At Withernsea Primary we teach a broad and balanced curriculum using a lines of enquiry approach, which is project based. Each term the children will complete work encompassing history, geography, art and design technology skills to answer a key question.
We follow the National Curriculum but also exercise our academy freedoms to use our local environment and community to ensure our learning is realistic and grounded within our local context.
We create an immersive learning environment around that topic and also plan trips or experiences to enhance this. Each line of enquiry reaches a conclusion with a final product that is planned, purposeful with an identified audience. We encourage the children to see their work as developing, improving and striving towards a final polished product that may need several drafts before they are happy with it as being the best they can produce. The final products and visits and experiences may change as different opportunities arise.
We promote growth mindsets encouraging children to work hard, persevere, make a good effort and to enjoy rising to a challenge. We challenge their learning, encourage them to learn from their mistakes and not to perceive learning as easily mastered tasks but something they will make errors at and then can learn and build on these to make greater progress.
Would there have been World War 2 if Hitler did not exist?
In what ways are Italy and the UK the same?
Are we fit for life in the 21st Century?
What is culture?
Is punishment fair?
How and why does the coastline change?
Why should we protect the rainforests?
Why is Hollywood special to Withernsea?
Who were the Vikings?
Who were the best - Romans or Celts?
What makes Withernsea special?
How does the countryside shape our lives?
Why is the sea important for humans and animals?
Would you rather be a Native American or a Pilgrim?
What was it like to live in a castle?
Have our toys always been the same?
How do animals grow up?
Are all countries the same?
Development of skills through the curriculum
Key Stage One
Autumn Term – use artefacts, pictures, stories, on line resources to find about toys in the past. Develop an understanding of chronology- placing events and artefacts in order on a timeline. Order dates – use phrases such as past, present, older, newer. Describe events in the past using appropriate language- decades, century etc Look at a significant person from the past (Brunell)- know about events in their life.
Spring Term- to know what an archaeologists does and how they find out about the past , use artefacts, pictures, stories, on line resources to find about different dinosaurs, consider how information is stored and presented in museums, put dinosaurs on a time line, set up their own dinosaur museum
Summer Term – research a famous person (Disney) key events in their life, to understand we have a queen and a monarchy but not all countries do.
Autumn Term – to use historical resources to see what they tell us about the past. To research the lives of Anne Bonny and Sir Francis Drake
Spring Term – to research facts about Christopher Columbus, World History – find about the Pilgrim fathers and their journey on the Mayflower- using different historical sources, to understand people travelled across America, to compare pilgrim lives with native American lives
Summer Term – name and describe features of a castle and the different roles people had in a castle. Describe weapons used to attack and defend castles, locate castles on maps, to compare rich and poorer people within a castle, know about famous knights in history- look at William the conqueror and St George.
This all links to the National curriculum at Ks 1 in terms of developing an awareness of the past.
Key Stage Two
Pupils will continue to develop knowledge and understanding of local, British and World History .
They will continue to build up a sense of chronology, looking at connections, contrasts and trends over time, using appropriate historical terminology. They will devise questions about change, cause, similarity, difference and significance. They will select and organise relevant information. They will know how the past is constructed from a range of sources.
Autumn Term- chronology of Romans and Celts, questions to ask, comparison of living arrangements of Romans and Celts- questions, use of historical sources, facts about Boudicca and Hadrian, broad overview life in those times, legacy from this time
Spring Term – local history – Withernsea and the Railway and development of Tourism, development of tourism and use of the beach, development of the Town and its expansion – questions, use of sources, causes and consequences.
Summer term – look at historical and traditional recipes for jam making
Autumn – filmmaking and the rise of Hollywood- silent films, Kay Kendal – local famous person.
Spring Term- a geography based line of enquiry
Summer Term – Vikings- location of their homelands, examine reasons for moving out and invading other places, place names, transport used by Vikings, features of Viking life, - artefacts, clothing, gods,
Autumn Term – why do we have a monarchy? Who are the Royals, understand why people move and emigrate- look at reason for West Indian immigration to UK in 1950s, how they travelled here- what issues faced them, explore democracy, know about the houses of Parliament .
Spring Term- thematic crime and punishments through the ages, Victorian punishments, transportation, Tudor punishments, Georgian punishments, life of Dick Turpin compare corporal punishments (African schools to here) – compare, contrast- modern crime and prevention
Summer Term – historical villages in Holderness (lost to coastal erosion)
Autumn Term Key events of WW1 developing to WW2 , Rise of Hitler, Britain joining the War – impact- Blitz- Hull , Homefront, Dig for Victory
Spring Term – Disaster at Pompeii.
KS 1 – all the subject content and geographical skills highlighted in the National curriculum are taught in our lines of enquiry
Autumn Term – a historical based line of enquiry
Spring Term – look a maps and how continents have changed
Summer Term - Compare hot and cold countries, know about seasonal weather, name and locate capital cities, compare Withernsea with other places- identify key features of locations and the human and physical features of a location. Name the continents and ocean, use maps, world atlas and globe. To know simple compass directions and plan a route on a map
Autumn Term Compare human and physical features of Withernsea, name and label oceans, describe human and physical features, look at features of maps
Spring Term – locate places in America on a map, investigate settlements, investigate movement across America,
Summer Term – locate castles on maps
Key Stage Two
Autumn Term – use of compass, four figure grid references, use of geographical sources to locate countries and describe features,
Spring Term – mapping skills- design routes, look at human and physical features, use field work, use digimap, describe key aspects of settlement and land use, comparison of sea fronts
Summer Term Name and locate countries and cities of the UK , geographical regions and their identifying human ask and answer questions about human and physical characteristics of a location, use filed work to observe and record human and physical features, use a range of methods- maps, plans, graphs and digital technologies. Describe geographical similarities and differences between countries, locate and describe features
Autumn – comparison of local woodland and rainforest, know about climate of a rainforest- climate statistics, ask and answer geographical questions about the physical features of rainforest. Know what is produced from rainforest areas, know about the human features of rainforest- industry, indigenous people and their settlements- what the treats are to their way of life, identify reasons for the importance of rainforests, actions taken to protect rainforests
Spring - Locating places on a map, identification of human and physical features, comparison of human and physical features- contrasting localities – features of tourist brochures
Summer- Locating places on maps. Knowing the origin of some settlement names.
Autumn - routes to Australia- transportation, using maps- locating different places,
Spring – UK geography – mapwork, grid references, immigration to the UK – world mapwork, contrasting diversity within UK
Summer – maps of coastline, topography of coastline, erosion, stacks, headlands, how coastal defences work, , blue flags, why do coasts need protecting, environmental pollution, coastal wildlife and habitats- decline of certain populations and causes, employment on the coastline and challenges that this brings to the coast line- fishing industry and renewable energy
Autumn – location and geography re WW2 and aerial images
Yr 6 Spring - locate Italy, European map work, compare land sizes and population figures, look at Tourist areas in UK- physical and human features, look at tourist areas in Italy physical and human features, geography of volcanoes
Pupils will follow the East Riding RE agreed syllabus
Pupils follow NYCC scheme of planning- please refer to red French medium term plans or to each Year Groups Blue planning file
English , Maths and Science
Pupils will follow the national curriculum units assigned to each year group – see each Year groups blue curriculum files. Maths – follow Yorkshire Hub planning- again in each Year group file
See blue medium term planning files for each year groups outline- areas covered include – social and emotional education, citizenship education, e safety, managing finances, drug education, care of my body, care of the environment
Music Express is used but also supplemented by teachers to link in with lines of enquiry and develop pupil interests further
Year 1 – singing, exploring sounds of instruments, exploring concept of pitch, creating scores, singing and listening to melodies, class performance
Year 2 – native America music and making musical instruments, chants- perform a chant with body percussion , use of symbols to represent sounds, compose a class composition and make a score, create an accompaniment to a song, explore structure of musical composition and understand notation represents musical sounds.
Year 3 – radio jingles- tone and performance of vocals, creation of songs for jingles use of digital technologies to compose pieces of Celtic music, create and edit sounds, Boudicca’s rap, war songs based on drumbeats,
Year 4 - classification of instruments by the way they are played, junk instruments, listening journals, identification of metre, understanding syncopation, improvisation of sound scores, writing own movies sound track, listen with attention to detail and recall sounds , listen to Viking sagas, perform in solo and ensemble contexts, practise saga songs, recognise features of South American music, play samba and Latin American rhythms, choosing sounds to represent the sounds of the rainforest
Year 5 – sing and perform a variety traditional British songs, modern British music- how the lyics reflect the cultural context and can have social meaning, techniques of movie sound tracks, explore technisue, focus on Aardman, sing songs in rounds, garage band piano, musical notation- time and length, understand a variety of musical terms, Peter and the Wolf, The Highway man- create songs with music and verse – performance
Year 6 - Songs for the play, listen and respond to music from the 1940s, play music reading symbol notation, garage band, post war music, sing and perform White Cliffs of Dover, work of Vivaldi, listen and respond, compose own four seasons music, perform and evaluate this
Autumn – draw lines of different thickness and develop colouring skills, collage and sculpture- use clay techniques also materials that are cut torn and glued. Developing painting skills, recreate printing (wallpaper) inspired by William Morris, use painting to explore colour tints and tones.
Spring- drawing – critique and redrafting, clay sculptures, plan and create collages, drawing and adding colour to sketches
Summer – creation of a colour wheel , exploring the artist Freddie Moore, drawing critique and improve
Autumn – Look at work of Turner, paint seascapes, sketching and redrafting pictures of the Titanic, creation of 3D firework picture
Spring – creation of painting of New York skyline, statue of Liberty- pop art style, native American style art work
Summer – sketch self portraits and also portraits of kings and queens, look at Paul Klee – Castle and sun recreate work in that style,
Autumn – mosaics- design and make, clay pots, collage,
Spring – sketch seaside objects, Laura Wall seaside artist, critique and develop sketches
summer – watercolours of Beatrix Potter characters, development paining skills, silhouette farming pictures
Autumn use drawing techniques to draw a Viking warrior, use of water colours to draw a Viking boat, water colours of gods and goddesses,
Spring Pop art in the style of Warhol linked to Kay Kendal, LA street art work – produce own picture with street art as a stimulus
Summer – Create art work in the design of Henri Rousseau and John Dyer, using different media to create the layers of the rainforest
Autumn aboriginal art, make quils- art work lettering, African art and African masks, facial portraits- shading and adding tone,
Spring – Antony Gormley- creation of 3D models- shape and perspective, graffti art
Summer – Flotsam creation of collage, beach art work, painting- mixing colours for effects, work of Turner seascape artist,
Autumn – opinions on work of artists, unknown artist WW2,
Spring – Look at work of Michelangelo, reproduce a section of art work and drawing, design and make a traditional Italian bust,
Summer – Pontillism, mosaic, props and posters for the play
Design and Technology
Autumn – food chopping techniques, food hygiene, measure and weigh food, assemble and cook ingredients
Spring- junk modelling- dinosaur habitat
Summer – design, critique and improve an animal mask, make and evaluate their masks, design and make a finger puppet- cutting, shaping, joining and decorating textiles, weaving to create patterns, create pictures with levers as mechanisms
Autumn – design, make and evaluate making a boat from recycled materials, design and sculp clay sea creatures, making and evaluating pirate food
Spring- design and make and evaluate corn chowder, design create and evaluate totem poles, design make and evaluate dream catchers.
Summer - design, create and evaluate a castle with a flag, deign, make and evaluate a shield
Autumn – design and create own mosaic, create shields and weapons as props for green screen work
Spring – Plan and make punch and Judy puppets and a punch and Judy show,
Summer – archimbo- create and combine shapes- replicate techniques used by artists an designer, add material to provide interest and improve designs, Jam making
Autumn – make a model of a Viking boat using joining techniques, design textiles using Viking runes, research and design and make a Viking shield, prepare food for a Viking day inc making bread,
Spring – Design of a Hollywood star, plan design and make a photo frame , design and make an Oscar award, prepare food for Oscar celebrations
Summer – rainforest foods and cookery, research make and design a rainforest shelter,
Autumn – cookery- traditional British recipes, patchwork and use different sewing stiches, evaluate the product,
Spring - DT woodwork creation beach groins, DT design wind turbines using recycled materials with an electric circuit,
Summer – Tudor food cookery, design a supreme court emblem
Autumn – mending and recycle clothing- different sewing techniques, build and design an Anderson style shelter, party catering and food for victory party,
Spring – Make English and Italian desserts and also traditional English and Italian main courses
Summer – making props for performance
(see computing curriculum file for each year groups medium term plans- below are detailed how the skills also are used in lines of enquiry)
Yr 1 – to log on and understand an algorithm is an instruction, use on line sources to find out about the past, complete a blank algorithm flow chart, follow partners instructions and redraft
Yr 2 – use of internet for research, robots to follow instructions- use of beebots, use of scratch software, powerpoint made about features of a habitat, use of puppet pals on ipads to create facts about Pochontas, e safety work, record performance poetry, make puppet pals.
Yr 3 – link to music – makey makey boards, create musical instrument pad, link to on line music, create and edit sounds, green screen presentation, creation radio jingle, use of garage band, know why computers are networked, write an algorithm in a flow chart, plan a programme using scratch – using inputs, repletion and selection, debug scratch programme
Yr 4 - using telegami n ipads, use of igarage to produce sound tracks, use of I- movies , ise of morpho linked to English, know how emails are sent, film making recipes, creation of a gamo9es in a programming environment- Kodu, use selections in Kodu programming, create games, reflect on the games,
Yr 5 - use of scratch, creation Shakespeare videos, use of imovies, developing typing skills, use of word program, using code to make a treasure hunt, develop knowledge of powerpoint program, create a broadcast, create music, make a podcast
Yr 6 - Brain training, know a Rnge of HTML tags and remix a web page, design game, use variables and imputs on scratch, use selection and repetition
A broad range of sporting activities- skills developed in line with national curriculum – see separate skill development plans
Range of sporting activities covered
(Year 2 to 6 also run a mile throughout the week)
Dance, multiskills, ball skills, gymnastics, circuits, invasion games.
Gymnastics, hockey, circuit training, Dance, cricket, rounders, circuit training, athletics, rugby.
Cricket, line dancing, gym, athletics, imoves dance, netball, hockey, circuits, tennis, Roman dance, football
Gymnastics, golf, Rugby, circuits, cricket, rounders, Dance, athletics, swimming, Broadway dance, shooting games, orienteering.
Circuits, cricket, rounders, street dance- jazz, netball, gymnastics, hockey, tennis, football
Rounders, pilates, yoga, Athletics, gymnastics, golf, circuits, rugby, dance, basket ball, gymnastics, orienteering,