recount

Non-chronological report

Narrative – journey tale

Narrative – rags to riches

Narrative – journey tale

Persuasive

Narrative – opening, build up, problem, resolution, ending

instructions

Non-chronological report

biography

Persuasive letter

biography

Computing

Term 2:

-internet safety

-information technology beyond school

Term 1:

-internet safety

-create, organise, store, manipulate and retrieve digital content

Term 3:

-internet safety

-use search technologies effectively

Term 3:

-internet safety

-use and combine a variety of software on a range of digital devices

Term 2:

-internet safety

-collect, analyse, evaluate and present data and information

Term 2/3:

-internet safety

-understand computer networks and the opportunities they offer for communication and collaboration

All coding objectives to be taught through Espresso Coding

R.E.

RE will be taught through 3 whole school immersion weeks, based on the Nottingham Agreed RE Syllabus. Each year group will have a focus religion as identified below, and will compare and contrast with religions studied in previous year groups. Poetry will be explored in these weeks.

RE may also be taught through class projects as identified in Curriculum Planning Meetings

Christianity

Sikhism

Judaism

Hinduism

Islam

Buddhism

Science

Seasonal changes

Materials

Animals

Plants

Living things and habitats

Plants

Humans

Materials

Animals

Rocks

Forces and Magnets

Light

Plants

Living things and habitats

Animals

Sound

States of matter

Electricity

Living things

Animals

Materials

Changes of state

Earth and space

Forces

Living things

Animals

Evolution

Light

Electricity

Art and Design

& DT

Art and DT skills will be taught progressively during class projects to enable key curriculum knowledge to be applied through a creative medium. These skills and projects will be agreed in Curriculum Planning Meetings.

Music

Music is taught through Musical Express

Music skills may be applied through class projects as identified in Curriculum Planning meetings

PE

Taught through a scheme – PE Planning

PSHE

PSHE will be taught through an Action Project each term linked to the cross-curricular topic work

PSHE will also be linked in to the RE immersion weeks

Additionally, ongoing and responsive lessons will be taught in class as necessary and appropriate

Whole school planned assemblies linked to PRIDE values take place weekly

SRE

Taught through the CWP scheme