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The Curriculum

What does the curriculum at Beacon View look like?

We offer an exciting unit-based curriculum here at Beacon View that includes the core subjects of English, maths and science but also focuses on all of the foundation subjects including history, geography, computing, art, design technology and physical education (PE). 

We use the National Curriculum to identify what the children need to learn and then supplement this with knowledge and learning that is valuable to our children and will support them to have high aspirations for their own lives.  We wholeheartedly believe in the United Learning philosophy that knowledge is power and we strive to impart the knowledge the children need whilst also giving them a curriculum with character that will help them to become better versions of themselves and increase their life chances, 

To see the objectives laid out in the National Curriculum and for more information on the aims of the National Curriculum, please follow the link below. 

The overall units the children focus on change every half term for each year group. The curriculum is progressive from EYFS to Year 6 and builds on prior learning to ensure that the children’s learning is embedded and becomes practical skills and knowledge they can use throughout their lives.  

The overall units that the children are taught can be seen on our unit map below.   

 

drag the table to view

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Nursery

Lullaby Land

(imagination and speaking and listening)

 Traditional tales

(imagination and speaking and listening)

Paws, claws or whiskers?

(The World)

Year R

Out of an Egg

(Personal, Social and Emotional)

Once Upon a Time

(imagination and speaking and listening)

Peter Rabbit and Friends

(The World)

Year 1

All About Me-

Based on Family History (UL)

 

What is my family history?

 (History - historical Significance)

(Science – B - Plants)

 Going on a Bear Hunt -

based on Here I am (UL)

 

(Geography)

 

 (Science – B + P – Seasonal Changes)

 Castles

How do castles keep people safe?

 (History - causation)

 (Science – C – Everyday materials)

Savannah Safari-

Based on There you are (UL)

 

(Geography)

(Science – C – Everyday materials)

 History of Transport

How has transport changed over time?  

 (History - change and continuity)

(Science – B – Animals)

Under the Sea-

Based on Where we are

 

(Geography)

(Science – B – Animals)

Year 2

Into the Woods-

Based on Mini Mappers (UL)

 

(Geography)

(Science – B –Plants)

 

 Pride of Portsmouth

How has my community changed over time?

(history -change and continuity)

(Science – B – Needs of animals)

London’s Burning

Why do we call the Great Fire of London great?

(History –historical significance)

(Science – B – Living things and their habitats)

Pole to Pole

 – based on Hot and cold deserts

 

(Geography)

(Science – B – Living things and their habitats)

Explorers

Was Tim Peake a better astronaut than Neil Armstrong?

(History – similarity and difference)  

(Science – C – Use of everyday materials)

Superheroes

(PSHE)

Geography – Investigating rivers

(Science – C – Use of everyday materials)

Year 3

 

Stone Age and Iron Age

How was life in a prehistoric settlement different to life today?

(History –Similarity and difference)

(Science – B – Living things and their habitats)

I love where I live –

Based on United Kingdom (UL)

 

(Geography)

(Science – P – Light)

 

Ancient Egyptians

Why were Pharaohs so powerful?

(History -causation)

(Science – B – Living organisms)

 

 Vicious Volcanoes –

based on Investigating mountains and volcanoes

 

(Geography)

(Science – B – Plants)

 

Ancient Greece

How did the Ancient Greeks change the way we think today?

(History – significance)

 (Science – P – Forces and Magnets)

 

Looking at Europe

(Geography)

(Science – P – Forces and Magnets)

 

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 4

 Amazon Adventures-

Based on A village in Brazil (UL)

 

(Geography)

 (Science – B – Living things and their environment)

 

 

Mayan Mystery

How was life similar for Mayans and Ancient Greeks?

(History – similarity and difference)

(Science – B – Digestion)

 

Early Islamic Civilisation

What did the early Islamic civilisations do for us?

(History – historical significance)

 (Science – C – states of matter)

 

Rainforests

(Geography)

 (Science – P – Sounds)

 

 

Extreme Earth –

Based on Earthquakes and human settlements (UL)

 

(Geography)

 

(Science – P – Electricity)

 

Sailors, Seadogs and Scurvy

Why is Admiral Nelson famous today?

How has the Navy been important in our community? 

How has out community changed over time?

(History- historical significance)

(Science – P – Electricity)

 

Year 5

 

 Roman Empire

How did the Roman Empire change over time?

(History – change and continuity)

(Science – C – Properties of materials)

 

Incredible India –

based on Investigating world trade (UL) 

 

(Geography)

 (Science – C – Properties of materials)

 

Roman Empire in Britain

How did the Romans keep control of Britain?

(History – causation)

(Science – B – Life Cycles)

 

Sail Away-

Based on Investigating Water (UL)

 

(Geography)

(Science – B – Human Development)

 

Longitudinal Study: quest for knowledge

When did Europe have a Golden Age in technology?

(History – change and continuity)

(Science – P – Forces)

 

 One Giant Leap –

Based on Physics –Earth and Space (UL)

 

 (Science – P – Earth and Space)

 

 Geography – Climate across the world  

Years 6

Settlements by Anglo-Saxons

What can we learn about the Anglo-Saxons from what we see today?

(History – similarity and difference)

 (Science – B – Evolution and Inheritance)

Improving the Environment 

(Geography)

(Science – P – Electricity)

Raiders and Traders

Why do the Vikings have a violent reputation, and do they deserve it?

(History – causation)

(Science – P – Light)

Living on the edge

(Geography)  

 (Science – B – Classifying Living Things)

 

 Longitudinal Study: power, empire and democracy

How have people’s rights in Europe changed over time?

(History – change and continuity)

 (Science – B – Functions of the human body)

I am a geographer

(Geography) 

(Science – C – Chemical Reactions)

 

 

These units are developed by the staff and are our way of grouping and teaching the objectives from the National Curriculum in a way that our children will find fun and interesting. 

Individual Subjects 

Wherever possible, all subjects are based on this overall theme, however these links are not forced and the subjects only linked to the overall themes if these links are strong and purposeful.  Where this is not the case, the subjects are taught discreetly.  

All children enjoy weekly music lessons from Portsmouth Music Services and take part in different events to practise and enhance their skills.   

We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing their knowledge and skills, so that they achieve their true potential. PSHE (personal, social and health education) is an ongoing focus throughout the year and we have written a programme to suit the needs of the children at Beacon View.  All year groups follow the same theme each half term, for example during Spring term, everyone learns about Relationships. This progressive teaching approach further embeds prior learning and allows all children to revisit, recap and build upon the skills they have learnt the year before, whilst preparing them for the future.  

In Years 5 & 6, children take part in relationships and sex education lessons which are normally led by teaching staff.  Parents are invited into school before these sessions start so that they can see what the children are taught and parents are also given an opportunity to decide whether they would like their children to participate in these sessions. 

Checking your Child’s Progress 

Every child’s progress and attainment in English and maths is constantly assessed through both informal methods (staff observations, discussions and marking) within each lesson, and more formal methods (assessments) at regular points throughout the year.  Alongside these assessments for the core subjects, we have recently introduced key questions to all of our curriculum units and use the children’s responses to these (written or verbal) to assess their learning in all foundation subjects.  

Extra Curricular Activities

Running alongside our curriculum, we have a programme of extra-curricular clubs at lunchtime and after school, including a STEM club, where this term the children will get the opportunity to visit and take part in activities at the science laboratories of our local secondary school, Castle View. 

Extra-curricular clubs are updated every term and the children given the opportunity to choose new clubs.  Please visit the school office if you would like to know what clubs are available this term. 

Have your say!

Parents and carers get up to date information about our topics through a half-termly newsletter sent home to every year group, Last year, we also ran 4 parent workshops on the curriculum and more will be scheduled in for later this academic year.  

Parents enjoying the refreshments at a curriculum session!

We also have a suggestions box in the reception for parents to use and encourage parents to share their thoughts and ideas with us so that everyone has a say in how the curriculum is taught and developed.   

If you would like any further information about the curriculum taught at Beacon View, please make an appointment to meet with Miss Gwilliam, a member of the extended leadership team.

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