Art Intent Statement

Art Overview

Computing Intent Statement

Computing Overview

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English Intent Statement

English Curriculum Overview Wren Class

English Curriculum Overview Kingfishers Class Year 1 & 2

English Curriculum Overview Kestrels Year 3 & 4

English Curriculum Overview Falcons Year 5 & 6

UPS Guided Reading

English Writing: In EYFS, we follow the drawing club writing scheme. This scheme is designed to use high-quality texts and literature to excite the imagination of our reception children to help them start their writing journey.

In years 1 to 6, we follow the Bookswrite lesson plans. These planning tools use carefully considered high-quality texts to give a blueprint for our children to help them become successful writers.

You can see which texts each class will be studying along with the grammar learnt throughout these units in the document below.

French Intent Statement

French Overview

At Upottery Primary we follow Grammarsaurus French.

In Lower Key Stage 2, children will be taught speaking, listening, reading and writing skills in the following units:

Year A:

• Greetings and names
• Numbers 0–20
• Classroom Instructions
• Colours
• Date and birthdays
• French Christmas
• My family
• Pets
• Going to School
• In the Classroom
• Lunch at School
• School subjects

Year B:

• Greetings and names
• Numbers 0–20
• Classroom Instructions
• Colours
• Alphabet
• French Christmas
• At the Farm
• At home
• Sports and Hobbies
• Play an Instrument
• The Weather and Seasons
• Fruits

In Upper Key Stage 2, children will be taught speaking, listening, reading and writing skills in the following units:

Year A:

• Review concepts seen in Y3 and Y4
• Numbers 0-50 and 50-100     
• Emotions
• Countries and Cities
• Travel Around the World
• Time
• Daily Routine
• Clothes and colours
• Going Shopping for Clothes
• Play games co-operatively in French, practising the words 
• Occupations/professions

Year B:

• Review
• Numbers 0-50 and 50-100     
• Body parts
• At the Doctors
• Money/Euros
• At the Supermarket
• Play games co-operatively in French, practising the words 
• Physical Description

Geography Overview

At Upottery Primary School, we follow Grammarsaurus Geography. Through their geography learning, children will develop four disciplinary knowledge domains, which are:

• Locational Knowledge
• Place Knowledge
• Human and Physical Knowledge
• Geographical Skills and Fieldwork

These four disciplinary knowledge domains are underpinned by eight disciplinary concepts. The disciplinary concepts developed through the Geography Curriculum at Upottery Primary School.

These are:

• Place
• Space
• Scale
• Interdependence
• Physical and Human Processes
• Environmental Impact
• Sustainable Development
• Cultural Awareness and Diversity

By studying these disciplinary knowledge domains and disciplinary concepts, children achieve our Geography curriculum aims, which are:

• To develop contextual knowledge of the location of globally significant terrestrial and marine places, including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.
• To 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.
• To be competent in the geographical skills needed to:

1. collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
2. interpret a range of sources of geographical information, including maps, diagrams, globes and aerial photographs
3. communicate geographical information in various ways, including through maps, numerical and quantitative skills and writing at length

History Overview

At Upottery Primary School, we follow Grammarsaurus History.

Through their History learning, children will study history units relating to the four themes:

• Society and Community
• Exploration and Invasion
• Power
• Conflict and Disaster

Children will study six ‘disciplinary concepts’ through these four themes, which will progress throughout the curriculum. The disciplinary concepts children will study are:

• Chronology
• Evidence and Interpretation
• Cause and Consequence
• Change and Continuity
• Similarity and Difference
• Historical Significance

By studying these four themes throughout the different units of work and progressing on the six disciplinary concepts, children will complete our History Curriculum aims which are:

• 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; the 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.

Maths Intent Statement

Maths EYFS Overview

Maths Year 1 & 2 Overview

Maths Year 3 & 4 Overview

Maths Year 5 & 6 Overview

At Upottery Primary School, we follow the Mixed-age planning from White Rose. These plans are specially designed to ensure coverage for each year group within the class. At Upottery we take the Mastery Approach where children are encouraged to dive deeper into their maths understanding using APED (Answer, Prove, Explain and Draw).

WRM calculation policy for all year groups

Maths Skills Progression

Multiplication Key Facts Progression

UPS Maths - Vocabulary Progression Document

KS2 Sentence Stems for Maths Books

Music Intent Statement

Music Overview

PE Intent Statement

PE Overview

PSHE Intent Statement

PSHE Overview

PSHE EYFS Learning Journey

At Upottery Primary School we follow Coram Scarf for PSHE.

Throughout our PSHE curriculum children study six core concepts every year which progress as the children go through the school.

These 6-core concepts are:

• Me and my Relationships
• Valuing Difference
• Keeping Safe
• Rights and Respect
• Being my Best
• Growing and Changing

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At Upottery Primary School, we are dedicated to fostering a culture where reading is cherished and enjoyed by all—both within our school and the wider community. Our aim is for children to engage with a diverse selection of high-quality ‘Blue Print’ texts, offering rich language, varied structures, meaningful themes, and a celebration of diversity.

We believe in providing children with the opportunity to explore a wide range of carefully chosen texts across various formats. This helps them develop a love for reading, both for pleasure and for learning. Our goal is for students to not only enjoy reading but also to cultivate personal preferences, recognize different authors, and appreciate a variety of literary styles.

Ultimately, we want our pupils to leave Upottery Primary as fluent, confident readers who understand what they read and have been nourished by a rich and varied "diet" of literature—one that enlightens, inspires, and equips them with the lifelong skill of reading. This foundation enables them to connect meaningfully with their peers and the world around them.

To ensure the progressive development of reading skills, we use the Accelerated Reader system, which supports both teaching and learning in a structured, effective way that reflects each child's reading ability. 

What is Accelerated Reader?

Accelerated Reader (AR) is a powerful tool used by teachers and parents to help improve or "accelerate" children's reading skills. It is used both in and out of school, giving each child personalised access to book quizzes through individual usernames and passwords.

How Can I Find Books Suitable for My Child?

Your child has been assigned a reading colour and a ZPD (Zone of Proximal Development) range. The reading colour corresponds to books available in the school library, and we encourage children to make full use of this resource.

The ZPD range is a specific number range that helps identify books suited to your child's current reading level. You can use this ZPD range on the AR BookFinder website to locate books that match their reading ability. 

How Does My Child Log In to Accelerated Reader from Home?

Every student has been provided with a unique username and password for accessing Accelerated Reader. These credentials allow them to log in and take quizzes, both at school and at home.

What Happens After My Child Reads a Book?

Once your child finishes a book, they are encouraged to take an online quiz to test their understanding and enhance their comprehension skills. These quizzes can be accessed through their personalised Accelerated Reader account.

Science Intent Statement

Science Overview

For Science, we follow Grammarsaurus Science. 

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

During Years 1 and 2, pupils will be taught to use the following practical scientific methods, processes and skills:

• asking simple questions and recognising that they can be answered in different ways;

• observing closely, using simple equipment;

• performing simple tests;

• identifying and classifying;

• using their observations and ideas to suggest answers to questions;

• gathering and recording data to help in answering questions.

Children will be taught these skills through the teaching of the programme of study content:

Year A:

• Everyday Materials 1

• Living things and their habitats 2

• Plants 2

Year B:

• Seasonal changes 1

• Materials 2

• Animals including humans 2

• Seasonal changes 1

• Plants 1

During Years 3 and 4, pupils should be taught to use the following practical scientific methods, processes and skills.

• asking relevant questions and using different types of scientific enquiries to answer them;

• setting up simple practical enquiries, comparative and fair tests;

• making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers;

• gathering, recording, classifying and presenting data in a variety of ways to help in answering questions;

• recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables;

• reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions;

• using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions;

• identifying differences, similarities or changes related to simple scientific ideas and processes;

• using straightforward scientific evidence to answer questions or to support their findings.

Children will be taught these skills through the teaching of the programme of study content:

Cycle A:

• Rocks and soils 3 (6) - Chemistry

• Animals including humans 3 (5) - Biology

• Plants 3 – Biology

• Electricity 4 - Physics

• Sound 4 - Physics

Cycle B:

• Animals including Humans 4 - Biology

• Light 3 - Physics

• States of Matter 4 - Chemistry   

• Magnets 3 - Physics

• Living things and their habitats 4 - Biology

During Years 5 and 6, pupils will be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

• planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary;

• taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate;

• recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs;

• using test results to make predictions to set up further comparative and fair tests;

• reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations;

• identifying scientific evidence that has been used to support or refute ideas or arguments.

Children will be taught these skills through the teaching of the programme of study content:

Cycle A:

• Earth and space 5 - Physics

• Electricity 6 – Physics

• Animals including humans –

• Heart and Blood 6 - Biology

• Forces 5 - Physics

• Living Things and their Habitats 6 – Biology

Cycle B:

• Evolution 6 - Biology   

• Light 6 - Physics

• Materials 5 - Chemistry

• Animals including humans 5 - Biology

• Living things 5 - Biology