Inspiring Promoting Supporting
Inmans curriculum is an enquiry based curriculum which engages pupils, actively involving them in their learning and ensures all achieve. The curriculum has been developed by staff, pupils and governors to ensure that it is relevant and engaging. Each enquiry focuses on specific knowledge and skills. Whilst the knowledge base is the same across the pods, the skills are differentiated to provide challenge and progression.
Learning philosophy – promoting confidence, aspirations and effective communication
First quality teaching – all teachers engage, inspire and support children
Inclusion for all – regardless of age, gender, race, religion or ability
Life-long learning – promoting the importance of continued learning
Long Term Plans
YEAR 1 – 
Y1 Long Term Plan
YEAR 2 – Y2 Long Term Plan
YEAR 3 – Y3 Long Term Plan
YEAR 4 – Y4 Long Term Plan
YEAR 5 – Y5 Long Term Plan
YEAR 6 – Y6 Long Term Plan
Early Years Foundation Stage (EYFS)
Art
Art – Long Term Plan Art – Progression Of Skills Art – Intent, Implementation & Impact Art – British Values
Knowledge Organisers
Portraits Autumn Term 1
Landscapes Autumn Term 2
Colour, pattern, texture, line, shape, form and space Spring Term
Sculpture Summer Term 1
Great Artists Summer Term 2
Computing
English
English Medium Term Plan English Long Term Plan – COMING SOON Grammar, punctuation & spelling – COMING SOON English Intent, Implementation & Impact British Values 100 Books To Read Before You Leave Primary School Engaging Parents Resource
Dolly Parton Imagination Library – Please follow this LINK to read more about this scheme and to apply online
Phonics and Early Reading
At Inmans, we use the systematic and structured Floppy’s Phonics programme. This programme teaches the letter/s-sound correspondences of the English alphabetic code explicitly and comprehensively for reading and spelling. During their journey through the Early Years Foundation Stage and Key Stage 1 they meet the well-loved characters of Biff, Chip, Kipper and Floppy the dog, which engages children.
Children have access to a wide variety of books which include Fiction, Nonfiction and Traditional Tales from the Oxford Reading Tree scheme. Children practise new and revised sounds using the Sounds Books. These are used in school and are taken home by the children to practise. The children learn through engaging and interactive online lessons which include songs, actions and story pictures, which enriches the children’s vocabulary. The school also has the Floppy’s Phonics online subscription so that children and parents can access books at home. Phonics is taught to the whole class every day for at least 30 minutes and it follows the cycle of: Revisit and Review, Teach, Practise, Apply, Consolidate and Read
Inmans Primary School Reading Journey
The aim of our reading journey is to provide an extensive list of books which staff can apply to their own long-term plans. These are books to use as class reads, study books for writing and whole class reading, recommendations for reading corners or for extracts (taken from them to look at in greater detail). The intention is that by the time they reach year 6 and beyond, they have developed a wide, rich vocabulary and broader knowledge of the world and, as a result, are able to access the more complex books expected of them in secondary schools. It should be noted that book and text selection in school not only considers narratives and poems but also recognises that a good balance of topic-appropriate non-fiction should also be read to help further develop children’s background knowledge of the subject they are studying. Inmans Reading Journey
Further Reading
At Inmans, we are keen to promote reading throughout the school. We have so many lovely areas for our pupils to enjoy reading: a lovely spacious Library with chairs and beanbags to relax and our outdoor Reading Bus, which pupils can use throughout the day including break time.
Through independent reading, shared reading in English lessons and cross-curricular sessions, guided reading lessons and reading for pleasure, pupils develop and extend the skills acquired in Early Reading. Children continue to follow the Oxford Reading Tree scheme, moving through the reading levels once they have been assessed in their ability to read fluently, understand and discuss the books. Children explore a wide variety of genres: fiction, non-fiction and poetry, which allows them to access, input ideas and understand what they are reading. They are given opportunities to talk about the tone and purpose of texts they explore as well as consider both the texts’ themes and audience. We have a wide range of high-quality texts which both stretch and excite our pupils. Specific books have been purchased to interest both boys and girls. We also have a selection of high-interest books to suit children of all abilities.
Reading Progression Year 1 Reading Skills Year 2 Reading Skills Year 3 Reading Skills Year 4 Reading Skills Year 5 Reading Skills Year 6 Reading Skils
Oxford Reading Tree
Reading for pleasure
If you can encourage your child to read for pleasure, they will really reap the benefits. It might not seem like a particularly important task, but actually, research shows that reading for pleasure can be directly linked to children’s success throughout their time at school and even into adulthood. Reading for pleasure opens up new worlds for children. It gives them the opportunity to use their imagination to explore new ideas, visit new places and meet new characters. Interestingly, reading for pleasure also improves children’s well-being and empathy. It helps them to understand their own identity, and gives them an insight into the world and the views of others.
Please use the following LINK to visit the Oxford Reading Tree website to check out some top tips, including articles on how to build a culture of reading at home, how to help your child choose books and more.
Reading Comprehension
Reading comprehension is the ability to read a text and understand its meaning. The National Curriculum divides reading up into two closely linked skills: word reading and comprehension. Word reading is the name given to recognising the words on the page or screen. In English primary schools, phonics is often used to help children with this part of reading. But this is only half of the story – to make sense of what they’re reading, a child needs to be able to understand the words. This is called comprehension. Please use the following LINK to visit the Oxford Reading Tree website to read more.
Reluctant Readers
Please use the following LINK to visit the Oxford Reading Tree for lots of ideas and tips to help reluctant readers. You can also use this LINK to read the Reluctant Readers Blog.
Writing
…Coming soon
French
Design and Technology
Design and Technology – Long Term Plan Design and Technology – Progression Of Skills Design and Technology – Intent, Implementation & Impact Design and Technology – British Values
Knowledge Organisers
AUTUMN Year 1 Levers And Sliders Year 2 Textiles – Templates & Joining Year 3 Food – Sandwiches & Wraps Year 4 Frame Structures Year 5 Levers & Pulleys Year 6 Combining Different Fabrics
SPRING Year 1 Fruit Kebabs Year 2 Wheels & Axels Year 3 Textiles 2 D Shape To 3 D COMING SOON Year 5 Mechanical Systems Cams Year 6 Food Afternoon Tea
SUMMER Year 1 Flying Machines Year 2 Potato Salad & Coleslaw Year 3 Pneumatics Year 4 Emergency Torches Year 5 Food 3 Course For A Fiver Year 6 Food Model Wind Turbine
Geography
Geography – Long Term Plan Geography – Progression Of Skills Geography – Intent, Implementation & Impact Geography – British Values
Knowledge Organisers
YEAR 1 Y1 – Autumn Term Y1 – Spring Term Y1 Summer Term 1
YEAR 2 Y2 – Autumn Term Y2 – Spring Term Y2 – Summer Term
YEAR 3 Y3 Autumn Term Y3 – Spring Term
YEAR 4 Y4 – Autumn Term Y4 – Summer Term
YEAR 5 Y5 – Autumn Term Y5 – Summer Term
YEAR 6 Y6 – Autumn Term Y6 – Summer Term 1 Y6 – Summer Term 2
History
History – Long Term Plan History – Intent, Implementation, Impact History – Assessing ARE And Greater Depth In History
Knowledge Organisers
EYFS EYFS Knowledge Organiser History
YEAR 1 Autumn – Y1 Is The Xbox More Fun Than Toys Games From The Past? Summer – Y1 Is It Easy To Fly?
YEAR 2 Autumn – Y2 How Have People In The Past Influenced Our Lives Today? Spring – Y2 How Do We Know About The Great Fire Of London?
YEAR 3 Autumn – Y3 Early Civilisation How Did They Influence Our Lives? Spring Y3 What Did The Romans Ever Do For Us? Spring Y3 How Has Egypt Changed Since Ancient Times ? Spring Y3 How Has Ancient Greece Changed The World?
YEAR 4 Summer – Y4 Why Did The Vikings And Anglo Saxons Batle For Britain Summer – Y4 Why Did The Anglo Saxons And Scots Want To Settle In Britain Summer – Y4 What Happened To The Mayans
YEAR 5
Autumn – Y5 How Has The Victorian Period Affected Our Lives Summer – Y5 What Is Significant About Kingston Upon Hull Local History Including Slavery Summer – Y5 How Has Ancient Greece Changed The World
YEAR 6 Autumn – Y6 How Did WW2 Impact The Local Area
Maths
Maths – Long Term Plan Maths – Progression Ladder Maths – Intent, Implementation & Impact Maths – British Values
Maths No Problem Scheme MNP Calculation Policy Year 1 Scheme Of Work Year 2 Scheme Of Work Year 3 Scheme Of Work Year 4 Scheme Of Work Year 5 Scheme Of Work Year 6 Scheme Of Work
Times Tables Rock Stars
Pupils have their individual log in details which they can use at school and at home. Use Times Table Rockstars to improve your speed and accuracy of recalling times table facts! Login Guide For Parents.
NumBots
Pupils have their individual log in details which they can use at school and at home.
YEAR 3 / YEAR 4 Multiplying 2- digit numbers Multiplying 2 digit and 3-digit numbers Dividing with remainders Dividing with regrouping Subtraction Addition
YEAR 5 / YEAR 6 Addition using a number line Subtraction using a number line Addition using the formal method of column addition Subtraction using the formal method of column subtraction Subtraction using the formal method of column subtraction including renaming/exchanging Multiplication using the formal method for column multiplication Division using the partitioning method Using the formal for long division
Music
Music Long Term Plan British Values In Music Music Progression Of Skills Music Intent, Implementation & Impact Music Summary
Music Organisers
EYFS EYFS Music Organiser
Y1 Autumn 1 & 2 – Pulse & Rhythm – My Favourite Things Spring 1 – Sound Patterns: Fairy Tales Spring 2 – Pitch – Superheroes Summer 1 – Classical Music – Animals Summer 2 – Musical Symbols – Under The Sea
Y2 Autum 1 – Call & Response – Animals Autumn 2 – Instruments – Musical Storytelling Spring 1 – Musical Me Spring 2 – Contrasting Dynamics – Space Summer 1 – Myths And Legends Summer 2 – Singing – On This Island
Y3 Autumn 1 – Ballads Autumn 2 – Creating Compositions – Mountains Spring 1 – Developing Singing – The Vikings Spring 2 – Jazz Summer 1 – Instrumental Scheme – South Africa Summer 2 – Traditional Instruments & Improvisation – India
Y4 Autumn 1 – Body Percussion Autumn 2 – Changes In Pitch Tempo And Dynamics – Rivers Spring 1 – Rock And Roll Spring 2 – Haiku Music And Performance Summer 1 – Adapting And Transposing Motifs – Romans Summer 2 – Instrumental scheme – South America
Y5 Autumn 1 – Composition Autumn 2 – Blues Spring 1 – South and West Africa Spring 2 – Composition To Represent Festival Of Colour – Holi Summer 1 – Looping & Mixing Summer 2 – Musical Theatre
Y6 Autumn 1 – Instrumental Indonesia Autumn 2 – Dynamics, Pitch & Tempo – Fingal’s Cave Spring – Songs of WW2 Summer 1 – Film Music Summer 2 – Theme and Variations – Pop Art
PE
PE – Long Term Plan PE – Skills Progression PE – Vocabulary PE – Intent, Implementation & Impact PE – British Values
Knowledge Organisers
KS1 KS1 Fundamental Movement KS1 Gymnastics KS1 Multi Skills KS1 Netball KS1 Rugby KS1 Football KS1 Basketball KS1 Athletics KS1 Functional Fitness
KS2 KS2 Athletics KS2 Basketball KS2 Cricket KS2 Football KS2 Functional Fitness KS2 Fundamental Movement Skills KS2 Gymnastics KS2 Multi Skills KS2 Netball KS2 Rugby
RE
RE – Long Term Plan RE – Progression Of Skills RE – Intent, Implementation & Impact RE – British Values
Please inform Mrs Fellows in writing if you wish your child wit be withdrawn for part or all of the RE lessons.
Science
SMSC
SMSC – Long Term Plan SMSC – Progression Of Skills SMSC – Intent, Implementation & Impact SMSC – British Values
Inmans Primary School is a centre of excellence for SMSC”
We are changing lives and transforming the opportunities of our students through the ‘Golden Thread of SMSC’ which has been skillfully woven throughout our curriculum. Inmans Primary School recognises that the spiritual, moral, social and cultural element of students’ education is crucial to their development as an individual. The Inmans Primary School community contributes to a purposeful learning environment that is themed to inspire a strong sense of learning and encourages children to develop a cohesive community identity – preparing its members to take their rightful place as a local, national and global citizen in modern Britain. At Inmans Primary School, we actively promote the fundamental British Values. Our aim is to develop our children’s self-knowledge, self-esteem and self-confidence, thus equipping children to distinguish right from wrong in all of the above SMSC areas for development. Our hope is that Inmans children leave Primary Education as tolerant, liberal, respectful members of the Modern British community with an appreciation and understanding of democracy and rule of law.
At Inmans Primary School, we will:
Enable students to develop their self-knowledge, self-esteem and self-confidence;
Enable students to distinguish right from wrong and to respect the civil and criminal law of England;
Encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;
Enable students to acquire a broad general knowledge of and respect for public institutions and services in England;
Further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation for and respect for their own and other cultures;
Encourage respect for other people;
Encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.
Diversity Reading
Here, at Inmans Primary School we recognise the importance of Diversity, inclusion, and tolerance topics. We feel books can prove to be an invaluable aid in helping to teach children about different cultures and experiences and understanding a character’s point of view. We feel children need to learn about all aspects of diversity and feel empowered to discuss what makes all of us unique, valued and respected in terms of culture, race, ethnicity, gender, education, disability, identity, nationality, religion, sexuality, neurodiversity, social background, and beliefs.
We have ensured a list of books on the topic of diversity, which aims to provide teachers with suitable texts to help generate cross-curricular discussion, empathise with diverse characters, and provide a stimulus for written work. Authors include Kwame Alexander, Sihle Nontshokweni, Michael Rosen, Polly Ho-Yen, Shaun Tan, Anne Frank, and Paul Harfleet. These books are shared with our children in daily read sessions, which help promote our aims and values that our pupils at Inmans have a good understanding of the diverse world we live in.
