"Wow! I can't believe that was real!"              "When I grow up, I want to be an explorer"     "I'm so proud of my handwriting!"

                              "That was my best Daily Mile lap time yet!"         "I've learned two new songs on the guitar this year"                       

"AS IF we had motorbikes on the yard! Best day ever!"                "Let me be the museum guide and I'll show the other class how a Mosque is set up"

"My favourite lesson was when Mr Laing threw our parachute off the school roof to test air resistance. That was pretty awesome."                       

                                                "I'm onto my RG challenge! Yes!"                                                             "We fed the ducks and when they ate out of our hands it tickled" 


At Biddick Primary School, we believe that children learn best when subject matter is related to content that engages and excites them.  We have worked very hard to design a curriculum which is fun and exciting and which supports, challenges and extends all of our children's learning.  We believe that the best way to do this is through the teaching of inspiring topics, which reinforce basic skills and which lead to high achievement for all. Our curriculum design ensures that children cover a wide range of skills and knowledge during their time at out school. Our theme based curriculum is cross curricular and subjects (history, geography, science, art, music, design technology and computing) are all taught through termly themes.  The subject goals cover the knowledge (the facts and information that children should learn), the skills, (the practical abilities that children should be able to master) and the understanding (the deeper awareness of key concepts that develops over time). However,  not all subjects can naturally fit within a theme so to ensure coverage of the National Curriculum, these subjects are taught discretely.

We believe that:

  • thematic units are powerful tools for building and maintaining childrens' interest during learning.
  • when children see how facts and ideas connect with one another across subjects, we are constructing meaning for them. This allows learning to be more natural and less fragmented than the way, where a school day is time divided into different subject areas.
  • learning around a theme makes sense to children. It helps them make connections, to transfer knowledge and apply it.
  • children learn more effectively when given opportunites to explore and enhanve knowledge from all subject areas, rather than focusing on a specific subject.
  • developing projects that engage childrens' imaginations and allowing them to research independently has an impact on deeper learning and understanding.
  • learning that is experiential is memorable (an usually fun).
  • when children communicate their learning, it is further reinforced.
  • through this approach,  children will develop learning skills more quickly, as each one is connected to an reinforced by others.
  • children will become more confident and better motivated.
  • this approach creates an environment where children acquire a taste for lifelong learning - as they become more involved in how and what they study.

When designing our unique thematic curriculum, we did so around the needs and interests of the children that attend Biddick Primary School.


Each topic begins with a learning launch, where teacher introduces the topic to the children in an exciting way.  This could be through a trip, a visitor or an experience created at Biddick Primary.  Sometimes, the topic is a surprise to the children until this point.

The middle of each topic is celebrated with a marvellous middle.  This is another event which inspires  and keeps the topic alive for the children. Sometimes, the marvellous middle can involve a visitor or a trip and other times it could involve an event or a production which the children are working towards.

Each topic ends with a learning landing, where the children are given opportunities to present their learning in interesting and varied ways. The landing is the finale to all of our topics.  This usually involves the children working towards a grand sharing of the learning that they have produced in their Topics and will involve parents/and or the local community.

Click here for further information about our Sharing Events

In Autumn Term our children will be learning:

Autumn Term in EYFS

 Me and my world

In Autumn Term we will find out who we are and how we fit into our world.  Where do we belong?   What is home?  What does it mean to be part of a class and a school?  The children will meet a new class friend in the form of our travelling teddies and introduce them to their friends, families and adventures. Children will explore their own unique features and talents and how they compare to their friends.  We will celebrate our differences while exploring what it means to be part of a community.  We will share our learning in the first half term with our grown ups in a stay and play session and they will hear all about our adventures in EYFS.

In Autumn 2,  join us in exploring the deep, dark woods. We will launch with an exciting bonfire display and celebrate both British and Hindu traditions with colour and fireworks.  Children will meet the Gruffalo and his friends while exploring the features of Autumn and our changing seasons.  Finally, the children will, "Go into the woods," at West Boldon Lodge for a fantatic forest school day.

Autumn Term in KS1

In a perishing place of penguins, polar bears and puffins; our children become fearless explorers and march in the footstreps of Scott of Antarctica.  Will they find out about how animals keep warm in cold climates?  Will they discover what is causing the polar ice to melt?  Will they be able to follow the routes of some famous explorers?  Our children will create wintery scenes, paint wintery works of art and even compose wintery, whimsical sounds.  They'll meet some significant explorers of then and now, be 'blown away' by some brilliant books and finally help Eddie the penguin to save the world as they encounter the March of the penguins.
Autumn Term in Years 3/4


I am a warrior

Year 3

Year 4

Our children are going to march back into roman times and find out why they were so successful in building their empire.  Will they find out about countries and capital cities in Europe and focus on Mediterranean life and climate?  Will they discover what life was like in the roman empire?  Will they be able to say what the Romans did for us?  Our children will create a mosaic, make a roman oil lamp and learn about a famous artist.  They will learn about the difference in solids, liquids and gases and understand how we know about past events.  As archeaologists they will have a themed day and learn about being a roman soldier on an external trip.


Autumn Term in Years 5/6


Fantastically transported to the depths of South West America; year five and six children will explore the well-known novel 'Holes' by Louis Sachar.  Stanley Yelnats is under a curse.  A curse that began with his no-good-dirty-rotten-pig-stealing-great-grandfather and has since followed generations of Yelnatses.  Now Stanley has been unjustly sent to a boys' detention centre, Camp Green Lake where the boys build character by spending all day, every day digging holes exactly five feet wide and five feet deep.  There is no lake at Camp Green Lake.  But there are an awful lot of holes. The boys are digging holes because the warden is looking for something.  But what could be buried under a dried up lake?  Stanley tries to dig up the truth in this inventive and darkly humorous tale of crime and punishment - and redemption. Using their moral compasses to explore crime and punishment over many time periods they will endeavour to plan a trip to Texas itself!     After such a busy start they will create their own Zen desert for relaxation. Wading through world rivers such as the Nile, Amazon and more locally the Tyne (making a personal visit)  the children will discover the importance of water across the world, using their knowledge to become inventors for global change.  Also featuring music by Jonny Cash, art in the form of mosaic lizards, as well as their very own screen plays and films this is truly one of our most exciting starts to date.




Whilst topics are planned ahead for the whole year, changes may be made mid-year in order to best meet the needs of our children. The topics are driven by the children and the ever changing world in which they live. The current topic webs for each year group can be viewed on their class page.


Please click on your child's year group to view the learning that will take place during the year.

Year 1               Year 2           Year 3               Year 4            Year 5               Year 6

 Parents, teachers, government, inspectors and children all agree that school is about far more than learning the curriculum. Spiritual, Moral, Social and Cultural development is the term used to embrace this broader dimension. It ranges from teaching in RE and citizenship through to sex and relationship education and a wide range of extra-curricular and out-of-school activities. Importantly these vital dimensions of life and growth should be present across the entire curriculum.

To see how SMSC is developed here at Biddick Primary, view our SMSC Provision Map.