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Broadhempston Village Primary School


Broadhempston School Curriculum Recovery Plan September 2020

Curriculum Statement






We are a school that is built on success stories; some big, some small, some public but most private. 

We provide an education enriched by our core values; inspire, excite, respect and care. Through our curriculum design, our learners are given opportunities to become independent, collaborative, creative learners who have the confidence to seek answers and nurture a love of learning. 

At the heart of our curriculum are our school values and ethos, the bedrock upon which the school stands. We continuously strive to achieve high academic standards through our engaging curriculum, which is informative and relevant for all pupils. A curriculum, which makes the most of our beautiful context, our caring, nurturing environment and the skills and interests of all stakeholders. Ours is a curriculum, which carries meaning for our children, families and staff.



The Broadhempston message is simple; we want all the children to have the opportunity to be successful learners and be motivated individuals who are constantly striving to do exceptional things. Our aims are:


  • to provide an enriching and challenging curriculum which will inspire a passion for different subjects


  • to maintain individual Teaching and Learning Policies within the school while following current government curriculum guidelines


  • to embody rigour and high standards and create coherence in what is taught in our school


  • to ensure that all children have the opportunity to acquire a core of essential knowledge in the key subject disciplines and develop learning skills and personal qualities


  • to allow teachers the freedom to use their professionalism and expertise in order to help all children realise their potential


  • to enable parents to understand what their children should be learning throughout their school career so that they can support them


  • to provide a curriculum which acts as a benchmark for the school and to help young people to move confidently through their education, taking into account the needs of different groups including the most able and pupils with special educational needs and disabilities( SEND)


  • to provide regular reports on pupil progress both in written form and at Parents' Evenings


  • to maintain a sensitivity to the individual ethos of the school when planning the curriculum


  • to strive to give children the opportunity for cross-curricular activities within the school, whether it be in a sporting/cultural capacity, or in the classroom, if this is deemed appropriate/ manageable


  • to encourage the children to become lifelong and independent learners and able to respond positively to the challenges of a rapidly changing world.


A 5* education:

During their time in our school, children will be offered the opportunity to:

  • Create an outdoor fire and cook something on it
  • Meet an inspirational person
  • Take part and compete in a sporting event
  • Perform in front of an audience
  • See our forest in every season of every year



We believe that a broad, balanced, creative curriculum will enable children to flourish. With this in mind we have implemented a programme of enriching activities, visits and memorable experiences which underpin our five star core offer.



Whole School enrichment opportunities:

Experience events linked to the local community: 

Harvest, Christmas Nativity, Carol Concert, Easter Celebration, Summer performance and our Leavers Assembly. 

Additional curriculum weeks/days

Science Week

Activities Week


Throughout their time at Broadhempston our children will have the opportunity to take part in many sports, whether that is in P.E or as part of our extra curricular offering. Some of these sports are: cyclo cross, cross-country, tag rugby, handball, basketball, athletics, cricket, hockey, paddle boarding, kayaking and snow boarding.


Wider opportunities: our children will have regular opportunities in music. These may come from lessons with their peers, individual peripatetic lessons (guitar and singing), after school choir club or rehearsals and preparation for our Carol Concert, Christmas Performance and Summer Performance.

Class assemblies

Parents are invited to attend one class assembly per year as well as an Open Afternoon, where they can look around the school and talk to the children about their learning. The whole school will also invite parents/stakeholders to our yearly Celebration of Music; an assembly where the children perform.

Individual class enrichment opportunities

Class 1 EFS and Year 1

Class 2 Years 2&3

Class 3 Years 4 & 5

Class 4 Year 6

Farm visit


Visit a museum


Attend Forest School


Visit a building site


Plant a tree in the local community





Forest School sessions


Local trips related to topics being taught e.g. local fire station


Visit a zoo


Attended Activities Week


Exeprience an adventurous activity 


Plant a tree in the local community

Attend forest school and cook on an open fire


Experience a museum trip 


Experience an adventurous activity  


Plant a tree in the local community. 


Make chocolate in a food preparation kitchen

Cook food and prepare drinks on an open fire


Attend a residential on Dartmoor offering a number of challenging experiences


Plan and run an enterprise project~ including designing, making & sales  - money raised for a charity of the children’s choice


Plant a tree in the local community


Attend Forest School  


Together with, and underpinning our core offer, we ensure that our curriculum has its roots in basic skills. Our teaching of reading is well established and we have systems in place for ensuring that children secure basic skills at the earliest point possible. We teach writing through the Talk for Writing approach and use Phonics Play (Letters and Sounds) and No-nonsense Spelling and Grammar to support skills children need to acquire. Alongside this staff ‘forensically’ analyse children’s written work to enable focussed targets, which result in accelerated progress.

Our maths teaching is through a mastery approach. The children are exposed to discussions, vocabulary and CAPED (check it, another way (show), prove it, explain, draw your learning). This ensures children’s understanding of new concepts is both secure and challenged.

The core curriculum at Broadhempston is of a high standard and supports our creativity. It focuses on the necessary priorities for ensuring that all pupils make excellent progress in reading, writing and maths. It allows for progress within all groups of children across the school and results in high standards.




Our Early Years curriculum is designed with the characteristics of effective learning and development matters at its core. Beyond EYFS the curriculum ensures coverage of the statutory requirements of the National Curriculum. The school’s curriculum builds on pupils’ prior learning and develops deep understanding of the material covered, introduces subject content progressively and constantly demands more of pupils embedding reading, writing and communication, and maths where appropriate, across all subjects. We aim to develop pupils who love the challenge of learning, are resilient to failure and are curious to seek out new information to deepen knowledge, understanding and skills.

The curriculum was designed with consideration of our staff and their varying experiences and skills, our children’s passions and interests and the passions of our families who often share their expertise with us. It was built with the local surroundings in mind; which are vast and interesting.

Our two-year/three year programme, created in 2018/2019, was supported by the responses from questionnaires for staff and children and discussion with our stakeholders. We are ambitious and want to create successful and enjoyable topics that allow for a broad and balanced approach.



Long and medium term planning 


The following are the long-term rolling programmes for the classes at Broadhempston Village Primary School.  


Class 1 (2-year rolling) EYFS and Year 1



Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year A


Super Heroes

Science- Humans and the human body

History- significant people of the past- Florence Nightingale. Changes to the lives of people over time.

Art- Potato painting. Make your own Supertato!

Toy Story

Science- Everyday materials

History- changes within living memory- old and new toys

Art/DT-Andy Warhol. Printing

Forest school activity- Make a kite

Geography- continents and how toys are different across the globe.










Dinosaurs and Fossils

Science- Animals (not including humans) 

History- Ice age—how have animals changed over time?

Art- Dinosaur silhouette.

Plaster of Paris- Dino-prints!


Time Travellers 

Science- Everyday materials.


History- Victorian 

Art- William Morris- design your own wallpaper patterns.

Nature Detectives

Science- Plants and gardening

Geography- Name and locate worlds continents and compare animals found on that continent 

Forest school day- make a flower magic wand.

Make natural paints and make some class bunting. 


Francis Drake

Geography- World Oceans and UK seas. Comparing non-European country to European country

Science- Comparing animals to their environment and how they are different to each other. 






Year B


All about us

Science- Humans and the human body

History- Significant people of the past- Amelia Earhart or similar person.

Parent hot seating for jobs.

Geography- study immediate environment- journey stick walk around the village? Local landscapes. 

Art- Picasso- portraits. 



Houses and Homes

Science- Everyday materials

History- Changes within living memory- old and new household items

Geography- Compare daily life in the UK with life outside the UK (link to local history- our school history).

DT- Cardboard homes

Back to the future

Science- Everyday materials- what were things made of then compared to know? What about the future?


History- Medieval period- knights/kings and queens

Art/DT- Design their own shield with their own emblem. 



Animal Kingdom


Science- Animals (not including humans) 

Geography- locate hot/cold areas of the world and how animals adapt to their environment. 

Art- Sock animal puppets! 


Science- Plants- Why don’t plants grow in space?/gardening

History- Significant people- Neil Armstrong. Race to Space.

Geography- look at the universe and scale down to us! Compare us to other planets. Talk about heat from the sun- link to equator. 

DT- Make a class solar system- papier-mâché balloons 

Under the sea


Science- Comparing animals/ Native animals and how they are adapted to their environment.

History- Christopher Columbus and his voyage! 

Geography- world oceans and UK seas

Make a paper plate octopus 


Class 2 (2-year rolling) Years 2 and 3


Class 2 Years 2 and 3 Long Term Plan




Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Class 2

Year 2/3

Year A

Fire, Fire!


History: Events beyond living memory, local historical events

Geography: UK countries and capital cities, maps

Science: Materials



Geography: Continents, place knowledge ~ comparing UK and Kenya, Equator, North and South poles, using maps, atlases and globes, aerial photos, fieldwork

Science: Living things and their habitats (Y2)

History – significant individuals – Benin (West Africa) 

Roots, Shoots and Muddy Boots


Science: Plants, life cycles (Y2/3)

Geography: Daily weather patterns / local environment study

Year B

Fun at the Fair


Eng –Leon and the Place in Between

Sci – Light & Electricity 

DT- Technical knowledge – understand and use electrical systems in their products (funfair game)




What did the Romans ever do for us?


Hist – the Roman Empire and its impact on Britain

Geog – what countries/UK cities did the Romans invade?

Art –creating Roman shields based on archaeological evidence

English –Narrative

Sci and WWL- Forces & Magnets (+ extra WS)


Dartmoor Rocks!


Eng-Stone Age Boy, and The River

Sci – Rocks (+ extra WS)

Geog – fieldwork and human geog world maps, atlases, globes, compass directions

Hist – changes in Britain from Stone Age to Iron Age

Art –cave art



Class 3 and 4 (3 Year Rolling) Years 4, 5 and 6


Class 3 and 4 (3-year rolling programme) Years 4, 5 and 6



Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Class 3 and 4


Years 4/5/6



Year A




Dig for Victory

History – World War 2 (local history study)

Geography – European countries

DT – food and nutrition, WWL (rationing)

Science – electricity & light – blackouts

English – WW1 – Archie’s War


WW2 at Christmas Time

Music- War songs and school Music/Drama - Christmas performance

P.E. – evasion games

Chocolate (rainforest and Mayans)

English – Rainforest Information text (and Beasties)

History – Mayan civilisation c.AD900

Science - living things/habitats (incl. food chains) & plants

Geography – water cycle, rivers, mountains and populations.

Art- Mayan art projects - masks

Music- drums linking to music of Rainforest

5 star –Eden project

5* pledge -Plant, maintain (this term) and harvest (next term) from our school garden.

DT- making chocolate and design a new wrapper

Computing – basics of word processing and presentation software including E-Safety

P.E. – Whole School Swimming

Music – preparation for Celebration of Music assembly

Evolution Revolution

History – Victorians (a study beyond 1066)

Science – evolution, classification, life cycles

Art – William Morris

English – Street Child

Music and Drama – Summer production 

Geography – Cities around the world – population and map locations (incl. co-ordinates)

P.E. – Athletics

Computing – Coding and present an inventor challenge

Year B




Eruptions and Explosions

Science – States of matter & Sound

Geography - Physical geography, including volcanoes and earthquakes.

DT – materials (clay volcanoes)

5* Pledge -creating earthquakes and volcanoes using natural materials

5* Pledge –present, in pairs, a topic of interest to the class and have a Q&A session

Music/drama – Christmas performance

Walk like an Egyptian

History – The achievements of the earlier civilisations (Eygpt)

Art-Egyptian sarcophagus design

Music- Ten pieces

Science- Animals including humans (not food chains)

P.E. – Whole school swimming

5* Pledge – mini beast hunting – classifying plants and animals – making identification keys

Out of this World

Science – Earth and space to include forces 

Music and Drama – Summer production

Art – print making

Computing – scratch – planets

History – The solar system model – how did it change and why?

Geography – our place in the solar system, climates, weather and night/day


Year C




Invincible Invaders

History – Viking invasion, Anglo Saxon settlements

Geography- settlement, land use, trade, resources

Science/DT – properties of materials – make a long boat.


English - Beowulf

Greece is the Word

PE - athletics

History – Greeks & achievements (Olympics)

Art - sculpture

English – Myths and Legends

Computing – Scratch tell a story


Movers and Shakers

Science – Animals inc. humans Y6 – blood, body, health, exercise; Y5 humans to old age

Music – percussion linked to body, ten pieces connect it 

English – Wallace and Grommit

Computing – Scratch – explain the body systems

PSHE – Healthy lifestyles (drugs, alcohol)



Medium term planning


Completed by all teachers and involves ensuring coverage of both the national curriculum objectives and the key skills that we want the children to develop. These detail the starting points for all topics, show how it will develop and outline any significant outcomes. These documents use the format below, are entirely for the use of teaching staff, and become a starting point for short-term plans.



Length of time: 

Big question:  

Desired outcome:

Key learning Outcome for theme


Writing Opportunities

Key vocabulary

National curriculum objectives 



National curriculum key skills 











Elicitation Task: linked to big question

The Hook:

Other subjects not linked to this topic

National curriculum key skills 



Maths links

Key vocabulary



Other events/weeks:


Parents are kept well informed about what their children will be learning each term. Programmes of Study are created to share our intentions. These are available on our website, through our class pages, or in paper form.




At Broadhempston Village Primary School the curriculum is brought alive by the range of quality resources used by the staff.‘Hooks’/enquiry days are used to engage and enthuse pupils who inquire and use their curiosity to pose questions and design part of their own learning journey.

The importance of enquiry learning is that pupils learn how to continue learning. This is something they can take with them throughout life -- beyond parental help and security, beyond a textbook, beyond the time of a teacher, beyond school - to a time when they will often be alone in their learning. A tool for life.

Resources we use may include:


  • Local artists
  • Field work visits – science, forest school 
  • Forest School 
  • Local businesses
  • Visits to places of worship 
  • Visitors with specific skills and knowledge 
  • Sporting champions
  • Educational visits linked to our topics 
  • Parent expertise
  • Stem leaders 
  • Museum visits 
  • Zoo/wild life centre visits
  • Residential centres
  • Musicians
  • Story tellers
  • Published Writers


This list is not exhaustive, but is a sample of the many ways we engage and enthuse children, families and staff.


Reviewing and evaluating


Life at school is never dull; education is constantly changing and evolving in order to meet the needs of the world in which we live, and to prepare the children for the world in which they will live as adults. As a staff we never feel that we have quite finished planning our curriculum as we always want to create an even better product for the children in our care.

With this in mind, we review our curriculum on a 2-year cycle. Through collecting the views of our school council, pupils via questionnaires and staff discussionwe review its current impact and aim to continue to personalise our curriculum for Broadhempston, making the most of our children, families, community and environment.

We review and evaluate our curriculum/2-year/3-year rolling programme; strategically planning our 5 Star Core offer and enrichment activities to ensure high levels of interest, enthusiasm, challenge and motivation.

We will ensure

•           Each topic is enrichment led – share ideas, develop what is in place now.

•           Enrichment activities will underpin each block of learning

•           Make community links for events and people where possible

•           Ensure our pupils voice impacts on school curriculum

•           Design with our pupils in mind, to support them and to build on their skill and knowledge set.

•           Extended better use of outdoor learning

•           Key vocabulary is clearly identified to enable best outcomes

•           We continue developing our curriculum, taking into account Ofsted curriculum training:  Intent,       Implementation and Impact.


Throughout our curriculum design process, our principles and values stand strong. Via our enriched and broadly balanced curriculum we offer every child the opportunity to be all that they can be and have the skills in order to reach the goals they set themselves.