Curriculum

1
Curriculum development 2020

A guide for parents

This year, we have redesigned our curriculum to ensure that we provide your children with an exciting, rich, mastery-based curriculum that is based on current research. Research shows that children learn more, remember more and can do more if they are taught topics in smaller amounts of time and the same topics are repeated at an advancing level the following year.

For this reason we have moved away from teaching 3 topics a year (or 6 new topics over 2 years) to teaching 6-8 topics in 1 year and repeating these same topics the following year (which also totals 6-8 new topics over 2 years). The topics we have chosen are known as ‘themes’.

The themes are designed to be exciting and engaging for primary school aged children and have been carefully selected by Chris Quigley, who is a well-known education specialist. For a full explanation of the ideas of mastery, milestones and the three different stages of learning, please take a look at our leaflet for parents here.

We are using this approach for art, design and technology, geography, history and PE this year.

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2
English
English

English curriculum policy

Purpose of study

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.

Aims

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national 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.

Phonics

The school uses the Read Write Inc scheme of work, in Reception and Years 1 and 2, to teach children to read accurately and fluently with good comprehension. They also learn to form each letter, spell correctly, and compose their ideas step-by-step.

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3
Maths
Maths

Maths curriculum policy

Purpose of study

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.

Aims

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

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils 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 or proof using mathematical language

• can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

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.

Intent

The breadth of our curriculum is designed with two goals in mind:

1) To give pupils appropriate experiences to develop as confident, responsible citizens; Maths hunt St John's

2) To provide a learning journey that is coherent, structured, academic that leads to a sustained mastery approach for all and a greater depth of understanding for those who are capable. For example:

Scheme of learning for maths Year 1 Scheme of learning for maths Year 3 Scheme of learning for maths Year 4 Scheme of learning for maths Year 5

Teaching for Mastery is:

• A belief that all children can achieve in Mathematics

• A way of thinking

• An approach to the delivery of the curriculum

• Thinking deeply about content and pedagogical knowledge

• Using manipulatives and pictorial representation to expose the structure of the mathematics

• Small, carefully, crafted steps resulting in a coherent learning journey

• Teaching for conceptual and procedural understanding

• A focus on learning-led, not activity-led, lesson design

• Fluency, reasoning and solving problems mathematically for ALL

Our curriculum is based on carefully sequenced learning – a progression model where children build upon previous learning. We plan for progress and assess in Maths.

Maths at St John's

Statutory and Non-statutory objectives curriculum breadth for each year group ensures each teacher has clarity as to what to cover. As well as providing the key knowledge within Maths it also provides for pupils’ growing cultural capital.

Maths units of work are the key disciplinary aspects from the National Curriculum e.g. Number and Place Value, Fractions, Measurement, Statistics etc. . They are chosen to build conceptual understanding within Maths.

Small Steps define the standards for the threshold concepts/units of Maths.

Depth: through our Mastery approach we expect pupils to be exposed to: Fluency, Reasoning and Problem Solving.

Implementation

Our curriculum design is based on evidence from the Boolean Hub Maths research group. Where our Mastery Curriculum approach is built around and underpinned by the ‘5 big ideas’:

1) Representation and Structure
2) Variation
3) Fluency
4) Mathematical Thinking
5) Coherence

Maths at St John's

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4
Science
Science

Science curriculum policy

Purpose of study

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.

Aims

The national 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.

Scientific knowledge and conceptual understanding

The programmes of study describe 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.

Intent

• The breadth of study is designed to provide a rich curriculum which excites and motivates the children.
• The curriculum will allow sustained mastery through a spiral of learning and greater depth of understanding.
• The curriculum will develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
• The curriculum will develop a deep understanding of nature, processes and methods of science through different types of enquiry that will help pupils to answer scientific questions about the world around them.
• Pupils should be encouraged to understand how science can be used to explain what is happening in the world around them.
• By building up knowledge and concepts, pupils should be encouraged to explain their views and develop a sense of excitement and curiosity about Science.  

Implementation

• 6 topics are studied in each year group with objectives for each topic being in line with National Curriculum requirements.
• Working scientifically is incorporated into each Science topic showing the progression in scientific skills.
• Scientific knowledge is taught in a practical context whenever possible.

• Topics from KS1 to KS2 form a spiral of learning so children revisit what they have learnt from previous years but at a higher level of understanding.

◊ Work is recorded using a variety of written methods and through drawing to allow the pupils to record what they have found out in the best possible way.
◊ KS1 will focus on describing and observing, leading to asking and answering simple questions and looking at similarities and differences.
◊ KS2 will set up scientific enquiries, take measurements, look at similarities and differences, use fair tests, record data in different ways and produce their own conclusions based on recorded evidence.

◊ By the end of Y6 children should be able to present, record and explain their findings, predict how things might behave and analyse results to explain WHY something has happened and use this evidence to support their own scientific arguments.

Science long term overview

Science long term overview

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5
Religious Education (RE)
Religious Education (RE)

RE curriculum policy

As a Church of England School, our RE lessons are important times when children can explore and better understand their own and other people’s experiences of Christian and other world faiths. The children explore human life, its aspirations, times of celebration, problems and challenges.

We teach Religious Education according to the agreed syllabus, ‘Awareness, Mystery and Value’. We also use the ‘Understanding Christianity’ resource to support our lessons.

RE is an inclusive subject with many possibilities for cross curricular learning e.g. music, history, drama and art.

We have strong links with our own and other churches and places of worship, using these as practical ways to support the learning in Religious Education.

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6
Art and Design
Art and Design

Art and Design curriculum policy

Purpose of study

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.

Aims

The national 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, and understand the historical and cultural development of their art forms.

Chris Quigley

We use Chris Quigley's Essentials Curriculum to teach Art.

Please click here for more information.

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7
Computing
Computing

Computing curriculum policy

Purpose of study

A 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.

Aims

The national 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.

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8
Design and Technology
Design and Technology

Design and Technology curriculum policy

Purpose of study

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.

Aims

The national 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

• 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.

Chris Quigley

We use Chris Quigley's Essentials Curriculum to teach Design and Technology.

Please click here for more information.

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9
Geography
Geography

Geography curriculum policy

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. 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.

In Geography we aim to develop four key areas of geographical learning:

• Locational knowledge

• Place knowledge

• Human and physical geography

• Geographical skills and fieldwork.

Curriculum intent

1. Curriculum drivers shape our curriculum breadth. They are derived from an exploration of the backgrounds of our students, our beliefs about high-quality education and our values. They are used to ensure we give our students appropriate and ambitious curriculum opportunities.

2. Cultural capital gives our students the vital background knowledge required to be informed and thoughtful members of our community who understand and believe in British values.

3. Curriculum breadth is shaped by our curriculum drivers, cultural capital, subject topics and our ambition for students to study the best of what has been thought and said by many generations of academics and scholars.

4. Our curriculum distinguishes between subject topics and threshold concepts. Subject topics are the specific aspects of subjects that are studied.

5. Threshold concepts tie together the subject topics into meaningful schema. The same concepts are explored in a wide breadth of topics. Through this ‘forwards-and-backwards engineering’ of the curriculum, students return to the same concepts over and over, and gradually build understanding of them.

6. For each of the threshold concepts, three milestones (each of which includes the procedural and semantic knowledge students need to understand the threshold concepts) provide a progression model.

7. Knowledge categories in each subject give students a way of expressing their understanding of the threshold concepts.

8. Knowledge webs help students to relate each topic to previously studied topics and to form strong, meaningful schema.

9. Cognitive science tells us that working memory is limited and that cognitive load is too high if students are rushed through content. This limits the acquisition of long-term memory. Cognitive science also tells us that in order for students to become creative thinkers, or have a greater depth of understanding, they must first master the basics, which takes time.

10.Within each milestone, students gradually progress in their procedural fluency and semantic strength through three cognitive domains: basic, advancing and deep. The goal for students is to display sustained mastery at the advancing stage of understanding by the end of each milestone and for the most able to have a greater depth of understanding at the deep stage. The timescale for sustained mastery or greater depth is, therefore, two years of study.

11. As part of our progression model we use a different pedagogical style in each of the cognitive domains of basic, advancing and deep. This is based on the research of Sweller, Kirschner and Rosenshine who argue for direct instruction in the early stages of learning and discovery-based approaches later. We use direct instruction in the basic domain and problem-based discovery in the deep domain. This is called the reversal effect.

12. Also as part of our progression model we use POP tasks (Proof of Progress) which show our curriculum expectations in each cognitive domain.

Implementation

Our curriculum design is based on evidence from cognitive science; three main principles underpin it:

• Learning is most effective with spaced repetition.

• Interleaving helps students to discriminate between topics and aids long-term retention.

• Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength.

In addition to the three principles, we also understand that learning is invisible in the short term and that sustained mastery takes time.

Our content is subject specific. We make intra-curricular links to strengthen schema.

Impact

Because learning is a change to long-term memory, it is impossible to see impact in the short term.

We do, however, use probabilistic assessment based on deliberate practice. This means that we look at the practices taking place to determine whether they are appropriate, related to our goals and likely to produce results in the long run.

We use comparative judgement in two ways: in the tasks we set (POP tasks, see point 12) and in comparing a student's work over time.

We use lesson observations to see if the pedagogical style matches our depth expectations (see point 11).

In order to make learning memorable each half term starts with a ‘hook’ linked to that terms teaching. Amongst other activities this includes at least one trip out, one ‘dress up’ day when the children are immersed in the theme, one trip to the library and one trip to a museum.

Chris Quigley

We use Chris Quigley's Essentials Curriculum to teach Geography.

Please click here for more information.

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10
History
History

History curriculum policy

Purpose of study

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.

Aims

The national 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.

Chris Quigley

We use Chris Quigley's Essentials Curriculum to teach History. Please click here for more information.

Intent

1. Curriculum drivers shape our curriculum breadth. They are derived from an exploration of the backgrounds of our students, our beliefs about high-quality education and our values. They are used to ensure we give our students appropriate and ambitious curriculum opportunities.

2. Cultural capital gives our students the vital background knowledge required to be informed and thoughtful members of our community who understand and believe in British values.

3. Curriculum breadth is shaped by our curriculum drivers, cultural capital, subject topics and our ambition for students to study the best of what has been thought and said by many generations of academics and scholars.

4. Our curriculum distinguishes between subject topics and threshold concepts. Subject topics are the specific aspects of subjects that are studied.

5. Threshold concepts tie together the subject topics into meaningful schema. The same concepts are explored in a wide breadth of topics. Through this ‘forwards-and-backwards engineering’ of the curriculum, students return to the same concepts over and over, and gradually build understanding of them.

6. For each of the threshold concepts, three milestones (each of which includes the procedural and semantic knowledge students need to understand the threshold concepts) provide a progression model.

7. Knowledge categories in each subject give students a way of expressing their understanding of the threshold concepts.

8. Knowledge webs help students to relate each topic to previously studied topics and to form strong, meaningful schema.

9. Cognitive science tells us that working memory is limited and that cognitive load is too high if students are rushed through content. This limits the acquisition of long-term memory. Cognitive science also tells us that in order for students to become creative thinkers, or have a greater depth of understanding, they must first master the basics, which takes time.

10. Within each milestone, students gradually progress in their procedural fluency and semantic strength through three cognitive domains: basic, advancing and deep. The goal for students is to display sustained mastery at the advancing stage of understanding by the end of each milestone and for the most able to have a greater depth of understanding at the deep stage. The timescale for sustained mastery or greater depth is, therefore, two years of study.

11. As part of our progression model we use a different pedagogical style in each of the cognitive domains of basic, advancing and deep. This is based on the research of Sweller, Kirschner and Rosenshine who argue for direct instruction in the early stages of learning and discovery-based approaches later. We use direct instruction in the basic domain and problem-based discovery in the deep domain. This is called the reversal effect.

12. Also as part of our progression model we use POP tasks (Proof of Progress) which show our curriculum expectations in each cognitive domain.

History curriculum diagram of expectations

Implementation

Our curriculum design is based on evidence from cognitive science; three main principles underpin it:

• Learning is most effective with spaced repetition.

• Interleaving helps students to discriminate between topics and aids long-term retention.

• Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength.

In addition to the three principles, we also understand that learning is invisible in the short term and that sustained mastery takes time.

Our content is subject specific. We make intra-curricular links to strengthen schema.

Further information

Links to yearly overviews with History topics can be found on individual class pages.

Historical Association links to useful websites for History topics: www.history.org.uk/primary/resource/3620/primary-topic-websites

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11
Languages
Languages

Languages curriculum policy

Purpose of study

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.

Aims

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.

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12
Music
Music

Music curriculum policy

Purpose of study

Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

Aims

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

• perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians

• learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence

• understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Intent

At St John’s CE Primary School, we believe music should support purposeful and engaging learning and opportunities for first hand experiences should be taken wherever possible. We aim for the children in our school to fully immerse themselves in music through performing, listening and evaluating pieces of music. Music is also a central feature in our school through collective worship where the children listen to a variety different types of music and sing a range of hymns/songs.

KS1 Curriculum breadth

  • • Use voices expressively and creatively by singing songs and speaking chants and rhymesPlay tuned and untuned instruments musically

  • • Listen with concentration and understanding to a range of high-quality live and recorded music
  • • Experiment with, create, select and combine sounds using the inter-related dimensions of music.

KS2 Curriculum breadth

  • • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

  • • Improvise and compose music for a range of purposes using the inter-related dimensions of music

  • • Listen with attention to detail and recall sounds with increasing aural memory

  • • Use and understand staff and other musical notations

  • • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

  • • Develop an understanding of the history of music.

Threshold concepts across KS1 and KS2

Listen and appraise; Musical activities; Perform and share.

Implementation

At St John’s Primary School, we use the ‘Charanga Music School’ scheme of work which supports all of the requirements of the National Curriculum and gives children access to a wide range of musical concepts and experiences. The ‘Charanga Musical School’ scheme provides teachers with week-by-week lesson support for each year group in the school. It is ideal for specialist and non-specialist teachers and provides lesson plans, clear progression, and engaging whiteboard resources to support every lesson. The scheme supports all the requirements of the new National Curriculum and is absolutely in line with published OFSTED guidance.

Children also have opportunities to perform on different occasions throughout the school year including Harvest time, Christmas performances, Easter performances and class assemblies where children learn and perform songs related to topic work, times of year (e.g. Mother’s Day) and other songs/hymns.

Further information

Useful links for further support with music:

www.bbc.co.uk/schools/websites/4_11/site/music.shtml

www.bbc.co.uk/teach/ks1-music/zbcjscw

www.bbc.co.uk/teach/ks2-music/zfv96v4

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13
PHSE
PHSE

PHSE curriculum policy

All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education.

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14
Physical Education
Physical Education

PE curriculum policy

Purpose of study

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.

Aims

The national curriculum for physical education 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 lives.

Chris Quigley

We use Chris Quigley's Essentials Curriculum to teach PE.

Please click here for more information.

Intent

1. Curriculum drivers shape our curriculum breadth. They are derived from an exploration of the backgrounds of our students, our beliefs about high-quality education and our values. They are used to ensure we give our students appropriate and ambitious curriculum opportunities.

2. Cultural capital gives our students the vital background knowledge required to be informed and thoughtful members of our community who understand and believe in British values.

3. Curriculum breadth is shaped by our curriculum drivers, cultural capital, subject topics and our ambition for students to study the best of what has been thought and said by many generations of academics and scholars.

4. Our curriculum distinguishes between subject topics and threshold concepts. Subject topics are the specific aspects of subjects that are studied.

5. Threshold concepts tie together the subject topics into meaningful schema. The same concepts are explored in a wide breadth of topics. Through this ‘forwards-and-backwards engineering’ of the curriculum, students return to the same concepts over and over, and gradually build understanding of them.

6. For each of the threshold concepts, three milestones (each of which includes the procedural and semantic knowledge students need to understand the threshold concepts) provide a progression model.

7. Knowledge categories in each subject give students a way of expressing their understanding of the threshold concepts.

8. Knowledge webs help students to relate each topic to previously studied topics and to form strong, meaningful schema.

9. Cognitive science tells us that working memory is limited and that cognitive load is too high if students are rushed through content. This limits the acquisition of long-term memory. Cognitive science also tells us that in order for students to become creative thinkers, or have a greater depth of understanding, they must first master the basics, which takes time.

10.Within each milestone, students gradually progress in their procedural fluency and semantic strength through three cognitive domains: basic, advancing and deep. The goal for students is to display sustained mastery at the advancing stage of understanding by the end of each milestone and for the most able to have a greater depth of understanding at the deep stage. The timescale for sustained mastery or greater depth is, therefore, two years of study.

11. As part of our progression model we use a different pedagogical style in each of the cognitive domains of basic, advancing and deep. This is based on the research of Sweller, Kirschner and Rosenshine who argue for direct instruction in the early stages of learning and discovery-based approaches later. We use direct instruction in the basic domain and problem-based discovery in the deep domain. This is called the reversal effect.

12. Also as part of our progression model we use POP tasks (Proof of Progress) which show our curriculum expectations in each cognitive domain.

Implementation

 Our curriculum design is based on evidence from cognitive science; three main principles underpin it:

• Learning is most effective with spaced repetition

• Interleaving helps students to discriminate between topics and aids long-term retention

• Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength

In addition to the three principles, we also understand that learning is invisible in the short term and that sustained mastery takes time.

Our content is subject specific. We make intra-curricular links to strengthen schema.

Daily

In addition to the 2 hours of PE per week, the school promotes Physical Activity within play time and also periods in the day, such as running the daily mile three times per week and participating in Gonoodle/skipping/active Maths/English/Science two days per week.

Termly

We have 3 termly invasion game intra-house tournaments. Results are handed to the PE co-ordinator and Sports Leaders and presented in Achievement assembly (trophy) and the Newsletter.

• Y1 – Y2

• Y3 – Y4

• Y5 – Y6

• YR = from Spring 1 = Skipping, gymnastics, throwing/catching, running/movement competitions.

Inter-school competition

As members of BANES School Sport Partnership the children enjoy a wide range of inter-school sports. Over this past year, we have sent teams of pupils to represent the school at boys and girls football, netball, tag rugby, gymnastics and multi-sports. In addition, each year group from yr 2-6 enjoy a cluster festival at Wellsway Academy.

Further information

These websites can help support your child in PE and Sport

Sport England: www.sportengland.org

Gonoodle: www.gonoodle.com

Let’s get active: www.bbc.co.uk/programmes/articles/38YbPTpH34460kNGWlz5Pds/lets-get-active

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