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Curriculum

                                                                                

Dedworth Green First School

Curriculum

Ready to School

'School Readiness' can mean different things for different professionals and agencies. At Dedworth Green First School, we have defined what ‘Ready to School’ means for Dedworth Green First School:

 

  • Children who are ready to learn
  • Families who are ready to support their child’s learning and development at home
  • Looking after their own belongings
  • Managing their own personal hygiene needs
  • Managing their lunch independently
  • Putting their hand up to ask or respond to a question

 

Dedworth Green First School believes that children are ‘ready to learn’ when they are resilient and confident, with a keenness to learn and have effective personal and social skills. School readiness not only refers to the attributes of a child but also the roles and responsibilities of families and teachers in ensuring children are ready and able to access learning as they enter school and beyond.

 

School Readiness for DGFS consists of three interconnected strands – child ready, family ready and school ready. These three strands relate, align and interact with each other, working together to ensure the needs of the child and family are met, the child is school ready and DGFS are ready to welcome the child on the next stage of their learning journey.

 

Six Steps to School Success

The Six Steps to School Success to ensure your child starts their learning with a strong foundation of key skills. This will mean that they are 'ready to learn' and will thrive in their learning journey.

 

Ready to School…

 

 

These steps are to ensure that your child is confident and happy when they are ‘ready to learn’. At Dedworth Green First School we will follow these steps to ensure that your child starts with a strong foundation in key skills, meaning that they are ‘ready to learn’. Once these skills are embedded, your child will thrive at our school as they learn to read, write and recognise letters and numbers.

 

Ready to Learn

At Dedworth Green First School we aim to provide a broad and balanced curriculum that is fully inclusive ensuring that all of our pupils have the opportunity to achieve.  Our curriculum is supportive, ambitious and challenging, but also accessible to all pupils irrespective of their need, ability, background, ethnicity or gender. Through the wide range of the different subjects offered, our pupils are exposed to exciting and challenging experiences that not only help create happy and engaged lifelong learners, but also young people that have acquired the knowledge they require to be ready and inspired for the next stage in their education.

 

As a school we ensure that our curriculum is coherently planned, methodically sequenced and research informed, to allow pupils to opportunity to develop knowledge, understand concepts and acquire relevant skills. The curriculum at Dedworth Green First School ensures that all pupils experience a continuous pathway of education throughout the five years they are part of our school.  As a staff team, we work alongside colleagues at the other First schools, Middle schools and Upper schools to make sure the journey we are providing is consistent, that it compliments prior and future learning and enables successful transitions.

 

Alongside fulfilling the national curriculum requirements, Dedworth Green First School strives to support every pupil’s physical development and promotes a happy, active and healthy lifestyle.  Our curriculum provides a wide range of extra-curricular opportunities and educational visits to further enrich the pupils educational experience and encourage a positive attitude towards learning.  Together with our extensive pastoral provision we provide a vast number of opportunities to fulfil our pupils’ spiritual, social, moral and cultural development.  These activities also help develop independence and resilience creating happy, confident and inspired pupils.

 

Throughout EYFS, Key Stage One and Two, all lessons are sequenced and planned to ensure that pupil’s prior knowledge is taken into account; learning is revisited to guarantee content is secure; new content is embedded alongside key skills and scaffold is in place to support all types of learners.

 

Our curriculum aims are underpinned by the following school values:

In our school, our School Values shapes all that we do. All members of the school community are committed to upholding the Five Core Values:

                                                                                                         

 

 

 

 

 

 

 

 

 

 

 

These values are embedded throughout every aspect of our curriculum and school life and they allow us to create a culture where all pupils believe they can achieve.

 

Intent

  • the extent to which our curriculum (through its design, structure and sequence) sets out the knowledge and skills that pupils will gain at each stage

 

At Dedworth Green First School our curriculum is always evolving in response to the needs and interests of our pupils and our community, but it remains based on the following key principles:

1. We believe that learning is a change to long-term memory.

2. Our aims are to ensure that our students experience a wide breadth of study and have, by the end of each key stage, long-term memory of an ambitious body of procedural and semantic knowledge, which is interconnected and creates meaning.

3. ‘Together We Achieve’ is the driving force to ensure everyone, every day, is determined to achieve their personal best. 

Curriculum breadth is shaped by our intent. It provides the opportunities needed for each child to become a proficient communicator, reader, writer and mathematician by end of lower KS2. As well as this, our curriculum breadth is designed so that our pupils will get to study the best of what has been thought and said by many generations of academics and scholars.

 

Implementation

  • the way our curriculum is taught and assessed, in order to support pupils to build their knowledge and to apply that knowledge as skills

 

We teach the curriculum as discrete subjects, making links where applicable.

 

We have chosen three key drivers which are reflected across the curriculum:

Opportunities - this encompasses our desire to introduce the children to as many opportunities as possible. We will enhance this through inviting speakers into school, as well as going on school trips.

 

Community - we are at the heart of a lovely school community but want the children to learn about and understand the wider communities they are part of, both in the UK and the wider global community. We believe we have a responsibility to help children understand and embrace diversity.

 

Creativity - we aim to be as creative as possible in how we teach our children, but also want to encourage their creativity across the curriculum. 

We aim for all of our pupils to access the curriculum and support children by scaffolding their learning as necessary. 

Please see the curriculum overview for more.

 

Impact

  • the outcomes that pupils achieve as a result of the education they've received - they should know more and be able to do more than when they started

 

The impact of our curriculum is to develop learners who are confident, socially adept and prepared for their next stage of education. Our learners are equipped with the skills and knowledge needed to continue to make good progress as well as contribute positively to society in modern day Britain.

 

We measure the impact of our curriculum through:

  • Use of formative and summative assessments to assess the standards our pupils are meeting in their learning
  • Measuring how much knowledge pupils have acquired through regular low-stakes quizzing
  • Regular opportunities for pupil voice so that our pupils can articulate what they have learnt and what knowledge they have remembered over time
  • Revisiting our curriculum vocabulary at the end of each half term to demonstrate how much new vocabulary was learnt and applied
  • Celebrations of success to share and reward progress across a range of subjects

 

We want children to leave Dedworth Green First School with a combination of skills and knowledge that will serve them well on the next steps of their journey. We recognise that this comes from a broad curriculum offering alongside the teaching of British Values and life skills as well as good physical and mental health. 

 

Ready to Transition

Smooth transitions into and within school are essential to support the emotional health and wellbeing of children. This is particularly important for children with additional needs who may need extra support.

 

Children who are well supported learn positive ways of coping with change. They are more likely to be emotionally intelligent, resourceful, resilient and go on to fulfil their potential. This needs commitment from everyone working with children.

 

At Dedworth Green First School, all staff and parents/carers can best support a child’s transition into and within school, by making sure that it begins in the pre-school year and extends into school life. School staff will support your child to settle into school and develop positive ways of managing change. For transition to be successful there needs to be good communication between parents/carers and school.

 

This is achieved through planning the transition between the early years setting (another school) into Dedworth Green First School, within school and transitioning to the next school.

 

• Transition planning will take place during the term before they start to discuss and share information about your child. Transition planning will continue and be reviewed as your child moves onto the next stages of learning, for example: playground to classroom, resource base to mainstream classroom, early years to key stage one etc. 

• The information shared will include our children’s communication, social, emotional and physical development so that transition plans are adapted for each child.

• All information shared about our children’s learning and development will be valued and respected, recognising that children will behave differently in their new surroundings, within school and moving on to a new school.

• Your child may have a visit to their new school or the classroom. Some children may need extra time and support to familiarise themselves with their new environment.

• Staff may also visit our children within their current setting and/or at home.

• Information will be shared by other professionals working with our children and families regarding any safeguarding concerns.

• Information will be shared in line with general data protection regulations (GDPR).

 

Please ask if you would like more information about transitions at the office: office@dedworthgreenfirst.com

 

School will welcome you and your child and build a positive working relationship. It is important that good relationships are built from the very start of your child’s transition into Dedworth Green First School.

Curriculum 2024 – 25

Year 1

Year 2

Year 3

Year 4

 Autumn 1

 

 

 

 

Literacy and guided reading

(CLPE)

 

 

Maths

(NCETM/White Rose)

Previous Reception experiences and counting within 100

Numbers 10 to 100

Calculations within 20

Adding and subtracting across 10

Numbers to 1000

Review of column addition and subtraction

Numbers to 10,000

Science

(Kapow)

Seasonal changes

 

Habitats

Movement and nutrition

Digestion and food

History/

Geography

(Kapow)

What is it like here?

Would you prefer to live in a hot or cold place?

Why do people live near volcanoes?

How have children’s lives changed?

Art/DT

(Kapow)

Drawing

Make your mark

Drawing

Tell a story

Mechanical systems

Pneumatic toys

Cooking and nutrition

Adapting a recipe

RE

(Kapow)

Respectful R&W (1 lesson)

How did the world begin?

Christian, Jewish, Hindu

Respectful R&W (1 lesson)

Why do we need to give thanks?

Hindu, Christian, Humanist

Respectful R&W (1 lesson)

What makes us human?

Hindu, Christian, Buddhist, Humanist

Respectful R&W (1 lesson)

Are all religions equal?

Bahá’í, Sikh, Hindu

Music

(Kapow)

Keeping the pulse (My favourite things)

Call and response (Animals)

Ballads

Body and tuned percussion (Theme: Rainforests)

Computing

(Kapow)

Online Safety (1 lesson)

Using the internet safely

Computing systems and networks

Improving mouse skills

Online Safety (1 lesson)

What happens when I post online?

Computing systems and networks 1

What is a computer?

Online Safety (1 lesson)

Beliefs, opinions and facts on the internet.

Computing systems and networks 1

Networks

Online Safety (1 lesson)

What happens when I search online?

Computing systems and networks

Collaborative Learning

Microsoft Office 365

PSHE & RSE

(Kapow/myHappymind)

myHappymind

Meet your brain

 

Introduction lesson

Family and relationships

myHappymind

Meet your brain

 

Introductory lesson

Family and relationships

myHappymind

Meet your brain

 

Introductory lesson

Family and relationships

myHappymind

Meet your brain

 

Introductory lesson

Family and relationships

PE

(RE PE)

Real Gym 

(Fitness) 

 

WSSP 

Fundamentals 

Real PE 

(Personal) 

 

Fundamentals 

Real PE 

(Personal) 

 

WSSP 

Healthy Minds 

Real PE 

(Personal) 

 

      WSSP Sports Leaders/Healthy Minds 

MFL

French

(Kapow)

 

French greetings with puppets

Portraits - describing in French

Trips and workshops

Literacy:

Science museum

Geography:

Walk around the local area

Literacy:

Circus workshop

 

Autumn 2

 

Literacy and guided reading

 

 

 

 

 

 

Maths

Comparison of quantities and part-whole relationships

Numbers 0 to 5

Recognise, compose, decompose and manipulate 2D and 3D

Fluently add and subtract within 10

Addition and subtraction of two-digit numbers (1)

Introduction to multiplication

Numbers to 1000

Perimeter

3, 6, 9 times tables

Science

Everyday materials

Microhabitats

 

Forces and magnets

Electricity and circuits

History/

Geography

What is the weather like in the UK?

How was school different in the past?

British history 1: Would you prefer to have lived in the Stonge age, Iron Age or Bronze Age?

Why are rainforests important to us?

Art/DT

Mechanisms

Making a moving story book

Mechanisms

Making a moving monster

Painting and mixed media

Prehistoric painting

Mechanical systems

Making a slingshot car

RE

What do some people believe God looks like?

Christian, Hindu, Muslim

What do candles mean to people?

Christian, Hindu, Jewish

Where do our morals come from?

Christian/Jewish, Buddhist, Muslim, Hindu, Humanist

What makes some texts sacred?

Sikh, Hindu, Buddhist

Music

Tempo (Snail and mouse)

Instruments (Musical storytelling)

Creating compositions in response to an animation (Theme: Mountains)

Rock and roll

Computing

Online Safety (1 lesson)

Online emotions

Programming 1

Algorithms unplugged

Online Safety (1 lesson)

How do I keep my things safe online?

Programming 1

Algorithms and debugging

Online Safety (1 lesson)

Who should I ask?

Programming

Programming: Scratch

Online Safety (1 lesson)

How do companies encourage us to buy online?

Programming 1

Further coding with Scratch

PSHE & RSE

myHappymind

Celebrate

 

Family and relationships

Health and wellbeing

myHappymind

Celebrate

 

Family and relationships

Health and wellbeing

myHappymind

Celebrate

 

Family and relationships

Health and wellbeing

myHappymind

Celebrate

 

Family and relationships

Health and wellbeing

PE

Yoga  

 

 

Multi-Skills  

Throwing and catching 

Real PE 

(Social) 

 

Football 

Real PE 

(Social) 

 

WSSP 

Invasion Games 

Real Gym  

(Social) 

 

WSSP 

Invasion Games 

MFL

 

French adjectives of colour, size and shape

Clothes- getting dressed in French

Trips and workshops

RE:

All Saints’ Church

 

History:

Anglo Saxons and Viking workshop

Science/DT:

British Museum

Spring 1

 

 

 

 

 

Literacy and guided reading

 

 

 

 

Maths

Recognise, compose, decompose and manipulate 2D and 3D

Numbers 0 to 10

Additive structures

Introduction to multiplication

Introduction to division structures

Right angles

Manipulating the additive relationship and securing mental calculation

3, 6, 9 times tables

7 times table and patterns

Understanding and manipulating multiplicative relationships

Science

Sensitive bodies

Uses of everyday materials

 

Rocks and soil

States of matter

History/

Geography

How am I making History?

How did we learn to fly?

British history 2: Why did the Romans invade and settle in Britain?

Where does our food come from?

Art/DT

Painting and mixed media

Colour splash

Craft and design

Map it out

Structure

Constructing a castle

Sculpture and 3D

Mega materials

RE

What is God’s job?

Jewish, Zoroastrianist,

Muslim, Hindu, Christian

How do we know some people have a special connection to God?

Sikh, Muslim, Christian, Jewish, Hindu

Is scripture central to religion?

Jewish, Muslim, Christian

Just how important are our beliefs?

Sikh, Muslim, Jewish, Hindu, Christian

Music

Dynamics (Seaside)

Singing (On this island)

Developing singing technique (Theme: The Vikings)

Changes in pitch, tempo and dynamics (Theme: Rivers)

Computing

Online Safety (1 lesson)

Always be kind and considerate

Skills Showcase

Rocket to the moon

Online Safety (1 lesson)

It’s my choice

Computing systems and networks 2

Word processing

Online Safety (1 lesson)

When being online makes me upset

Computing systems and networks 2

Emailing

Microsoft Office 365

Online Safety (1 lesson)

Fact, opinion or belief?

Creating media

Website design

Microsoft Office 365

PSHE & RSE

 

myHappymind

Appreciate

 

Health and wellbeing

Safety and the changing body

myHappymind

Appreciate

 

Health and wellbeing

Safety and the changing body

myHappymind

Appreciate

 

Health and wellbeing

Safety and the changing body

myHappymind

Appreciate

 

Health and wellbeing

Safety and the changing body

PE

WSSP

Gymnastics

 

Invasion Games

WSSP Gymnastics

 

 

Real Dance

(Creative)

 

Football

Real PE

(Cognitive)

 

Football

MFL

 

French playground games- numbers and age

French numbers, calendars and birthdays

Trips and workshops

 

 

 

RE:

All Saints’ Church

Spring 2

 

 

Literacy and guided reading

 

 

 

 

Maths

Additive structures

Addition and subtraction facts within 10

Shape

Addition and subtraction of two-digit numbers (2)

Column addition

2, 4, 8 times tables

Column subtraction

Understanding and manipulating multiplicative relationships

Coordinates

Science

Comparing animals

 

Life cycles and health

Light and shadows

Sound and vibrations

History/

Geography

How have toys changed?

Why is our world wonderful?

 

What did the ancient Egyptians believe?

What are rivers and how are they are they used?

Art/DT

Textiles

Puppets

Cooking and nutrition

Balanced diet

Craft and design

Ancient Egyptian scrolls

Drawing

Power prints

RE

Why should we care for the world?

Jewish, Muslim, Hindu, Jain, Humanist

What is a prophet?

Christian, Muslim, Jewish, Sikh

What happens if we do wrong?

Hindu, Muslim, Humanist, Christian, Jewish

Who was Jesus really?

Christian, Jewish, Muslim

Music

Sound patterns (Fairytales)

Contrasting dynamics (Space)

Pentatonic melodies and composition (Theme: Chinese New Year)

Haiku, music and performance (Theme: Hanami)

Computing

Online Safety (1 lesson)

Posting and sharing

Programming 2

Programming Bee-Bots

Online Safety (1 lesson)

Is it true?

Programming 2

Introduction to block coding

Scratch Jr

Online Safety (1 lesson)

Sharing information

Computing systems and networks 3

Journey inside a computer

Online Safety (1 lesson)

What is a bot?

Skills showcase

HTML

PSHE & RSE

myHappymind

Relate

 

Safety and the changing body Citizenship

myHappymind

Relate

 

Safety and the changing body Citizenship

myHappymind

Relate

 

Safety and the changing body Citizenship

myHappymind

Relate

 

Safety and the changing body

PE

Real PE

(Cognitive)

 

Net/Wall Games

Real PE

(Cognitive)

 

Net/Wall Games

Real Gym

(Physical)

 

WSSP

Net/Wall

Real PE

(Fitness)

 

WSSP

Net/Wall

MFL

 

In a French classroom

French weather and the water cycle

Trips and workshops

Science:

Whipsnade Zoo

Literacy:

Woburn Safari Park

 

 

Summer 1

 

 

 

Literacy and guided reading

 

 

 

Maths

Numbers 0 to 20

Unitising and coin recognition

Money

Fractions

Time

Position and direction

Unit fractions

Review of fractions

Fractions greater than 1

Science

Introduction to plants

Plant growth

Plant reproduction

Classification and changing habitats

History/

Geography

What is it like to live in Shanghai?

What is it like to live by the coast?

Who lives in Antarctica?

British history 3: How hard was it to invade and settle in Britain?

Art/DT

Structures

Constructing a windmill

Structures

Baby bear’s chair

Drawing

Growing artists

Painting and mixed media

Light and dark

RE

How do we know that new babies are special?

Muslim, Hindu, Christian, Humanist

How do some people talk to God?

Muslim, Jewish, Hindu

Why is water symbolic?

Christian, Sikh, Muslim, Shinto

Why is the Bible the best-selling book of all time?

Christian

Music

Pitch (Superheroes)

Structure (Myths and Legends)

Jazz

Samba and carnival sounds and instruments

Computing

Online Safety (1 lesson)

How much time should we spend on technology?

Creating media

Digital imagery

Creating media

Stop motion

Using desktops/laptops

Online Safety (1 lesson)

Rules of social media platforms

Creating media

Video trailers

Using devices other than iPads

Online Safety (1 lesson)

What is my #TeachTimetable like?

Programming 2

Computational thinking

PSHE & RSE

myHappymind

Engage

 

Citizenship

Economic wellbeing

myHappymind

Engage

 

Citizenship

myHappymind

Engage

 

Citizenship

myHappymind

Engage

 

Citizenship

PE

Real PE

(Social)

 

WSSP

Athletics

Sports day prep

Real Dance

(Your choice)

 

WSSP

Athletics

Sports day prep

Tennis

Real PE

(Creative)

 

Tennis

MFL

 

French transport

French food- miam, miam!

Trips and workshops

 

Geography:

Bournemouth beach

 

 

Summer 2

 

Literacy and guided reading

 

Maths

Unitising and coin recognition

Position and direction

Time

Multiplication and division – doubling, halving, quotative and partitive division

Sense of measure – capacity, volume, mass

Non-unit fractions

Parallel and perpendicular sides in polygons

Time

Symmetry in 2D shapes

Time

Division with remainders

Science

Investigating science through science

Plant-based materials

Making connections

Does hand span affect grip strength?

Making connections

How does the flow of liquids compare?

History/

Geography

How have explorers changed the world?

What is a monarch?

Are all settlements the same?

How did the achievements of the Maya civilisation influence their society and beyond?

Art/DT

Sculpture and 3D

Paper play

Painting and mixed media

Life in colour

Textiles

Cross-stitch and applique Egyptian collars

Structures

Pavilions

RE

Why should we care for others?

Sikh, Christian, Jewish, Muslim, Humanist

Where do some people talk to God?

Hindu, Alevi, Muslim, Sikh

Why is fire used ceremonially?

Hindu/Sikh, Zoroastrianist

Does the language of scripture matter?

Christian, Muslim, Jewish

 

Music

Musical symbols (Under the sea)

Pitch (Musical me)

Traditional instruments and improvisation (Theme: India)

Adapting and transposing motifs (Theme: Romans)

Computing

Data handling

Introduction to data

Data handling

International Space Station

Data handling

Comparison cards database

Data handling

Investigating weather

PSHE & RSE

Wellbeing

Economic wellbeing

Transition lesson

Wellbeing

Economic wellbeing

Transition lesson

Wellbeing

Economic wellbeing

Transition lesson

Wellbeing

Citizenship

Economic wellbeing

Transition lesson

PE

Real PE

(Creative)

 

Real PE

(Physical)

Real PE

(Creative)

 

Athletics

Sports day prep

Athletics

Sports day prep

 

WSSP

OAA

Athletics

Sports day prep

 

WSSP

OAA

MFL

 

 

A circle of life in French

French and the Eurovision Song Contest

Trips and workshops

 

 

RE:

Sikh temple

Activity Week