Intent
We believe that a strong English curriculum should develop children’s love of reading, writing and discussion. Our children have a wide range of opportunities to develop these skills for a variety of purposes across the curriculum. We are passionate about reading and have placed books at the heart of our curriculum, identifying texts that can support the teaching of English and other curriculum areas. We offer many opportunities for children to develop and explore their love of books, such as through trips and visitors and special reading weeks. We have a nurturing culture where children take pride in their writing, writing clearly and accurately, understanding how they can adapt their style for a range of contexts, purposes and audiences. We understand the importance of ensuring children have a secure basis in literacy skills, believing this is crucial to a high quality education which will give our children the tools they need to participate fully as a member of society.
Implementation
Phonics
We follow the Little Wandle Letters and Sounds Revised complete systematic phonics programme.
Children begin phonics lessons in their second week of Reception and have daily phonics lessons throughout Reception and Year 1. In Year 2 children continue daily phonics lessons until they have completed the Little Wandle programme. Children then move on to the Little Wandle Year 2 Spelling programme.
Reading
The National Curriculum aims to ensure that all pupils:
- Read easily, fluently and with good understanding
- Develop the habit of reading widely and often, for both pleasure and information
- Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
- Appreciate our rich and varied literary heritage
We put reading at the heart of our learning to ensure that children have the opportunity to use reading for a range of purposes and develop a love of reading. All classes dedicate time every day for sharing books, such as sharing picture books and having a class chapter book to share.
From Reception we use the Little Wandle Letters and Sounds reading lesson system. Children have three reading practice lessons a week. In lesson 1 we work on decoding the reading book. In lesson 2 we work on prosody, developing children’s confidence in reading fluently and with expression. In lesson 3 we work on comprehension skills. Reading books are carefully matched to children’s phonetic knowledge. Children take their reading practice book home each Friday to share with their families.
Children in Key Stage 2 have three whole class guided reading lessons a week. In these lessons children explore texts in different ways such as through discussion, question and answer activities along with other recorded activities in books.
Writing
We have a well organised curriculum that offers links to our class themes to deepen children’s understanding across the curriculum and offer opportunities for vocabulary development. We have a sequence to support planning a unit of English work that ensures children have the opportunity to get to know a text well and develop grammatical skills in context.
Children develop an understanding of different text types and writing for different purposes following a progression through Key Stage 1 and Key Stage 2. In Key Stage 1 children learn about writing to entertain and writing to inform. In Lower Key Stage 2 children continue these, along with writing to persuade. In Upper Key Stage 2 children continue to develop skill across these areas along with writing to discuss.
Handwriting
In Reception, letter formation is taught using the Little Wandle Letters and Sounds scheme using formation phrases. This includes lower case and capital letters.
In Key Stage 1 and Key Stage 2 we have weekly handwriting lessons to support understanding of correct letter formation and development of joined handwriting. We continue to encourage correct letter formation by using our ‘green growth’ pens in marking to identify letters that children need to practise.
Spelling
We use the Twinkl Spelling scheme throughout KS2. Children in Key Stage 2 have three spelling lessons a week.
Speaking and Listening
Opportunities for speaking and listening are built in across our Curriculum, ensuring there are opportunities for discussions in pairs, groups and as a class. Children also have opportunities for learning and reciting pieces to the class and to the wider school, such as in class assemblies or church services. Children are encouraged to explain their thoughts and ideas on a daily basis and develop an understanding of what makes a good listener.
Impact
We have a clear assessment schedule to monitor children’s progress in reading and phonics.
We have staff meetings planned to look at English books as a staff, identifying areas of success and areas requiring further development. The English subject leader also has a monitoring schedule looking at children’s work, reading with children and monitoring phonics assessments in YR and Y1 and carrying out phonics assessments for children in Year 2 and Key Stage 2.
Pupil voice and observations of children show that children talk enthusiastically about reading and writing and understand the importance of the subject. Children love to talk about books and have opportunities to recommend reads for their friends.
All aspects of English are an integral part of the wider curriculum and skills learned in English lessons are used in other areas of learning to ensure that children gain an understanding of the importance of English in all curriculum areas.
Intent
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary in most forms of employment. A high-quality mathematics education, therefore, provides a foundation for understanding the world, the ability to reason mathematically and a sense of enjoyment and curiosity about the subject.
Our intent is to develop lively and enquiring mathematical mind-sets in our children so that they are self-motivated, confident and capable of solving problems in a variety of contexts throughout their lives.
We aim to sustain and develop in all children:
- confidence, understanding and enjoyment in mathematics;
- awareness of relationship and pattern, and how these can bring about a clearer understanding of a situation;
- an appreciation of mathematics as a means of communication through which they can analyse information and ideas;
- the ability to work systematically where the task requires a careful accurate approach, as well as the ability to show imagination, initiative and flexibility where appropriate;
- independence of thought and action as well as the ability to co-operate within a group;
- problem solving skills and strategies;
- the ability to use mathematics effectively as a tool in a wide variety of situations;
- sensible use of factual recall, mental and written methods and other mathematical aids.
The National Curriculum for mathematics aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
- can reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Expected Standard at the end of EYFS
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently to 20 and develop a deep understanding of the numbers to 10; the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding – such as using a range of manipulatives – children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes. (Statutory Framework for the Early Years Foundation Stage 2021)
Expected Standard at the end of KS1
The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the 4 operations, including with practical resources [for example, concrete objects and measuring tools].
At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.
Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1. (DfE 2021)
Expected Standard at the end of Lower KS2
The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the 4 operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.
By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word-reading knowledge and their knowledge of spelling. (DfE 2021)
Expected Standard at the end of upper KS2
The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of year 6, pupils should be fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages.
Pupils should read, spell and pronounce mathematical vocabulary correctly. DfE 2021)
Implementation
The teaching of mathematics in Y1-6 is based on:-
- 4 – 5 main mathematics lessons a week (linked to a particular maths unit)
- Mini mental maths lessons throughout the week (10-20 minutes long). For Reception to Year 3, these sessions are from the NCETM Mastering Number programme.
- A clear focus on direct, instructional teaching with interactive and practical applications for both the whole class and smaller ability groups.
In YR mathematics teaching is taught through a daily 20 minute group activity on the week’s theme. Adaptation is given through questioning and follow ups. In the classroom there is a maths area where children are able to use the resources during their independent learning. Maths is also encouraged in all areas of play and learning. Teachers ensure that the maths objectives (example knowing 1-10) are embedded through teaching and talking about the maths in all contexts for example, 5- what it looks like, sounds like, 5 on the clock, 2 and 3 make 5, 5 take away 2 is 3, number bonds to 5 etc). Numberblocks is also used alongside White Rose maths to enhance learning.
The curriculum is delivered by class teachers. All work is adapted where needed to order to give appropriate levels of work. Flexible grouping is used to ensure no child gets left behind in their learning. Each class teacher takes responsibility for their own years planning. Planning is based upon the National Curriculum (2014) and White Rose Scheme yearly plan. The yearly long term plan informs medium term plans and subsequently written weekly planning. Class teachers are responsible for the relevant provision of their own classes and individually develop weekly plans which give details of learning objectives and appropriate adapted activities. Although planned in advance, they are adjusted on a daily basis to better suit the arising needs of a class and individual pupils. Whilst we use the White Rose scheme and base the learning on their small steps, teachers individualise each unit to their own classes needs.
Our mathematics curriculum is delivered in EYFS using the Early Years Learning goals and the Mathematics Programmes of Study as tools alongside the White Rose scheme to ensure appropriate pace, progression and coverage of the subject. This coverage is reviewed continually by class teachers and planning is adjusted accordingly to ensure appropriate coverage of all mathematical strands. Once children understand a mathematical concept, they are then required to solve problems and carry out investigations to deepen their conceptual understanding while also becoming more sophisticated in their approach.
Mathematical lessons include a mental warm up and a practical input with direct teaching. Children are given a chance to practise the skill with some fluency questions before moving onto applying the skill in a problem solving/reasoning context. Tasks are adapted in order to allow children to progress through each stage at their own levels.
All classrooms have a number of mathematical, age appropriate resources. Each classroom has a maths display relating to the current work.
Impact
The impact of mathematics is assessed daily through lessons, book checks, at the end of each unit via short unit assessments and half termly using summative assessments.
Teachers will use the unit assessments to record children’s attainment against individual national curriculum objectives. Teachers will use the half termly summative tests to award each child a ‘Point in Time’ assessment level accordingly. These will be recorded on Pupil Asset (our school management information system).
The subject leader for maths will also assess the impact of mathematics teaching through:
- Lesson observation
- Pupil interviews
- Planning and work moderation.
Intent
We encourage children to be inquisitive and believe the science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments and explaining concepts confidently and continue to ask questions and be curious about their surroundings.
In line with the 2014 National Curriculum for Science, we aim to ensure that all children:
- 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 skills required to understand the uses and implications of science, today and for the future.
- Develop the essential scientific enquiry skills to deepen their scientific knowledge.
- Use a range of methods to communicate their scientific information and present it in a systematic, scientific manner, including I.C.T., diagrams, graphs and charts.
- Develop a respect for the materials and equipment they handle with regard to their own, and other children’s safety.
- Develop an enthusiasm and enjoyment of scientific learning and discovery.
Implementation
We have developed our science curriculum using a rolling programme to ensure children will have covered all the primary content set out in the National Curriculum by the end of Key Stage 2.
Throughout the school, children have a weekly Science lesson, covering a unit of Science each half term throughout the year. The subject leader has developed unit plans for each of the science units taught to ensure coverage of the national curriculum and consistency in the key knowledge taught in each unit. The subject leader has also developed a progression in skills and relevant areas are included in the unit plans.
In EYFS there is an emphasis on hands on learning where children have the opportunity to experience and investigate, asking questions and thinking about what they see.
Teachers use the Science unit plans to develop sequences of lessons using a range of resources. Suggestions for key texts are given on the unit plans.
Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in-keeping with the topics. Our progression in skills grids assist teachers in being clear on the development of different scientific skills and where they fit in to our curriculum.
We have weekly outdoor learning lessons in Reception and Key Stage 1. In KS2 children have Forest School lessons which provide a good opportunity for children to apply knowledge they have learnt in science lessons, especially in the areas of plants, seasonal change, humans including animals and living things and their habitats.
Impact
In lessons teachers use formative assessment to identify areas that children will need practice in following lessons in a particular unit of work. At the end of each unit of work, teachers assess children’s skills and knowledge of the unit to identify children working towards the expected level, at the expected level or those children working above the expected standard. These assessments identify areas that children will need to continue to develop or particular areas that the class will need further support.
The subject leader will monitor the impact in a variety of ways, including looking at children’s work, learning walks, discussions with children (pupil voice) and monitoring assessment.
A successful approach to science means that:
- Children are engaged with, enjoy and are enthusiastic about science in our school.
- There is a clear progression in learning across the science curriculum.
- Children’s work reflects our curriculum covering all the science units we teach.
- Children are ready for their next steps as they move on to high school.
As children move through the school they show increasing independence in using equipment, leading investigations and choosing methods of recording.
Intent
We aim to prepare and empower pupils to flourish as confident citizens now and in the future. What better way to do this, than enabling them to learn a language that can give them the key to unlocking, with confidence, other parts of the world around them. It is important for our children to learn about a wide variety of cultures and beliefs and explore the world and people around them. At the school, we have very few pupils who have English as an additional language so the teaching of another language and the appreciation of what it takes to learn another language is very important. We hope that early acquisition of French will facilitate the learning of other foreign languages later in life with the aim to prepare children for the KS3 language curriculum to enable them to transfer confidently and successfully. We also hope that they develop a love of language which can set the foundation for other learning at school and beyond.
Implementation
We teach French across Key Stage 2. The school uses the Mr French scheme of work to support the teaching and learning of French. This method makes children discover, play, sing, move, think and interact with each other. The 5 skills, (listening, understanding, speaking, writing and reading) are all present. With entertaining animations, the topics are adapted for children and motivate them to learn French while having fun!
Mr French provides clear progression for the development of speaking and listening as well as language acquisition. There are resources to increase the confidence of teachers and empower them to deliver lessons enthusiastically and with the skills they need. They also provide the children with a range of learning opportunities where they get to practise their skills of both written and spoken language. In Mr French there is a lot of repetition which is necessary when children learn a new language. Each week they review what they have previously learnt so they won’t forget. We encourage children to ‘give it a go’ and not worry about getting anything wrong or ‘sounding silly’. As teachers we model this so they can see the stages of initially trying and perhaps not getting it ‘quite right’ but continuing to practise and see the difference. We find that by upper key stage 2, some children can become quite self-conscious about this type of thing but by learning ‘with them’ they begin to feel more at ease.
Impact
Through the teaching of French:
- Children will be able to communicate with each other in French.
- Children will become aware that a language has a structure, and that the structure differs from one language to another.
- Children will develop their language through development of the four key skills of speaking, listening, reading and writing.
- Children will enrich their language learning by developing an understanding of French culture.
- Children will learn language skills that can be applied to a range of languages.
Children will transfer to KS3 effectively and successfully and will be well prepared to continue and develop their language skills.
Intent
At our school, we recognise that Computing is an essential part of the curriculum; a subject that not only stands alone but is woven as an integral part of all learning. Computing, in general, is an increasingly significant part of daily life, and children should be at the forefront of new technology in order to thrive in a digitally-advanced society. Computing within schools can therefore provide a wealth of learning opportunities and transferrable skills explicitly within the Computing lesson and across other curriculum subjects.
With the ever-increasing social media platforms used by children, we prioritise coaching our children (and parents) to remain safe and respectful online. Through a thorough and robust Computing curriculum, children will be able to develop a wide range of fundamental skills, knowledge and understanding that will enable them to participate actively, effectively and safely in the rapidly changing digital world. At our school the computing curriculum is delivered through the iLearn2 scheme of work.
The intent of iLearn2 is to help pupils become independent, creative, safe, respectful and problem-solving digital citizens with a broad and transferrable skillset. iLearn2 makes computing fun for pupils, inspiring them to develop skills beyond the classroom and building an awareness of all the opportunities the subject provides.
iLearn2’s Progression of Skills page is the suggested teaching sequence of our activity packs and the skills within them. The page also includes how the activities meet the expectations of the national curriculum programmes of study for Key Stages 1 and 2. It has been designed to make sure pupils learn computing skills from the three recognised aspects of computing (below) within their time in primary education. This means that pupils will build upon skills and concepts they established from the previous year and develop them further in the current and subsequent year.
For example, pupils will learn how to program keyboard or touch screen inputs to control a sprite in Scratch, then develop this further into a racing game using conditions and variables. Before introducing random variables in to make the game unpredictable.
The three aspects are:
- Computer Science (highlighted blue in the progression) – this covers programming (both block-based and text-based), including computational thinking using web-based software such as Scratch. Pupils across Key Stage 1 and 2 will write code to program physical and on-screen objects, interactive games and use text-based language, such as HTML and Python by the end of Key Stage 2.
- Information Technology (highlighted purple in the progression) – this covers the use of applications to create digital content, including document creation and editing, video making, digital art, graphic design, animation, 3D modelling and website building.
- Digital Literacy (highlighted green in the progression) – covers skills to find, evaluate, utilise and share using technologies and the Internet. This includes important e-safety and internet research skills, as well as an understanding of computer networks in Key Stage 2.
Implementation
iLearn2 includes activity packs with step-by-step, easy to follow video tutorials and challenges for both teachers and pupils to access. This has many advantages including:
- Pupils can learn computing skills at their own pace, developing independent learning skills with opportunities to continually review and revisit the skills covered.
- The pupil activity codes help teachers provide pupils with specific activities, meaning pupils can access resources and content suitable for their individual ability and needs.
- The pupil activity packs are available across Key Stage 1 and 2. Key Stage 1 pupils learn how to apply the skills they learn in the tutorials to their own work. Key Stage 2 pupils apply and develop the skills they learn in the tutorials into their own projects, independently improving and evaluating their work.
- The video tutorials are compatible with Google Chrome’s Live Caption tool, meaning pupils with hearing loss can access the video content.
The Embed page on iLearn2 provides pupils with cross-curricular projects, helping apply computing skills across the Key Stage 1 and 2 curriculums. The activity packs cover skills for the three most common platforms; Microsoft, Apple and Google.
Children evaluate projects and determine what can be improved/adapted, both through class/group discussion and independent critical thought. This helps pupils reflect on the development of their computing skills to apply their knowledge, solve problems, stay safe and respect others.
Computing skills are taught both discretely and cross-curricular, supporting other areas of learning across the school, and will
include out-of-school experiences as available (such as a visit to the Warning Zone E-Safety Zone in Leicester).
Impact
After the implementation of the Computing curriculum, our children will be digitally literate and able to join the rest of the world on its digital platform. They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely. The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to keep themselves safe online. As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical thinking and self-evaluation become second nature.
Intent
The teaching of geography is a chance for children to discover and understand the world whilst using many skills from other subjects:
“A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives” (National Curriculum in England: geography programmes of study – key stages 1 and 2, DfE 2013)
Our intent for the teaching and learning of geography is to provide our children with a firm foundation of our world’s geography and inspire them to be curious, life-long learners of the subject. We aim to provide opportunities for children to explore parts of the world that they haven’t seen and understand the ways in which different countries, cultures and societies work. Through investigative learning we hope to encourage the children to ask, and answer, questions about the world and discover the physical and human features of our planet.
Our curriculum is designed to develop knowledge and skills that progress throughout the key stages to ensure we continuously build on the children’s knowledge and set them up well for future learning.“
Aims
The national curriculum for geography aims to ensure that all pupils:
- develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
- 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
- are competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.”
(National Curriculum in England: geography programmes of study – key stages 1 and 2, DfE 2013)
Implementation
Geography is taught every other half term through weekly lessons. The same unit is taught across a key stage with adaptation for the separate year groups to ensure a progression of learning and skills.
The school has a progression of skills document and yearly overview for Geography outlining the units covered by each class. Each unit has a unit plan created by the subject leader which outlines the different national curriculum objectives that should be taught as well as links to reading and key vocabulary needed. Class teachers then create medium term plans for their weekly lessons from these unit plans.
The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
The local area is utilised to encourage outdoor learning and where a unit focuses on different areas, trips or visits by experts are sought out where possible. We also strive to ensure our geography teaching is cross-curricular by making links with other subjects. For example, writing about a different country in English or learning about art from other cultures and continents in art lessons.
Impact
The impact of our geography teaching can be measured through:
- learning walks and professional dialogue with teachers and pupils
- images and/or videos of children’s practical learning
- moderation of books
- Class teacher assessment at the end of a unit of work.
- Observing children’s enthusiasm and curiosity through conversation.
Intent
As a Historian, it is important to understand the history not just of the world, but also that of Britain and our local area. It is about understanding how one element of the past influenced the next, and how these have impacted our lives today. Our History curriculum is designed to inspire pupil’s curiosity about the past and what we can learn from it. Pupils will gain clear knowledge and understanding of their world and the chronology of events that have led us to where we are at today, as outlined in the National Curriculum 2014. Our curriculum ensures that pupils can recall key facts and information, whilst also developing their historical enquiry skills. This is achieved through the analysis and interpretation of a range of information sources, along with continual questioning opportunities.
Implementation
In KS1 and KS2, History is taught in 3 half termly blocks over the year so that children achieve depth in their learning, covering 3 different units of history each year. We have developed a 3 year rolling program for YR and KS1 and a 4 year rolling program for KS2. These units are taught through weekly history lessons and link to our class themes, enabling effective cross curricular links. The units that children will cover in KS1 and KS2 are:
The subject leader for history has identified the skills, knowledge and key vocabulary of each unit and consideration has been given to ensure progression across units throughout each year group across the school. By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives.
We engage and enhance our children’s opportunities through educational visits and visitors as these play a key role in helping children to understand history in the context of real life. In the surrounding area we have many opportunities for school trips linking to our history units.
Impact
n lessons teachers use formative assessment to identify areas that children will need practice in following lessons in a particular unit of work. At the end of each unit of work, teachers assess children’s skills and knowledge of the unit to identify children working towards the expected level, at the expected level or those children working above the expected standard. These assessments identify areas that children will need to continue to develop or particular areas that the class will need further support.
The subject leader will monitor the impact in a variety of ways, including looking at children’s work, learning walks, discussions with children (pupil voice) and monitoring assessment.
A successful approach to history means that:
- Children are engaged with, enjoy and are enthusiastic about history in our school.
- There is a clear progression in skills across the history curriculum as children move through the school.
- Children’s work reflects our curriculum covering all the history units we teach.
- Children are ready for their next steps as they move on to high school.
- Teachers are supported by having the opportunity to work together in planning teams to share ideas and resources.
Children across the school have the opportunity to take part in a history focused school trip each year.
Intent
We understand that Design and Technology helps children to deal with tomorrow’s rapidly changing world. Design and Technology should provide children with a real life context for learning. Our children receive a Design and Technology curriculum which allows them to exercise their creativity through designing and making. The children are taught to combine their designing and making skills with knowledge and understanding in order to design and make a new product. The children will also develop their use of technical vocabulary. In Design and Technology lessons, children will be inspired by engineers, designers, chefs and architects to enable them to create a range of structures, mechanisms, textiles, electrical systems and food products with a real life purpose. Correct equipment will be chosen and used accurately by the children and methods will be carefully selected to match the task.
Implementation
Our Design and Technology curriculum is designed by identifying the key skills, knowledge and understanding required by the National Curriculum. This is then planned to ensure that the skills are taught sequentially across the key stages and that new skills build on and develop those taught in previous year groups.
The children have one block of Design and Technology lessons each term, linking to the class theme where possible. When teaching Design and Technology we ensure that we always follow the design, make, evaluate cycle. The design stage is rooted to real life, relevant contexts to give meaning to the children’s learning. The children always have a design criteria to follow when designing and making their product. During the making stage, children are given the opportunity to use a variety of tools and are taught how to use these safely. The progression of skills is mapped out across the school to ensure that the children build on previous knowledge and skills taught. When evaluating, the children evaluate against their original design criteria.
Evidence of the design, make and evaluate stages are collected in children’s books and photos are used where appropriate.
Impact
Our Design and Technology curriculum enables and encourages our children to become critical thinkers and problem solvers. Through Design and Technology our children learn to take risks, become resourceful and innovative. Children learn to be passionate and excited by the designing and making of products including working with, preparing and tasting food. Learning is assessed through the analysis of the children’s ability to design, make, evaluate and improve their own work. The impact of Design Technology is measured in a variety of ways including pupil voice, observations, book looks, photos and the products they design and make.
Intent
The National Curriculum for music aims to ensure that all pupils:
• Perform, listen to, review and evaluate music
• Be taught to sing, create and compose music
• Understand and explore how music is created, produced and communicated.
Our children gain a firm understanding of what music is. This is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. We are committed to ensuring children understand the value and importance of music in the wider community and for their wellbeing.
Implementation
The children are taught a block of music each term using units from Charanga and supplemented with other resources.
Charanga aims for every child to have access to high-quality, practical, and engaging musical experiences. We want all children to develop the self-confidence, skills, knowledge, and understanding to develop a lifelong love of music, whilst also providing a secure foundation that enables them to take music further should they wish to. We also want our teachers to enjoy teaching music and to feel empowered, armed with good subject knowledge and practical music making activities. Charanga Music is designed and written by subject specialists. It sets out the skills, knowledge, and understanding to be gained by all pupils at each stage of learning, including the Early Years Foundation Stage. The units, from Reception to Year 6 meet the requirements of the National Curriculum for Music, as well as the Statutory Framework for Early Years Foundation Stage and Music Development Matters. The collecting of evidence to demonstrate pupil progress takes place each term.
We also ensure children are provided with opportunities beyond the National Curriculum to further and support their understanding. These include having visitors with a musical talent, and school productions. They also enjoy a variety of opportunities to sing in the community.
Impact
We measure the impact of music in many ways including video recordings, pupil voice and observations.
Across the school, the impact of music can be seen in the children’s enjoyment and enthusiasm when singing in whole school celebrations, their interest and response when listening to different styles of music and their confidence when appraising, performing or composing music.
Intent
We understand that Art and Design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a special way of responding and understanding the world. It enables children of all abilities to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes.
We encourage children to explore ideas through the work of a range of artists. Through learning about the roles and functions with art, the children can explore the impact it has had on contemporary life and that of different times and cultures. The appreciation and enjoyment of the visual arts enriches all of our lives.
Implementation
The children are taught a unit of work each term, linking to the class theme where possible. The progression of skills are mapped out across the year groups so that the children continually build on previous learning. Our curriculum provides children with the opportunities to develop their skills using a variety of media and materials. Children study a range of works by famous artists to develop a knowledge of styles, this also provides cross curricular links. Each child in key stage one and key stage two have their own individual sketch book which follows them through the school and shows their progression. Children’s artwork is displayed around school to motivate and inspire others and to celebrate the pupils’ work. Every two years, the children have the opportunity to produce a piece of artwork which is displayed in a whole school art exhibition.
Impact
The impact of art is measured in many ways including building a portfolio of examples of artwork from across the school, pupil voice, observations and sketch books.
Across the school, the impact of art can be seen in the children’s artwork which is displayed, the progression of skills shown in sketchbook work and the children’s final piece of art work and their knowledge of artists and their styles. The children are also given opportunities and are encouraged to be reflective about their own and other’s work, with their responses showing their understanding and expected vocabulary.
Religious education enables children to investigate and reflect on some of the most fundamental questions asked by people. In the Blue Sky Federation, we aim to develop children’s knowledge and understanding of the major world faiths, addressing the fundamental questions in life. We enable children to develop a sound knowledge not only of Christianity but also of other world religions. Children reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding. We help the children to learn from religions as well as about religions. Our curriculum is based on the Norfolk Agreed Syllabus.
Please click on the links below for further information
RE Policy
RE Curriculum
Intent
PE empowers our young people to flourish and gain confidence across the curriculum. Through PE, school sport and physical activity we develop the children to achieve ‘life in all its fullness’. PE provides our young children a range of holistic and physical abilities to aid them going forward in their lives.
Implementation
Primary PE across ALL classes to deliver a consistent progressive PE Approach for all pupils covering:
Development of fundamental movement skills through Early Years and key stage 1, which are built upon in key stage 2.
A wide range of opportunities to encompass outdoor games, gymnastics, dance and athletics and competition.
We apply these learned skills in a variety of additional Physical activities to give a broad and balanced offer;
e,g. OAA, Dance, Yoga, Team Building and Athletics delivered to practice, consolidate and use the skills taught through Primary PE.
Additional Activities
- Inter-school competitions and festivals
- Celebration of sporting achievements in assembly
- Family learning day focussed on well-being of the mind and body
- Sensory circuits
- Daily movement, e.g running laps, Go Noodle, Cosmic Yoga
- Impact
We measure impact through our Sports Premium review, through ‘point in time’ assessment by teacher measured against the learning objective and formative assessments. Assessments are tracked on Primary PE against the unit objectives and overall progression.
Intent
Twinkl Life’s PSHE and Citizenship scheme of work aims to equip children with essential skills for life; it intends to develop the whole child through carefully planned and resourced lessons that develop the knowledge, skills and attributes children need to protect and enhance their wellbeing. Through these lessons, children will learn how to stay safe and healthy, build and maintain successful relationships and become active citizens, responsibly participating in society around them. Successful PSHE curriculum coverage is a vital tool in preparing children for life in society now and in the future. Lessons in this scheme of work have their foundations in seeing each and everybody’s value in society, from appreciation of others in units such as Diverse Britain, to promoting strong and positive views of self in Think Positive and Be Yourself.
Twinkl Life PSHE and Citizenship units aim to cover a wide range of the social and emotional aspects of learning, enabling children to develop their identity and self-esteem as active, confident members of their community. The themes and topics support social, moral, spiritual and cultural development and provide children with protective teaching on essential safeguarding issues, developing their knowledge of when and how they can ask for help.
Twinkl Life’s PSHE and Citizenship resources are fully in line with the Learning Outcomes and Core Themes provided by the PSHE Association Programme of Study which is widely used by schools in England and is recommended and referred to by the DfE in all key documentation relating to PSHE provision in schools. This scheme of work covers all of the required objectives and follows the three core areas of Health and Wellbeing, Relationships and Living in the Wider World. The scheme of work fulfils the requirements of 2020 Statutory Relationships and Health Education, setting these learning intentions in the context of a broad and balanced PSHE curriculum.
As part of our PSHE curriculum we base a unit of lessons on the ‘Zones of Regulation’. The Zones of Regulation aims to teach children strategies to help them understand and cope with a range of feelings. Children learn to recognise different feelings and develop a range of supportive strategies to support children in remaining regulated and in seeking support. The Zones of Regulation provide a common language for communication, problem solving and emotional understanding. The Zones of Regulation will support children in developing important life skills, such as resilience, talking about their feelings and having a bank of tried and tested strategies to support their wellbeing.
Implementation
Twinkl Life’s PSHE scheme of work is designed to be taught in thematic units, which consist of several lessons, each with supporting materials. It is suggested that these units are taught in a spiral curriculum that revisits each theme every two years. This enables children to recall and build upon previous learning, exploring the underlying principles of PSHE education regularly at a depth that is appropriate for the age and stage of the child. Lessons also signpost key words, building a rich vocabulary to develop understanding. Twinkl Life’s PSHE units are designed to be delivered in a creative manner, using many approaches such as role play, discussion and games with groups of various sizes. These activities enable children to build confidence and resilience. Each lesson begins with a discussion of children’s existing knowledge and experience, providing an opportunity for baseline assessment. Each lesson ends with an opportunity to consolidate and reflect upon learning.
In the Autumn term we have additional PSHE lessons in KS1 and KS2 developing children’s understanding of the ‘Zones of Regulation’. These lessons are based on the Zones of Regulation Curriculum by Leah Kuypers and adapted to meet the needs of children throughout the school. These lessons develop children’s understanding of emotions, talking about emotions and recognising steps they can take to support themselves. Children will continue to develop confidence in using the Zones of Regulation techniques taught throughout the year in the context of daily school life.
Impact
Twinkl Life’s PSHE scheme of work provides schools with an effective curriculum for wellbeing. Children are enabled to develop the vocabulary and confidence needed to clearly articulate their thoughts and feelings in a climate of openness, trust and respect, and know when and how they can seek the support of others. They will apply their understanding of society to their everyday interactions, from the classroom to the wider community of which they are a part.
Twinkl Life’s PSHE scheme of work supports the active development of a school culture that prioritises physical and mental health and wellbeing, providing children with skills to evaluate and understand their own wellbeing needs, practise self-care and contribute positively to the wellbeing of those around them. Successful PSHE education can have a positive impact on the whole child, including their academic development and progress, by mitigating any social and emotional barriers to learning and building confidence and self-esteem.
Evidence suggests that successful PSHE education also helps disadvantaged and vulnerable children achieve to a greater extent by raising aspirations and empowering them with skills to overcome barriers they face. The Twinkl Life PSHE and Citizenship scheme of work can be used as a whole-school approach to positively impact wellbeing, safeguarding and SMSC outcomes. This can ensure that all children are able to develop the knowledge, skills and attributes they need to succeed at school and in the wider world.
Intent
RSHE is learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health in an age and stage appropriate manner.
It is our intent that it will equip children and young people with accurate information, positive values and the skills to enjoy healthy, safe and positive relationships, within which they value their sexuality and take responsibility for their health and wellbeing both now and in the future. We recognise the importance of RSHE in preparing children and young people to live safe, fulfilled and healthy lives. The objective of RSHE is to support children and young people through a journey of physical, emotional and moral development, through the teaching of essential knowledge, skills and values within the framework of the law and relevant provisions of the Equality Act.
Effective RSHE can make a significant contribution to the development of personal skills needed by pupils to establish and maintain relationships. RSHE will ensure children and young people are encouraged to understand the importance of stable, loving relationships, respect, love, and care. It also enables young people to make responsible and informed decisions about their health and wellbeing.
RSHE will be approached through evidence-based, best practice principles to ensure the highest impact on improving pupil health, wellbeing, safeguarding and lifelong outcomes.
Implementation
Links to the lessons available shortly
Impact
Pupils’ learning will be assessed at the end of every topic to ensure that pupils are making sufficient progress to build on prior teaching and learning and that teaching strategies and resources remain relevant and effective. Assessment activities will be implicit, forming part of a normal teaching activity to ensure that pupils do not feel under pressure. There will be self-assessment tasks throughout the programme that will confirm pupils understanding of the topics. The evaluation of teaching and learning assessments will be shared with pupils and parents as appropriate. The quality of RSHE teaching and learning will be monitored through RSHE learning walks, team teaching and informal drop-ins conducted by subject leads and/or members of the senior leadership team. Governors will monitor the quality of provision, pupil progress and accessibility of the RSHE provision. Specific governor responsibilities are in section 38 and 39 of the RSHE Guidance. The observations and findings of which will be used to identify and inform future staff training and resource needs.