Subject Specific Information
Below in our Curriculum Maps you will see the overview of what is being taught in every subject for every year group.
Curriculum-Maps (ID 1007)
Curriculum Map 2022-2023
Curriculum Map 2022-2023
Click the Subject Specific buttons to find in-depth information about every subject.
Click these links to go to our English Curriculum pages where you will find detailed information about how Reading and Writing is taught at Elm C of E.
"A reader lives a thousand lives before he dies . . . The man who never reads lives only one."
George R.R. Martin
English has a preeminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: 'read easily, fluently and with good understanding; develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language; appreciate our rich and varied literary heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas; are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.'
Click this link to go to our Phonics Curriculum page where you will find detailed information about how Phonics is taught at Elm C of E.
At Elm C of E, we want to teach every child to read and write, and to keep them reading.
In building phonic knowledge and skills, children are able to decode new words quickly and independently.
"Research shows that when phonics is taught in a structured way, starting with the easiest sounds and progressing through to the most complex, it is the most effective way of teaching young children to read. It is particularly helpful for children aged 5 to 7. Almost all children who receive good teaching of phonics will learn the skills they need to tackle new words. They can then go on to read any kind of text fluently and confidently, and to read for enjoyment. Children who have been taught phonics also tend to read more accurately than those taught using other methods, such as 'look and say'. This includes children who find learning to read difficult, for example those who have dyslexia."
(Learning to Read Through Phonics', Department for Education, 2013)
How do we teach Phonics?
We use the Read, Write Inc. Phonics scheme across the school.
It provides a systematic and consistent approach to the teaching of reading and writing - sparking a lifelong love of reading.
Children become successful readers by:
- reading the right book at the right time,
- enjoying storytime everyday,
- repeated readings of storybooks.
Read, Write Inc. Phonics enables our children to build connections to free up space in their brains to learn new things. This mindless decoding of new words frees up space for comprehension.
Read Write Inc. Phonics teaches children to read accurately and fluently with good comprehension. They learn to form each letter, spell correctly, and compose their ideas step-by-step. It is for 4 to 8 year olds, where children from Reception to Year 2 are placed in homogenous reading ability sets and participate in phonics lessons daily.
Click this link to go to our Maths Mastery Curriculum page where you will find detailed information about how Maths is taught at Elm C of E.
Albert Einstein, 'Pure mathematics is, in its way, the poetry of logical ideas.'
Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history's most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
The national curriculum for mathematics aims to ensure that: 'all pupils become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately; reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language; can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects'.
Click this link to go to our Science Curriculum page where you will find detailed information about how Science is taught at Elm C of E.
Elon Musk, 'it is important to view knowledge as sort of a semantic tree - make sure you understand the fundamental principles, i.e. the trunk and big branches, before you get into the leaves/details or there is nothing for them to hang on to'.
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world's future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
The national curriculum for science aims to ensure that: 'all pupils develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics; develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them; are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future'.
Click this link to go to our History Curriculum page where you will find detailed information about how History is taught at Elm C of E.
Marcus Garvey, 'a people without the knowledge of their past history, origin and culture is like a tree without roots'
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain's past and that of the wider world. It should inspire pupils' curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people's lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
The national curriculum for history aims to ensure that all pupils: 'know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people's lives have shaped this nation and how Britain has influenced and been influenced by the wider world; know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind; gain and deploy a historically grounded understanding of abstract terms such as 'empire', 'civilisation', 'parliament' and 'peasantry'; understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses; understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed; gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.'
Click this link to go to our Geography Curriculum page where you will find detailed information about how Geography is taught at Elm C of E.
Michael Palin, 'you can travel the seas, poles and deserts and see nothing. To really understand the world, you need to get under the skin of the people and places. In other words, learn about geography. I can't imagine a subject more relevant in schools. We'd all be lost without it.'
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth's key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth's features at different scales are shaped, interconnected and change over time.
The national curriculum for geography aims to ensure that all pupils: 'develop contextual knowledge of the location of globally significant places - both terrestrial and marine - including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes; understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time; are competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes; interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS); communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.'
Art & Design
Art & Design
Click this link to go to our Art & Design Curriculum page where you will find detailed information about how Art & Design is taught at Elm C of E.
Don Miguel Ruiz: 'Every human is an artist.'
Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
The national curriculum for art and design aims to ensure that all pupils: produce creative work, exploring their ideas and recording their experiences become proficient in drawing, painting, sculpture and other art, craft and design techniques; evaluate and analyse creative works using the language of art, craft and design; know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Design & Technology
Design & Technology
Click this link to go to our Design & Technology Curriculum page where you will find detailed information about how Design & Technology is taught at Elm C of E.
"Good buildings come from good people, and all problems are solved by good design."
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others' needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
And the aims for design and technology are to ensure that: 'all pupils develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world; build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users; critique, evaluate and test their ideas and products and the work of others; understand and apply the principles of nutrition and learn how to cook.
Click this link to go to our Religious Education Curriculum page where you will find detailed information about how RE is taught at Elm C of E.
'Science without religion is lame, religion without science is blind.'
Elm c of E is a Church School however the 'material' of religious education stands separate as an object for study, critique and as such the personal beliefs of the teacher and pupils are irrelevant. It is every pupil's entitlement to have access to the key concepts underpinning religions and beliefs, whether they are of that tradition, or not.
Religious education is important because like every other subject, it provides a particular set of materials through which pupils come to understand important things about the world, and themselves. It is the study of religion and beliefs and it stands in the curriculum as a set of ideas and practices which have shaped and continue to shape our world. The business of religious education is an exploration of the influence of religions and beliefs on individuals, culture, behaviour and national life.
As in any other curriculum areas there are concepts and ideas underpinning the subject. The word religion has its roots in the Latin 'to bind', and it is the sacred texts, practices, literature, stories, art and practices that bind communities within a tradition together. The subject includes theology namely the discussion of the divine, philosophy and the human or social sciences and it is through working with these lenses, the subject secures its rigour.
At Elm C of E the characteristics of good quality provision are easily seen as teachers keep as close as possible to the fundamentals of the subject. In RE, these include the following:
The Bible and sacred texts - these should be the beating heart of religious education. Texts have a primacy in that they have stood the test of time over centuries, contain the accumulated wisdom of traditions and have a life beyond any individual. They usually point to the ultimate, whether God in Christian tradition, Yahweh in Judaism, Allah in Islam. The texts can provide the lens through which to engage with the theological. Theology understood here as - conversations about foundation beliefs within religions, that a study of religions and beliefs will include some approach to the concept of 'God' or 'ultimate reality'
'Theology involves investigating key texts and traditions within different religions and belief systems, exploring the ways they have become authoritative for believers and the ways they have been challenged, interpreted and disregarded over time' Georgiou and Wright
Stories from faith traditions - the hadith in Islam, the lives of the saints in the Christian tradition, the wisdom of the Midrash in Judaism, the Ramayana are all fertile sources providing insights into religious beliefs.
Artefacts as ways of understanding belief and practice. Material based on strong 'socio-historical' grounds - namely that which has emerged from the past, stands up to the critique of time and resonates with society today. It is both static and malleable in that it can be interpreted through the lens of different individuals and their communities.
Visits and visitors providing the unique insights of lived religion and belief
Art and sacred music as ways of understanding and expressing religion
PSHE and Relationships Education
PSHE and Relationships Education
Click this link to go to our PSHE Curriculum page where you will find detailed information about how PSHE is taught at Elm C of E.
PSHE and Relationships and Sex Education Link
At Elm C of E Primary we follow the Cambridgeshire PSHE Service scheme of work. The Christian values of trust, honesty, forgiveness and loving and caring for one another are lived out in our church school's everyday life. Pupils' personal, social, health and emotional development are all promoted in the supportive Christian ethos of our church school, where all are respected, valued and encouraged.
Click this link to go to our Physical Education Curriculum page where you will find detailed information about how PE is taught at Elm C of E.
Physical Education Link
"Exercise is the key, not only to physical health but to peace of mind"
A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.
The national curriculum for physical education aims to ensure that: 'all pupils develop competence to excel in a broad range of physical activities; are physically active for sustained periods of time; engage in competitive sports and activities; lead healthy, active lives'.
Click this link to go to our Computing Curriculum page where you will find detailed information about how Computing is taught at Elm C of E.
George Dyson, 'Alan Turing gave us a mathematical model of digital computing that has completely withstood the test of time. He gave us a very, very clear description that was truly prophetic.'
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate - able to use, and express themselves and develop their ideas through, information and communication technology - at a level suitable for the future workplace and as active participants in a digital world.
The national curriculum for computing aims to ensure that all pupils: 'can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation; can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems; can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems; are responsible, competent, confident and creative users of information and communication technology.'
LanguagesClick this link to go to our MFL Curriculum page where you will find detailed information about how MFL is taught at Elm C of E.'Les limites de ma langue sont les limites de mon monde.'The limits of my language are the limits of my world.
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high quality languages education should foster pupils' curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.
The national curriculum for languages aims to ensure that: 'all pupils understand and respond to spoken and written language from a variety of authentic sources; speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation; can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt; discover and develop an appreciation of a range of writing in the language studied'.
Click this link to go to our Music Curriculum page where you will find detailed information about how Music is taught at Elm C of E.
Friedrich Nietzsche, 'without music, life would be a mistake.'
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
The national curriculum for music aims to ensure that: 'all pupils perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians; learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence; understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations'.