The Curriculum



Our curriculum meets and exceeds the expectations of the National curriculum. We intend for our children to know, do more and remember more and for there to be a change in our children’s long-term memory. Our curriculum is ambitious for all learners, particularly our disadvantaged pupils, and pupils with SEND, giving them the knowledge and cultural capital to succeed in life.

Work in humanities, for each half term, is led by a unit of learning on either History or Geography. Where appropriate learning in English is linked to these units of learning. PE, Music, Design and Technology, RE, Computing and Art and Science are all taught discretely.

At Coldfall, we want our children to use their knowledge, skills and understanding to have a positive impact on themselves, their families, their community and the wider world. This is why we have the following themes, known as our ’Golden Threads’, running through our curriculum that reflect Coldfall’s specific context and community. These are:

Golden thread 1 – Diversity and inclusion

‘Diversity is having a seat at the table, inclusion is having a voice and belonging is having that voice be heard’

At Coldfall there are approximately 52 different languages spoken by children and cultures, religions, heritage and traditions from all around the world. Our curriculum at Coldfall reflects this in the stories that the children read in the class libraries to Geography and History units that they study. For example, in History children learn about Famous Londoners including Mary Seacole and also the Windrush generation as well as the impact of Black Britons.

In Geography children learn about their local area but also visit the Mediterranean, Sierra Leone and North and South America.

Our displays and environments are reviewed by our Inclusion and diversity team so that we ensure that children from all backgrounds can recognise themselves in their learning and their school.


Golden thread 2: Sustainability and Environment

“Each one of us matters, has a role to play, and makes a difference. Each one of us must take responsibility for our own lives, and above all, show respect and love for living things around us, especially each other.” – Jane Goodall

Coldfall has a longstanding commitment to sustainability and looking after the environment. We were the first school in Haringey to achieve ‘Green Flag’ status which recognises our commitment throughout towards making sure that the school is environmentally friendly. We generate our own electricity through solar panels, celebrate and participate in Earth hour as well as having a team of students, called Star squad who promote eco-initiatives such as litter picking and walking to school.

In the curriculum we explicitly plan for environmental issues to be considered. In Geography the theme of What are we doing to look after the world? Is present throughout the children’s learning. They consider rising temperatures, the impact of plastics and air pollution, amongst others.


Golden thread 3: Moral Values

‘Education without moral values is like a ship without a compass…..merely wandering.’ Martin Luther King

The school has an extensive cycle of values that are repeated on a two-year cycle in assemblies and celebrations. At Coldfall it is our belief that building successful learners is rooted in a strong moral   sense.

The Coldfall curriculum contains many opportunities for children to consider and learn about the moral values of: courage, freedom, self- belief, equality, fairness, enthusiasm, perseverance, citizenship, wisdom, thankfulness, empathy, courtesy, excellence, forgiveness, generosity, humility, loyalty, patience, resilience, thoughtfulness, love, fun, friendship, kindness, respect, honesty, peace, trust, creativity and hard work.


Golden Thread 4: Activism and being an Upstander

‘Whenever one person stands up and says ‘This is wrong’ it helps others to do the same.’

As well as learning about issues and considering them at Coldfall we want to impress on our children that they have the power to effect change and have a positive impact on the world around them. In the curriculum children learn about anti-Semitism in WWII, Rosa Parks, Immigration to Britain and Fair Trade.

In addition, whole school initiatives such as raising money for the Educaid charity that provides Free school places to children in Sierra Leone, celebrating peace, ‘Make a difference Day’ projects, and individual fundraising and awareness activities, initiated by children, are celebrated and publicised in the school newsletter or Golden Book Assemblies. 

We firmly believe that everyone is entitled to an ambitious curriculum and our curriculum design is accessible for all, including children with SEND and disadvantaged backgrounds.


Implementation describes the way in which we deliver our intent consistently each day. To do this we have carefully designed our knowledge rich curriculum. This is designed to enable learners to acquire relevant subject knowledge which underpins the application of skills. Skills are carefully and progressively mapped across each key stage and discrete subject area.

Long term, medium and short term planning is sequenced towards cumulatively sufficient knowledge. The 5 stages of learning cycle ensure teachers are checking for pupils’ understanding systematically, identifying misconceptions quickly and supporting children’s long term memory. Assessment in the foundation subjects consists of schema maps, content quizzes, retrieval activities and ongoing formative assessment.

Reading is a priority. Interventions for reading take precedence over any other academic learning in the curriculum.                 Reading books are connected closely to the phonics knowledge pupils are taught when learning to read (Book Bag Books –Read Write Inc). The importance of language and vocabulary development is recognised from the Early Years right through to Year 6.

Key knowledge and vocabulary is consolidated and secured into long- term memory by specific and regular retrieval opportunities, which are deliberately spaced and planned for. This ensures that by the time children leave Coldfall they have learned, and are able to recall and apply the key information that we feel is important in order for them to be successful in the future.

Composite and components of learning

Knowledge is taught through exploring a question that is shared with the children at the beginning of a unit. Teachers plan and deliver a series of lessons that provides the children with the knowledge (substantive) and skills (disciplinary) to demonstrate full and considered responses to this enquiry through the component parts of the unit. Subject leaders are integral to the planning process and understand and can explain the rationale for the pathway that their subjects take. Progression of knowledge and skills is carefully mapped across all Key Stages.


The curriculum is enhanced by carefully planned visits, activities, community links, skill workshops, and life experiences that enhance the learning of our children. These are deliberately chosen so that there is not repetition and a broad range of curriculum subjects can benefit.


Children leave Coldfall Primary School with a secure understanding of the academic content they have been taught. Termly and end of year assessments are above National Expectation for all pupil groups and their books showcase their learning journey. Children can talk confidently about their learning using subject specific vocabulary accurately and appropriately. Our SEND provision, and the adaptations that teachers make within lessons, ensure SEND children achieve to their full potential and make good progress from their starting points.

Children at Coldfall are well-rounded capable and caring individuals who are exemplary citizens. Children have the knowledge, skills and attitudes that enable them to lead a rich and fulfilling life, with positive relationships, and a strong sense of commitment to making a positive contribution to the world.

Science Overview

Science at Coldfall


Science at Coldfall provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Through the Coldfall Scheme of Work, children learn about how Science has changed our lives and is vital to the world’s future prosperity. All pupils will be taught essential aspects of the knowledge, methods, processes and uses of science. We aim to equip children with the necessary skills to be global thinkers, who can make a real difference and respond to an ever-changing world. Children at Coldfall will build knowledge and concepts, through using scientific vocabulary and oracy to explain their reasoning. They will learn about nature by exploring our extensive grounds, and exploring the different processes and methods of science, which create a sense of excitement and curiosity about the world around them. Through practical experiments, observations and recordings, children will develop an understanding, year on year, of how science can be used to explain what is occurring around them, predict how things will behave, and analyse causes.

Our children are encouraged to be scientific thinkers, who pose questions and seek answers. Children will learn the skills of scientific enquiry to become independent and inquisitive learners. Our science curriculum inspires children to look closely at the world around them and develop the skills necessary to be able to interpret what they see. We want science to be experimental, relevant and to create a sense of awe and wonder.

As such, we seek to develop the child’s conceptual understanding by ‘working scientifically’ both inside the classroom, and through the outdoor learning environment.

We seek to broaden children’s real-life experiences both inside and outside of school through educational visits, visitors, fairs and workshops. We encourage the use of cross curricular links, encompassing the use of subjects such as Maths, Art, Computing, and D&T, whilst providing opportunities to develop their literacy skills.

We are fortunate to live in a community that is rich in culture and diversity, and we embrace the opportunities this affords us.

Through the teaching of science, and our Values-based Education, we want to encourage our pupils to be scientific thinkers with a global outlook, who have an awareness of the world they live in and the positive impact they can have on others and the world around them.


Our Science curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish and become the best that they can be. We deliver a program of study using the Early Years Foundation Stage Framework (2021) and the National Curriculum.

Our curriculum is sequenced by a clear progression of skills, which enhance children’s knowledge and understanding, and that are built upon year on year ensuring the full coverage that is needed for all our children to leave Coldfall confident learners in Science. We develop the children’s substantive knowledge (scientific knowledge and conceptual understanding) alongside the disciplinary knowledge (‘working scientifically’ and knowing how to carry out practical procedures), so that the children know how the two are not isolated, rather wholly linked. This ensures that pupils not only know ‘the science’; they also know the evidence for it and can use this knowledge to work scientifically. (

We plan for problem solving and real-life opportunities that enable children to explore and find out for themselves. Children are encouraged to ask questions, and are given opportunities to use their scientific skills to research and discover the answers. Planning is created so that curiosity is encouraged through practical and engaging lessons with opportunities to assess children’s conceptual knowledge and skills regularly. New scientific concepts and subject-specific vocabulary is taught through direct teaching, and the skills are embedded into the lessons to develop children’s scientific knowledge and understanding. Accessing outdoor learning is important for children to get a better grasp of the scientific concepts, and we are so fortunate to have the outdoor learning spaces that we do here at Coldfall, and as teachers, we utilise them as much as we can.

Where and When

Year Group

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6


My Body

How can I make things move?

Seasonal Changes –Weather Wonders

Plants –The Life Cycle of a Seed


Animals – The Life Cycle of an Animal


Using our senses

Seasonal Changes

Blast Off – our solar system

How many creatures live on our Earth?

Ocean Treasures



Year 1

How are animals classified? Name our body parts and what we do mean by our five senses

Animals including humans

How do seasons change?

Seasonal Changes

What are the materials that are around us called?

Everyday materials


How do seasons change?

Seasonal Changes

What are the names of different plants?


What are the names of different plants?


How do seasons change?

Seasonal Changes

Explore deciduous trees and evergreen trees to compare differences over the year e.g. shedding leaves, buds, flowers (blossom), fruits etc.

Year 2

Why do animals choose the habitats they have?

Living things and their habitats

Why is it important to keep our bodies healthy? Incl. life cycles

Animals including humans

What are the properties of different materials?

Uses of everyday materials

What are the uses of materials? Why?

Uses of everyday materials

How do plants grow?


How do animals get their food?

Living things and their habitats

Year 3

What are the main types of rocks on Earth?



Why do humans have skeletons and muscles?

Animals including humans

What do we mean by forces?



How do magnets work?

Forces and Magnet


What do plants need to flourish?

Why do we have light and dark and what is its impact on our everyday life?

Year 4

Why do some liquids, solids and gases change state?

States of Matter

How is sound created?
Sound (part 1)


What happens to the food we eat? How is a food chains constructed?

Animals including humans

How are living things grouped?

All living things


What is electricity and why is it so important?


How is sound created?

Sound (part 2)

Year 5

What materials can or cannot be changed back to their original form?

Properties and changes of materials

What do we know about the lifecycles of humans and various animals?

Animals including humans

What do we know about the Sun, Earth, Moon and the Planets?

Earth and Space

What can we  learn about the life process of reproduction in plants and animals?
All Living things

What is a force and how does it impact the way things move?

Forces (part 1)

What is a force and how does it impact the way things move?

Forces (part 2)

Year 6

How does the heart work and why is it so important?

Animals including humans

How does electricity work and how does its power vary?


How have things on Earth changed over time?

Evolution and inheritance (part 1)

How have things on Earth changed over time?

Evolution and inheritance (part  2)

How do our eyes help us see?


How are living things grouped and classified?

All living things



Our children leave Coldfall Primary School with a strong foundation of scientific knowledge and skills ready for their next stage of learning. The children will be confident with the five different types of enquiry: observing, identifying and classifying, pattern seeking, research and fair testing to enable them to thrive in their science education. Our children will know how they can care for their world and how their actions can make an impact on the future.

Four Golden Threads

Social Justice and Activism:

Our science curriculum is relevant and reflective of the diversity within Coldfall. Posing critical questions around our diversity is imperative in developing Coldfall’s children’s understanding of the world in which they live, and of others around them. Children are encouraged to ask questions, explore challenges, make decisions, share experiences and knowledge and solve problems that are relevant in today’s society. Here, at Coldfall, we want our children to be activists, to make a positive impact on their local environment, but also the wider world. We give opportunities to our children to critically examine the changes in the world around them, to investigate the causes, and to explore solutions in order to make a positive impact and change for the greater good.

Diversity, Inclusion and Representation:

Our vision of science here at Coldfall is one that puts diversity and inclusion at the forefront of everything we do. Social culture is ever-changing, and our approach is the same. We aim to diminish the idea that scientists are ‘old, glasses-wearing, white lab coat-wearing white men with wild, wiry white hair’. We strive to ensure that we introduce relevant scientists of today, who originate from all race and backgrounds, cultures and religions so that our children can see themselves in them, be inspired by them, and to think and act like scientists themselves.


Sustainability and environmental protection, and how we deal with them, are relevant topics that we directly teach here at Coldfall. Our curriculum embeds an inquiry-based learning that encourages our children to ask important, probing questions about the world in which we live, provokes challenging conversations, and creates reasonable, realistic solutions to the problems that we all face in society. At the core of our curriculum is the idea that we, as educators, support and guide our children to be active and responsible citizens, and inspire them to be the next generation of change-makers.


Values-based Education is at the root of everything we teach here at Coldfall. We are a Values-based Education school, and because of that, we explicitly teach the values in all of our lessons. Values are linked to beliefs and attitudes and guide human behaviour, and it’s because of this, that we implement the values within our Science Curriculum. Rapid science and technological advances are contributing to the underpinning of the importance of morals, values and ethics in science education and the teaching of science, so to encourage our children to develop their science enquiries inclusive of a values approach is imperative for them to become broader-thinking scientists and to consider the world in which they live.

‘Thinking Like a Scientist’

To think like a scientist, you must be able to ask questions, make detailed observations, develop a hypothesis, find answers using tests, and to then question your answers. We encourage this approach within our science curriculum so as to challenge our children’s thinking in order to deepen their understanding. Our science curriculum has a clear year-on-year progression of skills that allow for the broadening of conceptual knowledge and understanding. As pupils learn science, they also learn about its uses and significance to society and their own lives. (

History Overview

Geography Overview

RE Overview

Art Overview

Music Overview

Design and Technology Overview

Modern Foreign Language (MFL) Overview

Computing Overview

PE Overview

Key Skills in English and Mathematics

Particular skill areas are described as ‘key skills’ because they help learners to improve their learning and performance in education, work and life. These are embedded in the school’s curriculum.

Visit the CLASS PAGES for a particular year group/subject to read the expectations, or go to the ENGLISH or MATHS pages for the full range of Year group content.



I was at the Supermarket at the weekend with my son, an overloaded shopping trolley and an appointment fast approaching.