National Curriculum 2014

Learning Together, Learning for Life.
Curriculum Provision, Content and Approach

The school strives to provide the children with a rich and broad curriculum within which all pupils can learn and achieve their best so that they are prepared for life in modern Britain. The curriculum delivers the National Curriculum in an exciting and purposeful way – cross-curricular links are exploited to make learning interesting and meaningful. The curriculum is enhanced through visits, visitors and special events throughout the year. The teaching of English and Mathematics along with the teaching of thinking skills ensure pupils gain essential skills, understanding and knowledge, which allow them to become independent in their learning. We are enhancing the role of Information and Technology Communication (ICT) within the whole curriculum to ensure that pupils are confident and competent users of computers and other ICT resources. We are seeking to develop a person who is keen to learn throughout their lives.

Building Learning Power is central to all that we do at Nayland School. It is the development of four aspects of children’s ability to learn. Resilience is the ability to lock onto learning and resist distractions from outside and within. Resourcefulness is being able to draw on a wide range of learning methods and strategies as appropriate. Reflectiveness is thinking profitably about learning and themselves as learners. Reciprocity is being able to make use of relationships in the most productive, enjoyable and responsible way. All lessons allow for the teaching of appropriate learning objectives as well as the development of these lifelong learning characteristics.

Each term every year group produces a newsletter outlining the learning planned for the term with suggestions for activities to support learning at home. These are sent to parents/carers via ‘Parentmail’ and can also be seen HERE

Click the above link to view Nayland Primary School Two Year Thematic Plan

If you would like further information about our school curriculum please download our school app (search Nayland Primary School in your usual app provider) or speak to a member of our teaching team.


 Here is a short 'whole school' overview of each National Curriculum subject:

At Nayland Primary School, English underpins the curriculum; the ability to read, write and to communicate well enables all other areas of the curriculum to become accessible. We aim to put English at the heart of our thematic curriculum by using English skills to research other subjects, and by using other subjects as the purpose for English work.

English lessons are comprised of a balance of reading and writing, as well as speaking and listening and are normally taught every day. In Reception and Key Stage One, children have a daily systematic synthetic phonics lesson using ‘Jolly Phonics’ as the scheme, supported by a range of exciting resources.

A variety of reading schemes are used with the books being banded by colour to support the appropriate use of texts to support learning.

The children are encouraged to listen attentively, to speak clearly and to express themselves confidently through conversation, class discussion and drama.

Pupils are given opportunities to read from a wide range of material for enjoyment and to locate information.  All children are encouraged to read daily in and out of school and all reading is valued. An online library system ( will support children in choosing books that challenge their comprehension and enrich their language by offering a wide range of quality books as they gain competence.

Pupils are taught to write for a variety of purposes and audiences, producing both fiction and non-fiction genres.  They are given opportunities to explain, recount events and to express ideas, thoughts and feelings.

Spelling is taught through the use and application of phonics as well as the rote learning of ‘tricky words’ that are not phonetically plausible. Children and parents are expected to take an active role in this area of learning through regular practice at home. 

Every effort is made to ensure that children develop legible and fluent handwriting.

English is also supported by the use of ICT.

The National Curriculum for Mathematics is used at Nayland School to enable teachers to provide pupils with a firm foundation in mathematics and set targets for raising standards in key skills.  We believe in interactive, whole-class and group teaching using a variety of approaches that meet the diverse needs of individual children. In the early years and into Key Stage 1, children will be supported in their learning with concrete apparatus and will gradually move to more formal methods as they progress in their mathematical learning.

Mathematics is taught through a daily mathematics lesson, which uses a three-part structure, starting with oral and mental calculation using whole-class teaching.  The main part of the lesson is used for teaching new topics or consolidating previous learning at a level appropriate to the child.  Finally, the plenary plays an important role, allowing teachers to draw together all that has been learned.  Lessons focus on differentiated teaching and learning with a strong emphasis on number and calculation and, throughout the lessons, pupils are given the opportunity to explain their answers and suggest new ways of tackling problems.

Information and Communication Technology (ICT) encompasses the use of computers, photographic and recording equipment.  At Key Stages 1 and 2 there are four aspects of its study:

  • Finding things out

  • Developing ideas and making things happen

  • Exchanging and sharing information

  • Reviewing, modifying and evaluating work in progress

These are developed within ICT skills lessons and integrated into all other subjects wherever teaching and learning is enhanced by its use.

In addition to an i-pad and a laptop suite, each classroom has up-to-date ICT hardware so that pupils have continuous access to appropriate aspects of ICT.  From Early Years upwards our aim is for pupils to become as confident and skilled in all these aspects as possible, in order to fully empower them in our increasingly technological age. 

Science is an exciting active part of the curriculum.  All lessons aim to have skills developed by using enquiry methods.  What if and Why are important starting points to lessons. Scientific enquiry is at the heart of all learning from Reception to Year 6.

Science has three key areas of knowledge in the curriculum; `Life Processes and Living Things’, `Materials and their Properties’ and `Physical Processes’.  These are taught through a range of activities. 

There are many cross-curricular links in science and ICT can take a key role in enquiry methods, e.g. electrical sensors and electro-microscopes.  Mathematical understanding is developed as children interpret data and collate results on graphs whilst children may also write a list of instructions as part of their English.

The Art curriculum offers children the opportunity to develop their understanding and use of a variety of media and processes in order to record, communicate and express their own ideas in many different ways.

Through art, our children are encouraged to develop and express their creativity and imagination.  The children take part in activities which allow them to explore, enjoy, discuss and respond to art in its many forms that has been produced by a range of artists, including themselves and their peers.

“I found I could say things with colour and shapes that I couldn’t say any other way – things I had no words for”. Georgia 0’Keeffe

Design and Technology draws from and contributes to all other areas of the curriculum and is essentially practical.  Pupils at Nayland Primary School will learn to work with a variety of materials to create high quality products through combining their designing and making skills with knowledge and understanding.

They will be taught to use a range of tools safely and techniques for problem solving. As they progress they will develop an understanding of technological processes, products and their manufacture.  Finally the children will be encouraged to develop a critical awareness of their own and other’s responses to their work as well as responding to designs around them in the man-made world.  Cross curricular links are made wherever possible and ICT is used where appropriate.

As part of their work with food, pupils will be taught how to cook and apply the principles of nutrition and healthy eating. An enjoyment of cooking will be encouraged, opening a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Children have a natural interest in the world around them and this curiosity is used to develop their knowledge and understanding of not only their locality but of contrasting localities in the United Kingdom and the wider world.

In all Key Stages we value the importance of field trips as an important element in stimulating work in geography and broadening their understanding of the world around them.  As well as the study of places, children are taught the essential skills of using resources such as maps, atlases and photographs as a means of gathering information.  They are encouraged to ask probing questions, make relevant observations and develop a good geographical vocabulary. 

Links with current world events, such as the World Cup, are made whenever possible and displays are used to encourage children’s interest.  In Key Stage 1, ‘Travelling Ted’ our very own travelling bear, can accompany children on trips and holidays and the photographs and other evidence are used to allow all children to learn and benefit from his adventures.

History is a very powerful subject in our curriculum as it sparks curiosity of the past in Britain and the wider world.  Children find out about past lives and societies and how these have influenced the present.  Pupils learn skills of chronology to help place significant events and people over time.  Pupils also learn enquiry skills – how to gather and interpret evidence from a wide range of sources.

We seek imaginative ways to bring history to life for our pupils by organising a range of trips to museums, historical sites, visitors who have lived in historical times and re-enactments which allow pupils to live as others would have in the past.

Personal, Social and Health Education (PSHE) is a highly valued subject within the school.  It holds a precious place within the schools ethos and is a subject that is delivered carefully in each class every week.  The children are very much encouraged and helped to develop the skills necessary to listen to and value the views of others.  This starts in the Foundation stage where we use a bear called `Kesby’ and discuss his feelings in different situations.

As the children progress through the school more sensitive issues are addressed, in a way that meets the needs of the children in the Nayland area.  Policies are in place for the teaching of drug and sex education.

The teaching of Primary Languages is a longstanding part of the Nayland curriculum with French being taught to children from Reception onwards. French is our main language but we also take opportunities to celebrate other languages particularly those spoken within our school community. The teaching of languages is very active and fun in its approach using song, games, and activities etc – the development of the spoken word is our main focus. We are fortunate to have language specialists as part of our school staff and links to the MFL department at Thomas Gainsborough School for the oldest classes.

Music is taught to each child by either their class teacher supported by a music expert or by a specialist music teacher. All Year 4 children learn either cornet or baritone and can choose to ‘play on’ in Year 5 and 6 with some children moving to trombone or French horn. Music lessons allow children to listen to a range of music thus developing their music appreciation skills, to sing a variety of songs and to compose and perform music with a wide range of musical instruments. The use of ICT is a growing feature of music with older pupils. Music is a key feature of our assemblies providing children with the opportunity to listen to many different types of music and to perform their songs and compositions to an audience. Both within the school curriculum and through clubs and one to one tuition children can access choirs, ukulele learning, guitar lessons, piano lessons and recorder groups.

P.E. plays a vital part of everyday school life. 

Curriculum P.E.
Children in our Reception class have a mix of Physical Development through timetabled lessons and provision within their learning environment. All pupils in KS1 and KS2 have two hours of P.E. timetabled each week to cover the  main areas of the National Curriculum: gymnastics, dance, games, swimming, athletics and outdoor and adventurous activities. Swimming is offered to all pupils whilst they are in KS2 until they can swim the required 25m, with lessons being provided at Kingfisher Leisure Centre and Gladwins Farm by qualified swimming instructors.

During their PE sessions the children are encouraged to set challenges for themselves and to improve their own performance. Fun, enjoyment, confidence, self-esteem and team work skills are at the forefront of PE lessons. A healthy and active lifestyle is promoted. Young children are supported to develop the fundamental skills such as aiming and throwing, balance, co-ordination, control and movement. In KS2 pupils are able to further develop these fundamental skills and to apply them in a range of situations, including invasion, net and striking and fielding games.

Extra-Curricular and Competitive P.E.
Extra-curricular P.E. opportunities are on offer to pupils of all ages - some provided by staff volunteers and some by outside agencies/companies. As a member of Gainsborough Learning Partnership our older pupils compete in inter-school tournaments and competitions and are offered the opportunity to participate in local festivals, progressing where successful to competition against schools from a wider geographical area.

Intra-school competition includes our annual sports days, where pupils compete against each other in a wide range of activities tailored to their ages. Our recently formed running club provides the challenge for individuals to compete against themselves and each other.

We have a some links with community sports groups and have strong links with secondary schools in the local area.

P.E. and School Sport Funding 2013-15
In March 2013 the Government announced that all Primary schools would be receiving a Sport Premium Allocation for two years. We are delighted to be in receipt of this funding and our using it to reinvigorate and develop our P.E. and Sports Provision.

The amount received for the academic years 2013-15 is £5338 (rec’d Oct’13), £3402 (rec’d May’14), ~£6500 (expected Oct’14) and ~£3500 (expected May’15).

Funding has already been spent on

  • continuous professional development of PE staff

  • organisation of inter-school competitions

  • participation in inter-school competition

  • uniforms for sports leaders and school representatives

Funds from 2013/14 have been retained to allow for a substantial project to provide all weather facilities to ensure active play.

Our key areas of planned spending are:

  • to support staff to further develop their skills of teaching P.E.

  • to support the subject leaders for P.E. to lead this key subject effectively

  • to enhance the extra-curricular provision for P.E.

  • to raise participation in extra-curricular provision and sports for the least active children

  • to enhance the participation in competition by the school

  • to provide resources to ensure active play through all weather conditions

RE is about helping children to understand how people with different beliefs make sense of life, and to have confidence to think through big questions for themselves.

We find out what people do in different religions, beginning with children from Christian and Jewish families, then later from Muslim, Sikh, Hindu, Buddhist and Humanist families.  We learn through shared stories, drama, creativity, study of artefacts, visits and visitors or `virtual’ experiences through ICT.

We also talk a lot because we are developing our thinking skills. We need to know how we fit into the world around us, what is important to us, how we will make a difference to other people – and to ourselves and to appreciate life in modern Britain.

Discreet units of sex and relationship education are taught to Years 5 and 6 building upon the earlier PSHE programme which deals with friendship, conflicts and family life. Issues and questions are dealt with in a sensitive and appropriate way. The lessons within years 5 and 6 are carefully planned and delivered using a range of approved resources, such as videos and books which are based on relationships and puberty. Some aspects are taught within the science curriculum. Parents of Year 5 and 6 children are welcome to meet with class teachers to view resources. Parents have the right to withdraw their child from the discrete units in Years 5 and 6 and this should be done in writing to the Headteacher.

We are constantly endeavouring to improve our practice and develop our school in order to best teach your child. We do this in a systematic and cyclical way, reviewing, discussing strategically, implementing change and then monitoring and evaluating the effects of that change on children’s learning. We are continually striving to improve the quality of education offered in our school.