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Nyewood CE

Junior School

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Our new curriculum - September 2020




Our Curriculum Vision



Our aspirational curriculum will inspire and engage our children to be the best they can be by developing the values, skills and personal qualities to allow them to build a brighter future for themselves and God's World.



Curriculum Aims


  • To provide a multi-layered curriculum that meets the needs of, engages and challenges all children;


  • To ensure that all children leave our school proficient in the fundamental skills of speaking and listening, reading, writing and mathematics; and well prepared to make a positive contribution to wider society and life in Britain;


  • To develop a love of learning through a wide interconnected curriculum which builds on real life contexts to provide a wealth of learning opportunities;


  • To use a discreet subject approach which enables rigorous progression of skills both academic and social, moral, spiritual and cultural;


  • To provide a curriculum which promotes and engages parents and carers in their children’s learning building real life learning contexts both in and out of school.


Curriculum Structure


Nyewood’s curriculum is developed specifically for each year group and adapted by expert teachers  to deliver an exciting, relevant curriculum meeting the needs of our children. Discreet subject teaching within project themes ensures a tightly structured progression of skills and learning dispositions, for example reflection time, thereby readying children for transition to secondary school and beyond.


Each year group engages in all subjects across the year. To enrich school based learning, trips and visitors are carefully planned to bring learning to life and provide the all-important real-life learning experiences.


Our curriculum demonstrates core coverage in each curricular area. Fundamental to this is the real life learning opportunities that children engage in at home – visits to the beach with friends, taking part in clubs and spending quality time with family. Engaging in reinforcement of core skills such as regular reading to children and hearing them read along with supporting the term by term development of spelling patterns and phonic awareness are ways in which family members can work with the staff to reinforce the value of all learning experiences both academic and social. It is through working together alongside the strong Christian ethos that Nyewood's curriculum is further strengthened and enriched.

As a school, we intend to incorporate our school values of Respect, Resilience, Honesty, Collaboration and Independence into every unit of work.


Curriculum Leadership 2020-2021


Nyewood CofE Juniors Curriculum Leaders:

Tom Spurle, Kim Conrad, Ollie Hughes

Art and Design: Kerra Benbow

Computing: Chris Campbell

Design and Technology: Kerra Benbow

English: Kim Conrad, Emily Lipscombe, Sophie Weller, Carol Owers

Geography: Ollie Hughes

History: Emma Grantham

Maths: Beatrice Young

Music: Emma Lomax, Elizabeth Vaughan

Physical Education: Leah Higgins, Emma Lomax

Physical, Social, Health and Economic Education: Sophie Weller

 Religious Education: Andrew Jessett

Science: Chris Galloway

MFL: Donna Williams

We want our children to enjoy themselves as much as possible at our school while fulfilling their full potential. Here are our aims for every child as they complete their journey at Nyewood:


The Nyewood Junior School leaver will;



  • Have the essential learning skills needed to begin their Secondary school journey.
  • Communicate and collaborate well with others.
  • Have enquiring minds and be creative, resourceful and able to identify and solve problems.
  • Have a sense of self-worth and personal identity.
  • Be increasingly independent and able to take the initiative and organise themselves.
  • Make healthy lifestyle choices.
  • Take managed risks and stay safe.
  • Recognise their talents and have ambition.
  • Be willing to try new things and make the most of opportunities.
  • Respect others, act with integrity and distinguish right from wrong.
  • Understand and respect the Christian faith.
  • Understand cultures and traditions, and have a strong sense of their own place in the world.
  • Sustain and improve the environment locally and globally.










Rocks, relics and rumbles



Heroes and villains


Urban pioneers

Mighty metals!










Blue Abyss

I am a warrior!

Burps, bottoms and bile

Misty mountains, winding river

Road trip USA!











Scream Machine/Why are zip wires so fast?


Fallen Fields


Stargazers/How do rockets lift off?


Off with her head!


Beast creator or Time Traveller


Eat the seasons/Sow, grow + farm/How clean are your hands?









Frozen kingdoms

A child’s war

Blood heart

Hola Mexico


Tomorrow’s World

Nyewood Cof E Junior School Curriculum map 2020-21

Click here for your year groups class pages including the Autumn term Medium term plans.



Curriculum Subjects at Nyewood:




There are many aspects to the teaching and learning of English here at Nyewood CE Junior School. Teachers strive to plan fun and engaging lessons for children that are based around quality texts with purposeful and meaningful audiences for pupils’ Reading and Writing.



Our pupil’s writing goes through many stages. The first stage immerses children in the text and teaches them the new skills that they need to know in order to progress in their writing. This will involve lots of fun activities to enable the children to “read as a writer”. Children will then begin to draft a piece of writing over many days or even weeks. Some classes also have a “big write” or “writing morning” where they will draft their initial ideas. Children are treated as though they are all authors and are all encouraged to write a piece of text that will be published as this allows them to take ownership. Children then work either independently or with talk partners to proof-read and edit their writing ready for publishing. Teachers encourage children to be proud of their final piece so we always ensure writing is purposeful by being published and also celebrated.


Grammar Punctuation and Spellings

Our pupils are also taught Grammar, Spellings and Punctuation skills through their writing. We are very conscious that these are key aspects of an overall piece of writing and try to discourage children from seeing them as separate skills. Grammar and punctuation are taught through English lessons and spellings are taught daily, first thing in the morning for 20 minutes.



We strive to develop children that read for pleasure and foster a real love for reading. We monitor children’s reading very closely and keep track of the books that they are reading. Reading can be very complex as there are many skills that children need to develop in order to be able to read effectively. The first of which involves decoding the text. Some of our pupils attend daily phonics sessions so that they can blend and segment letters and sounds to help them with this. During daily Guided Reading sessions, teachers then teach children the different skills required to be able to answer questions based on a text. We have broken these skills down into a system that we call VIPERS - Vocabulary, Inference, Predicting, Explain, Retrieval and Sequencing/Summarising. The children are exposed to different texts each week, and these texts link to a key topic or text from our learning in English. Our research tells us that children develop a true love of reading when they read at home as well as in school so we encourage children to read at home with an adult as often as possible and fill in their reading diary. Once children have completed a book they will carry out a quiz which allows them to practice their reading skills taught to them during Guided Reading. We also have lots of incentives in school to encourage children to read and to make reading fun. At 1.30pm every day, all children and adults- including our office staff- sit down and read for 15 minutes after lunch. We call this DEAR – Drop Everything and Read. We believe this teaches children the value of reading for pleasure and it also models to the children the importance of everybody enjoying reading.



Mathematics is taught daily at Nyewood CE Junior School, as well as being applied across the curriculum. The emphasis is on developing children's mental arithmetic, reasoning skills, and understanding of number, with learning experiences relevant to the real world.

We use physical resources, pictorial representations, interactive teaching programmes and more formal written methods to support teaching and learning. Weekly times tables and arithmetic tests, help prepare the children for their SATs in Year 6 and the Year 4 Tables Test, which comes in next year. By using White Rose as a guideline for our planning, our children receive a rich and in depth Mathematics education, where the children are encourage to do their absolute best.



At Nyewood Ce Junior School we are passionate about developing investigative and inquisitive minds. Science stimulates and excites children about phenomena and events in the quickly changing world around them. We aim to allow our children the opportunity to imagine their roles in this future world, and excite them about the endless possibilities that science can bring to it. We use a hands-on, practical approach to fire up enthusiasm and develop independent thinking skills through investigations.


We encourage children to use their own natural curiosities to drive their learning of science, while it is also gives them opportunities to apply and develop maths and writing skills. Children are taught to discriminate, classify, recognise relationships and select information from a variety of sources. They develop skills in hypothesising, testing and evaluating ideas, as well as communicating using scientific language, drawings, charts and tables.



At Nyewood CE Junior School, the teaching of computing centres around developing learners who create, communicate and are responsible citizens in the digital world. Pupils will learn how to create programmes using algorithms and coding, as well as problem solving and evaluating the use of technology. They will be confident when communicating through technology, understanding the importance of being safe whilst online. The teaching and practice of computer skills are applied throughout all areas of the curriculum to enhance and support learning.


Living and Reflecting:


Living and Reflecting encompasses all aspects of your child’s social and emotional development.  Religious Education, PSHCE (Personal, Social, Health and Citizenship Education) and Sex and Relationships Education are all taught under the Living and Reflecting umbrella.


PSHCE (Personal, Social, Health and Citizenship Education):

PSHCE underpins the ethos and values we encourage at Nyewood Church of England Junior School.  Our role at Nyewood is to support and promote practices and attitudes that are conducive to all round good health.  PSHCE focuses on 5 outcomes:


  • To be healthy;
  • To be safe;
  • To enjoy and achieve;
  • To make a positive contribution;
  • To achieve economic wellbeing.


We aim to give information to the children and to present it in such a way as to allow the children to make choices, remain open minded and unprejudiced and respectful about other people’s choices. 


As a subject, PSHCE is taught through specific topics such as ‘staying safe’ and ‘friendship’, which teaches children skills for life through developing self awareness, managing feelings, motivation, empathy and social skills. We welcome outside visitors and agencies to support the teaching of the subject.  Circle time takes place regularly in all classrooms, giving the children a chance to share ideas, feelings and opinions, whilst also listening to others.


Citizenship is included right across the curriculum as we aim to give children a sense of responsibility from an early age.  We value pupil voice and have an active school council made up of representatives from all classes who meet on a regular basis to discuss school and community life.  Nyewood also have two School Ambassadors who are elected annually by staff and children, and take a leading role in school life.



History is taught in Topic throughout the year. Our aim at Nyewood CE Junior School is to stimulate the children’s interest and understanding about the life of people who lived in the past. Integral to this is hands on learning either by inviting guests in to make history come alive through drama or visiting places of interest connected to our historical topic. We also aim to make links to other subjects including geography, art, music, dance and writing. Our objectives are to give the children knowledge and understanding of historical development in their locality and extend this into the wider world. We aim to enable our children to understand how events in the past have influenced our lives today.



At Nyewood CE Junior School our aims for the teaching of Art and Design are to enrich children’s experiences of life and to develop each child’s capacity for original thought.  We aim to provide them with opportunities to use art to record their feelings and express their creative imagination, as well as to develop their skills and visual language to enable them to communicate their ideas.  Art is taught alongside and other curriculum areas to enhance the learning experience within our topics. The children are encouraged to be spontaneously creative, using a variety of media and techniques in art and craftwork. An awareness of colour, shape, balance, focus and proportion are developed alongside the use of symbols to convey ideas and feelings. The study of a wide range of artists and sculptors complements this work.



Music is taught throughout the school in class groups.

During music lessons, all elements of music are covered and the lessons are linked to the topics being studied in class wherever possible. In the course of the school year, the children will encounter opportunities to listen to music from a range of eras and cultures, compose their own pieces using simple conventional and graphical notation and perform and appraise their work. They will learn how to identify and combine musical elements such as pitch, rhythm, timbre (quality of sound), texture (layers of sound, combinations of instruments and rhythm), dynamics and tempo through listening, analysing, composing and performing.


Peripatetic Instrumental Lessons:

In addition to classroom music lessons, West Sussex Music Service currently provides peripatetic music lessons for brass and woodwind instruments. The lessons are taught to small groups in school time. Instruments can be hired from local music shops or the County Music Service. There is a charge for these lessons, although under certain circumstances a reduction in fees applies. Further information can be found on the West Sussex Music Service Website.


Physical Education:

Physical Education (PE) is taught in two, 1 hourly sessions.  One lesson is in the hall, where Gymnastics or Dance is taught and the other lesson is on the Playground or Field.  In the Summer term, both lessons are taught outside.


Our children will be taught to:

  • use running, jumping, throwing and catching in isolation and in combination;
  • play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance for example, through athletics and gymnastics;
  • perform dances using a range of movement patterns;
  • take part in outdoor and adventurous activity challenges both individually and within a team;
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best;


Design Technology:

At Nyewood CE Junior School our aims for the teaching of Art and Design are to enrich children’s experiences of life and to develop each child’s capacity for original thought.  We aim to provide them with opportunities to use art to record their feelings and express their creative imagination, and to develop their skills and visual language to enable them to communicate their ideas. Through Design and Technology, the children are encouraged to identify, examine and solve practical problems and to make existing situations better. The children are encouraged to be inventive, using a range of materials and tools, thus developing, modifying and evaluating their ideas through a series of projects, which take place throughout the year.


Modern Foreign Languages:

French is currently the foreign language that is being taught at Nyewood CE Junior School. It is taught for half an hour a week on average - sometimes as part of the weekly timetable but also as part or the bulk of curriculum days such as International Day and  there are occasions where the language is being used discreetly throughout the day by teachers, such as when the register is being taken, or for instructions in the classroom so that the children are exposed to another language as much as possible.  Children are taught basic communicative skills such as being able to say their name, ask how someone is, say where they live, say when their birthday is and know how to count to 100. There are opportunities for the children to listen to native speakers, and to compare the way we live our lives here to the way French people live.

Key Skills;

  • Listening and comprehension: Able to listen and understand others
  • Speaking: Able to communicate in spoken for
  • Reading and comprehension: Able to read and understand
  • Writing: Able to communicate in written form


Sex and Relationship Education (SRE):

SRE will be taught through all year groups and aims to help children prepare and cope with the physical and emotional challenges of growing up alongside the PSHCE programme.  Throughout our teaching we hope to build on our Christian values and enable children to learn significance of stable relationships and marriage.  We aim to encourage children to develop caring, honest relationships and value others.  Pupils’ questions will be answered sensitively and due consideration given to particular religious or cultural factors.


The units of work are age appropriate and taught in blocks once a year.  In Year 3, children start to think about how their bodies have changed since they were born, the importance of life cycles and families and the differences between boys and girls.  As they progress through the school they learn about how their bodies change during puberty and the importance of personal hygiene.  The main reproduction and biological aspects are covered in Year 4 and revisited in Year 5 and 6.  Alongside this, children learn about the role of menstruation in the reproductive process, how babies are born and the impact they have on families.  All parents have the right to withdraw their child from all or part of the sex education provided.  To help make an informed decision, an open evening will be organised every year so you can come along and watch the DVD used, see a selection of our teaching materials and discuss any concerns with members of staff.




At Nyewood C of E Junior School we use assessment as a measure of our curriculum's impact on our pupils. This is a continuous process integral to teaching and learning. Assessment is how our teachers gain knowledge of their pupils’ needs, achievements and abilities, enabling planning and delivery to be more effective, thereby raising attainment and increasing progress for every child.


Our principles and aims for assessment are: -

  • to provide information to support progression in learning through planning
  • to provide information for target setting for individuals, groups and cohorts
  • to share ‘next steps’ with children
  • to involve children with self and peer assessment
  • to raise standards of learning
  • to identify children for intervention
  • to inform parents/carers and other interested parties of children’s progress
  • to complete a critical self-evaluation of the school


Attainment and progress


Assessment is used to measure both attainment and progress in our school.



Refers to the standards a pupil has reached. This is a measure of relative performance against the average level of performance for a child of a similar age. Attainment is measured in relation to national average standards (Age Related Expectations).



 Is a relative measure that refers to how much progress a pupil has made from an initial starting point. It refers to the difference between where a pupil started from and where they have reached. Progress can be measured over different time frames - half termly, termly; over an academic year and the whole of Key Stage 2.


Types of assessment:

            At Nyewood C of E Junior School we use a combination of formative assessment and in – school summative assessment alongside National summative assessment.


Formative Assessment (Assessment for Learning)

Formative assessment is a powerful way of raising pupils’ achievement whatever their age ability or needs. It is based on the principle that pupils will improve most if they understand the objective of their learning, where they are in relation to this objective and how they can achieve the objective.  Assessment for learning are opportunities which are a natural part of teaching and learning They are constantly taking place in the classroom through questioning, reasoning, discussion and analysis/ marking of work. Assessment for Learning is based around the Learning Objectives and Success Criteria that are set for each lesson. It is essential that teachers know how well a child has progressed and that pupils understand how well they are doing and what they must learn to help them improve. Formative assessment is used to assess knowledge, skills and understanding alongside identifying gaps in learning and misconceptions.



In school Summative Assessment - Assessment of Learning

In school Summative assessment (Assessment of Learning) is important for informing both parents/carers and teachers of a child’s attainment and progress.


  • Teachers measure pupils’ attainment termly using the appropriate programme of study and key concepts;
  • These judgements are moderated in both year groups and whole school/ cross phase moderation meetings;
  • Tests are used to validate progress and attainment at specific points in the year;
  • Assessment objectives and assessment outcomes will be shared with parents/carers to enable them to support their children’s learning;
  • The in school summative assessment outcomes are used by the school to demonstrate improvement over a long period of time.


Materials we use:

  • Years 3, 4 and 5 complete termly reading, maths and EGPS tests which provide the children, parents and teachers with standardised scores to compare to national standards.
  • Termly phonics assessments (RWI)
  • End of project tests/ tasks
  • Weekly quizzes including knowledge organisers



Nationally standardised summative assessment:

  • End of Key Stage 2 SAT’s and Year 4 multiplication tests will take place each Summer. The results are analysed to find gaps in learning within individuals and groups of children and provide end of key stage data against which the school will be judged.


How pupils are tracked


Every term all pupils’ attainment and progress in writing is inputted into Maestro (the School’s tracking system). This ensures that the assessments can be used responsibly by all adults required.


Maths, reading and EGPS:

Pupils complete termly tests (Years 3,4,5 complete tests while Year 6 complete practice SAT’s tests). These give the children a standardised scaled score and are used alongside teacher assessment to confirm pupils’ attainment. Tracking takes place from end of KS1 and the previous year’s scaled scores.



Pupils are assessed after every unit of teaching using Diocese assessment tools.


Science and the Foundation subjects:

Pupils are assessed continuously and their attainment and progress are inputted into Maestro (the School’s tracking system) every term.

Every term all teachers and their partner Teaching Assistant have a Pupil Progress meeting with the Assessment Leader to discuss the progress of every child in their class and Maths group. If a child is identified as not making sufficient progress, then a number of measures may be put into place:


    • targeted support in class by class teacher/ Teaching Assistant;
    • intervention programme put in place (this may be 1:1 or a group intervention);
    • extra work at home;
    • letter sent home to let parents/carers know of concerns;
    • parents/carers invited to a meeting to discuss their child’s progress.



Reporting to Parents/carers

Parents/carers are kept up-to-date with their child’s progress and development. This is done through parent/carer consultations which take place twice a year and termly attainment and progress reports given out at the end of Autumn and Spring term parent consultation meetings and then at the end of the Summer term. Parents are also able to request a meeting with their child’s class teacher/ Year leader or

Inclusion Manager at any other point throughout the year.


Non-academic curriculum impact on pupils

We also monitor non-academic aspects within our curriculum;

  • The standard of behaviour
  • Self-esteem and self - confidence
  • Presentation in books and uniform
  • Resilience
  • Attendance and punctuality
  • Attitude towards our values, including equality and diversity

These link to our aims for all children.