Curriculum

Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Intent

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Our curriculum for art and design aims to ensure that all pupils

• produce creative work, exploring their ideas and recording their experiences
• become proficient in drawing, painting, sculpture and other art, craft and design techniques
• evaluate and analyse creative works using the language of art, craft and design
• know about great artists, craft makers and designers
• understand the historical and cultural development of their art forms.

Implementation

Our art and design spiral curriculum has been led by the skills children should be taught and develop, from four art form areas: drawing, painting, 3-D and printing. Each year group will revisit and build on skills and experiences from the previous year, imbedding what they have been taught and taking their learning further.

The national curriculum subject content also leads the curriculum planning with subject content statements and more specific skills statements reinforcing each other, and the purpose of the activity or experience, for example in year 5:

• develop the use and understanding of proportion when drawing, and combine with line, shading and texture.

If possible, the art units run alongside a topic or another curriculum area that it is compatible with, or if an artist or piece of art work can be used brilliantly with, or the outcome complements for example: printing with Lego bricks is taught as part of Year 1’s History unit on toys. Some units will run as an art unit only.

Three terms of art and design has been planned for each year group, so that design and technology will be taught in the remaining three.

Impact

The impact of the art and design curriculum will be assessed in a variety of ways.

Formative assessment will be planned into day-to-day lessons, with teachers assessing whether the pupils have met the objective(s) or not. This will then contribute to summative assessment which assesses whether pupils are on track or not as the year progresses, and then a final end of year assessment indicating whether each pupil has met or not the expectations for their current year group. 

The subject leader will also regularly assess the effectiveness of the planned curriculum and make changes as appropriate to ensure the best possible outcomes. This will be done through monitoring which could include looking at sketchbooks to see if experimenting, exploring and the planned experiences are all in place; learning walks to assess teacher knowledge and presentation of learning; conversations with pupils to see what has been learnt and if they can recognise prior learning links; conversations with staff to discuss impact and effectiveness of curriculum overall. As part of this monitoring, the leader will need to consider outcomes for all groups of pupils within the school, particularly disadvantaged pupils and those with special educational needs or disabilities.

Intent

Our high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Our curriculum for computing aims to ensure that all pupils:

• can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
• are responsible, competent, confident and creative users of information and communication technology

Implementation

Computing knowledge and conceptual understanding

The units for key stages 1 and 2 are based on a spiral curriculum. This means that each of the themes is revisited regularly (at least once in each year group), and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme. This style of curriculum design reduces the amount of knowledge lost through forgetting, as topics are revisited yearly. It also ensures that connections are made even if different teachers are teaching the units within a theme in consecutive years.

Impact

The impact of the curriculum will be assessed in a variety of ways.

Formative assessment will be planned into day to day lessons, with teachers assessing whether the pupils have met the objective(s) or not. This will then contribute to summative assessment which assesses whether pupils are on track or not as the year progresses, and then a final end of year assessment indicating whether each pupil has met or not the expectations for their current year group.

The learning objective and success criteria are introduced in the slides at the beginning of every lesson. At the end of every lesson, pupils are invited to assess how well they feel they have met the learning objective using thumbs up, thumbs sideways, or thumbs down. This gives pupils a reminder of the content that has been covered, as well as a chance to reflect. It is also a chance for teachers to see how confident the class is feeling so that they can make changes to subsequent lessons accordingly.

Evidence of assessment may come in the form of:

• the work that pupils complete
• notes of conversations or discussions during activities
• photographs of the work that pupils produce during an activity
• the pupils’ self-assessments at the end of the lesson

The subject leader will also regularly assess the effectiveness of the planned curriculum and make changes as appropriate to ensure the best possible outcomes. This will be done through monitoring which could include looking at books to see if feedback, retrieval and assessment are all in place; learning walks to assess teacher knowledge and presentation of learning; conversations with pupils to see what has been learnt and if they can recognise prior learning links; conversations with staff to discuss impact and effectiveness of curriculum overall. As part of this monitoring, the leader will need to consider outcomes for all groups of pupils within the school, particularly disadvantaged pupils and those with special educational needs or disabilities.

Intent

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Our curriculum for design and technology aims to ensure that all pupils:

• develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world, become proficient in drawing, painting, sculpture and other art, craft and design techniques
• build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
• critique, evaluate and test their ideas and products and the work of others
• understand and apply the principles of nutrition and learn how to cook.

Implementation

Key stage 1

Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They work in a range of relevant contexts [for example, the home and school, gardens and playgrounds).

When designing and making, pupils should be taught to:

Design

• design purposeful, functional, appealing products for themselves and other users based on design criteria
• generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

• select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
• select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

• explore and evaluate a range of existing products
• evaluate their ideas and products against design criteria

Technical knowledge

• build structures, exploring how they can be made stronger, stiffer and more stable
• explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Key stage 2

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].

When designing and making, pupils should be taught to:

Design

• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

• select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

• investigate and analyse a range of existing products
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
• understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

• apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
• understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
• apply their understanding of computing to program, monitor and control their products.

 

Cooking and nutrition

As part of their work with food, pupils should be taught how to cook and to apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Pupils should be taught to:

Key stage 1

• use the basic principles of a healthy and varied diet to prepare dishes
• understand where food comes from.

Key stage 2

• understand and apply the principles of a healthy and varied diet
• prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
• understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

Impact

The impact of the curriculum will be assessed in a variety of ways.

Formative assessment will be planned into day-to-day lessons, with teachers assessing whether the pupils have met the objective(s) or not. This will then contribute to summative assessment which assesses whether pupils are on track or not as the year progresses, and then a final end of year assessment indicating whether each pupil has met or not the expectations for their current year group. 

The subject leader will also regularly assess the effectiveness of the planned curriculum and make changes as appropriate to ensure the best possible outcomes. This will be done through monitoring which could include looking at books to see if feedback, retrieval and assessment are all in place; learning walks to assess teacher knowledge and presentation of learning; conversations with pupils to see what has been learnt and if they can recognise prior learning links; conversations with staff to discuss impact and effectiveness of curriculum overall. As part of this monitoring, the leader will need to consider outcomes for all groups of pupils within the school, particularly disadvantaged pupils and those with special educational needs or disabilities.

Intent

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

Our curriculum for English 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
• write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
• use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
• are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Implementation

Spoken language

The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Teachers should therefore ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. They must be assisted in making their thinking clear to themselves as well as to others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. Pupils should also be taught to understand and use the conventions for discussion and debate.

All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.

Statutory requirements which underpin all aspects of spoken language across the 6 years of primary education form part of the national curriculum. These are reflected and contextualised within the reading and writing domains which follow.

Writing

The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:

• transcription (spelling and handwriting)
• composition (articulating ideas and structuring them in speech and writing)

It is essential that teaching develops pupils’ competence in these 2 dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition.

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.

Spelling, vocabulary, grammar, punctuation and glossary

The 2 statutory appendices – on spelling and on vocabulary, grammar and punctuation – give an overview of the specific features that should be included in teaching the programmes of study.

Opportunities for teachers to enhance pupils’ vocabulary arise naturally from their reading and writing. As vocabulary increases, teachers should show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They should also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning. References to developing pupils’ vocabulary are also included in the appendices.

Pupils should be taught to control their speaking and writing consciously and to use Standard English. They should be taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed. This is not intended to constrain or restrict teachers’ creativity, but simply to provide the structure on which they can construct exciting lessons.

Throughout the programmes of study, teachers should teach pupils the vocabulary they need to discuss their reading, writing and spoken language. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching.

Impact

The impact of the curriculum will be assessed in a variety of ways.

Formative assessment will be planned into day-to-day lessons, with teachers assessing whether the pupils have met the objective(s) or not. This will then contribute to summative assessment which assesses whether pupils are on track or not as the year progresses, and then a final end of year assessment indicating whether each pupil has met or not the expectations for their current year group. 

The subject leader will also regularly assess the effectiveness of the planned curriculum and make changes as appropriate to ensure the best possible outcomes. This will be done through monitoring which could include looking at books to see if feedback, retrieval and assessment are all in place; learning walks to assess teacher knowledge and presentation of learning; conversations with pupils to see what has been learnt and if they can recognise prior learning links; conversations with staff to discuss impact and effectiveness of curriculum overall. As part of this monitoring, the leader will need to consider outcomes for all groups of pupils within the school, particularly disadvantaged pupils and those with special educational needs and disabilities.

Implementation

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Key Stage 1

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

Pupils should be taught
Locational knowledge

• name and locate the world’s seven continents and five oceans
• name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

• understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography:

• identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
• use basic geographical vocabulary to refer to key physical features

Geographical skills and fieldwork

• use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
• use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
• use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
• use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Key Stage 2

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

Pupils should be taught
Locational knowledge

• locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
• name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
• identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge

• understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Human and physical geography

• describe and understand key aspects of: physical geography (including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle) and human geography (including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water)

Geographical skills and fieldwork

• use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
• use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
• use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Intent

Our high-quality geography education will inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

The aims for our geography curriculum are 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.

Impact

The impact of the curriculum will be assessed in a variety of ways.

Formative assessment will be planned into day-to-day lessons, with teachers assessing whether the pupils have met the objective(s) or not. This will then contribute to summative assessment which assesses whether pupils can recall at least 80% of the knowledge statements assigned to each geography unit.

Formative assessment in geography:

• ongoing teacher assessment – pupil conferencing, moderating, independent pupil work assessment
• plenary discussions
• quick recap quizzes/questions

Summative assessment in geography:

• end of unit quiz or project

The subject leader will also regularly assess the effectiveness of the planned curriculum and make changes as appropriate to ensure the best possible outcomes. This will be done through monitoring which could include looking at books to see if feedback, retrieval and assessment are all in place; learning walks to assess teacher knowledge and presentation of learning; conversations with pupils to see what has been learnt and if they can recognise prior learning links; conversations with staff to discuss impact and effectiveness of curriculum overall. As part of this monitoring, the leader will need to consider outcomes for all groups of pupils within the school, particularly disadvantaged pupils and those with special educational needs or disabilities.

Intent

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Our curriculum for history aims to ensure that all pupils

• know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
• know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
• gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
• understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
• gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales

Implementation

Key stage 1

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3. Pupils should be taught about:

• changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
• events beyond living memory that are significant nationally or globally
• the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong]
• significant historical events, people and places in their own locality

Key stage 2

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources. In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

Impact

The impact of the curriculum will be assessed in a variety of ways.

Formative assessment will be planned into day-to-day lessons, with teachers assessing whether the pupils have met the objective(s) or not. This will then contribute to summative assessment which assesses whether pupils can recall at least 80% of the knowledge statements assigned to each history unit.   

Formative assessment in history

• ongoing teacher assessment – pupil conferencing, moderating, independent pupil work assessment
• plenary discussions
• quick recap quizzes

Summative assessment in history

• end of unit quiz

The subject leader will also regularly assess the effectiveness of the planned curriculum and make changes as appropriate to ensure the best possible outcomes. This will be done through monitoring which could include looking at books to see if feedback, retrieval and assessment are all in place; learning walks to assess teacher knowledge and presentation of learning; conversations with pupils to see what has been learnt and if they can recognise prior learning links; conversations with staff to discuss impact and effectiveness of curriculum overall. As part of this monitoring, the leader will need to consider outcomes for all groups of pupils within the school, particularly disadvantaged pupils and those with special educational needs and disabilities.

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 for financial literacy and most forms of employment.  A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

Our 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 develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification of 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.

Implementation

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.  They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace.  However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage.  Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

ks1 and ks2

We use White Rose Maths (WRM) to support the teaching of maths. This is a mastery approach to the teaching of mathematics whereby topics are taught in depth over a longer period. This allows for the mastering of concepts before moving on to the next sequence.  However, daily lessons and resources are adapted and adjusted where necessary to suit the needs of every pupil. This, we believe, paves the way for children to be secure in what they have learnt. 

Early years

We aim for daily, short adult-led focused inputs which can either be for the whole class or groups. This does not have to be formal and can include number rhymes, songs, and games as well as suggested prompts for learning from Development Matter and WRM. The children also have regular opportunities to practise their counting and subitising skills and revisit prior learning to ensure that they meet early learning goals (ELG).

These inputs can be followed up with sort adult-led activities 2-3 times each week. Opportunities to practise new skills through play are encouraged in different areas of the provision either independently or with adult support.

Impact

The impact of the curriculum will be assessed in a variety of ways.

Formative assessment will be planned into day-to-day lessons, with teachers assessing whether the pupils have met the objective(s) or not. This will then contribute to summative assessment which assesses whether pupils are on track or not as the year progresses, and then a final end of year assessment indicating whether each pupil has met or not the expectations for their current year group. 

Formative assessment in mathematics:

• whiteboard work within lessons
• use of stem sentences to verbalise answers
• daily marking within lessons
• Ping-Pong style lesson delivery (coherence) whereby the next part of the lesson is delivered once children are secure in their prior learning
• times table assessments

Summative assessment in mathematics:

• end of block assessments
• early years foundation stage baseline assessment
• KS2 SATs
• year 4 times tables end of year assessments

The subject leader will also regularly assess the effectiveness of the planned curriculum and make changes as appropriate to ensure the best possible outcomes. This will be done through monitoring which could include looking at books to see if feedback, retrieval and assessment are all in place; learning walks to assess teacher knowledge and presentation of learning; conversations with pupils to see what has been learnt and if they can recognise prior learning links; conversations with staff to discuss impact and effectiveness of curriculum overall. As part of this monitoring, the leader will need to consider outcomes for all groups of pupils within the school, particularly disadvantaged pupils and those with special educational needs and disabilities.

To view our calculations policy, please visit our policies page

Policies

Intent

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

The national curriculum for languages aims to ensure that all pupils:

• understand and respond to spoken and written language from a variety of authentic sources
• speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
• can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
• discover and develop an appreciation of a range of writing in the language studied

Implementation

Key stage 2: foreign language

Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. At Desmond Anderson, the children in key stage 2 will learn French.

The focus of study in modern languages will be on practical communication.

Pupils should be taught to

• listen attentively to spoken language and show understanding by joining in and responding
• explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
• engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
• speak in sentences, using familiar vocabulary, phrases and basic language structures
• develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
• present ideas and information orally to a range of audiences
• read carefully and show understanding of words, phrases and simple writing
• appreciate stories, songs, poems and rhymes in the language
• broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
• write phrases from memory, and adapt these to create new sentences, to express ideas clearly
• describe people, places, things and actions orally and in writing
• understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English

Impact

The impact of the curriculum will be assessed in a variety of ways.

Formative assessment will be planned into day to day lessons, with teachers assessing whether the pupils have met the objective(s) or not. This will then contribute to summative assessment which assesses whether pupils are on track or not as the year progresses, and then a final end of year assessment indicating whether each pupil has met or not the expectations for their current year group. 

The subject leader will also regularly assess the effectiveness of the planned curriculum and make changes as appropriate to ensure the best possible outcomes. This will be done through monitoring which could include looking at books to see if feedback, retrieval and assessment are all in place; learning walks to assess teacher knowledge and presentation of learning; conversations with pupils to see what has been learnt and if they can recognise prior learning links; conversations with staff to discuss impact and effectiveness of curriculum overall. As part of this monitoring, the leader will need to consider outcomes for all groups of pupils within the school, particularly disadvantaged pupils and those with special educational needs and disabilities.

Intent

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

Our curriculum for reading and phonics 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

Implementation

The curriculum’s programmes of study for reading at key stages 1 and 2 consist of two dimensions: word reading and comprehension (both listening and reading). It is essential that the teaching of reading focuses on developing pupils’ competence in both dimensions and different kinds of teaching are needed for each.

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e., unskilled readers) when they start school.

Phonics starts in the early years foundation stage (EYFS) where children will focus on environmental sounds and developing their understanding of language and the sounds around them. As children progress through the EYFS and ks1 they will develop their understanding of sounds through the teaching of the Sounds-Write programme. During these sessions children will develop their skills in segmenting, blending and phoneme manipulation and develop their understanding of concepts including: letters are symbols of sounds; sounds can be represented by 1, 2, 3 or 4 letters; one sound can be represented in many ways and spellings are represented by many sounds. During Sounds-Write lessons in ks1 children will be taught whole class five days a week by a trained teacher. Ks2 children will have spelling lessons which follow the same lesson structure and lesson plans that are used in ks1. These lessons will be three to five times a week depending on the length of the lesson and the complexity of the spellings being taught. If children are still needing Initial Code and Extended Code support in ks2, they will receive this in a small group which has been carefully planned.

Impact

The impact of the curriculum will be assessed in a variety of ways.

Formative assessment will be planned into day-to-day lessons, with teachers assessing whether the pupils have met the objective(s) or not. This will then contribute to summative assessment which assesses whether pupils are on track or not as the year progresses, and then a final end of year assessment indicating whether each pupil has met or not the expectations for their current year group. 

The phonics curriculum will be assessed termly through the use of Phonics Tracker which allows teachers to see any gaps that children may have, and this will inform future planning and any interventions that need to take place. A more summative assessment of phonics takes place in the form of the phonics screening check which will be administered in the summer term at the end of Year One. If children do not pass the phonics screening check in Year One they will have the opportunity to retake the phonics screening check in Year Two (following additional input to fill gaps in their learning).

The subject leader will also regularly assess the effectiveness of the planned curriculum and make changes as appropriate to ensure the best possible outcomes. This will be done through monitoring which could include looking at books to see if feedback, retrieval and assessment are all in place; learning walks to assess teacher knowledge and presentation of learning; conversations with pupils to see what has been learnt and if they can recognise prior learning links; conversations with staff to discuss impact and effectiveness of curriculum overall. As part of this monitoring, the leader will need to consider outcomes for all groups of pupils within the school, particularly disadvantaged pupils and those with special educational needs and disabilities.

Intent

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Our curriculum for PE aims to ensure that all pupils

• develop competence to excel in a broad range of physical activities
• are physically active for sustained periods of time
• engage in competitive sports and activities
• lead healthy, active live

Implementation

PE has been split into two strands at Desmond Anderson Primary Academy. Teachers teach Real PE which focuses on physical literacy and fundamental movement and social skills through the six cogs: physical, social, personal, health & fitness, cognitive and creative. All staff have received training through Real PE and are aware of the rationale behind it.  This should ensure that children:

• develop competence to excel in a broad range of physical activities
• are physically active for sustained periods of time
• engage in and are given opportunities in competitive sports and activities
• lead healthy, active lives.

Through developing the skills identified by the Real PE cogs our children will develop the required tools to be successful in physical education. 

The other strand of PE in our school is games and is delivered by specialist coaches from Chelsea FC. They follow planning from Power of PE, which is organised to ensure that children are exposed to a range of sports throughout the year, progressing on those skills each year. 

Impact

The impact of the curriculum will be assessed in a variety of ways.

Formative assessment will be planned into day to day lessons, with teachers assessing whether the pupils have met the objective(s) or not. This will then contribute to summative assessment which assesses whether pupils are on track or not as the year progresses, and then a final end of year assessment indicating whether each pupil has met or not the expectations for their current year group. 

The subject leader will also regularly assess the effectiveness of the planned curriculum and make changes as appropriate to ensure the best possible outcomes. This will be done through monitoring which could include looking at lessons and assessment documents to see if feedback and assessment are all in place; learning walks to assess teacher knowledge and confidence in teaching skills; conversations with pupils to see what has been learnt and if they can recognise prior learning links; conversations with staff to discuss impact and effectiveness of curriculum overall. As part of this monitoring, the leader will need to consider outcomes for all groups of pupils within the school, particularly disadvantaged pupils and those with special educational needs and disabilities.

Real PE Curriculum Map - Foundation

Real PE Curriculum Map - Year 1

Real PE Curriculum Map - Year 2

Real PE Curriculum Map - Year 3

Real PE Curriculum Map - Year 4

Real PE Curriculum Map - Years 5 and 6

Intent

Our RE curriculum aims to ensure that

• all pupils are encouraged to acquire a deeper knowledge of various religious beliefs and customs that form an integral part of British life in our ever-changing world.
• all pupils benefit from opportunities to enhance their spiritual, moral, social and cultural development
• all pupils will develop a sense of self in the wider community through examining the nature of worship in local, national and global settings.
• it builds on the school’s work on community cohesion.
• it enriches and encourages pupils to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning.

Implementation

RE lessons should

• offer a structured and safe space during curriculum time for: reflection, discussion, dialogue and debate.
• promote spiritual, moral, social and cultural development through religious education

Pupils should be taught knowledge, skills and understanding through the following areas of study:

Religions and beliefs:

• Christianity
• ‘Take account of the teaching and practices of the other principal religions represented in Great Britain.'  (Education Act, 1996)

And where appropriate:

• a religious community with a significant local presence
• a secular world view

Experiences and opportunities:

• regular collective worship, e.g. assemblies
• visiting places of worship and focusing on symbols and feelings
• listening and responding to visitors from local faith communities
• using their senses and having times of quiet reflection
• using art and design, music, dance and drama to develop their creative talents and imagination
• sharing their own beliefs, ideas and values and talking about their feelings and experiences
• beginning to use ICT to explore religions and beliefs as practised in the local and wider community.

Pupils should:

• develop their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts.
• use basic subject specific vocabulary.
• raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas.   

Curriculum Time: Reception: 36 hours per year integrated into relevant strands of the EYFS, KS1: 36 hours per year, KS2: 45 hours per year

Impact

The impact of the curriculum will be assessed in a variety of ways.

Formative assessment will be planned into day to day lessons, with teachers assessing whether the pupils have met the objective(s) or not. This will then contribute to summative assessment which assesses whether pupils are on track or not as the year progresses, and then a final end of year assessment indicating whether each pupil has met or not the expectations for their current year group. 

The subject leader will also regularly assess the effectiveness of the planned curriculum and make changes as appropriate to ensure the best possible outcomes. This will be done through monitoring which could include looking at books to see if feedback, retrieval and assessment are all in place; learning walks to assess teacher knowledge and presentation of learning; conversations with pupils to see what has been learnt and if they can recognise prior learning links; conversations with staff to discuss impact and effectiveness of curriculum overall. As part of this monitoring, the leader will need to consider outcomes for all groups of pupils within the school, particularly disadvantaged pupils and those with special educational needs or disabilities.

Intent

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Our curriculum for science aims to ensure that all pupils:

• 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 knowledge required to understand the uses and implications of science, today and for the future

Implementation

Scientific knowledge and conceptual understanding

The curriculum is a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content. Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement with and motivation to study science.

The nature, processes and methods of science

‘Working scientifically’ specifies the understanding of the nature, processes and methods of science for each year group. It should not be taught as a separate strand. The notes and guidance give examples of how ‘working scientifically’ might be embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils should seek answers to questions through collecting, analysing and presenting data. ‘Working scientifically’ will be developed further at key stages 3 and 4, once pupils have built up sufficient understanding of science to engage meaningfully in more sophisticated discussion of experimental design and control.

Impact

The impact of the curriculum will be assessed in a variety of ways.

Formative assessment will be planned into day to day lessons, with teachers assessing whether the pupils have met the objective(s) or not. This will then contribute to summative assessment which assesses whether pupils are on track or not as the year progresses, and then a final end of year assessment indicating whether each pupil has met or not the expectations for their current year group. 

Formative assessment in Science:

• Think like a Scientist marking questions
• concept cartoons – class discussions – pupil voice
• odd one out/true or false/sorting activities
• ongoing teacher assessment – pupil conferencing, moderating, independent pupil work assessment, vocabulary highlighting assessment

Summative assessment in Science:

• KS2 science sampling tests
• KS1 teacher assessment
• termly target tracker assessments
• early years foundation stage Profile - understanding the world

The subject leader will also regularly assess the effectiveness of the planned curriculum and make changes as appropriate to ensure the best possible outcomes. This will be done through monitoring which could include looking at books to see if feedback, retrieval and assessment are all in place; learning walks to assess teacher knowledge and presentation of learning; conversations with pupils to see what has been learnt and if they can recognise prior learning links; conversations with staff to discuss impact and effectiveness of curriculum overall. As part of this monitoring, the leader will need to consider outcomes for all groups of pupils within the school, particularly disadvantaged pupils and those with special educational needs or disabilities.

Whole School Overview