Curriculum Plans

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The study of Art can embody some of the highest forms of human creativity. Teaching and learning of Art should engage, inspire and challenge pupils, equipping them with knowledge and skills to experiment, invent and create their own pieces of work through drawing, painting and sculpture. 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 both reflects and shapes our history and contributes to the culture, creativity and wealth of our nation.

A variety of opportunities should ensure that all pupils are able to experience a wide range of artistic opportunities; these should enable pupils to produce creative work. They will explore new ideas and record their experiences whilst becoming proficient in drawing, painting, sculpture and other art, craft and design techniques. They will also evaluate and analyse creative works using the language of art, craft and design. The children will know about great artists, craft makers and designers and understand the historical and cultural development of their art forms.

The Threshold Concepts…

Within our Art and Design curriculum, there are 4 key elements, which, when combined, ensure that our pupils can access a deep understanding of the subject.  These threshold concepts are: developing, experimenting, recording and presenting.

Developing

Children will develop ideas through investigations, demonstrating critical understanding of sources. They will be encouraged to explore materials and techniques and in doing so, develop ideas. Children will be encouraged to take chances and learn from them. They will learn to demonstrate a critical understanding of sources e.g. looking at nature, looking at trees, natural textures and rock formation. They will also look at different artists and explore their work by producing work that is inspired by them.

Experimenting

Children will be encouraged to develop their ideas further. Children will experiment with a range of different materials and techniques. Children will have evidence in their sketchbooks that they have explored a broad range of different techniques and materials and should begin to analyse how well each one works. Children will develop note taking skills called annotation in their sketchbooks.

Recording

Recording can be done in lots of different ways. Children will be encouraged to explore as many ways of recording as possible. Children are recording whenever they respond to an image or object through whatever material they happen to be using. Progression will be seen in sketchbooks as they develop their skills and techniques as an artist.

Presenting

Children will connect all of their experimentations together and show that they can make informed choices along the way in their sketchbooks. Their work will show that they have a clear understanding of what they have done and why. They will have had the opportunities to experiment with different techniques and materials in their sketchbook and will use these to inform their final piece to end each project. This means that they will ‘present’ their personal response meaning they’ve developed their own, original artwork by taking inspiration from artists. Children’s sketchbooks will show clear links between ideas and visual elements. These visual elements include, colour, shape, texture, composition, form, pose and expression.

In order to equip children with a breadth and depth of knowledge, the curriculum embeds these threshold concepts through the completion of two projects/units in each year group:

• every year group will start with a drawing unit
• every key stage will cover Painting OR Sculpture

Our long-term plan provides a rich and inspiring curriculum for all children from EYFS to year 6. We have worked collaboratively with our KS3 colleagues to ensure that skills and techniques covered will help ensure a smooth transition for our children into KS3. Our creative curriculum allows for art to be placed into context along with key events, people and places and allows them to understand the effect artwork and artists have had on historical situations. Children will be given opportunities to meet and work alongside local artists in our local community. Our long term plan also takes into account the National Curriculum expectations for art and design. This ensures 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.

Basic skills are introduced in EYFS. Our youngest children will begin to develop their understanding of art and design through the exploration of a variety of materials, experimenting with colour, design, texture and form. This understanding is then built upon each year, through the development of drawing, printing, painting, mark making, collage and sculpture skills. These skills are revisited and the use of an ongoing sketchbook of work underpins this process. As children enter Year 1, they will complete a drawing unit where they will start to develop their drawing skills by exploring different mark making techniques – using a variety of different materials. In their painting unit, they will develop skills by exploring colour through mixing primary colours to create secondary colours; creating artwork inspired by Kandinsky and Delaunay. In Year 2, children will develop their drawing skills further by focusing on the use of tone. They will explore using tonal shading to convert 2D objects into 3D objects. Children will develop their pencil control by practising drawing techniques such as hatching and scumbling and they will have many opportunities to refine their drawing skills through manipulation of line. In their sculpture unit, they will use a wide range of materials to create an African mask. They will learn about how to create relief and will decorate their 3D sculptures using a variety of media. Throughout the unit, they will develop their knowledge of a wide range of art and design techniques by using colour, pattern, texture, line, shape, form and space and will learn about the work of a range of artists and sculptors. They will describe the differences and similarities between different practices and disciplines, making links to their own work. As they move into Year 3, children will develop drawing skills further by focusing on line; looking at the formal elements of shape, line and colour. They will explore a range of materials and techniques such as mono-print, oil pastel printing and transfer in their drawing unit. In their painting unit, pupils will use the medium of paint to design and create patterns in nature. They will develop their understanding of colour, pattern, tone, line and shape and will be encouraged to explore and experiment with paint to gain a deeper understanding of colour theory. As they enter Year 4, children will explore the shapes, lines and colours used in the illuminated lettering featured in the Lindisfarne Gospels (Local History). They will explore sculpture though the development of clay tiles, deepening their understanding of relief pattern and embossing based on Klimt’s work. In this unit, they will focus closely on joining techniques when moulding the clay. In Year 5, children will further develop their drawing skills by focusing on portraiture, looking closely at proportion, line and tone. In their painting unit, they will develop painting techniques by looking at the work of other portrait artists and exploring shape, form and colour. In Year 6, children will build on skills of pencil control, composition, line and colour to create a propaganda poster based on young people (change makers who have had a positive impact on society. They will explore the work of Shepard Fairey and understand the impact of a limited colour palette. In their sculpture unit, they will revisit the art of making three dimensional sculptures inspired by the work of Henry Moore and Alberto Giacometti.

Intent

Technology is changing the lives of everyone which is why, here at St. Mary’s, we aim to equip our children to be able to participate in a rapidly changing world where work and leisure activities are increasingly transformed by technology. Through our computing curriculum, we aim to give our pupils the life-skills that will enable them to embrace and utilise new technology in a socially responsible and safe way in order to flourish.  We want our pupils to be able to operate in the 21st century workplace and to become autonomous, independent users of computing technologies, gaining confidence and enjoyment from their activities.  We understand that technology can cause negative issues both in and outside of the classroom and believe firmly that the one of the best tools we have is to educate our pupils that there are choices online.

In our small school, we use ilearn2 to support the planning and teaching of computing lessons as this programme has been created with progression of skills in mind. The intent of the iLearn2 Computing scheme of work is to help pupils become independent, creative, safe, respectful and problem-solving digital citizens with a broad and transferrable skillset. iLearn2 makes computing fun for pupils, inspiring them to develop skills beyond the classroom and building an awareness of all the opportunities the subject provides.

Throughout all units, skills are repeatedly revisited to ensure that our pupils leave with a secure understanding of all elements of the curriculum.  Units have been selected carefully to ensure progression is evident throughout the key stage with children building upon skills learnt in previous year groups. Some units do stand alone, but the key computing skills the children will be learning will continue to progress through these units too.

Our school delivers the Computing curriculum through topic areas and discrete lessons. We have a range of equipment to enable us to do this: interactive whiteboards, laptops, Classroom PC’s as well as a range of tablets and iPads.

We use iLearn2 to help us to ensure we appropriately cover the National Curriculum objectives in our Computing lessons. The key to iLearn2 is that pupils can access activity pack online. Each pack includes video tutorials, tasks, challenges and extension activities which allow the pupils to learn digital skills as their own pace. Teachers can assign activity packs to the children to ensure the correct level of challenge.

Threshold Concepts

Computer Science (highlighted orange in the progression) – this covers programming (both block-based and text-based), including computational thinking using web-based software such as Scratch. Pupils across Key Stage 1 and 2 will write code to program physical and on-screen objects, interactive games and use text-based language, such as HTML by the end of Key Stage 2.

Information Technology (highlighted purple in the progression) – this covers the use of applications to create digital content, including document creation and editing, video making, digital art, graphic design, animation, 3D modelling and website building.

Digital Literacy (highlighted green in the progression) – covers skills to find, evaluate, utilise and share using technologies and the Internet. This includes important e-safety and internet research skills, as well as an understanding of computer networks in Key Stage 2.

Implementation

We follow the iLearn2 curriculum which ensures that our curriculum is broad and enriching for our pupils. We have arranged the units into a two year rolling programme to fit with our mixed age classes. The units have been arranged to allow for each class to cover the whole curriculum objectives and deepen their understanding through consolidation. We believe that clear and effective progression planning is needed to break down the National Curriculum coverage into small progressive steps to meet the requirements of the children in each year group. This enables them to make links to previous learning and quickly build upon it. We also believe strongly that this begins with pupils in EYFS through their curiosity before they enter KS1 and needing to have the opportunity to develop their curiosity about technology and how and why things work.

iLearn2’s Progression of Skills page is the suggested teaching sequence of our activity packs and the skills within them. The page also includes how the activities meet the expectations of the national curriculum programmes of study for Key Stages 1 and 2. It has been designed to make sure pupils learn computing skills from the three recognised aspects of computing (above) within each year of their primary education. This means that pupils will build upon skills and concepts they established from the previous year and develop them further in the current and subsequent year.

E-Safety plays a very large part in the Computing curriculum. Children need to understand general internet safety before moving into the elements of what they use the internet for, therefore E-Safety is the first main unit we will cover in each year group. We know that our children are more often corresponding with each other through chat and instant messaging with many of them using social software including online gaming.  We ask that teachers spend the first lesson of each half term with a focus on E-Safety.

How is Computing Taught?

• Half termly weekly lessons throughout KS1 and KS2
• EYFS children have access to digital resources throughout their creative play.
• Following the detailed and comprehensive iLearn2 units
• Using the skills progression and 2 year rolling programme to ensure full coverage
• Pupils are assessed throughout each lesson and lessons are adapted to ensure objectives are met before moving on.

Impact

At St. Mary’s, we take great pride in the teaching and learning of computing and continually strive to ensure that every child can become a confident user of technology, by adapting and changing our curriculum and resources to keep up with current technologies.

Every child will:

• have the opportunity to develop skills both independently and collaboratively
• have misconceptions challenged to deepen their understanding
• use their feedback to further develop their understanding
• develop their understanding in each unit and ensure that units are not repetitive by following the schools overview

Computing will be monitored regularly to ensure that pupils are receiving high quality lessons which allow them to make good or better progress. Pupils will be fully supported by staff and challenged to allow them to reach their full potential.

In response to our mixed age classes, our Design and Technology curriculum is implemented through a 2 year rolling programme (Cycle A and Cycle B). This ensures complete curriculum coverage for all our pupils. As children progress throughout the school, they develop their knowledge, skills and understanding through a range of topics and DT activities. By Year 6, all children will have followed our Curriculum Narrative pathway.  Design and Technology teaching time is adapted to allow for longer sessions (2 hour lesson alternate weeks) to allow children time to develop and embed their skills and knowledge of DT Threshold Concepts. In response to our classes, which have 2 year groups, teachers adapt the curriculum to ensure all pupils follow progression of threshold concepts relevant to their age.

Design and Technology is a practical and extremely valuable subject. It enables children and young people to actively contribute to the creativity, culture, wealth and well-being of themselves, their community and their nation. It teaches them how to take risks and become more resourceful, enterprising, innovative and capable. It encourages them to develop a critical understanding of the impact of design and technology on daily life and the wider world. It also provides excellent opportunities for children to develop and apply valuable judgements of an aesthetic, economic, moral, social and technical nature both in their own designing and when evaluating the work of others.

Our Design Technology curriculum aims to excite and ignite our pupils’ interest in design and technology and prepare them to participate in the development of a rapidly changing world. In each unit of work, they design and make products for a specific need or purpose – solving real and relevant problems within a variety of contexts. Through carefully constructed sequences of learning, they are taught about the world we live in and develop a wide range of skills embedded through the threshold concepts of designing, making, evaluating and problem solving – they are exposed to an abundance of technical knowledge in every lesson.

The curriculum has been carefully created by Primary Subject Leads and Secondary Heads of Department colleagues, who have worked collaboratively to create high quality toolkits to deliver the threshold concepts. An effective Design and Technology curriculum should encompass all of the threshold concepts within the delivery of each project.

Threshold concepts

Design:

• Using research and exploration to identify and understand user needs.
• Identifying and solving design problems.
• Developing specifications to inform the design of innovative, functional and appealing products in a variety of situations.
• Using a variety of approaches to generate creative ideas.
• Developing and communicating design ideas in a variety of formats.

Make:

• Selecting and using specialist tools, techniques, processes, equipment and machinery.
• Selecting and using a wide and complex range of materials, components and ingredients – considering their properties.
• Preparing and cooking a variety of dishes using a range of cooking techniques.

Evaluate:

• Analysing the work of past and present professionals.
• Investigating new and emerging technologies.
• Using a design specification and user feedback to test, evaluate and refine own and others ideas.
• Exploring the impact of design and technology on society and the environment.

Technical Knowledge:

• Understanding and using materials based on their properties and structural performance.
• Understanding how mechanical systems are used in products to change movement and force.
• Understanding how electrical and electronic systems are used and can be powered within products.
• Applying computing and programmable computers to embed intelligence into products.
• Understanding the principles of a healthy and varied diet.
• Understanding seasonality and food sources.

In order to equip children with a breadth and depth of knowledge, the curriculum embeds these threshold concepts through the completion of three projects/units in each year group:

• Cooking and Nutrition
• Design and Make
• Stretch

In EYFS, pupils will be introduced to Cooking & Nutrition by preparing and tasting a range of fruits. Design skills will be developed through junk modelling, providing opportunities to use a range of motor skills.

As they move into KS1, pupils will further develop their design skills while making moving pictures; simple mechanisms will be introduced and motor skills will be honed while using tools and making simple devices. Vegetable broth will be made, allowing them to investigate food sources and origins. Pupils will learn to investigate food sources and origins while preparing their own sandwiches. A communal patchwork piece will be created, allowing them to develop textile skills, focusing upon modelling and product knowledge.

On entering KS2, the pupils will further develop their design skills, while developing their own packaging, assembling, joining and combining skills will be further developed, whilst children design and create their own creative shoes, plan and design fairground rides. They will be introduced to programming via micro-bit technology, as well as bridge building challenges in upper KS2. Fruit crumbles, pasta sauces, pretzels and vegetable curry will all be made during food and nutrition lessons. Pupils will learn more about recipe adaptation while further developing their food hygiene and preparation skills, as well as understanding the safe use of a heat source.  Sewing skills will be developed during the stretch project, focusing upon different types of stitch and applique techniques.

Each project has been specially designed to provide children with the wide range of skills and technical knowledge needed to allow them to succeed and thrive in Design Technology. Materials have been designed to ensure clarity and consistency of delivery to ensure an agreed standard. Threshold concepts are sequenced to be revisited at least once within each key stage to ensure that knowledge is built upon and developed through retrieval and skill practise. Recall is a feature of theory sessions, developing student’s ability to transfer skills between projects and different media.

Intent

At St. Mary’s, we believe that being able to read and write well are the vital skills that enable us to understand and express ourselves effectively. These skills open the door to learning and help our children to develop not only the technical skills of reading and writing, but also to develop a love of literature. We strive to ensure that all of our pupils receive a well-rounded learning experience when reading, writing, speaking and listening, equipping them with the fundamental tools to achieve success. It is our intention to immerse pupils in high-quality texts to instil a love of reading, a passion for discovery and a confidence to explore their imagination.

Our aim at St. Mary’s is to:

• Ensure that every child becomes a reader, a writer and confident speaker by the time they leave our school.
• Promote and instil a love of reading, writing and high-quality literature into pupils of all ages.
• Create an English curriculum which develops the acquisition of knowledge and skills in line with the National Curriculum expectations and provides opportunities for children to express themselves creatively and imaginatively, as confident readers and writers.

Writing is a crucial part of our curriculum. By the end of Year 6 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. We aim to create writers who can re-read, edit and improve their own writing, and be able to confidently use the essential skills of grammar, punctuation and spelling. Our practice is grounded in the process of shared writing, with a systematic focus on securing the basics of handwriting, phonics, spelling and grammar in relation to what children need to make progress, in the text type being taught. It is also founded on the principal that children should read and be read to often, both at home and at school. Here at St. Mary’s, we set high expectations for all our children to take pride in their work and allow their imaginations to flourish.

Implementation

Our English curriculum is centred around the use of high quality texts and literature. We use books, texts and videos to create opportunities to develop reading fluency and comprehension with a focus on key reading strategies and skills. Our curriculum is designed to develop grammar and punctuation knowledge through teaching that is embedded within our units of work so that children can use and apply their skills in a purposeful way, and apply this knowledge across the wider curriculum. Carefully planned and sequenced units of work explore the writing structure and features of different genres, identifying purpose and audience, leading to extended pieces of writing with a clear context and purpose. Our teaching sequence include three clear stages:

Stage 1: Imitation

This stage begins with an exciting hook into learning and some engaging activities to help the children to internalise the pattern of language required for the chosen text and genre. It is essential that during this initial stage the children become orally competent and can re-tell a chosen story/extract by the end of the imitation section. The oral story-telling is supported by a story map that the teacher has created, which is accompanied by physical movements to help the children recall the story or non-fiction piece. Once the children have internalised the language of the text, they are in a position to read the text and start to think about the key components that help to make it an effective piece of writing. During this stage the children split the text up into sections to help the them to analyse the features that have helped to make the text work. Finally, the class begins to co-construct a toolkit for the text type so that they can confidently talk about the essential components that are needed to create effective writing of the particular genre.

Stage 2: Innovation

The second stage of the writing process is an exciting one for the children as they begin to explore their own ideas, innovating on the pattern of the text. Younger and less confident writers alter their text maps and orally rehearse their ideas, creating their own version of the text. The key focus is shared writing with the teacher, which supports the children to move away from the original text and create their own version. It is during this time that the teacher will identify specific areas of learning and give the children the opportunity to explore different skills before they write independently. The teacher will also explore and demonstrate how to accurately use ambitious vocabulary and sentence structures that the children can apply to their own writing. Demonstrating how to regularly read their work aloud enables the children to develop the inner judge, where they can make decisions about the most effective choice of vocabulary or grammatical device to use in their writing. Time will be given at the end of each writing session for the teacher to provide feedback for the children to help them improve their writing in the following session.

Stage 3: Independent Application

This is the final stage of the writing process and will provide children with the most freedom with regards to their writing. The teacher will assess what the children can do and adapt their planning in light of this. This unit will begin with discreet teaching of an area that has been identified as needed further work. More examples of the text are introduced, analysed and compared before the children begin to create their own piece or writing. This section will end with response partner and whole class discussion about which features worked, followed by an opportunity to edit and improve their work. At the end of the unit, the children’s work will be shared, celebrated and displayed.

Our English curriculum is built around high-quality core texts which expose children to a wide variety of writing opportunities in which they discuss, explore and understand various texts and genres of writing. Through daily exposure to high quality texts, children’s attention is drawn to the vocabulary and language choices made by different authors and the resulting impact upon the audience or reader. Through this approach, children build a varied cumulative vocabulary of topic specific language, both technical and creative, which they are encouraged to apply to their written work.

Impact

Pupils will make good progress from their own personal starting points. By the end of Year 6, they will be able to write clearly and accurately and adapt their language and style to a range of contexts, purposes and audiences. Our pupils will acquire a wide vocabulary and have a strong command of the written word. Most importantly, our children will develop a love of writing and will be well equipped to achieve success for the rest of their education. By teaching our pupils to become life-long independent and motivated writers, we are providing them with the most powerful cultural capital possible – an ability to turn your voice (your thoughts, knowledge, opinions and artistry) into powerful writing.

Progression and Planning

The Geography curriculum aims to inspire students with curiosity and fascination about the world around them. Our curriculum aims to equip students with knowledge and give them an understanding about natural and human environments, diverse places, people and resources, including the Earth’s key physical and human processes. The study of geography should give students an understanding of their place in World. In response to our mixed aged classes, our Geography Curriculum is implemented on a two yearly programme (Cycle A and Cycle B). This ensures complete curriculum coverage for our pupils. As children progress throughout the school, they develop their geographical knowledge, key concepts and understanding through a range of topics. By Year 6, all children will have followed our Curriculum Narrative pathway.

The Threshold Concepts

Within geography, there are 4 key threshold concepts, which when combined, ensure that our students can access a deep understanding of the subject. The threshold concepts relate to core aspects of disciplinary knowledge and substantive knowledge. For example, when ‘thinking like a geographer’, students need a deep understanding of place, knowledge and geographical skill to enable their understanding of physical and human geography. As students progress through the curriculum narratives, so should their understanding of the threshold concepts:

1) Location and Place Knowledge

Location and place knowledge is not simply about knowing where a place is in the world. It includes:

• Location Knowledge: world countries, regions, environments, continents, physical features (rivers and mountains).
• Physical Knowledge: similarities and differences between places (physical and human), cultures, cities, capitals.
• Map Literacy: latitude, longitude, equator, northern hemisphere, southern hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones.

2) Geographical Techniques

The use of geographical techniques such as fieldwork, but also the use of terminology and geographer traits, such
as:

• Map literacy, Ordinance Survey maps, grid references, latitude and longitude, atlases, globes, GIS (Google maps),
  aerial photos.
• Numeracy and graphicacy, manipulating data, interpreting graphs and tables, constructing graphs.  Literacy skills using key terminology, constructing and writing arguments, writing persuasively.
• Annotating diagrams/photos, using case studies, causes, effects, responses, processes leading to landforms, inferring information and making judgements.

3) Physical Features and Processes

Looking at the natural landscapes, features and the processes which create them. This is done in two stages:

• Characteristics (describe) What does the feature look like? What makes it unique? What are its dimensions? Observations (figures, photos, diagrams).
• Processes (explain) Why does the feature/event occur? Step-by-step formation, directly link how the processes create the characteristics.

4) Human Interaction with the Environment

Humans interact in a number of ways including:

• Land use, types of settlement, economic activity including trade links, distribution of natural resources.
• Human impacts on the natural environment, human induced hazards, impacts of natural hazards on people.
• Human responses to natural hazards and to human induced hazards.

In EYFS students will begin to develop their understanding of the world around them. They will know where they are placed and will begin to recognise that there are other places around them through studying Magnificent Me and Up, Up and Away. During the course of these units, they will become familiar with the location of their home and school; learn about the name of the street they live on as well as the name of their local town or city. They will be introduced to geographical techniques such as map literacy by creating maps of their immediate environment, making links to literacy through labelling. They will begin to differentiate between physical features and human features.

As they move into Key Stage 1, students gain a greater understanding of the world around them, studying their local area in greater detail, the weather, Planet Earth and Africa. Their locational and place knowledge will deepen as they begin to look more closely at their immediate environment but also Planet Earth as a whole. They will identify many types of housing and weather patterns as well as be able to name the countries within the UK, the seven continents and five oceans. They will begin to understand why different locations have different climates and will be able to compare and contrast opposing environments, using geographical vocabulary. Students will become more aware of how humans interact with the environment in different parts of the earth. They will study different types of map and will broaden their own understanding of maps and graphicacy by creating more detailed maps using symbols and keys.

In Lower Key Stage 2, students study the UK in more detail, they learn specific locational facts such as capital city names, landmarks and flags. They also begin to develop an understanding of human geography by studying population and distribution. They look at physical features of the UK by contrasting rural and urban areas and gain an understanding of migration and tourism. Students are provided with many opportunities to develop a greater understanding of the physical processes that take place on earth by delving into the natural world and its resources, they will understand how volcanoes form, how and why earthquakes occur and will study rivers and coasts – completing case studies as they go.

As they progress to Upper Key Stage 2, students continue explore the human world, enabling them to see links to their physical geography. They will study settlements and land use, natural resources and their use, biomes and North America. They will continue to deepen their geographical skills and knowledge through studying many different types of maps and graphs. They will understand the difference between labelling and annotating and will be able to analyse different types of data using these geographical techniques. They will complete extended pieces of writing demonstrating their understanding, using subject specific vocabulary. This curriculum prepares them with high quality skills and knowledge needed for Key Stage 3 and beyond.

The study of history can bring pupils into a rich dialogue with the past and with the traditions of historical enquiry. Through history, pupils come to understand their place in the world, and in the long story of human development. The study of history challenges pupils to make sense of the striking similarities and vast differences in human experiences across time and place. Pupils learn how historians and others construct accounts about the past.  In response to our mixed-aged classes, our History Curriculum is implemented on a two-yearly programme (Cycle A and Cycle B). This ensures complete curriculum coverage for our pupils. As children progress throughout the school, they develop their substantive and disciplinary knowledge, skills and understanding through a range of topics and historical enquiry. By Year 6, all children will have followed our Curriculum Narrative pathway.

Progression through the Threshold Concepts

Within history, there are 4 key elements, which combined, ensure that our pupils can access a deep understanding of the subject. Pupils make progress in history by developing their knowledge about the past (this knowledge is often described as ‘substantive knowledge’) and their knowledge about how historians investigate the past, and how they construct historical claims, arguments and accounts (often described as ‘disciplinary knowledge’). The threshold concepts relate to different aspects of disciplinary knowledge, and substantive knowledge is vital to all of them.

1) Chronology

Developing pupils’ chronological understanding underpins the sequencing of the history curriculum, as indicated above. Pupils develop their understanding of the past as a concept in EYFS, by placing people and events in a historical framework in Key Stage 1. This historical framework becomes more comprehensive at Key Stage 2 where pupils develop a chronologically secure knowledge and understanding of the broad characteristics and features of British, local and world history from the Stone Age to beyond 1066.

2) Thinking like a Historian

Progressing from understanding themselves and their families at EYFS, at Key Stage 1 pupils start to ask questions about historical events and people. Through this, pupils learn about and understand key features of events in the past. Consequently, they are also then able to compare aspects of life in different historical periods through significant individuals in the past. This evolves at Key Stage 2 into pupils developing their understanding of the disciplinary concepts of cause, consequence, change and continuity, similarity and difference, and historical significance. Pupils learn how to explain how or why events happen, their consequences, the extent, nature and pace of historical change, similarities and differences between people, groups, experiences or places, and why historical events and individuals are significant.

3) Investigating the Past

This Threshold Concept is concerned with how historians investigate the past. Through EYFS and Key Stage 1 pupils will understand some of the ways in which we find out about the past and identify different ways it is represented. As pupils progress to Key Stage 2 they will develop an understanding of how interpretations of the past are constructed, making inferences about the past through analysis of contemporary historical sources and conducting historical enquiry about the reliability of sources. Pupils will identify the difference between a source and an interpretation, and recognise how historians use sources as evidence to construct, challenge or test claims about the past. While making inferences about the past from sources, pupils will use their contextual knowledge to support inferences and analyse and evaluate the reliability/usefulness of sources based on their provenance and the pupils’ knowledge of the context. Pupils will also learn the idea of
misconceptions about sources and evidence.

4) Communicating History

This Threshold Concept is concerned with how to write about the past. This includes using historical terms and vocabulary; in EYFS pupils will use common words and phrases to describe the past and the passing of time. In Key Stage 1 pupils will begin to use a wide range of vocabulary of everyday historical terms and be able to select sources to recall events of the past. Through Key Stage 2 pupils will select historical terms appropriately, including tier 2 and tier 3 vocabulary, as well as use abstract terms. Pupils will ask and answer questions and construct arguments and reach conclusions.

In EYFS, history is included within “Understanding of the World”, where pupils learn about history through the Early Learning Goal ‘Past and Present’. Pupils are encouraged to talk about members of their immediate family and community, name and describe people who are familiar to them, comment on images of familiar situations in the past and compare and contrast characters from stories including figures from the past.

This helps pupils to develop awareness of the past, which is then built upon in Key Stage 1 when pupils’ understanding of the past starts to develop into an awareness of a chronological framework in which people and events can be placed. They do this through looking at changes within and beyond living memory such as Toys in the Past, and through investigating the lives of significant Women in History. Pupils’ chronological framework is further enhanced when they study key events such as the Great Fire of London, building upon their understanding of how we find out about the past by asking and answering questions. Pupils also build upon their studies of Women in History by Comparing Queens which allows them to develop the skill of identifying similarities and differences between different periods to an even greater degree.

Key Stage 2 is sequenced chronologically, to help pupils build a rich understanding of change and continuity in British, local and world history. Pupils study local and British history, and a history of the wider world in parallel.  Starting with a study of the Stone Age in Lower Key Stage 2, pupils study how Britain has developed through the Bronze Age and Iron Age, leading on to the impact that the Roman Empire had on the island, and changes under the Anglo-Saxons and Vikings in Upper Key Stage 2. This allows pupils to understand the history of these islands as a coherent, chronological narrative. Throughout Key Stage 2 pupils also study ancient civilisations and aspects of the wider world in chronological order starting with Ancient Egypt, moving on to Ancient Greece, which links with the Roman Empire. Following the Anglo-Saxons, pupils go on to study Early Islamic Civilisation to help them contrast different civilisations from the same period. Pupils then complete thematic studies of Conflict through Time and Crime and Punishment through Time which allows them to establish clear narratives across the periods studied, and note connections, contrasts and trends over time. They will complete extended pieces of writing  demonstrating their understanding, using subject specific vocabulary. This curriculum prepares them with high quality skills and knowledge needed for Key Stage 3 and beyond.

Here at St. Mary’s, our focus modern foreign language is Spanish.

Intent

Our children will:

• become interested in learning languages and see their value. Our engaging and enjoyable lessons create enthusiasm for language learning and inspire students to become lifelong language learners.
• be exposed to regular opportunities for cultural capital to increase enjoyment and to establish a meaningful context for language learning.
• develop a solid foundation of vocabulary, language and phonics, which pupils can build on at KS3, KS4, KS5 and beyond, arriving at KS3 feeling confident in what they have studied so far so that they can make good progress.
• benefit from specific KS1 and KS2 end points have been developed to ensure clarity for teaching and to ensure a ‘smooth’ transition to Secondary Education for all learners.

In response to our mixed-aged classes, our Spanish Curriculum is implemented on a two-yearly programme (Cycle A and Cycle B). This ensures complete curriculum coverage for our pupils. As children progress throughout the school, they develop their knowledge, skills and understanding through a range of topics. By Year 6, all children will have followed our Curriculum Narrative pathway.

Implementation

High quality MFL teaching in primary school is our ultimate goal. This forms part of a larger progressive curriculum into KS3 and KS4. In their study of languages, pupils will develop their understanding and awareness of vocabulary and opinions, manipulating language and accuracy in grammar and spelling, by:

• learning languages on a ‘loop’. Our series of lessons and units enable pupils to constantly revisit and build on prior knowledge, knowledge building upon the previous learning. Recall is continuous so that knowledge is steadily built.
• building knowledge effectively with a consistent approach to our lessons. We aim to develop listening, reading, speaking, and writing skills simultaneously; each lesson will cover these four skills equally.
• ensuring substantive and disciplinary knowledge are explicitly taught and blended in teaching and planning as both are necessary for progress in learning. By substantive knowledge we mean the key content of each unit, for example key vocabulary to describe yourself physically. By disciplinary knowledge we mean the linguistic skills necessary to use their substantive knowledge effectively, for example adjective agreement related to physical description. Students will develop understanding of grammar and phonics as part of the disciplinary knowledge they need to become independent language learners.
• Agreeing units of work that have been specifically chosen to reflect the KS3 curriculum so that a solid foundation is created, and knowledge continues to be revisited
• regular exposure to songs, poems, games and stories to create enthusiasm for language learning. All lesson resources and planning materials are detailed and include voice overs to cater for the non-specialist and Primary.

Impact

Pupil dialogue and work in books shows a high standard of MFL teaching and learning. Pupils are able to talk with linguistic knowledge and vocabulary about the topics they have studied. They can make links and connections to what they have been taught previously and understand how their knowledge is building and progressing. Clear enthusiasm and enjoyment is visible in the lessons.

Here at St. Mary’s, we follow the National Curriculum for mathematics, which aims to ensure that all children:

• 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Our intention is that:

We want our children to be confident mathematicians that are fluent, can reason and solve problems with a secure understanding across concrete, pictorial and abstract methods of maths. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children’s curiosity about the subject, as well as an appreciation of the beauty and power of Mathematics.

Our maths curriculum provides opportunities to connect, consolidate and reinforce maths skills whilst also developing fluency in both arithmetic and times tables to allow children to be able to access all areas of learning within mathematics.  Key instant recall facts and concepts for each year group are carefully sequenced and mapped for each term.

Implementation

We use a carefully planned small-step based curriculum that allows all children to fully understand their learning behind each concept before moving on.  Lessons are progressive and challenging for all which allows pupils to access fluency, reasoning and problem solving.  Teachers use the White Rose Maths schemes of learning as the basis of their planning whilst using their professional judgement to adapt these to meet the needs of their class.  We supplement White Rose Maths Hub materials with resources such as Classroom Secrets, NCETM Mastering Number at KS1 and Third Space Learning’s Fluent in 5 resources to allow teachers to provide more examples of fluency activities and to give further opportunities for children to reason and apply their mathematical understanding using problem-solving tasks.

The large majority of children progress through the curriculum content at the same pace and significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. This ensures that all can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind.  For those who need it, curriculum content and delivery is adapted so that all pupils can access what is needed.

Children’s explanations and their proficiency in articulating mathematical reasoning, with the precise use of mathematical vocabulary, are supported through the use of stem sentences provided by the teacher. These help the children to make connections and expose the structure of the maths.

Fluency is developed through repeating, reinforcing and revising key skills; regular arithmetic takes place in all classes daily. Children are given time to practice and perfect their calculation strategies including giving pupils the opportunity to make appropriate decisions when estimating, calculating and evaluating the effectiveness of their chosen methods.

Times Tables

Each day, children in years 2 – 6, complete daily times tables practise, to give them the opportunity to practise and improve their rapid recall skills with facts 12×12. Children enjoy this challenge and strive to improve their time and score each day.  In order to advance individual children’s maths skills in school and at home, all children also have access to their own personal account of ‘Times Tables Rockstar’ where they can compete against other pupils and classes in school.

Key Skills Practice

From Year 1 through to Year 6, the children will complete weekly arithmetic assessments to identify the gaps in learning. These gaps will then be re-visited the following week in order to enhance progress. During ‘Start of the Day’ activities, children complete a range of mathematical tasks, including: fluent in 5, speed tables and recap of previous learning to ensure key mathematical concepts are embedded and children can recall this information to see the links between topics in Maths. We want our children to develop ‘instant and automatic recall’ of key facts and concepts to prevent the working memory from becoming overloaded.

The NCETM Mastering Number is taught throughout KS1 to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2.  This programme focuses on the key knowledge and understanding needed in Reception classes, and progression through KS1. The aim, over time, is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number.  This programme will develop solid number sense, including fluency and flexibility with number facts, which will have a lasting impact on future learning for all children.  All children in Reception, Year 1 and Year 2 will have a daily teacher-led session of 10 to 15 minutes, in addition to their daily maths lesson, designed to ensure that pupils develop fluency with, and understanding of, number that is crucial to future success in maths and academic progress more generally.

Maths in the Early Years

Our Early Year’s maths curriculum is based around the fundamental requirements set out in the Statutory Framework for the Early Years Foundation Stage (2021).

“Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding – such as using manipulatives, including small pebbles and tens frames for organising counting – children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.”

We have adopted a mastery maths approach to teaching, following the NCETM Mastering Number programme to deliver focussed, daily, adult-led maths sessions. We see teaching for mastery in maths as allowing the pupils to gain a deep understanding of maths, allowing them to acquire a secure and long term understanding of maths that allows them to make continual progress to move onto more complex topics. Maths is incorporated into both the indoor and outdoor

environments throughout Early Years so that the use of mathematical language and exploration of concepts are nurtured and embedded in all activities and at every opportunity   to reflect the daily importance Maths has in everyday life.

Impact

Children have a positive view of maths due to learning in an environment where maths is promoted as being an exciting and enjoyable subject in which they can investigate and ask questions; they know that it is reasonable to make mistakes because this can strengthen their learning through the journey to finding an answer.

The majority of our children achieve the Age Related Expectations for their year group. They have quick recall of facts and procedures appropriate for their cohort. Pupils have the flexibility to move between different contexts and representations of mathematics i.e. from concrete to pictorial to abstract.

Children perform consistently well in Mathematics and are very well prepared for the next stage in their education.

We gather this evidence through a variety of scrutiny: pupil voice, lesson visits and pupil outcomes in books. Teachers use formative assessment to evaluate learning during the lesson. They will ask questions to check understanding and scrutinise independent work in order to identify common misconceptions. These assessment allows teachers the flexibility to intervene in a lesson to remind, redirect or re-teach pupils as required.

Daily marking of independent work allows teachers greater understanding of whether or not a concept has been grasped and gives the opportunity to provide praise and feedback in order to reinforce learning. It also allows them to reflect on how successful they were in the delivery of their lesson.

Formal end of unit White Rose tests, used alongside termly summative assessments and the end of Key Stage statutory assessments allow teachers to evaluate how individuals, groups and the class as a whole are progressing compared to national expectations. They also provide excellent opportunities to see which concepts need to be given additional time – planning will be adjusted accordingly. This gives the Maths Leader and Senior Leadership the insight to see where the strengths and weaknesses lie, where additional support needs to be focused and what training/ CPD requirements are.

The combination of all of these systems allows us to judge the impact of the maths curriculum in our school.

Maths’ Progression Pathways

Calculation Policies

Our intent is that every pupil is a musician, developing as a performer, singer and composer; with the ability to listen and to critically analyse music. The National Curriculum is at the heart of the document, developing incremental improvement lesson by lesson and building on the ambition of the Model Music Curriculum.

Singing is a “Golden Thread” (National Plan for Music Education) ensuring that pupils sing and develop their technique every lesson. Pupils will develop deep musical knowledge of music through demonstrating the musical skills they have learnt.

The three pillars of learning; technical, constructive and expressive are all embedded through practical music making and analysis. By giving explicit singing and listening examples we are making sure that pupils are exposed to a breadth of musical styles and genres, embedding the work of the great composers as key artists in that particular style.

High quality music teaching is our goal, making sure that there is progression between all Key stages, ensuring standard use of vocabulary and being explicit in the musical knowledge and skills pupils will learn by the end of KS2, ensuring continued high-quality music teaching at Key stage 3 through deeply embedded skills. Repetition and incremental improvement is key to effective music learning, making sure that deep knowledge is embedded and that pupils don’t purely experience music.

Threshold Concepts

In music, there are seven key interrelated threshold concepts, which when combined, ensure that our students can access a deep understanding of the subject. The threshold concepts relate to core aspects of disciplinary knowledge and substantive knowledge. As students progress through the curriculum narratives, so should their understanding of the threshold concepts:

Pitch

The pulse of music is the underlying and steady beat in a phrase or piece of music. This involves exploring:

• Exploring how to feel the pulse of a piece of music using body percussion to demonstrate this.
• Identifying and working with different tempos and recognising changes to tempo.
• Understanding time signatures and how to respond to these in a piece of music.

Rhythm

Rhythm involves the changing pattern of beats that make up a piece of music. This involves exploring:

• Exploring rhythmic notation and the equivalent rests involved.
• Investigating syncopation, how this is notated and the effect this has on a piece of music.
• Understanding the concept of a bars and how notation fits within this.

Melody

The melody of a piece of music is the tune. When studying this, pupils will:

• Explore pitched notation developing as each year progressing initially working with 2 notes building up to exploring an octave range in Year Six.

Active listening and Appraising

Active Listening and Appraising involves listening to music and responding by doing something. When exploring this, pupils will:

• Explore the features of music and musical changes in the piece.
• Identify and compare music from different traditions with two or more parts.
• Understanding why syncopation is used and the effect it has.
• Identifying instrumentation, tempos, styles of music and mood and emotion.

Performing

Performing involves the act of playing or singing music to others. Pupils will:

• Learn how to perform using untuned percussion, body percussion, the voice and tuned instruments.
• Read notation and perform from this.
• Learn how to play the cornet.
• Compose using instruments
• Play with accuracy and expression both in a solo or ensemble setting.

Singing

Singing is the act of performing songs or tunes by making musical sounds with the voice. When exploring this, pupils will:

• Sing in unison whilst exploring folk songs.
• Investigate the concepts of singing in rounds and being accompanied with an ostinato.
• Sing in two parts with counter melodies in a given range.
• Sing in tune and with expression, following the direction of the conductor.

Composition

Composing involves the process of coming up with your own musical ideas that may or may not be recorded. Pupils will learn to:

• Use rhythm grids to compose using both representations and standard notation.
• Imitate and compose music using instrumentation or with either the voice or tuned percussion.
• Understand rhythm patterns and how they can be re-created.
• Compose melodies and use complex rhythms to make music exciting.

In EYFS, students will begin to develop their understanding of the musical world. They will learn how to sing a range of well-known nursery rhymes and songs and will explore how to perform songs and rhymes trying to move in time with music. Pupils will be encouraged to make music using a range of tuned/untuned musical instruments looking at instrument names, the sounds they create and where we might find these instruments (different musical groups). They will begin to explore the seven threshold concepts beginning to understand what we mean by the terms pulse, rhythm, melody, active listening and appraising, performing, singing and composing.

As they move into Key Stage 1, students gain a greater understanding of music, studying each of the seven threshold concepts in greater detail. They begin to explore pulse and rhythm further, learning how to maintain a steady pulse using their bodies and identifying tempos using the correct terminology. They will be introduced to basic rhythmic notation in the form of crotchets, quavers and minims and two different time signatures (3/4 and 4/4). They will explore the concept of musical bars and how notation fits within these. They will be introduced to two pitched melodic notes and will use untuned/body percussion and the voice to compose. When performing, students will play or sing basic rhythms on untuned and body percussion and the voice before performing at least 2 bar phrases by the end of Year Two. Pupils will identify feature of a range of high quality live and recorded music, replicating basic rhythms heard and identifying where elements change as well as singing simple folk tunes in unisons with and without accompaniment before exploring how to sing in rounds accurately.

In Lower Key Stage 2, students gain a greater understanding of all threshold concepts beginning to explore the concept of syncopation and the effect that this has on a piece of music. Pupils will continue to work on keeping a steady pulse but this will now be done within a group and solo performance. They will work with a new time signature (2/4) and will play at three different tempos. They will begin to use instrumentation to keep a pulse whilst working with an ongoing ostinato. In rhythm, pupils will learn about the semi-breve and will be introduced to rests. They will then move on to learn about dotted rhythms, exploring how these are used to create syncopation. Pupils will learn more melodic notes in Year 3 and 4. They will initially work with three pitched notes before moving onto exploring 5 notes and the concept of chords. When listening and appraising, pupils will explore different traditions further, singing and playing back heard melodies before comparing pieces of music from different traditions which include two or more different parts. Pupils will also learn how to perform using tuned percussion, melodic instruments and the voice performing within their range of known notes. Singing will continue to progress with pupils singing either in a solo or ensemble setting being accompanied by ostinatos from another group before exploring the concept of two-part contrasting melodies and countermelodies with a range of 5 notes. Finally, pupils will also develop composition skills creating tunes using known notes and beginning to add in more developed rhythmic patterns within a four-bar melody.

In Upper Key Stage 2, students’ knowledge of music continues to progress with more emphasis being placed on accuracy and expression. Pupils will maintain a pulse independently on a tuned instrument by the end of this phase, working with different tempos and time signatures and in a solo or ensemble situation. Students will also perform using syncopation and all known rhythmic notation accurately including understanding how to read this and respond to rests. In melody, pupils will expand their knowledge of pitches from 5 notes to an octave, performing fluently and using repetition and mainly stepwise movements. When listening and appraising, pupils will identify and perform syncopated rhythms and will develop an understanding of mood and emotion. Performance in Upper Key Stage 2 is focused on accuracy and expression whilst in solo and ensemble situations. Pupils will perform regularly within their 5-8 note range on the cornet and will respond well to the direction of a conductor. Finally, when composing, pupils will explore how to create music using different tempos, time signatures and syncopation. They will initially work with up to 4 bars before created extended pieces of music. They will include their knowledge of notation here and will perform compositions accurately. This curriculum prepares them with the high- quality skills and knowledge needed for Key Stage 3 and beyond.

Intent

“The national curriculum for physical education aims to ensure that all pupils develop competence to excel in a broad range of physical activities.”

Pupils will move progressively through three learning stages:

• Explore – EYFS, Year 1 and Year 2: Pupils explore basic movement skills of running, jumping, kicking, throwing and catching, whilst demonstrating physical attributes of balance, agility and co-ordination.
• Combine – Year 3 and Year 4: Pupils combine basic movement skills of running, jumping, kicking, throwing and catching, whilst demonstrating physical attributes of balance, agility and co-ordination.
• Refine – Year 5 and Year 6: Refine sport specific skills whilst demonstrating physical attributes of flexibility, strength.

Pupils will participate in a range of games, as well as dance and gymnastics sequences and health related fitness and outdoor adventurous activities. All schools must provide swimming instruction in key stage 1 or key stage 2.

Implementation

• Each unit of work will begin with an overview of what is to be covered within the sequence of lessons a unit conclusion, which will guide staff in providing summative feedback to pupils at the end of a unit of work.
• A list of prescriptive resources and a guide to adapting resources if the ‘ideal’ isn’t available, as well as how equipment can be altered to support and challenge pupils, would also be included.
• Rules and regulations for specific sports would also feature to allow staff to encourage good practice ahead of potential competition and to ensure characteristics such as fair play and respect can be accurately enforced.
• Each lesson has an individual toolkit in the form of a flow chart, providing a visualisation of the sequence of learning taking place, as well as directed tasks based on pupil success. Specific vocabulary would also be included to outline key techniques of skills, allowing direct links with model questioning and images to support set up of activities.

Impact

• A suggested extra-curricular and enrichment offer, as well as the inclusion of QR codes to local sports provision, provides pupils with many
  opportunities to develop their skills, enhancing the potential for success which increases the likelihood of lifelong participation. This also provides an additional opportunity to participate in sport and be physically active, which develops resilience, confidence and independence to lead a healthy and active lifestyle.
• Sports and activities selected to comprise the curriculum, will reflect the school sport network calendar of events, allowing pupils to develop
  competence immediately prior to potentially showcasing these skills at a local area competition level.

Mission Statement

‘You must shine among them like stars lighting up the sky’  (Philippian 2:15)

In response to our mixed-aged classes, our science Curriculum is implemented on a two-yearly programme (Cycle A and Cycle B). This ensures complete curriculum coverage for our pupils. As children progress throughout the school, they develop their knowledge, scientific skills and understanding through a range of topics and practical investigations. By Year 6, all children will have followed our progressive curriculum narrative pathway.

In response to our classes which have 3-year groups, teachers adapt the curriculum to ensure all pupils follow progression of threshold concepts and scientific skills relevant to their age.

Intent

Our children:

• gain knowledge in science formed through interesting and exciting experiences that enhance awareness of their own abilities and strengths as a learner. They use their prior knowledge and apply taught skills to solve problems and develop the sophistication of science.
• see learning in science as an ongoing process not a one-off event, making links with how their learning fits with the world around them, including careers.
• will meet the National Curriculum expectations in science, taught by highly qualified staff who support children to develop mastery of concepts and inspire enthusiasm and interest in the subject.
• have opportunities to experience learning beyond the classroom. This will allow them to enrich their knowledge by visiting science museums and education laboratories and exploring the natural world all around them.

Implementation

The key threshold concepts across the Science curriculum are taught sequentially over time to develop scientific knowledge and skills from EYFS to Y6 and beyond.  The curriculum is built around a process of interweaving topics, self-testing, and re-testing to aid the development of long-term memory and mastery of both skills and knowledge required. Children are taught with reference to the 3 scientific disciplines of Biology, Chemistry and Physics:

• Biology: Children learn that animals, humans and plants are made up of complex interacting systems to function. They recognise that organisms require a supply of energy to carry out basic functions of life and growth.
• Chemistry: Children learn that the Earth is a complex of interacting rock, water, air and life. They explore that particle theory of matter is the abstract idea that helps us develop an understanding of why materials behave as they do.
• Physics: Children learn that energy is a powerful and unifying abstract idea which is difficult to define. Forces change the state of rest or motion of the body.

Impact

Clear outcomes focus and guide Science development plans and drive improvement. Our children:

• demonstrate outstanding progress that reveals a clear learning journey. Children talk enthusiastically about their learning in science.
• are inspired to follow a pathway towards further study in science and aspire to a scientific career.

Science is key to providing the foundation for understanding of the changing world. Pupils can develop a sense of excitement and curiosity about natural phenomena. In the EYFS, science is included within “Understanding of the World”, where pupils learn about science by undertaking activities that help children to develop working scientifically skills and critical thinking. It is introduced, often indirectly, through activities that encourage every child to explore, problem solve, observe, predict, think, make decisions and talk about the world around them. At KS1 and KS2, the curriculum is underpinned by 6 threshold concepts which are regularly revisited and developed over time. The units are taught in a carefully sequenced manner; ensuring that pupils build knowledge, understanding and enquiry skills, which offer them the firm foundation as they make the transition to secondary school to continue their studies further. The topics studied are hierarchical, increasing in challenge as pupils progress from Y1-6.

The Journey Begins …

In every topic studied throughout a pupil’s time in Primary school, there are aspects of Mathematics and English that underpin the science curriculum; we believe this is key to pupils’ success in science. The quality and variety of language pupils hear and speak are key factors in developing their scientific vocabulary and presenting scientific justifications, evaluations, conclusions or arguments. Pupils are assisted in making their thinking clear, both to themselves and others, ensuring secure foundations are built by using discussion to probe and remedy misconceptions.

Biology

• Animals, humans and plants are made up of complex interacting systems to function.
• Organisms require a supply of energy for organisms to carry out the basic functions of life and to grow.

The two threshold concepts in Biology are taught across the following 3 topics: Plants, Animals & Humans and Living things & their habitats. The concepts stem from the idea that all living organisms are made from cells. Most organisms are multicellular – the organism needs to contain sophisticated systems to carry out the various life processes, which require energy. Pupils start by identifying a variety of common animals, describing and comparing their structure. This then leads to pupils grouping common animals into carnivores, herbivores and omnivores as well as identifying the major parts of the human body. Over time, pupils will explore in more depth the major body systems in humans, linked also to the concept of organisms requiring energy. We take the opportunity to study the human digestive, circulatory, respiratory and skeletal systems as well as the importance of nutrition, a balanced diet and the impact of lifestyle choices to build on this concept in humans. It is also explored using food chains, habitats, competition as well as in plants, whereby plant structure, transport of materials, substances required for growth and the life cycle of a flowering plant are studied. We take the opportunity to study flowers, trees and plant growth in the spring and summer months, when use of the outdoor area in school can be maximised to support learning. Organisms also require energy to reproduce; this is explored in plants and animals whereby lifecycles, sexual and asexual reproduction are studied. We teach evolution and inheritance towards the end of Year 6. This is due to the topic being more conceptually difficult and students can use the knowledge they have gained in the other aspects of Biology to help build on the idea that plants and animals are classified which links to evolution. A good grounding in reproduction also aids pupil understanding of inheritance.

Chemistry

• The Earth is a complex of interacting rock, water, air and life.
• The particle theory of matter is the abstract idea that helps us develop an understanding of why materials behave as they do.

The two threshold concepts in Chemistry are taught across the Materials topic. The concepts stem from the idea that all materials are made from atoms/particles and everyday materials behave in different ways, which can relate to simple physical properties and the arrangement of particles. The concept is more complex and increasingly abstract over the course of the curriculum, which prepares students for Chemistry at secondary school. Other aspects of chemistry that are developed using the concept that earth’s resources can occur because of natural phenomena. Pupils start by distinguishing between an object and the materials from which it is made, identifying everyday materials, describing their physical properties, being able to group materials based on their properties and comparing the suitability of everyday materials for uses. The opportunity is then taken to look at the physical properties of rocks and fossils as well as soil formation which links with the concept that earth is a complex of interacting rock, water, air and life. As the topic progresses, pupils look at the particle model of solids, liquids and gases and what happens to materials when heated or cooled and how evaporation and condensation are related to the water cycle. In Year 5 pupils begin to explore the nature of physical and chemical reactions as well as separating simple mixtures.

Physics

• Energy is a powerful and unifying abstract idea which is difficult to define.
• Forces change the state of rest or motion of a body. They hold matter together and interplay between all objects.

The two concepts in Physics are taught across a range of topics including Light, Sound, Electricity, Earth & Space and Forces & Magnets. Energy is a fundamental concept of physics that enables the explanation and prediction of many phenomena and contributes to the unification of the various branches of physics. Energy is a difficult concept to understand and master, which is why physics is usually taught from Year 3 onwards. The curriculum explores different forms of energy stores including electricity, sound and hearing and light and seeing. Pupils explore light, reflections and shadows before then being able to explain how we see things using ideas about light and its properties. Pupils in Year 4 learn how sounds are made, features of sound waves including pitch, amplitude, and dissipation. Electricity includes common electrical appliances, constructing simple series circuits, common conductors and insulators, recognising components from circuit diagrams and investigating components in series circuits.

Force is a useful idea because it is the key to explaining changes in the motion of an object or in its shape. Understanding forces help us to predict and control the physical world around us. The idea of forces stem from the idea that essentially a force is a push or pull acting upon an object because of its interaction with another object. Pupils study contact and non-contact forces including magnetism and magnetic materials. Contact forces are explored through air and water resistance. Levers, gears and pulleys also look how forces can be useful in everyday contexts.

Earth and Space adopts both concepts, since it involves the force of gravity, which influences many dynamic processes within the earth’s interior, on and above its surface. Energy is transferred from the sun to Earth via electromagnetic waves, or radiation. Most of the energy that passes through the upper atmosphere and reaches Earth’s surface. The topics studied include the movement of the earth and other planets relative to the sun and its solar system, movement of the moon and explaining day and night.