Curriculum-Reports (ID 1029)

• Teaching Health and Wellbeing in PSHCE
  Teaching Health and Wellbeing in PSHCE

  At Eglinton, Health and Wellbeing is one of our core PSHCE themes taught across the Foundation Stage, Key Stage 1 and 2.

  As part of this theme, children in EYFS to year 6 had the opportunity to learn about the importance of Road Safety during workshops with the Road Safety education team.

  The children enjoyed learning about school crossing patrols; how to keep safe when they are out and about and pedestrian skills through role-play and problem solving activities.

  Reception – Who helps us to keep safe?

  Through role-play and stories, Reception learnt how to keep safe when they are out and about and who can help them with this. Some of the key messages the children took away from the workshop were: to hold hands, stay on the pavement, stop, look, listen, find a safe place to cross. Children linked their learning to ‘The Hundred Decker Bus’ and created a model role playing how to cross in front of it.

  Crossing the road can be dangerous. We need to hold our grown-ups hand and look both ways before we can cross safely.

  

  Year 1 and 2 – What helps us to stay safe?

  Year 1 and Year 2 had a workshop, which secured their understanding of the Green Cross Code with the help of some friendly characters and exciting props. They discussed how rules and restrictions help them to keep safe as well as how to identify risky and potentially unsafe situations in order to help them take steps to avoid or remove themselves from them.

  We have four rules: Think, Stop, Look and Hear. You must always hold a parent’s hand when you cross the street because if you go by yourself you might get hit by a car or even cause a car accident.

  

  Year 3 and 4 – What keeps us safe?

  In the Year 3 and 4 Workshop, children were taught how to recognise hazards that may cause harm or injury and what they should do to reduce risk and keep themselves (or others) safe. The children enjoyed exploring braking distance and the importance of wearing a seatbelt to help keep their body protected and safe. They also looked at different scenarios regarding keeping safe in the local environment such as near rail, water, road and the safe use of digital devices when out and about.

  We learnt the importance of wearing a seat belt because if you don’t you could fly forward in the car and go through the windscreen. The activities were really fun because we were learning about Road Safety and had resources to help us understand.

  

  Year 5 and Year 6 – What can influence the decisions we make?

  The Year 5 and Year 6 workshop was all about looking at the functioning of the brain when faced with multiple sources of information, as would be the case when we are out and about on the roads. The children were presented with a feely bag and were asked to guess what was in the bag – a clue to the subject of the workshop. Many guessed a tyre but it was a model of the brain! The final activity was a 10-question quiz in which the children were presented with a selection of images – each time, one would be either replaced or removed, and the children had to spot which this was.

  The workshop was really interesting. We learnt that your brain can’t take too much information in at one time. It is extremely important that you put your phone away so that you do not get distracted when you cross the road.

• Gymnastics in PE
  Gymnastics in PE

  Our Physical Education curriculum aims to ensure that all pupils develop physical literacy, in the fundamental knowledge, understanding and skills to excel in a wide range of physical activities, by providing a broad & balanced curriculum with opportunities for all. Our PE curriculum provides opportunities for pupils to become physically confident in a way that supports their health and fitness while developing an understanding about themselves, the importance of a healthy lifestyle, self-expression and concepts such fair play and respect. It also contributes to the development of a range of important cognitive skills, such as decision-making and teamwork. Gymnastics is an important part of PE that promotes physical fitness, coordination, flexibility, strength, and body control. It is designed to develop students' motor skills, self-confidence, and teamwork through a range of movements, sequences, and routines.

  In EYFS, gymnastics is introduced as part of the Physical Development area of learning. The focus is on building children's fundamental movement skills, body awareness, and confidence in a safe and fun environment. Gymnastics activities at this stage are designed to promote balance, coordination, strength, and flexibility through playful, age-appropriate exercises.

  High, Low, Over, Under

  Introduction to high, low, over and under Introduction to the apparatus.

  It makes me wobbly.

  

  In Year 1, the gymnastics unit focuses on introducing children to fundamental movements and building their basic gymnastic skills. The aim is to develop coordination, balance, strength, and body control through structured activities while maintaining a fun and engaging atmosphere. Children will also begin to explore simple sequences of movements.

  Wide, Narrowed, Curled

  Introduction to wide narrowed and curled.

  Exploring the difference between wide, narrow and curled, transitioning between wide, narrow and curled movements and Linking two movements together.

  It makes me fit and healthy.

  

  In Year 2, the gymnastics unit builds on the skills learned in Year 1, helping children to further develop their coordination, balance, and body control. The focus is on refining basic movements, introducing more complex sequences, and increasing confidence in using apparatus. The lessons are designed to be fun and engaging, with an emphasis on creativity and teamwork.

  Linking

  Linking on apparatus

  Jump, roll, balance sequences/on apparatus Creation of sequences

  Completion of sequences and performance.

  Gymnastics is exciting.

  

  In Year 3, gymnastics focuses on developing more complex skills, improving body control, and introducing more advanced movement sequences. Children will build on their previous experiences, refining their flexibility, strength, coordination, and balance. The unit emphasizes creativity, control, and the use of gymnastic apparatus, helping students to develop confidence in performing and working with others.

  Symmetry and asymmetry

  Application of learning onto apparatus Sequence formation

  Sequence completion.

  I like practicing with my friends.

  

  In Year 4, the gymnastics unit focuses on refining and advancing gymnastic skills. Students are expected to build on their previous knowledge by performing more complex movements and sequences with increased fluency, control, and creativity. The unit places a greater emphasis on technique, precision, and the use of apparatus, helping children to deepen their understanding of body control and movement.

  Bridges

  Introduction to bridges

  Application of bridge learning onto apparatus Develop sequences with bridges

  Sequence formation Sequence completion.

  I saw people doing it at the Olympics and I wanted to try.

  

  In Year 5, the gymnastics unit aims to further advance students' gymnastic abilities by refining techniques and introducing more complex sequences and apparatus work. Building on the skills learned in previous years, students focus on developing precision, control, strength, and creativity. The unit emphasizes individual progression as well as collaborative work with partners and groups.

  Counter balance and body parts

  Application of counterbalance learning onto apparatus Sequence formation Counter Tension Sequence completion.

  It is fun to try and do things with my partner.

  

  In Year 6, the gymnastics unit focuses on mastering advanced skills, refining technique, and enhancing overall performance. Students are expected to demonstrate greater control, strength, and fluency in their movements. This unit encourages creativity and teamwork, as students work on more complex sequences and routines, both individually and in groups. It provides a culmination of the skills developed throughout previous years.

  Matching & Mirroring

  Introduction to matching/

  Application of matching/ mirroring learning onto apparatus Sequence development.

  It makes me feel strong.

  

• Religious Education
  Religious Education

  At Eglinton School, our Religious Education (RE) curriculum fosters an understanding of diverse beliefs, cultures, and ethical values. We aim to cultivate a sense of respect and curiosity about the world, preparing students for a harmonious and inclusive society. Further embracing the rich diversity within our school and community, we host an annual iftar gathering during Ramadan, welcoming families to share in this important cultural and religious tradition. Additionally, our Diversity Day celebrates the wide range of cultures, religions, and backgrounds that make up our school, fostering unity and understanding through shared experiences. From Years 1-6 we aim to provide children with enriched experiences to allow children to engage directly with various faith communities and gain a deeper understanding of different beliefs, practises and concept.

  In the Early Years Foundation Stage (EYFS), our approach to Religious Education (RE) encourages young children to explore their own beliefs and the beliefs of others through engaging stories, songs, and interactive activities. We create a nurturing environment where children feel safe to express their thoughts and feelings about various religious concepts.

  Our weekly activities include circle time discussions and creative projects that deepen their understanding of key themes such as family, community, and kindness. We also introduce children to various cultures and religious festivals by incorporating real-life experiences. This includes celebrating festivals such as Diwali, Christmas, and Eid, and inviting families to share their traditions, allowing children to engage meaningfully with different beliefs and practices.

  Through these enriched experiences, we foster curiosity, empathy, and respect for diversity from an early age, setting the foundation for their continued learning in RE.

  "I liked Santa Claus."

  "I liked the pass the parcel at during Christmas!"

  "I loved the Easter egg hunt."

  "I liked it when my class sang me Happy birthday!"

  "I like Diwali."

  

  In Year 1, children draw on their understanding of what it means to belong and relate it to how children are given a sense of belonging in five religions: Christianity, Islam, Hinduism Sikhism and Buddhism.

  They learn about the birth of Jesus and the Christian celebration of Christmas.

  Children are also introduced to The Bible, the stories it contains, and it is importance to Christians.

  Children are introduced to the idea of a Jewish community who attend prayer in a Synagogue and they are introduced to their holy text – the Torah.

  “I liked seeing statues at the Hindu temple.”

  “I learnt stories about God.”

  “I liked learning about forgiveness because we all make mistakes.”

  

  In Year 2, children look at the role of a Hindu temple in a Hindu's life and their understanding about God. They are introduced to beliefs, teachings, stories, practices and ways of life for a Hindu.

  Children get the opportunity to experience first-hand a visit to a local church, deepening their knowledge through learning outside the classroom. Through this, children build on their understanding of the beliefs around Jesus and how a place of worship supports these beliefs.

  They also deepen their knowledge about how Christians try to follow Jesus’ examples and how a church helps them to develop and support these beliefs, for example leaders of the service and community and important ceremonies and celebrations.

  “I liked learning about different celebrations.”

  “We learned to respect everyone!”

  “Learning about others really excites me!”

  “We went to the church and talked about Jesus!”

  

  In Year 3 children compare two denominations of the Christian religion/church. Through finding out about two local places of Christian worship. Through these children learn there are many different types of Christian places of worship and deepen their understanding by exploring two local denominations through trips to two local places of Christian worship.

  Children are introduced to the Sangha as the Buddhist Community. They explore and understand the significance of a Temple or Buddhist Temple and what rituals are followed at that holy place.

  They explore creation stories and beliefs about the origins of the world. The question is raised: ‘Where did it all begin?’ Through this, pupils are introduced to the belief that whilst some people believe the world was formed through a scientific phenomenon, many people of faith, believe that a Creator God designed the world. Learn and compare theories of creation and beliefs that a creator/God designed the world.

  “I enjoyed learning about Buddhism, we acted the creation story.”

  “I liked reading the story about Prince Siddhartha.”

  “I liked learning about different religions because I have friends with different religions.”

  

  Children explore the idea that God is the Holy Trinity and what this means to Christians. Children build on their understanding of Jesus’s early life and continue to explore the role of Jesus as a teacher.

  Children are introduced to the concept that there were ten living Gurus, the eleventh taking the form as the ‘everlasting Guru’ - The Guru Granth Sahib. They also explore some stories around the Gurus and some key celebrations.

  Children explore the Gurus and the Guru Granth Sahib as a way of guiding Sikhs through their path in life. They look at holy stories which support this guidance. Also, worship at home and in the Gurdwara and what it means to Sikhs. Children will also discover ways in which Sikhs ensure everyone should be treated equally.

  “I enjoyed learning about Sikhism, I like the Khara bangle they wear.”

  “I loved the Gurdwara, we got to eat lots of food with Sikh people.”

  “I liked learning about different celebrations/festivals!”

  

  In Year 4 children learn about the Jewish home and their daily rituals. They also learn about the rituals of prayer, Kosher food and the religious garments worn during various celebrations. Children learn that worship and celebrations can take place at home and in the Synagogue.

  Children learn about the five pillars of Islam and explore the Qur’an as a holy text. They explore the importance of the month of Ramadan, fasting requirements and breaking the fast and worship during Ramadan. They also look at how Muslims celebrate the keeping of the fast at its end (Eid Ul Fitr).

  Children explore why Muslims go on a pilgrimage and the rituals associated with their journey. They also become more familiar with some of the Islamic key figures such as the two Prophets – Ibrahim and Ismail.

  “Jewish people eat Kosher food. We had the chance to taste Challah bread. It was delicious.”

  “I loved sharing my experiences of my religion (Islam) when we visited the Mosque. We prayed in congregation and eat food together.”

  “We had an iftar lunch together.”

  “I thoroughly enjoy having class discussions/debates with my class about morals and making the right choices.”

  

  In Year 6 children continue to develop an understanding of the importance of a Gurdwara as a place of worship for the community, the symbols and the rituals that take place. They are introduced to the idea that the Golden Temple in the holiest and most sacred temple or Sikhs worldwide. Children also learn about the key ceremonies and celebrations around Guru Gobind Singh and what it means to become a Khalsa Sikh.

  Children learn the importance of symbols in Buddhism, they begin to learn about the Buddhist teachings and values and how Buddhists follow them. Children learn this through the story ‘The Monkey King which illustrates Buddhist values. They also explore the important Buddhist festival Vaisakha Puja or Vesak/Wesak.

  Children investigate beliefs about life and life after death. They are encouraged to reflect on and express their hopes for their future. Children have the opportunity to share feelings of loss caused by separation and consider how faith and belief can provide some answers to life’s most challenging and ultimate questions, and also challenges attitudes, values and commitments in life.

  “I enjoyed exploring and understanding the role of a Gurdwara in Sikhism.”

  “We looked at the 4 noble truths in Buddhism.”

  “There were lots of discussions on the journey on life. We reflected on our past, present and future.”

  “I appreciate learning about loss and bereavement because now I know how I strategies I can use to regulate my emotions.”

  

• Teaching Drawing in Art
  Teaching Drawing in Art

  At Eglinton Drawing is taught across year groups using different media.

  In EYFS there are many activities throughout the week that encourage children to become independent with fine motor control / skills and be able to use drawing implements to improve these skills.

  From Year 1- 6 children record their work in an Art sketch book that stays with them during their time at Eglinton.

  We would like to use ICT as well, but this needs to be thought about how this would fit and computer programs available.

  EYFS begin to use a variety of drawing tools, including paintbrushes, cotton buds, fingers, pencils, colouring pencils, crayons.

  Children can use drawings to tell a story to investigate events that have happened. Drawing is used throughout the EYFS curriculum for the children to express their ideas.

  Children can explore different textures and think about how these textures can be communicated through visual representations, joining with different materials.

  Children are encouraged to draw accurate drawings of people and themselves. this is done by talking to children about their drawings and pointing out key features within them. Children can experiment with modifying their drawings.

  Nursery – Drawing different method of transport, using different drawing media.

  “I like planes because they take me to Vietnam.”

  “My daddy likes planes.”

  

  Receptions classes – drawing portraits / faces

  “I have a nose, a mouth and eyes.” (Pointing to where they are on her face and drawing in correct place.)

  

  Drawing faces

  

  In Year 1 children will be creating a line drawing of objects to express ideas and demonstrate understanding of the world around them.

  Children can use lines of different shapes and thickness using different grades of pencil, to recreate ideas and take inspiration from a known artist – Andy Goldsworthy.

  Children can interpret an object through drawing.

  “Art is fun!”

  “I did a swirly line.”

  “The best bit I did is in the middle it looks so small.”

  “Drawing the lines (spirals) was tricky because you had to do a certain size.”

  Pencil drawings using Andrew Goldsworthy Art as a stimulus

  

  Year 2 children will come to understand the use of different grades of pencil in drawing. They will experiment with these throughout their experience in their art lessons, using different media – e.g. colouring pencils.

  Children can create different tones using light and dark – and discuss use of shadows in their art work. They may be able to add light and dark to add depth to a drawing. Used David Hockney as inspiration for their final outcome.

  If possible, children are encouraged to use a viewfinder to focus on a specific part of an object before drawing.

  “I pressed hard for the dark and press lighter as you go down.”

  “I enjoyed it because it is fun and exciting to do effects.”

  “The Artist is David Hockney.”

  Art in response to the work of David Hockney – Shading with pencil

  

  Year 3 children can use initial sketches (in sketch books) to develop a final piece of work, using drawings as a tool to express an idea.

  Draw accurate drawings of landscapes, with a focus on perspective. They will study Lowry and his landscapes in order to gain a greater understndingin of perspective in the world around them. They used the inspiration for a painting of the Thames Barrier.

  When drawing landscapes, they will be encouraged to use different shading techniques to create shading in a drawing.

  When children draw they can experiment with a variety of pencils through close observation. In order for their detail to develop perspective and detail.

  “I like that Art is fun and creative”

  “I like that Art can be anything and fun”

  “Art is fun you get to paint with colour”

  “I can draw buildings”

  Drawing in response to L.S. Lowry

  

  In Year 4 children experiment with drawing techniques to support with close observations. They will closely study an established Artist – Holbein and think about how their drawings can have the same detail. They will create perspective in drawings. E.g. scale and proportion, including where people are placed on the page.

  Children will use experimental drawing techniques to create atmosphere in a drawing. E.g. identify and draw the effect of light.

  “I learnt how to draw a face properly”

  “I like making eyes like human faces”

  “I can be neat”

  “You have to practise by drawing lines on the face”

  “I liked making it bigger so I could see clearly”

  “I think the eyes were the best bit, because they were hard to draw”

  Drawing portraits in response to Holbein

  

  In Year 5 children experiment with different drawing techniques to support close observations of artist Chris Ofili. During their experience they will develop a series of drawings that support a theme.

  Children will also experiment with a range of shading techniques in order to create the desired effect and understand what effect light has on objects and people from different directions.

  Children will begin to produce increasingly accurate drawings of people, showing understanding and a sense of distance and perspective in a drawing. They will be encouraged to select different drawing materials that are appropriate.

  “I used cross hatching to shade. You can make it darker by making the lines closer together and you can make it lighter by making the lines further apart”

  “I pressed down harder on my pencil to make it darker”

  “I liked the shading around my eyes and hair on the face”

  “I think it was successful because I like the way it turned out. I wanted the hair longer but it is short, but still nice the way it sits”

  “I liked the eyes as I lightened the shading on the lashes to show them”

  Drawing portraits in response to the Work of Chris Ofili

  

  In Year 6 children will be researching what role art had during WWII and communicate their ideas through sketches . This will allow them to convey a sense of individual style. Their project will also involve them considering imagery and what roles art has in history. They will design a poster for a theme and use multimedia in order to achieve the desired effect.

  They should be able to identify when to apply different drawing techniques to apply different outcomes.

  Children will explain how they have combined different tools and why they have chosen specific drawing techniques.

  “I know that posters were important in the war to give people messages”

  “I chose the slogan dig for victory to tell people about growing vegetables and feel encouraged”

  “I used pencil, paint and whiteboard marker to make it clear”

  “I think it is an effective poster because the colours are bold and clear”

  Drawing in response to WW2 art

  

• Designing & Making / Cooking & Nutrition in DT
  Designing & Making / Cooking & Nutrition in DT

  At Eglinton, our design and technology curriculum is designed to bring new experiences to the children in addition to developing knowledge and skills. This journey begins in Reception where the emphasis it exploration and creativity. Throughout KS1 and KS2, children will develop skills in procedure, producing and evaluating, as well as crafting their designs. Such skills will enable them to work collaboratively, applying project management processes in upper KS2. Through evaluation of past and present design and technology, children will develop an increasingly critical understanding of its impact on daily life and the wider world. Within food technology, children will develop skills for slicing, grating, folding and kneading. They will learn about seasonal produce and how to make nutritional dishes.

  Early Years is the foundation and the beginning of the children’s knowledge and understanding of design and technology. In these early stages, the emphasis is on exploring, imagination and creativity. Through these aspects, the children begin to develop skills in cutting, rolling, shaping, bending and mixing. They begin to explore and ask meaningful questions around how things are constructed and how they work.

  “I’m making a skeleton with long arms”.

  “My house has a triangle shape”.

  

  Year 1 children learn about healthy foods in science and apply that knowledge when choosing to make a healthy drink. Skills applied: chopping and mixing. The children start with the design of their drink, what they would like it to look and taste like. They then select the fruits and vegetables that they could use to make the drink. By the end of the unit the children have had the opportunity to design and make and evaluate and reflect on the skills and knowledge they have aquired.

  “I like strawberries and they are healthy and I want my drink to be pinkie red”.

  “I’m going to make a smoothie for my mum and she likes cucumber I’m going to cut it up into little pieces first”.

  Planning and designing stage of making a healthy fruit smoothie.

  

  As part of their learning of WW1 in History, the Year 2 children make a 3D poppy. They decide on the media that they would like to use, ranging form clay to card. The children need to consider how large the petals will be and the joins that they will use to make it. The children found out in their evaluation process, that some clay needs to be sealed to prevent it from crumbling or breaking easily.

  “I made my poppy with red card and tissue paper first. The hardest part was doing the stem because it was had to make it stay on”.

  “I made a purple poppy because I like animals and this poppy is for animals. I liked making my own purple and I used blue and red paint”.

  One of the main components in this unit is to build a sturdy structure. The Year 3 children needed to consider how and what the structure would be made from. They then needed to use previous scientific knowledge of materials to decide what the kite would be made from. This followed a process of testing structures and making a proto type before completing their final product.

  “It was fun because we had to do it twice, the first time we had to make a prototype”.

  “My Kite worked, it went right up into the sky. The plastic one was better than the material fabric one because it was lighter!”

  

  In this unit the Year 4 children draw on their previous skills from drawing to design a fairground ride. They also use their knowledge of circuits learnt in science. Children work in pairs or groups to think of a suitable design, discussing the feasibility. They also consider the resources that they will need.

  “My design was quite complicated so I had to draw it out and it made it easier to make. I would like to go on this fairground ride.”

  “I liked using the electrical circuit to try and make my ride move”

  

  This unit allows the Year 5 children to explore diversity through the making of bread. The children look at a variety of breads recipes from across the continents, discussing the similarities and differences in ingredients, cooking and techniques used. The recipes vary from sweet to savoury as to the techniques for making. By the end of the unit, all children would have had equal opportunities to kneed, prove, roll, shape dough and measure using analogue and digital scales.

  “This was my favourite lesson so far because I was able to share some of my culture and I really like cooking”.

  “I was happy with the way my bread came out, next time I would maybe make it a different shape, just to make it look different but it still tasted really good!”

  Savoury rolls made with a cheese topping and sweet breads made with chocolate chips.

  

  In this unit the Year 6 children designed and made their own pasta dishes. The brief was to create a healthy meal on a budget of £5. The children had to research ingredients for their dishes. They all concluded that pasta would be the cheapest, healthiest and most filling dish to make. Drawing form prior learning in Key Stage one and lover key stage 2, the children were about to comprise a list of foods to make their pasta dish. In their preparation, the children cut, sliced, peeled, chopped and grated items. They had to follow cooking instructions as well as measuring and adjusting their dishes for taste.

  “I’m really proud that I have managed to come in on budget and make a decent meal”.

  “I liked doing this because when I’m older it’s something that I will be able to use, when I get my own place but the slicing was tough!”

  The planning stage, preparation, cooking and the final product.

  

• Investigation in Science
  Investigation in Science

  Science education is becoming increasingly important in our society. With the advancement of technology, it is more important than ever for children to be taught science at a young age. Science teaches children how to think critically and question the world around them. It helps them to understand the natural world and the universe we live in. Science is a subject that helps children understand the world around them. It teaches them about the natural world and how things work and helps them develop critical thinking and problem-solving skills. This is important for their overall education and development. Additionally, science is an increasingly relevant subject in today’s world. With advances in technology and our increasing reliance on science and technology, it is more important than ever that children are familiar with the basics of science.

  Science is built in across the provision, and is under the 'Understanding the world' umbrella, some of the ways science is incorporated in EYFS is through,
  Play - Children are naturally curious and love to explore, so science is taught through play, problem-solving, and reasoning.
  Observation - Children learn to observe animals, plants, and their environment.
  Explanation - Children learn to explain why some things happen and what changes are taking place.
  Experimentation - Children can participate in experiments that help them understand scientific concepts, such as buoyancy.
  Discussion - Children can talk about their observations and predictions, and share ideas with others.
  Vocabulary - Children learn new vocabulary related to science, such as describing what's happening in an experiment.

  Some of the investigative activities that the children access in the EYFS are,
  Floating and sinking, Growing, skeletons, our bodies and how they work, growing and planting.

  “We looked at pictures of our family.” We grow up, then child, teenager, adult then elderly” “The plants need water to grow”

  

  In Year 1 science is introduced to children by encouraging curiosity and a sense of wonder about the natural world. This is approached via the basics of scientific enquiry.

  Observation: Noticing details and changes in the environment.

  Recording: Keeping simple records of observations, such as drawings or charts.

  Questioning: Asking questions about the world around them.

  Predicting: Making simple predictions based on observations.

  Communicating: Sharing findings with others through discussion or simple presentations. Opportunities for new vocabulary are used throughout the science units and opportunities to use the new vocabulary are encouraged.

  Some of the investigative opportunities for learning across year 1 are, growing plants: Planting seeds and observing their growth over time. Weather watching: Keeping a daily weather chart and discussing patterns.

  Material Sorting: Grouping objects based on their material (e.g, wood, metal, plastic). Animal Habitats: Researching and discussing where different animals live and why.

  “I have been learning about your eyes help you to see.”

  “We have sorted if animals are omnivore, carnivore or herbivore”

  

  Science in Year 2 is to utilized to develop children's understanding of scientific concepts and methods through hands-on investigations and observations. This helps them to ask questions, make predictions, and understand the world around them. This is approached through scientific enquiries and addresses themes such as, observing over time: watching how things change over a period, pattern seeking, looking for patterns in data and observations and

  identifying, classifying, and grouping: sorting and grouping objects based on their characteristics.

  “I have been learning about animals and how they grow up”

  “We are trying to match the baby to the adult, the baby is called offspring.”

  

  In Year 3 science is focused on developing a strong foundation in scientific enquiry, fostering curiosity and a deeper understanding of the natural world. The strand of investigation aims to develop students' understanding of scientific concepts and processes through hands-on, practical investigations. This strand encourages curiosity, critical thinking, and the ability to ask questions and seek answers through scientific methods.

  “In year 3 I liked the experiments we have been doing about forces, the surface is smooth or bumpy which effects the friction.”

  "We have been learning about magnets we were learning about how magnets work at a distance using a ruler and a paper clip.”

  

  The purpose of the Year 4 Science Investigation Strand is to develop students understanding of scientific concepts and processes through hands-on, practical investigations. This strand aims to: foster curiosity and excitement about the natural world, encourage critical thinking and problem-solving skills, teach students how to conduct fair tests and make systematic observations, help students understand the importance of evidence in forming conclusions.

  “In year 4 we have been learning about circuits and electricity. Without the wires it wouldn’t work. I enjoyed making the circuits.”

  

  The purpose of the Year 5 science investigation strand is to develop students' understanding of scientific methods and processes. This includes fostering curiosity, encouraging rational explanation, and building foundational knowledge. Students learn to apply scientific principles to explain natural phenomena, predict behaviours, and analyse causes.

  “In science we have been learning about insulators and conductors. Insulators don’t let heat transfer but conductors do let heat transfer. I have enjoyed the experiments we have done.”

  

  The purpose of the Year 6 science investigation strand is to develop students' understanding of scientific methods and processes. This includes fostering curiosity, encouraging critical thinking, and equipping students with the skills to conduct their own scientific inquiries. By engaging in investigations, students learn to ask questions, make predictions, collect and analyse data, and draw conclusions based on evidence. Some of the investigation opportunities in year 6 are, making periscopes and refraction experiment.

  “We have been learning about light and how it is produced. We made periscopes and did an experiment with a pencil in water, it looks crooked even though it is not that’s because of refraction.”

  

• Computing
  Computing

  At Eglinton Primary School, our computing curriculum has been developed to ensure every child can achieve excellence in computing. The computing curriculum will enable children to value and understand the importance of computing and technology in their lives; become positive, confident users of technology; develop a deeper understanding of technology and its place in their world and understand how to navigate online life safely and effectively.

  Programming is one of the key strands of computing. Below you can find a model of how this important strand is taught through the school.

  In EYFS, technology plays a key role in the early learning area of Understanding the World. Through a rich learning environment, children will encounter many opportunities to explore, appreciate and use technology purposefully.

  

  Children in Year 1 have programmed a toy to move around a map to find buried treasure. They started by thinking of algorithms for their routes, and then imputed these as stored programs for the robot. They are now masters of algorithms!

  I made the robot move!

  

  Year 2 children have built on work they previously learnt in Year 1 by programming a sprite (such as a spaceship) to move around the screen. This unit acts as a springboard for programming in Year 3.

  I typed in some instructions so my spaceship could move.

  

  The children in Year 3 created an animated cartoon by translating a storyboard into a series of scripted instructions (program) for graphic objects.

  I liked doing the drawing first and then using the chrome books.

  

  Year 4 started by looking at educational games. They then planned and designed a game, with a clear target audience in mind. The children focused on creating a game that created musical notes. They created a working prototype, and then developed it further to add functionality and improve the user interface. They tested their game to make any necessary changes.

  I designed a game for KS1 because I know they would find it exciting to play and I could test it out on my little brother.

  

  Year 5 pupils planned their own simple computer game. They designed characters and backgrounds, and created a working prototype, which they developed further based on feedback they received from their peers.

  The feedback I got, helped me make my computer game easier to play because I made some of the instructions easier to follow.

  

  Year 6 pupils developed their own ‘adventure story’ using Scratch software. They created many possible endings to their game depending on the functions selected. They tested and refined their programs.

  It was great figuring out what was wrong with the program and fixing it.

  

• Music
  Music

  At Eglinton music is taught in alternating terms, with years 2, 4 and 6 completing their first unit in Autumn 2, and years 1, 3 and 5 completing their first unit in Spring 1. When not teaching music through our Charanga Musical School, the children have the opportunity to learn about a different musician and their style of music each month, through the use of interesting facts, pictures and samples of their well-known songs.

  Within Charanga Musical School, units of work enable children to understand musical concepts through a repetition-based approach to learning. Learning about the same musical concept through different musical activities enables a more secure, deeper learning and mastery of musical skills.

  Using Charanga Musical School in EYFS, the children are introduced to the theme ‘Me. The children are encouraged to become aware of their sense of self. Music facilitates children in becoming self-confident, creative and unique. They are provided with many opportunities to experience the empowerment of music making through the use of musical activities that embed pulse, rhythm and pitch by exploring their voices from singing rhymes in Literacy, creating repeating patterns in Maths and composing using various instruments during child-initiated play.

  

  Using Charanga Musical School in Year 1, the children are introduced to the themes ‘Hey You’, ' In the Groove’ and ‘Your Imagination’.

  In these units of work, the children are provided with the opportunity to learn to play the glockenspiel alongside the chosen songs. The children will find the pulse as they are listening to the main unit song and understand that it is the main heartbeat of the music. They also dance to each style or move to the pulse. They also complete musical activities using glockenspiels that will enable them to copy back, play and invent rhythmic and melodic patterns. The children can then contribute to the performance by singing, playing an instrumental part, improvising or by performing their composition.

  

  Using Charanga Musical School in Year 2, the children are introduced to the themes ‘Hands, Feet and Hearts’, ‘Zoo Time’ and ‘Friendship Song’.

  They also complete musical activities using glockenspiels that will enable them to copy back, play and invent rhythmic and melodic patterns. The children can then contribute to the performance by singing, playing an instrumental part, improvising or by performing their composition.

  

  Using Charanga Musical School in Year 3, the children are introduced to the themes ‘Let Your Spirit Fly’, ‘The Dragon Song’ and ‘Bringing Us Together’.

  The children will complete musical activities using glockenspiels or recorders that will enable them to copy back, play and invent rhythmic and melodic patterns. The children can then contribute to the performance by singing, playing an instrumental part, improvising or by performing their composition. Record the performance and discuss their thoughts and feelings towards it afterwards.

  

  Using Charanga Musical School in Year 4, the children are introduced to the themes ‘Glockenspiel Stage 2’, ‘Stop’ and ‘The Beatles Blackbird’.

  The children will complete musical activities using glockenspiels or recorders that will enable them to copy back, play and invent rhythmic and melodic patterns. The children can then contribute to the performance by singing, playing an instrumental part, improvising or by performing their composition. Record the performance and discuss their thoughts and feelings towards it afterwards.

  

  Using Charanga Musical School in Year 5, the children are introduced to the themes ‘Livin’ On A Prayer ’, ‘The Fresh Prince of Bel-Air’ and ‘Dancing in the Street’. Livin’ On A Prayer is a classic Rock song by Bon Jovi. The learning is focused around one song: Livin' On A Prayer. The material presents an integrated approach to music where games, the dimensions of music (pulse, rhythm, pitch etc), singing and playing instruments are all linked. As well as learning to sing, play, improvise and compose with this song, children will listen and appraise other classic rock songs.

  The children will complete musical activities using glockenspiels or recorders that will enable them to copy back, play and invent rhythmic and melodic patterns. The children can contribute to the performance by singing, playing an instrumental part, improvising or by performing their composition. Record the performance and discuss their thoughts and feelings towards it afterwards. Was it carefully planned to suit the audience? Did you communicate ideas, thoughts and feelings about the song/music? Discuss and talk musically about it. What went well? What could have been better?

  

  Using Charanga Musical School in Year 6, the children are introduced to the themes ‘Classroom Jazz 2’, ‘A New Year Carol’ and ‘Music and Me’.

  Music and Me is the first in a series of units focusing on inspirational women working in music, and part of Brighter Sound’s pioneering gender equality initiative Both Sides Now. Throughout this series, the children will explore the concept of ‘identity’ – the various elements that shape us. In this unit, we start with gender, with reference to social and cultural differences. They will be invited to try out different ways of making their own music, while exploring the work of some of the most influential women in music over the last 100 years. Four British female contemporary artists are featured and interviewed in the unit; all living in the UK, expressing themselves through music and with different cultural backgrounds. The children will complete musical activities using glockenspiels or recorders that will enable them to copy back, play and invent rhythmic and melodic patterns. The children can contribute to the performance by singing, playing an instrumental part, improvising or by performing their composition. Record the performance and discuss their thoughts and feelings towards it afterwards. Was it carefully planned to suit the audience? Did you communicate ideas, thoughts and feelings about the song/music? Discuss and talk musically about it. What went well? What could have been better?

  Children in Years 4, 5 and 6 performing in choir at ‘Greenwich Singing Spectacular’

  

  “I like interacting with the music by listening to the beat and moving my body to it”.

  “I really like playing on the glockenspiels and following the notes on the screen”.

  “The Warm-up games are really fun and I like feeling the music. It makes me want to dance”.

• Geography
  Geography

  Geography is a vitally important component of our rich, broad and balanced curriculum at Eglinton Primary School. It helps our children to understand their place in the world and how people and places are linked at every level from local to global. Locational knowledge (or knowing where’s where) is a fundamental aspect of our geography curriculum. This involves knowing and understanding where and what places and features are as well as why and how they came to be located in a particular place. In order to make sense of their locational knowledge, our children consistently use globes, atlases and world maps and this helps them gain a better understanding of the wider world. By so doing, our children become genuinely interested in the places they study and motivated to find out more.

  In Reception children start interacting with maps from an early age as they are given opportunities to describe features of their home, classroom, school grounds or immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. They are also encouraged to use everyday vocabulary to talk about places, give and take directions.

  

  In Year 1, locational knowledge is invaluable to children’s lives. Knowing their way around their home area, the location and alignments of local streets, where the school, shops, library and friends’ houses are and the links between them all enable our children to use their locality to the full. Our children develop familiarity with places through exploring and experiencing them first-hand. Gradually, through visiting, reading and hearing about places locally and regionally, build up locational knowledge and a sense of living within a larger community. When they encounter new features locally, our children immediately make links with their prior knowledge of the area. Through the following topics; We Can Locate the Country We Live In (Spring) children understand that UK is an island and locate where it is in relation to the rest of the world. They also locate the four countries of the UK and main cities and describe some key characteristics of each country. Through the topic We Know our Continents and Oceans (Summer), children name and locate some of the world’s seven continents and five oceans using an atlas and aerial maps.

  

  In Year 2, children further develop their locational knowledge through a study of the following topics: We Are Weather Watchers (Autumn), We are Feature Finders (Spring) and We are aware of Different Cultures – An African Village (Summer). Using world maps, children identify hot and cold places in the world, locate and mark key mountains and rivers. Through a study of an African Village, children identify the continent of Africa and describe where it is in relation to the UK. Finally, children relate the location of Africa to its climate.

  

  In Year 3, children’s locational knowledge is further enhanced when they use an atlas to locate key counties and cities of the UK. They also research and describe location of key human and physical features in these areas. Children use OS maps to locate rural and urban areas as well as any settlement patterns. They use OS maps to identify topographical features such as mountains and rivers. Through their study of the River Thames children describe how its location impacts on settlements. In Summer children study the continent of Europe. They identify the location of Europe and Russia, main cities and describe key environmental regions. Use of correct locational and directional vocabulary to state where the features are is encouraged.

  

  In Year 4, children’s locational knowledge and understanding is further developed through the study of the topic; We are Explorers of the Poles (Autumn). Children locate Antarctica and Arctic and understand its position in relation to the UK. They identify the position and significance of the Equator, Northern Hemisphere, Southern Hemisphere, Arctic Circle and Antarctic Circle. Through their study of We are Expert Mappers (Spring), children identify the position and significance of the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle. In Summer, children identify key topographical features (including hills, mountains, coasts and rivers in an atlas and recognise their impact on land use through their study of We are Agents of the World. Use of correct locational and directional vocabulary to state where the features are is further developed to enhance understanding.

  

  In Year 5, children locate countries and cities of South America and describe their location in relation to the Equator, Poles and Tropics and use this knowledge to describe climate. They focus on key regions to describe physical features and the impact of humans on these areas. Children use large and medium scale maps and atlas maps to foster their locational understanding. Through the topic; We are Trade Aware, children use their locational knowledge to explain where natural resources come from and where trade links are made. They also use their knowledge of location for climate to determine why some foods are exported from other countries. Finally, in Summer, children identify land-use patterns from OS maps and understand how some of these aspects have changed over time due to migration. Children are encouraged to use locational and directional vocabulary and language correctly.

  

  In Year 6, children’s locational understanding is further developed through their study of the topic; We are Sustainable (Autumn). Through these topic children describe locations of world that are suffering from environmental disasters. In Spring when children study the topic; We are Voyagers of North America, they compare location of key topographical features in an atlas. They also describe how location impacts on climate and use location to explain the physical diversity of North America. Through their use of globes, maps and atlases children learn how to locate these. Children use large and medium-scale maps and atlas maps to foster their locational understanding.

  

  “I like learning Geography because I can learn about the world”

  “I live in Woolwich, it is on the map in my classroom”

• Accounting
  Accounting

• Computer Science
  Computer Science

• English
  English

• French
  French

• History
  History

• Humanities
  Humanities

• Mathematics
  Mathematics