They read independently for pleasure and in teacher directed guided Reading small groups to develop fluency and comprehension skills. Pupils are expected to learn from their teammates, as much as from their teacher. In Year 5, children participate in Choral Outreach sessions taught by a music specialist. SMSC, Online Safety and British Values are embedded throughout the programme and within our assemblies. Intent, Implementation, Impact – the key to every early years curriculum. As a multicultural school young children also have the opportunity to gain experience of other languages through their peers. Pupils are taught to recognise, blend and segment sounds for Reading and Spelling. The curriculum is driven by the leaders of the school through the embedding of long-term curriculum overviews and medium term plans and knowledge organisers for each and every unit. Children learn to be future Geographers by developing Geographical study and research skills and the ability to analyse and communicate their findings using subject specific vocabulary. From Year 1, it is taught using a ‘mastery’ approach focussing on fluency, reasoning and problem solving. There is little strategic thought or decisions to shape the curriculum on offer beyond the teacher. These same habits are at the core of our approach to PE: every child needs to know how to keep themselves fit and healthy through our PE curriculum lessons, through play in the playground, activity and enrichment as well as on a range of trips and residentials where physical activity and sports play a crucial role. #Let your light shine . In Key Stage 2 pupils continue to develop their music appreciation through the Charanga scheme and learn the recorder on a weekly basis. Through our Music curriculum provides the opportunity for our pupils to engage creatively with Music, gain knowledge of how Music is created, develop a love of Music and develop their talents as Musicians. Bacon Garth Primary School believes that Physical Education (PE), experienced in a safe and supportive environment, is essential to ensure children attain optimum physical and emotional development and good health. Maths is also assessed through a half termly arithmetic test and Times Tables Rock stars in Y2-6 to assess progress over time. Intent: Our purpose and ambition “One language sets you on a corridor for life. Pupils write a ‘Go Write’ critical essay as the culmination of each humanities unit and a write up of a practical for each science unit. Art and Design is taught within our cross curricular topics giving pupils the opportunity to develop proficiency in drawing, painting, sculpture and other art and craft techniques. Design and Technology is taught through our cross curricular topics that link Maths, Science, Computing, Engineering and Art. Primary intellectual preparation and co-planning is always led by a senior leader or a subject lead with the class teachers for the year group working together in dedicated time together every week. Pupils learn Historical enquiry skills to be able to gain knowledge of the past, critically evaluate sources of evidence and understand the process of change over time. Intent: Writing is a crucial part of our curriculum at St Paul’s. 02/16/2018; 2 minutes to read; d; c; m; In this article. Implementation is simply about what you do every day to help your children make progress. The school organises an Annual Sports Day for KS1 and KS2 as well as a ‘challenge yourself’ sports morning for KS2 pupils to demonstrate their improved fitness in a range of athletic events and to develop their understanding of ‘personal bests’. These assessments are tracked on EExAT (Early Excellence Assessment Tracker) which enable us to measure our starting points against a national data set. Our library has a range of non-fiction books to promote Reading and Research in all subjects. Pupils are taught how systems work, the principles of programming, exploring and writing algorithms. In my mind, the best way to do this is to use a tool like iAbacus. Pupils have daily access to computers and laptops and a range of digital learning tools such as cameras and data loggers to support their learning in the wider curriculum. In the EYFS, every member of staff uses observational assessment to baseline children’s starting points and plan experiences which ensure progress. Pupils have at least 2 hours PE a week through lessons in games, gymnastics, dance and athletics using the Val Sabin Scheme of Work. This, perhaps predictably, has caused some school leaders to panic and insist that planning documents be rewritten taking the ‘three Is’ into account, massively adding to teachers’ workload and stress. We will constantly ask the WHY behind their learning and not just the HOW. All website content copyright © The Gateway Primary School. Intent. Our topics are full of possibilities and exciting opportunities. Books are carefully graded (book bands) to ensure a clear progression of skills and appropriate challenge. Through our Maths teaching, we aim for all of our pupils to become fluent in the key concepts of Maths. Intent: why do we teach what we teach? As a part of this they learn a range of songs and perform on stage at the Orchard Theatre. The structure of the curriculum enables us to return to core knowledge and skills pupils should have mastered at regular intervals across the year, key stage and across primary and secondary. Offsite visits enable pupils to develop fieldwork skills and experience geography first hand. May 28, 2019 May 28, 2019 Oxford RE Team. Our curriculum is delivered through a balance of cross curricular topics, providing a holistic view of learning, and stand-alone subject teaching where this is necessary, particularly in the core subjects. Relationships and Health Education is taught through our Personal Social Health Education curriculum using the Jigsaw Programme; a mindful approach to PSHE. Some Early Learning Goals provide a focus for certain terms, particularly those relating to Understanding of the World. Pupils explore other languages through the wider curriculum and by promoting cultural diversity within school. Impact: how do we know what pupils have learnt and how well they have learnt it? through interrogating ideas of heroism in World War poetry, a Shakespeare play and Animal Farm. On-going assessment of pupil’s progress towards the Early Learning Goals is recorded using the 2Simple App with outcomes used to adapt teaching and plan next steps in learning. Parents and carers are encouraged to be involved in and support their child’s ongoing learning and development. Local history plays a key part in the curriculum design ensuring pupils develop knowledge of historical change and significance of their own locality. By the end of Year Six we intend our children to have developed a love of writing and to be able to express their thoughts and ideas clearly and creatively through the written word. Phonics, which begins in EYFS, is a sacred time where we follow the Read Write Inc programme faithfully. Our lessons are structured to ensure speaking and listening is at the heart of learning. Be familiar with the idea of: “Intent – Implementation – Impact” and how this relates to the ‘quality of education’ you offer. An effective balance between child led and adult led learning allows the children to flourish and become confident and creative learners with the necessary skills, dispositions and attitudes to successfully continue their learning journey into Year 1 and beyond. Intent: why do we teach what we teach? Our EYFS, provides opportunities to apply taught music knowledge in the children’s learning environment and investigate a range of musical instruments. Pupils frequently communicate their ideas, views and opinions in paired, group and class discussions. Pupils then apply their skills through motivating and creative writing tasks covering a wide range of genres over the year/school. Pupils learn through a balance of child-led and adult directed activities in an inside and outdoor learning environment carefully designed to enable every child to succeed. The Early Years Curriculum is organised into termly topics covering the 7 areas of learning: Communication and Language, Physical Development, Personal Social and Emotional Development, Literacy, Mathematics, Understanding the World and Expressive Arts and Design. Through our teaching and learning, pupils develop the skills to become creative, fluent writers with the ability to write clearly and coherently for a range of purposes and audiences. Our RE curriculum is delivered using the Discovery RE scheme of work. Class texts are linked to cross curricular topics to ensure Reading is embedded across the curriculum. Through our History curriculum is delivered through topics with links to other subjects such as Art, Music, English and Geography. The Early Years Foundation Stage incorporates the period of learning and development from birth to 5 years old. It is neither a core nor a foundation subject; the 1988 Education Act states that ‘Religious Education has equal standing in relation to core subjects of the National Curriculum in … Inspires pupils to develop self-confidence, independence and a thirst for learning. In Y1-6, pupils sit global assessments in reading and maths three times a year. We believe that through learning music, we also learn habits of practice, determination and team work. Combining Intent, implementation and impact. Mathematical knowledge and skills are embedded across the curriculum to promote Mathematical understanding. We follow the Maths Mastery approach in Primary and - for the first time this year - in Secondary too, with an emphasis on studying fewer areas of learning so that pupils develop a deep understanding of whole number, fractions, geometry and statistics. Also, we aim for our pupils to develop their Mathematical reasoning, Using an investigational approach to learning the strands of Physics, Biology and Chemistry, Spiritual, Moral, Cultural, Development (SMSC). In Secondary, each teacher meets with their HoD every week and has department training every two weeks. Quality first teaching, delivered and supported by dedicated and motivated staff, enables all pupils to access our curriculum and to become independent learners. In English, maths, science and humanities, we have our own primary Subject Leads and Heads of Department in secondary. Building Works and Expansion in 2020 and 2021, Parent Community, Consultation and Fundraising. Both started and bound services run on the main thread, which means that to keep performance smooth, a service needs to perform the work asynchronously. Our daily Reading sessions ensure pupils are immersed in a wide range of fiction, non-fiction and poetry. Through our Art topics pupils explore the work of famous artists, craftsmen and designers and learn to appreciate how art is created and presented in different cultures. Handwriting is taught from Reception using a pre-cursive style, joining letters from Year 1. Through our topic based curriculum, we apply Maths in other subjects, such as: Science, Geography and History to ensure our pupils see the important real life contexts of maths learning. Weak intent by headteacher that impedes pupils’ access to curriculum/an aspect of the curriculum It gives children the opportunity to set themselves goals and aspirations and become confident members of a multicultural society. 1. They look and feel different and they should do, as the children are all different. Pupils have regular opportunities to practise handwriting skills throughout the week to develop a clear, fluent style. In primary English, we use fortnightly critical essays in Year 1-Year 6 to hone our analytical reading craft. Key topics are taught throughout each key stage, and revisited to reinforce knowledge at an age-appropriate level as pupils grow older through two drop down days per cycle, morning meetings and assemblies as well as through coherent links into the rest of the taught curriculum, specifically through addressing big ideas questions in English. Within our topics pupils also have the opportunity to listen and appraise music and learn about composers, styles, traditions across historical periods. We focus our writing practice on just one form per unit so as to really hone the craft of writing for that particular form over multiple opportunities. As Historians, pupils acquire the skills to ask questions, interpret sources and use evidence to make historical claims. Reading is taught daily in every year group and is supported by regular Reading at home. Early Years has been a passion of mine since I started my teacher career in 2005. Intent, Implementation, Impact for the Early Years; Healthy Bodies, Healthy Minds, Healthy Futures. The pupils complete work which combines knowledge and skills from a range of curriculum areas. In Key Stages 3 and 4, teachers also engage in regular formative assessment throughout the term through regularly marking and providing feedback on independent practice. Our curriculum recognises the importance of spoken language in pupil’s learning right across the curriculum. In Primary, we have chosen six high quality rigorous texts to hang our English and humanities curriculum onto so as to learn about who we are as human beings and to learn knowledge about the world we live in now, have lived in in the past and will live in in the future. This score is awarded in relation to their target grade. In KS1 pupils are informally introduced to other languages through for example, daily greetings and counting. All pupils learn to love to sing from Nursery and begin learning either the violin, viola or cello from Year 4 so as to be able to play in the year group orchestra programme which begins in Year 7. Through links to our History curriculum pupils begin to gain an understanding of the Historical importance of Art. At the end of Year 2, pupils are also given to the opportunity to perform when we attend the local Year 2 singing festival. The themes are purposefully epic in scope: from “what does it mean to belong?” in Year 1, to “what is trust?” in Year 6. This programme aims to prepare children for life, helping them to really know and value who they are and understand how they relate to others in an ever changing world. Our curriculum planning ensures that all pupils have equal opportunities to take part in all aspects of our curriculum. In Secondary, the Art curriculum builds on knowledge and skills acquired in primary and hones in on building creative skill and critical evaluation. Pupils study key aspects of national history including Roman and Viking Invaders, Victorians, WW2 and significant periods in world history such as the Greeks and Egyptians. Post date. We teach French to every pupil three times a week from Year 5 through to the end of Year 11. The school plays a full part in sporting competitions giving pupils of all abilities and ages the opportunity to represent the school in local and regional competitions. Key Stage 5 pupils are assessed every three weeks using tri-weekly assessments, for which they are awarded grades of ‘At’, ‘Above’ or ‘Below’. 3. We have developed our own library of ‘how tos’ to identify more precisely the requirements of a particular form of writing for each year group. Term 2 - The Ancient Greeks and Out of this World! At The Gateway Primary Academy we provide a rich, engaging and well balanced curriculum that celebrates individuality, builds knowledge and skills, nurtures talent and prepares our pupils for a full, successful and happy life. observation over time, pattern seeking. Our approach is similarly rigorous in science. It instils in our learners a curiosity and fascination about the world around them and the ability to study and care for future sustainability. It aims to inspire pupil’s curiosity and provide our learners with an understanding of cultural diversity and how past events have shaped the world we know today. All of this data contributes to a working at grade, agreed by the Head of Department at the end of term. Pupils learn key vocabulary/scientific terminology to be able to explain processes and outcomes accurately and through a range of scientific inquiry e.g. Learning activities are then planned according to how best to achieve the learning objective of the lesson, culminating in an LO review for pupils to evidence their progress in achieving the LO. At Bacon Garth Primary School we intend to build a Design Technology curriculum which develops learning and results in the acquisition of knowledge and skills. By the end of this course you will be able to: Understand what makes up the new Ofsted inspection judgement on the quality of … Ince CE Primary School is led by the light of Jesus within us all, guiding us on our individual journeys through life, so that we can grow and learn together to shine as one throughout our wider community. Through our Geography schemes of work pupils study the physical and human features of regions locally, UK and world locations in comparison to their own location. We include theme days/weeks in our curriculum to immerse pupils in a topical theme which is relevant to pupils, for example World Book Week or Health and Wellbeing Week. In addition to this, we aim to give our pupils the confidence to solve Mathematical problems using a range of strategies. Pupils develop key skills and explore their ideas through design and build projects using a range of media including food technology. Ensures all learners have equal opportunities for success through high expectations and skilful response to the needs of all pupils. Relevant – Our learners engage with a purposeful curriculum that is contextualised: Culturally, Geographically and Historically. Implementation: how do we teach what we teach? Helping you to ensure your curriculum is in line with the desired outcome for your children. Impact. They can only do that if we embed the right habits for learning through listening, speaking, reading, writing and maths. Each unit has a knowledge organiser designed by subject specialists to ensure precision of subject specific vocabulary and contextual knowledge for pupils and parents alike. In Key Stages 4 and 5, students develop a rich contextual understanding of their texts, evaluating protagonists’ drives for power, critiquing the societies that caused characters’ repression, and debating the writers’ intentions in their language and structural choices. Opportunities for pupils to share knowledge, thoughts and experiences with each other and sharing outcomes with stakeholders and the wider community. We widen our social sciences offer in Sixth Form to include psychology, economics and politics A levels as well as GCSE and BTEC L3 Extended Diploma in business studies. Children under 5 years old go into our Reception classes. Each unit begins with a ‘Cold Write,’ to assess pupils’ starting points in the form, then moves through several ‘Shared Writes’ to embed knowledge of the form through practice and finishes with a ‘Go Write’ where pupils show off their mastery of the form in their writing progress books. The rest of the school, that is, year groups 1 through to 6 follow the National Curriculum. It was my involvement in school improvement and curriculum research from 1974 to 2014 led me to create the iAbacus model of improvement. Develops life-long learning skills including: reciprocity, resilience, reflectiveness and resourcefulness through the Building Learning Power approach. Weak Intent and Strong Implementation . Pupils develop the skills and tactics to play competitive sports such as football, rounders, netball, handball and hockey and in Year 4 pupils participate in swimming lessons. Upper KS2 pupils act as Play Leaders on the KS1 playground to encourage fitness and active play in our younger children. They also continue to use Charanga to appraise music and develop their understanding of the history of music. Intent, Implementation & Impact Report for Physical Education (PE) Intent. We aim to make it a place where children feel secure and confident, can explore, investigate and learn through first-hand experience and are challenged to develop their independence. RE lessons take the form of discussions and debates, reflection and recording of knowledge, thoughts and views. Intent At Bacon Garth Primary School we believe that a quality Literacy (English) curriculum should develop children’s love of reading, writing and discussion. The Reception year group, follow a different curriculum to the rest of the school known as the Early Years Foundation Stage. It’s important to link all this thinking together strategically, in a cycle of improvement. 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