The New National Curriculum
The New National curriculum for England was started from September 2014 and is taught in all maintained primary and secondary schools . For pupils in year 6 the new English, Mathematics and Science programmes of study were introduced from September 2015.
The following document contains 6 A3 sheets, each of which presents an outline of the content of the new National Curriculum for each year group.
Curriculum Maps for each year
The curriculum map for each year group details the learning that your children will cover during the Academic Year 2020-2021.
You can download these in PDF format, but note they are complex and may not be easy to read on smaller devices like phones. You may request a copy from the School Office.
Please note that topics may change slightly and may also be delivered in a different order, so we will endeavour to ensure that the curriculum maps are updated as appropriate.
Core and Foundation Subjects
|Core Subjects||Foundation Subjects|
|Information Communication Technology||Music|
|Design and Technology|
At Berrymede, we recognise the vital role of Art in the holistic development of the child. Our scheme of work ensures that all pupils have the opportunity to produce a range of artwork, using a wide range of high quality resources. Our curriculum provides a well-rounded art experience where children learn artistic skills and techniques while expressing their own ideas and exploring the work of artists past and present. Meaningful links are made from Art to other curricular areas where children have the opportunity to develop their reasoning and problem solving skills. Above all, we foster the children’s enthusiasm and give them the confidence to be creative and express themselves through Art.
Our new Art curriculum is changing to embrace the ‘Principles of Harmony’ and the teaching of ‘Geometry and the Nature of Beauty’ where children can make links between the art they have traditionally learned and the world around them. We want our children to appreciate art in all its natural forms as well as art create by people in forms of paintings/pictures/calligraphy/mathematically based art forms/architectural and much more. We believe that if children are inspired and connected, they will be more likely to take a positive stance in appreciating and protecting their world.
Berrymede Junior School highly values the importance of Physical Education and daily activity. We have employed two PE teachers and trained a PE apprentice. We also have class teachers who hold level 1 and 2 coaching badges in the chosen sporting areas. The school is at the forefront of PE with the Head Teacher sitting on the National Steering group for the Youth Sport Trust and the PE co-ordinator being one of 10 PE teachers on a National Primary consultation panel. The school also hosts one of Featherstone School Sports Partnerships Hub-Sites, which supports local schools in the delivery of PE and organises events to engage young people across the borough.
Our own PE curriculum has been recognised nationally for being inventive, engaging and inclusive. An example of this was being recognised for our use of climbing and martial arts which was reported in the 2015 Olympic legacy report.
Children at Berrymede take part in 2 hours of High Quality PE a week, as well as 30 minutes of exercise on the days they do not have PE. This is in line with the government’s directive of schools being responsible for 30 minutes of exercise a day and parents being responsible for 30 minutes, totalling an hour a day for children to be active.
Sports and activities covered at Berrymede through the curriculum and clubs are: invasion games (football, netball, hockey, American football, tag rugby, goalball, handball, tchoukball), fielding and striking games (cricket, rounders, tri golf and baseball), net/wall games (tennis, table tennis, badminton, volleyball, squash, whitagu), gymnastics, dance (street, contemporary, Irish, tai chi, taekwondo), Swimming & water safety skills, Outdoor Adventurous Activities (OAA) (climbing, bouldering, orienteering) and athletics (cross country, indoor/outdoor athletics, quad kids). We also have a strong focus on inclusive sports such as boccia and indoor kurling. The school utilises PE to run a leadership module for all children in year 6 to gain a young leaders certificate, which means they must run and organise a multi-skills event for children in years 2 and 3. Leadership skills are taught in each year group to enable pupils to have the confidence to be themselves and follow an active and healthy lifestyle.
PE clothing at Berrymede consists of black trainers or plimsolls; the school’s jogging bottoms, t-shirt and jumper. Children are expected to come to school in their PE kit on their PE days. Expectations are that no jewellery will be worn for PE lessons for health and safety reasons.
As a school, we aim to inspire every child to connect with physical activity in a way which promotes healthy, life-long learning which is linked to The Principle of Health.
Berrymede teaches French as its Modern Foreign Language. The learning of a foreign language provides a valuable educational, social and cultural experience for all pupils. It also enables pupils to develop communication and literacy skills that lay the foundation for future language learning. They develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between the French language and English. Learning another language raises awareness of the multilingual and multicultural world giving them an insight into their own culture and those of others. As Berrymede is a multicultural school, the mother tongues of all our pupils are valued and celebrated and we know that promoting the learning of languages is important to breaking down cultural barriers and fostering intercultural understanding.
The Reading curriculum at Berrymede Junior aims to develop fluent readers who are able to both decode increasingly complex texts as well as comprehend what they are reading. In addition our curriculum aims to encourage reading for pleasure and to open our pupils to the world of Literature.
The skill of decoding is taught through a comprehensive phonics programme, targeted interventions, graded reading material and before school book clubs.
Comprehension skills are taught during the daily Guided Reading sessions with a focus on specific teaching of the eight Reading Domains from the National Curriculum.
Reading for pleasure is a daily focus with pupils given time to read at the start of the day and the whole school stopping for a reading aloud session at the end of each day. Each class has an inviting and well stocked reading corner and pupils’ reading is monitored by their class teachers through Reading Records and our Reading Awards.
Reading is also a focus in other subjects with links to quality texts being made in History, Geography and as a stimulus for writing.
Is one of the most popular clubs in the school, held during and after school and open to all pupils who wish to learn. There are two associated trips, one is a residential to a Roman Village, the other a local trip to explore life of the ancient Romans.
Is a club open to all pupils in the school who wish to learn Arabic language and history. It is very oversubscribed.
Berrymede believes that it is every child’s right to have music as part of their education and through our many concerts and performances we develop pupils’ performance skills. In Years 3 and 4 every child has the opportunity to play a range of musical instruments they demonstrate their musical abilities with concerts for parents and fellow pupils. Pupils who enjoy playing a musical instrument can continue doing so in Years 5 and 6. All pupils in the school have weekly singing sessions and this is supplemented by our choir. All music lessons are taught by a specialist music teacher. Through our new curriculum, the teaching of music will be being linked to mathematics to understand the formation of notes and sound.
(Spiritual, Moral, Social and Cultural Development, including the Promotion of Fundamental British Values.
Spiritual, Moral, Social and Cultural development are all interlinked elements of personal growth. Each one has a distinctive meaning and they need to be understood separately in order to have a true understanding of the whole.
Provision for SMSC reaches far beyond any separate slot within the curriculum. In school SMSC development occurs through explicit teaching, such as in PSHE lessons and planned assembly themes, and more indirectly, for example through the communication of our school ethos, implementation of our behaviour policies, clubs and school events.
Promoting Fundamental British Values
The DfE have recently stated that schools should actively promote “the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.”
As a result of the promotion of British values, pupils are expected to develop:
- An understanding of how citizens can influence decision-making through the democratic process;
- An appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety;
- An understanding that there is a separation of power between the executive and the judiciary, and that whilst some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;
- An understanding that the freedom to choose and hold other faiths and beliefs is protected in law;
- An acceptance that other people having different faiths and beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour.
- An understanding of the importance of identifying and combatting discrimination.
At Berrymede, British Values are promoted through a variety of channels, such as:
- Teaching within the curriculum
- Planned assembly themes
- The promotion of our school Vision and Ethos
- The implementation of our school behaviour policy and inclusion policy
- Use of rewards and sanctions
- School Council/Eco Council
- Extended curriculum e.g. trips, visitors and Enquiry based Learning
- Responsibilities such as Play Leaders, Monitors, Cyber Mentors etc.
- Celebration of work through displays, website, assembly
- Provision of time for reflection and debate e.g. philosophy, circle-time
This list is not exhaustive.
Breaking down the elements of SMSC and considering the links with the promotion of British Values:
We are providing opportunities for challenge and open-ended questioning in all planning. Time is planned (and sometimes unplanned) for children to pose and discuss the questions that they want to know the answers to – even when those questions may be challenging or difficult to definitively answer, this is done through the regular curriculum, PSHE and philosophy.
Moral development is usually associated with knowing the difference ‘between right and wrong’ and is linked with behaviour both in the social and educational context. Morality is rarely black and white, and we know that the moral code that children experience at home or with friends may vary quite significantly from the moral code that we provide for them at school.
We are a UNICEF Right Respecting School and focus on virtue ethics; positive virtues and attributes involved with being a good citizen of that society, such as respect, cooperation and honesty. As children practice making these decisions, based on their own, their family and their society’s expectations, backed by positive reinforcement, motivation to behave in a moral way will be developed. The examples set by adults are crucial to developing a meaningful moral code, since this is how children will see which virtues are positive and valued within the school setting.
In promoting British values it is expected that pupils understand that whilst different people may hold different views about what is right or wrong, all people living in England are subject to its law. The ethos and teaching at school should reflect and support the rule of English civil and criminal law.
This refers to how children learn to interact with each other and with adults, in a variety of contexts, initially in small and familiar settings and increasingly in larger and less familiar situations. It is part of our core aims to enable children to develop self-knowledge, self-esteem and self-confidence.
Recognising other people’s feelings and beliefs – and understanding that these may be similar or different to one’s own – is an essential part of social development, but one which many children find difficult. Empathy is developed through regular formal and informal opportunities to practice responses through play, conversation, drama, sharing experiences and equipment, and working in teams.
We believe children need to learn how to critically challenge their own views and the views of others, and as educators, it is important that we develop resilient learners. The best learners will accept challenge and look for ways to overcome it. Part of our role in developing children socially is to provide the kinds of challenges that will ensure that they are not always right first time, we encourage our learners to accept responsibility for themselves and their learning and to understand how they can contribute positively to the lives of others in the school community and locality.
We use the word culture to refer to many different things, and there are at least three aspects to cultural development:
- Identity. Helping children to understand the groups to which they belong, their associated beliefs and practices, and similarities and differences to other groups. ‘Who am I and where do I fit in?’ This is increasingly vital in a globalised world.
- Art, music and literature. Introducing children to ‘the arts’ reminds us that teaching is not just about gathering information and acquiring skills, but is also about broadening and enriching the range of experiences.
- Environment. The attributes of the setting in which we live and experience. As in ‘classroom culture’ or ‘Western culture’. As previously discussed, the school or classroom culture helps to provide a ‘moral order’ which is often lacking in the child’s world outside school. At the heart of school environments and cultures are the people in them and the relationships which they nurture.
The promotion of British values encourages tolerance and harmony between different cultural traditions by enabling students to appreciate and respect their own and others cultures. We address this in school through both educating our children and celebrating the range of cultures and traditions that are evident at Berrymede in lessons and through assemblies. We also provide numerous opportunities for our pupils to broaden their cultural horizons through trips, visitors, immersion in the arts via the curriculum. We aim always to reflect the range of cultures at our school in our planning, celebration and imagery.
DfE (2014) Promoting fundamental British values as part of SMSC in schools
DfE (2011) The Prevent Strategy 2011
Eaude, T (2011) Understanding Ofsted’s requirements for spiritual, moral, social and cultural development Middlesex, Forum Business Media
Ofsted (1995) Guidance on the inspection of Nursery and Primary Schools
Ofsted (2004) Promoting and evaluating pupils’ spiritual, moral, social and cultural development
Ofsted (2012) The evaluation schedule for the inspection of maintained schools and academies from January 2012
RE & Philosophy for Children
At Berrymede, the holistic development of the child is at the centre of our focus. Our Religious Education curriculum embodies this focus, by placing the child at the core of their own learning, through our enquiry based approaches. Our children’s natural curiosity is fostered, giving them space to learn about and discuss an array of world religions in a developmental manner, while giving the child the space and time to reflect on their own lives and beliefs. We encourage our children to think critically, while also embodying the British values of tolerance and respect, in their journeys to understanding and empathizing with other values and beliefs. As a Rights respecting school, we link our learning in R.E. with the U.N Convention on the Rights for a Child and are currently working with the Faith and Belief Forum’s linking programme to explore issues of culture, identity and belief.
Personal, Social and Health Education (PSHE)
Our PSHE programme works closely with the Ealing Programme of Study that promotes children’s personal, social and economic development, as well as their health and wellbeing. It helps to give children the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens. Our PSHE curriculum is broad and balanced, ensuring that it: Promotes the spiritual, moral, cultural, mental and physical development of our children and of society; Prepares our children for the opportunities, responsibilities and experiences they already face and for adult life; Provides information about keeping healthy and safe, emotionally and physically; Encourages our children to understand how all actions have consequences and how they can make informed choices to help themselves, others and the environment. Highlighted through the ‘Principles of Harmony,’ children learn about:
Health & Wellbeing: to know and understand what constitutes a healthy lifestyle. Know how to maintain physical, mental and emotional health and wellbeing. Be aware of safety issues, including how to respond in an emergency. Know how to manage change, including puberty, transition and loss.
Living in the Wider World: to know the importance of responsible behaviours and actions. Be responsible and independent members of the school community. Be positive and active members of a democratic society. Know about the importance of respecting and protecting the environment. Develop self-confidence and self-esteem and make informed choices regarding personal and social issues. Develop good relationships with other members of the school and the wider community. Know about where money comes from, keeping it safe and the importance of managing it effectively. Have a basic understanding of enterprise.
Relationships: to develop and maintain a variety of healthy relationships within a range of social and cultural contexts. Know how to recognise and manage emotions within a range of relationships. Know how to recognise risky or negative relationships, including all forms of bullying and abuse, and ask for help. Know how to respect equality and diversity in relationships.
Relationships and Sex Education (RSE)
Sex Education and drugs education are part of the National Curriculum programme for Science in Key Stage 2. We consider sex education and drugs education to be part of the personal, social, and health education and they should be appropriate to the age and stage of the child.
In Year 6, girls and boys will take part in separate Sex Education sessions run by the School Nurse and Year 6 teachers. Parents have the right to withdraw their children from sex education. However, this does not apply to the National Curriculum aspects of the programme, or to the discussions arising naturally within other lessons outside the planned sex education programme. A programme of drugs education has been planned according to the requirements of the National Curriculum.
MAG&T (More Able, Gifted and Talented)
Our school maintains an interest in those pupils who are particularly able in different subject areas. Therefore, our More Able students are challenged in a variety of ways including through open-ended tasks (where ‘the sky is the limit’), leadership roles, becoming a ‘buddy’ to explain more challenging concepts to other pupils, taking part in enrichment activities, competitions, being the teacher for a lesson also known as ‘Pupils as Leaders of Learning’ – whereby the pupils are expected to plan, teach and evaluate a lesson they have chosen to teach based on their strengths. This has been a very successful venture and the pupils have thoroughly enjoyed the experience. Wherever possible, pupils will be given the opportunity to work on projects with Secondary schools or other Primary schools, with children of similar abilities.
In day-to-day learning, pupils are often given differentiated work tasks, i.e. tasks that provide a greater challenge or scope for extended investigation, taking control of their own learning. This is demonstrated though the use of the ‘Independent Learning Logs.’ Where the More Able pupils are given the same tasks as their peers, teachers would expect to see a higher level outcome and would encourage pupils to aim high in challenging themselves.
Through a variety of practical science activities, we aim to encourage and stimulate children to develop a passion for learning science. At Berrymede we use enquiry based learning to develop questioning skills and give children the opportunity to answer their own wonderings about the world we live in. Lessons are developed to firstly, ignite thought provoking discussions about theories and investigations and secondly, to teach important scientific skills and concepts. Key science vocabulary is a focus and enables children to show a clear in-depth understanding of each concept. There are also many cross curricular links and opportunities for children to demonstrate their learning outside of science lessons. With the new focus on The Principles of Harmony, our science curriculum is being connected to not only to other subject areas but also to the wider world where our children can understand how all the different disciplines are interrelated and contribute to a state of equilibrium in the world and how everything fits together. Our experience has shown that children are far more engaged, enthused and develop deeper learning which has purpose and connections with their world.