At the Newark Hill Academy, our bespoke curriculum has been designed for our pupils by our teaching team to meet the needs of our learners. We have created a thematic approach using the resources in the local area to make our curriculum meaningful. We deliver rich experiences and knowledge to equip them for the next stage of their learning career and beyond. There is a clear rationale behind our curriculum, and careful thought and planning has gone into each of our areas of learning to allow for concept progression and links. Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 EYFS Theme Sharing and showing Winter Wonders Can We Fix It? Spring Has Sprung Let’s Grow Don’t Bug Me! kindness to others Subject Communication, Communication, listening Communication, listening Communication, listening Communication, listening Communication, listening listening and and understanding and understanding and understanding and understanding and understanding understanding Personal, Social and Personal, Social and Personal, Social and Personal, Social and Personal, Social and Personal, Social and Emotional Development. Emotional Development. Emotional Development. Emotional Development. Emotional Development. Emotional Physical Development Physical Development Physical Development Physical Development Physical Development Development. Knowledge of the World Knowledge of the World Knowledge of the World Knowledge of the World Knowledge of the World Physical Development Expressive art and Expressive art and Expressive art and Expressive art and Expressive art and Knowledge of the design design design design design World Expressive Arts and Design Overview Pupils will be learning to: Pupils will be learning to: Pupils will be learning to: Pupils will be learning to: Pupils will be learning to: Pupils will be learning to: enjoy using language Build up vocabulary Maintain attention, sit Maintain attention, sit Maintain attention, sit Maintain attention, sit listen attentively listen to stories with and concentrate and concentrate and concentrate and concentrate respect cultures attention and recall Two channelled attention Two channelled attention Confident to try new Say when they do or do treat people with Understand why, how, – can do and speak – can do and speak activities not need help respect what questions Follow a story without Explain own knowledge Work as part of a group Work as part of a group select activities respect and learn about props or prompts and ask appropriate or class and understand or class and understand use resources different cultures Respond to instructions questions rules rules independently treat people with respect of two parts Listen to views of others Answer how and why Answer how and why build relationships Adapt behaviour to Introduce own story or Travel with confidence; questions questions dress/undress different events, narrative to play over, under, around Use past, present and Develop own narratives understand and follow situations, routines Explain own Hold pencil in correct future forms correctly and explanations by rules Understand boundaries understanding grip when talking connecting events awareness of own and and follow rules Confident to speak in Negotiate and solve Pencils handled well for Dress independently others needs Initiate conversations front of others problems writing respect and learn about find out about living Explain own knowledge Negotiate and solve respect and learn about Know the importance of different cultures things Zip up own coat problems different cultures a heathy diet Compare their properties of materials Fine and gross motor respect and learn about Zip up own coat respect and learn about environment to another know about own and skills different cultures Construct with purpose different cultures Use media and materials other's cultures Move with rhythm Zip up own coat in mind Make observations of in original ways awareness of space Form recognisable Initiates new plants and animals and use small and large letters combinations of explain why some things equipment Understands need to eat movement and gesture happen move with confidence healthy foods in order to express and Safely use a range of and imagination Use different media to respond to feelings, tools combine and make effect ideas and experiences Create simple representations of people, objects and events Characteristics In Early Years the Unique In Early Years the Unique Child In Early Years the Unique Child In Early Years the Unique Child In Early Years the Unique Child In Early Years the Unique Child Child strives to relate to strives to relate to people, living strives to relate to people, living strives to relate to people, living strives to relate to people, living strives to relate to people, living of learning people, living things and things and objects through the things and objects through the things and objects through the things and objects through the things and objects through the objects through the Characteristics of Effective Characteristics of Effective Characteristics of Effective Characteristics of Effective Characteristics of Effective Characteristics of Effective Learning, which move through Learning, which move through Learning, which move through Learning, which move through Learning, which move through all areas of learning all areas of learning all areas of learning all areas of learning all areas of learning Learning, which move through all areas of learning Playing and exploring – Playing and exploring – Playing and exploring – Playing and exploring – Playing and exploring – engagement; engagement; engagement; engagement; engagement; Playing and exploring – Finding out and Finding out and Finding out and Finding out and Finding out and engagement; exploring exploring exploring exploring exploring Finding out and Playing with what they Playing with what they Playing with what they Playing with what they Playing with what they exploring know know know know know Playing with what they Being willing to ‘have a Being willing to ‘have a Being willing to ‘have a Being willing to ‘have a Being willing to ‘have a know go’ go’ go’ go’ go’ Being willing to ‘have a go’ Active learning – motivation Active learning – motivation Active learning – motivation Active learning – motivation Active learning – motivation Being involved and Being involved and Being involved and Being involved and Being involved and Active learning – motivation concentrating concentrating concentrating concentrating concentrating Being involved and Keep trying Keep trying Keep trying Keep trying Keep trying concentrating Enjoying achieving what Enjoying achieving what Enjoying achieving what Enjoying achieving what Enjoying achieving what Keep trying they have set out to do they have set out to do they have set out to do they have set out to do they have set out to do Enjoying achieving what they have set out Creating and thinking critically - Creating and thinking critically - Creating and thinking critically - Creating and thinking critically - Creating and thinking critically - to do thinking thinking thinking thinking thinking Having their own ideas Having their own ideas Having their own ideas Having their own ideas Having their own ideas Creating and thinking critically Making links Making links Making links Making links Making links - thinking Choosing ways to do Choosing ways to do Choosing ways to do Choosing ways to do Choosing ways to do Having their own ideas things things things things things Making links Choosing ways to do things Book The Little Red Hen Kumak’s fish Three Little Pigs Goldilocks and the Three Jack and the Beanstalk Sam’s sandwich Oliver’s vegetables Stick Man Spinderella bears The smartest giant in Jam sandwich suggestions Super Tato The Snowman A squash and a squeeze On the way home town The Very Hungry The Grufallo Zog Caterpillar Understanding Talk about the lives of the Talk about the lives of the Know some similarities and Know some similarities and Know some similarities and describe their immediate people around them and people around them and their differences between things in differences between things in differences between things in environment/ of the world their roles in society/ Know roles in society/ Know some the past and now, drawing on the past and now, drawing on the past and now, drawing on Explore the natural world some similarities and similarities and differences their experiences and what their experiences and what their experiences and what around them/ changes in the differences between things between things in the past has been read in class/ has been read in class/ has been read in class/ natural world around them, in the past and now, drawing and now, drawing on their Understand the past through Understand the past through Understand the past through including the seasons and on their experiences and experiences and what has settings, character and events settings, character and events settings, character and events changing states of matter/ what has been read in class/ been read in class/ encountered in books read in encountered in books read in encountered in books read in Know some similarities and Understand the past through Understand the past through class and storytelling/ class and storytelling/ class and storytelling/ differences between different settings, character and settings, character and events describe their immediate describe their immediate describe their immediate religious and cultural events encountered in encountered in books read in environment/