Our broad and balanced curriculum for 2019-2020
Art and Design:
Delivery Intent and Skills: Art enriches all other areas of the curriculum by adding a practical approach to learning. Children become aesthetically aware of their surroundings and can be involved in how they look. They learn to make informed judgments and practical decisions.
Planning Expectations: The 5 main skill areas that are taught in every year group each year are: Drawing including observational drawing, painting, collage, printing and sculpting.
Learning Expectations: They learn how art has influenced the way in which people live and how it communicates different periods of history and is a means of learning about different cultures. As outlined in the National Curriculum 2014, pupils in Key Stage 2 use a sketchbook to record their observations. A sketchbook allows pupils to review and revisit their ideas, testing techniques and develop concepts and compositions.
Resourcing for a high quality of education: Example working with museums, art days across the year. Committed to buying in the highest quality of materials to match the topic areas.
Delivery intent and skills: Music is a subject that helps to develop creativity, imagination, good listening skills, constructive criticism and the ability to express personal thoughts and feelings.
Planning Expectations: The Music curriculum provides breadth and balance, is relevant and engaging and is differentiated to match needs and abilities.
Learning Expectations: Music develops children’s ability to take part in practical activities, both individually and in groups, that encourages and cultivates an enjoyment of different genres of music.
Resourcing for a high quality of education: Instruments and specialised teachers are used to support the teaching of Music. Our music scheme to support planning and delivery is Charanga and all year groups follow this to ensure coverage and progression across KS2.
Delivery Intent and Skills: We believe in giving all pupils, irrespective of their academic or physical ability, the opportunity to discover and develop their physical potential through a balanced and developmental programme of activities. We do so in the belief that physical education in a safe, supportive and challenging environment is a vital component in the development of children’s physical and emotional health and well-being.
Planning Expectations: This, we believe, includes qualities such as enjoyment, tolerance, co-operation and the development of expertise. In this context, we are committed to achieving maximum participation for all children whilst recognising the need for equal opportunities on the grounds of gender and children’s specific individual needs. Within a caring and supportive environment, we believe in encouraging positive relationships between groups and individuals while providing challenges and stimulation through physical activity. We believe in allowing children to apply skills, knowledge and concepts, to experiment, to be creative and imaginative and to recognise and celebrate progression and achievement within the physical medium.
Learning Expectations: We are further committed to recognising the importance of physical activity of children outside the curriculum. We believe that links with sporting bodies, clubs etc., and the provision of extracurricular activities organised by the school is a positive experience and that the recognition and celebration of children’s achievements outside school promote an awareness of the value of physical activity for all children.
Resourcing for a high quality of education: We deliver a blended curriculum of expert coaches and teachers delivering the content.
Delivery and Skills: We offer a welcoming and inclusive environment for all our pupils, including new arrivals and non-native English speakers. We believe that Religious Education (RE) provides an opportunity to celebrate and foster awareness of these differences within our school and the wider world. It is a subject that celebrates diversity.
Planning: RE is taught in accordance with the aims of the Understanding Christianity Syllabus and the Cambridgeshire Local Agreed Syllabus.
Learning: Religious Education must be taught to all registered pupils in maintained schools. The legal requirements for teaching religious education are set out in the Education Act 1996 and School Standards and Framework Act 1998.
Resources: The Act states that an agreed syllabus must reflect that Christianity is the main religious tradition while taking into account the teaching and practices of other principal religions. In accordance with our MAT, we use the Understanding Christianity Syllabus for the majority of our Religious Education (70%), supplementing this with units from the Cambridgeshire Local Agreed Syllabus which explore other World Faiths (30%). This allows us to fulfil the expectation of the percentage of taught Christianity for a Church of England School, while offering diversity and promoting tolerance through the exploration of the other faiths.
Delivery Intent and Skills: Geography help pupils to make sense of their surroundings and the wider world. Geography is essentially about the study of places, the human and physical processes which shape them and the people who live in them.
Planning Expectations: Teachers plan from the progressive sequence of learning, building on and preparing our learning for the skills and knowledge within Geography. Focus is on fieldwork skills and linked to our curriculum intention model of places.
Learning Expectations: We aim to 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.
Resourcing for a high quality of education: We aim where possible, to plan in trips so children can immerse themselves in developing the geographical skills fieldwork with observational and experiential learning. Up to date atlas’, maps and
Delivery Intent and Skills: History is the study of events over time. It covers how the past influences our lives and shapes our customs and beliefs. History helps children to develop a sense of identity and to make sense of the world in which they live.
Planning Expectations: Teachers plan from the progressive sequence of learning, building on and preparing our learning for the skills and knowledge within History. Focus is on fieldwork skills and linked to our curriculum intention model of people.
Learning Expectations: We aim to 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
Resourcing for a high quality of education: we aim where possible, to plan in trips so children can immerse themselves in the historical context of their learning. A variety of primary and secondary sources are available for children to develop their historical enquiry skills.
Delivery Intent and Skills: Learning Latin develops children’s ability to communicate in a language other than English in spoken and written form.
Planning Expectations: Through developing their knowledge, skills and understanding in Latin, children learn to appreciate that communication in all forms contributes to their wider understanding of the world in which they live.
Learning Expectations: In a world where international links are as crucial as they are today, the ability to learn a different language has never been so important.
Resourcing for a high quality of education: We use the Minimus scheme to support the planning and teaching of Latin and ensure the progression across KS2.
Personal, social, health and citizenship education (PSHCE) promotes the whole curriculum and school experience.
We use personalised THRIVE assessments to plan and deliver specific subject areas for classes and individuals. This is assessed using the online THRIVE tools, periodically.
It enables children to become healthy, independent and responsible members of society.
It encourages our pupils to offer positive contributions to the life of the school and the wider community, including their role in a multicultural society.
In doing so, we help to develop their sense of self-worth.
We teach them how society is organised and governed.
We also ensure that they experience the process of democracy in school through the school council.
We teach them about rights and responsibilities.
As part of Global Citizenship, they will learn to value themselves and the people of the world.
Delivery Intent and Skills: To increase the % of young scientists working at EXS and GDS to ensure our children are next phase ready. To ensure that Science is taught progressively throughout school. To ensure children foster a love of science and are proud of their learning. To harness an enquiring mind. To ensure the children feel a connection to local, national, European, international and the universe beyond.
Planning Expectations: Science will be taught within weekly sessions or blocked to suit the unit they are working on. Sessions will be taught from a key question, formed from a learning objective. Success Criteria can be shared, unless it hinders the enquiry. Science units are planned using the National Curriculum Programme of Study and from the whole school overview.
Learning Expectations: There is clear progression of skills and knowledge in books. Number of children reaching EXS+ at year 6 will be closer to national average/floor standards.Young Scientists aspire to work within the STEM disciplines. Young Scientists are clear on the role of a Scientist in gaining knowledge and supporting development of world issues.
During the teaching of Science, classrooms should have: The current question displayed; Working scientifically posters will be on display within the working area, where applicable; have relevant equipment and resources ready to support the session or enquiry; provide key word and phrase banks to support the use of Tier 3 language; teacher modelling of responses to support learning.
Delivery Intent and Skills: The use of Information and Communication Technology (Computing) is an integral part of the National Curriculum and is a key skill for everyday life. Computers, programmable robots, iPads and cameras can be used to acquire, organise, store manipulate, interpret, communicate and present information.
Planning Expectations: We aspire to be an effective and efficient school with technologically competent staff and learners. Each child will receive … a week directed at the computing curriculum.
Learning Expectations: We aim to ensure that all our learners develop their technological skills and make use of technology effectively and safely.
Resourcing for a high quality of education: We aim to provide the hardware and software to deliver a high quality computing curriculum.
Design and Technology:
Delivery Intent and Skills: We cover the KS2 objectives from the National Curriculum 2014. These will ensure the children learn and practice the necessary skills to Evaluate, Design and Make high quality products.
Planning: Teachers plan from the progressive sequence of learning, building on and preparing our learning for the skills and knowledge within DT.
Learning: Where possible the learning will support the schools curriculum intention model of People, Place and Problems. It may be necessary to deliver skills and knowledge through a blocked unit.
Resourcing: A separate risk assessment and inventory of equipment and materials will be kept to ensure the high quality delivery of
Assessment: The majority of the DT curriculum will be delivered and assessed in the Summer Term, where the school engages with the problem solving aspects of the curriculum.