Mission Statement for Brading CE Primary School

Become lifelong learners with an active love of learning and be inspired to have high aspirations for their future

Reflect wisely and analyse their personal strengths and weaknesses so that they can make decisions and solve complex problems

Achieve in all subjects in their own way with the right support at the right time by having detailed knowledge across the whole curriculum ready for the next stage in their education

Display diversity and have a sense of global importance and an appreciation of us all being equal but different, understand the world around them and be knowledgeable of different themes and topics of local, national and global importance.

Incorporate integrity, honesty and a sense of fairness and justice to become great citizens of the future

Never give up as they may not be there … yet

Grow into physically, mentally and emotionally well-balanced, open minded and caring adults who are confident, supportive and able to look after themselves now and in the future. Also at the same time having the personal commitment to action and being sensitive towards others' needs and feelings.

 

Child Friendly Mission Statement

I will make sure that I:

Become a lifelong learner who loves learning.

Reflect and know my strengths and weaknesses.

Achieve in all subjects.

Differences of everyone are respected.

Inspire each other to be honest, fair and to be a great citizen.

Never give up as I am not there yet.

Grow in all areas to be the best I can be.

Intent

At Brading, we aim to unlock each individual child’s potential by being a TEAM that TRUST each other. Our curriculum will provide enriched life experiences which are rooted in the real world. This will enable all of our children to become resilient and independent citizens of the 21st Century.

We seek to challenge children and are aspirational for them by:

  • Providing memorable and enriching experiences both in and out of the classroom
  • Providing a curriculum which is highly relevant and tailored to each child’s individual needs, so that they are all challenged at all levels in all areas of the curriculum
  • Providing valuable learning experience outside of their studies linked to their personal interest
  • Focusing opportunities to play an active part in their learning, so that they have the ability to make informed choices, gain a range of experiences and develop responsibility so that they can succeed in their future lives
  • Teaching children about their developing world and how their environment and society have changed over time
  • Meeting the formal requirements of the National Curriculum and the locally agreed syllabus for religious education by doing the ordinary things exceptionally well. This is so that sufficient knowledge and skills are embedded for future learning and eventually employment
  • Developing the children intellectually, socially, emotionally, physically, spiritually, morally and culturally, so that they have positive attitudes, healthy relationships and essential life and work skills

Implementation

At Brading, our aim is to make sure that the quality of education is exceptional.

To achieve this we will:

  • Implement a curriculum that is embedded securely and consistently across the whole school.
  • Ensure all staff have a firm and common understanding of the school’s curriculum intent (please see below) and what it means in practice to ensure high quality progress for all our pupils who constantly achieve well - particularly the most disadvantaged. In addition, SEND children will make exceptional achievements.

On a day-to-day basis and over time the curriculum will be:

  • Coherently planned and sequenced towards cumulatively sufficient knowledge and skills for the children’s future learning and employment.
  • Show high quality content and presentation at all times in the children’s books and reflection on their work.

At the same time, during day-to-day lessons and overtime:

  • Teaching is adapted throughout lessons to ensure that pupils’ understanding is systemically checked, misconceptions are identified during each lesson and clear, direct feedback is given. In so doing, there is not a need for unnecessarily elaborate or individualised approaches. (ie most children, who are not SEND, will not fall behind and need constant catch up or long-term interventions)
  • The work given to the pupils is demanding and matched to the aims of the curriculum and it will be coherently planned and sequenced towards cumulatively sufficient knowledge (teach, plan and apply at all levels)
  • All staff will be actively engaged at all time with the children ( i.e break away groups)
  • Assessment is specifically targeted and is used to inform targeted teaching on an ongoing basis i.e changing/adapting what is happening for the children’s learning during a lesson
  • Feedback is undertaken directly in lessons and weekly steps are employed to move learning on rapidly
  • For those that need additional support, the support is well thought out with specific targets that are measurable and show progress on short and long-term progress.

We meet statutory legislation by:

  • Using the National Curriculum to create ‘I Can’ statements that empower and challenge our children.
  • Providing school policies and programmes of learning for Sex and Relationship Education (Christopher Winter Project), RE (Living Difference 3) and Collective Worship.

National Curriculum

A useful link for parents/carers on the National Curriculum is https://www.gov.uk/national-curriculum

Enriching the Curriculum

We will ensure that we enrich our curriculum through each topic - having hooks and inspiring outcomes which will be supported by trips, outreach visits and visitors. We will also endeavour to develop additional experiences for the children through a wide range of extra- curricular activities including phase appropriate after-school clubs, performances, sports events, competitions and enrichment events.

The outcomes for these will include:

By the end of EYFS:

  • All children will have the opportunity to perform as part of a drama production each year.
  • Outdoor learning will be promoted at every opportunity and children will have the chance to explore the beautiful locality in which our school is situated and further afield.
  • All children will take part in Living History experiences.
  • Each class will experience live music, drama each year and watch a film.
  • Each class will take part in one outdoor or adventurous activity each year.

By the End of KS1:

  • All children will take part in the Golden Mile.
  • All children will prepare a dish.
  • Outdoor learning is encouraged at every opportunity and children will have the chance to explore the beautiful locality in which our school is situated and further afield.
  • All children will have the opportunity to perform as part of a drama production each year.
  • Options will be explored to have links with schools on the mainland. 
  • All children will take part in Living History experiences.
  • Each class will experience live music, drama each year and watch a film.
  • Each class will take part in one outdoor or adventurous activity each year.

By the end of KS2:

  • All children will have the opportunity to learn a musical instrument as part of the music curriculum.
  • All children will take part in some sporting activities e.g. golf, games against other schools, sailing.
  • All children will learn to cook a dish by the time they leave our school.
  • All children will have the opportunity to perform as part of a drama production once a year.
  • Outdoor learning is encouraged at every opportunity and children will have the chance to explore the beautiful locality in which our school is situated and further afield.
  • Options will be explored to have links with schools on the mainland.
  • All children will take part in Living History experiences.
  • Each class will experience live music, drama each year and watch a film.
  • Each class will take part in one outdoor or adventurous activity each year.

 

For Key Stage 1 Phonics we use Twinkl and our reading scheme is Oxford Reading Tree.

For details regarding Inclusion in our curriculum, please click here.

Please click on the links below to access details of our curriculum:

English for Key Stages 1 and 2

English Glossary of Terms

Spelling Progression 2021 - 2022

Writing Expectations Year 1

Writing Expectations Year 2

Writing Expectations Lower KS2

Writing Expectations Upper KS2

End of Year Expectations EYFS (Parents Guide)

End of Year Expectations Year 1 (Parents Guide)

End of Year Expectations Year 2 (Parents Guide)

End of Year Expectations Year 3 (Parents Guide)

End of Year Expectations Year 4 (Parents Guide)

End of Year Expectations Year 5 (Parents Guide)

End of Year Expectations Year 6 (Parents Guide)

Curriculum 2021 - 2022

Topics 2021 - 2022

 

 

English

Reading Skills Progression

Writing Skills Progression

 

Intent

At Brading CE Primary School, we strive to:

Create a positive reading and writing culture, where both are enjoyed and considered a pleasure for all pupils.

Provide opportunities for children to read widely, fluently, easily and often for pleasure and information.

Provide opportunities for children to appreciate our rich and varied literary and cultural heritage

Choose quality texts to enable pupils to develop a love of reading and a good knowledge of a range of authors and be able to understand more about the world in which they live through the knowledge they have gained from texts.

Implementation

We ensure that our English teaching and learning provides many purposeful opportunities for reading, writing and discussion. We use a wide variety of experiences, quality texts and resources to motivate and inspire our children. All pupils receive a daily English lesson.  Teachers also ensure that cross curricular links with concurrent topic work are woven into the programme of study.

  • Teachers create a positive reading and writing culture in school, where both are promoted, enjoyed and considered ‘a pleasure’ for all pupils.
  • Promotion of reading through teachers reading out loud regularly to their class.
  • Pupils in EYFS and KS1 to have daily phonics sessions, following the Twinkl Scheme of Work.
  • Age appropriate spellings sent home weekly for pupils to practise their words and to write a sentence containing each word at home. Tested each Friday.
  • Daily Guided Reading sessions in all classes, using one Complete Comprehension text each week.
  • Pupils are being adventurous with vocabulary choices.
  • Pupils to acquire strategies to enable them to become independent learners in English (spelling rules and patterns and how to tackle unfamiliar words when reading).
  • Pupils to discuss and to present their ideas to each other by talking, being able to elaborate and explain themselves clearly, make presentations and participate in debates.
  • Working Walls are in place in all classes aiding pupils and guiding them through the process of Reading and Analysing, Gathering Content, Planning and Writing.
  • Vocabulary promoted through displays in class, all curriculum areas, enhancing and encouraging a wider use of vocabulary.
  • Vocabulary mats are used where needed and thesauruses and dictionaries which are easily accessible for pupils to use.
  • Teaching a range of genres across the school (progressing in difficulty) both in English and other curriculum areas; resulting in pupils being exposed to, and knowledgeable about, literary styles, authors and genres. They can express preferences and give opinions, supported by evidence, about different texts.
  • Displays of writing, in class, shared areas and on the school website, giving a purpose and audience, to encourage pride in work and to show that work is valued
  • Reading and writing events (throughout the year) to encourage and promote enjoyment and opportunities to develop lifelong learning.

Impact

By the time pupils leave the school, they are competent readers and writers who can recommend books to their peers, have a thirst for reading a range of genres and text types, including poetry, and can participate in discussion about books.

 

For Phonics, we use TWINKL and our reading scheme is Oxford Reading Tree.

Letter formation sheet

Maths

Y4 Multiplication Check Parents' Leaflet

Intent

Become fluent in the fundamentals of mathematics

Develop conceptual understanding and the ability to recall and apply knowledge rapidly

To reason and problem solve by applying mathematics to a variety of increasingly complex problems

To build upon children’s knowledge and understanding from year 1 to year 6

To develop resilience that enables all children to reason and problem solve with increased confidence

Implementation

To ensure full topic coverage that creates continuity and progression in the teaching of mathematics

Daily maths lessons include fluency, reasoning and problem solving

Lessons are differentiated to ensure there is appropriate challenge for all learners

Concrete manipulatives and pictorial representations are used to support conceptual understanding and to make links across topics

Children are individually assessed and rewarded for rapid recall of number bonds (KS1) and times tables (Years 2-6)

Children are assessed on a termly basis

Impact

Most children reach end of year expectations

Children’s progress is tracked on a half termly basis using Otrack

Well planned sequences of learning support children to develop and refine their maths skills

Children are able to independently apply their knowledge to a range of increasingly complex problems

Children are reasoning with increased confidence and accuracy

Maths booklet

Science

Skills and Knowledge

Intent

At Brading CE Primary School, it is our intention to provide a high-quality science education that provides children with the foundations they need to recognise the importance of Science in every aspect of daily life. We give the teaching and learning of Science high prominence. Our curriculum will enable children to become enquiry-based learners collaborating through researching, investigating and evaluating experiences. It will encourage respect for living organisms and for the physical environment. Teachers will ensure that all children are exposed to high quality teaching and learning experiences. These will hook the children’s interest, enabling them to develop a sense of excitement and curiosity about natural phenomena. They will be encouraged to ask questions about the world around them and work scientifically to further their conceptual understanding and scientific knowledge. Children will be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. It will provide opportunities for the critical evaluation of evidence and rational explanation of scientific phenomena as well as opportunity to apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. Children will be immersed in key scientific vocabulary, which supports in the acquisition of scientific knowledge and understanding. All children will be provided with a broad and balanced science curriculum which reflects the equality and diversity policies and practice in school. 

Implementation

Our curriculum is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point, considering different avenues for further research. They do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They draw simple conclusions and use scientific language to talk and write. Teachers check on what children already know and then invite children to think of their own questions. Children will be able to build on prior knowledge and link ideas together, enabling them to question and become enquiry-based learners. Children are also asked to review their learning at the end of each topic. These ‘reflection’ tasks provide children with an opportunity to share their learning more widely with other children and parents through a variety of means e.g. learning presentations, talks, report writing etc. Memorable knowledge and skills have been identified for each of the units to provide progressive acquisition of knowledge. This is supported by the use of ‘sticky vocabulary and sticky knowledge’ which are displayed on science working walls and subject specific knowledge mats. Teachers regularly refer to this knowledge and key vocabulary with meanings so that it ‘sticks’. This enables children to readily apply knowledge and vocabulary to their written, mathematical and verbal communication of skills.

 Impact

The successful approach to the teaching of science at Brading CE Primary School will result in a fun, engaging, high quality science education, that provides children with the foundations for understanding the world that they can take with them once they complete their primary education. Assessment at Brading CE Primary School is teacher based and formed using formal strategies (e.g. periodic year group assessment tasks, quizzes) and informal strategies (Use of concept maps, verbal/written outcomes, reflection tasks/presentations). Formative assessment is used as the main tool for assessing the impact of Science at Brading CE Primary School as it allows for misconceptions and gaps to be addressed more immediately rather than building on insecure scientific foundations.

Children at Brading CE Primary School will:

  • demonstrate a love of science work and an interest in further study and work in this field
  • retain knowledge that is pertinent to Science with a real-life context.
  • be able to question ideas and reflect on knowledge.
  • be able to articulate their understanding of scientific concepts and be able to reason scientifically using rich language linked to science.
  • demonstrate a high love of mathematical skills through their work, organising, recording and interpreting results.
  • work collaboratively and practically to investigate and experiment.
  • achieve age related expectations in Science at the end of their cohort year.

Design and Technology

Skills and Knowledge

Intent

At Brading CE Primary School, we encourage our children to use their creativity and imagination through designing and making products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. This is taught through cross-curriculum links and enables children to draw from a broad range of subject knowledge and skills such as mathematics, science, computing and art.

Implementation

At Brading, we follow the ‘Design, Make, Evaluate’ approach to the teaching of DT, as outlined in the National Curriculum Programme of Study.

  • Children are encouraged to be inquisitive about the way products work.
  • Children ask and answer questions in order to deepen their understanding of products and product design.
  • Children use market research to inform their designs and, as they move up through the school, are encouraged to draw detailed designs and make prototypes in order to refine their ideas before creating their final piece.
  • Teachers guide children through the technical skills they will require, modelling good practice and highlighting safety considerations with the children.
  • In the evaluation stage, children reflect upon their final products, considering how they could have altered their design or techniques to impact the overall appearance and usability of their product.

Collaborative work in Design and Technology develops mutual respect for the differing opinions, beliefs and abilities of others. In addition, children develop a respect for the environment, for their own health and safety and that of others. They learn to appreciate the value of similarities and differences and learn to show tolerance. A variety of experiences teaches them to appreciate that all people – and their views – are equally important. Children are encouraged to work in a democratic way, exercising the ‘give and take’ required for successful teamwork.

Impact

  • Children develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
  • Children will 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.
  • Children will critique, evaluate and test their ideas and products and the work of others.
  • Children will understand and apply the principles of nutrition and learn how to cook.

Art and Design

Skills and Knowledge

Intent

At Brading CE Primary School, we highly value the creative curriculum. As part of our lessons, we aim to bring out the artist from within all of our children. We aim for children to discover a passion for the subject and to have the opportunity to develop and broaden their creativity through cross-curricular linked schemes of work. These lessons engage, inspire and challenge pupils through:

  • Drawing
  • Painting
  • Printmaking
  • Collage
  • Sculpture
  • Textiles
  • ICT linked Art

Implementation

Within lessons, children focus on learning and developing their artistic techniques using colour, pattern, texture, line, shape, form and space. This equips them with the knowledge and skills to experiment, invent and create their own works of Art, craft and design. Children at Brading study, and are inspired by a range of artists, both past and present, and use this work to make links to their own.

Impact

All Design and Art at Brading is evidenced in children’s books. In these books, children record their sequence of learning allowing for assessment of progress whilst also displaying their knowledge and skills. Showing off great work is key at Brading. We take pride in displaying the children’s Art and design work both inside the classroom and around the school.

Computing

Skills and Knowledge

Intent

  • Children can access a wide range of computing areas including: digital literacy, computer science and Information Technology.
  • Through the planning and use of cross curricular activities, the goal is for children to use Computing to support the rest of their learning.
  • Children are to become proficient users of Computing in the 21st Century so they can thrive in adulthood.
  • Children know how to protect themselves and keep safe online.

 

Implementation

  • It is tailored to the children's age.
  • Online safety is a key feature for all Primary school children and here at Brading all pupils will be taught online safety through the use of both the specified online safety days and the modules covered in each year group. 
  • Computing will be planned into topic and core subjects as fitting.
  • There will be a weekly computing lesson planned into the timetable for every year group – EYFS will have access to programmable toys.
  • Homework is now done through the online platform Purple Mash, with other online platforms available to support learning in school and at home e.g. Bug Club.
  • Tapestry will be used within the EYFS setting to assess and monitor the children’s progress.

 

Impact

  • Online safety days ensure children can make good choices in school and at home.
  • Through the use of Tapestry, the children in EYFS are able to have their progress shared with their families.
  • Children will feel confident with a wide range of computing skills and knowledge.
  • Core and foundation subjects will be positively impacted and learning enhanced through the cross-curricular links.
  • Children will be proficient users of a range of online platforms to support them in adulthood.

French

Skills and Knowledge

Intent

Understand and respond to spoken and written language from a variety of sources

Speak with increasing confidence and fluency, 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

Write/ speak  at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt

 Implement

Listen attentively to spoken language and show understanding by joining in and responding

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Engage in conversations; ask and answer questions; express opinions and respond to those of others

Speak in sentences, using familiar vocabulary, phrases and basic language structures

Impact

Use of images and videos of children to show completing speaking and listening activities and thereby showing progress through the year

Interviewing the pupils about their learning . Look at what went well.

Children will become aware that a language has a structure, and that the structure differs from one language to another.

Children will enrich their language learning by developing an understanding of the French culture.

Religious Education

Religious Education Curriculum Overview

Intent

Religious Education has a significant role for the development of pupils’ spiritual, moral, social and cultural development. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection. The principle aim of RE is to engage pupils in an enquiry approach where they can develop an understanding and appreciation for the expression of beliefs, cultural practices and influence of principle religions and worldviews in the local, national and wider global community.

Implementation

Brading CE Primary School using Living Differnce IV supported by Understanding Christianity. We have 6 RE days each based on the local syllabus. In Key Stage 1, the children explore Christianity and Judaism and in Key Stage 2, the children explore Christianity, Hinduism and Islam.Religious Education is an integral part of the curriculum and aim to see the ethos and values of a church school permeate all aspects of learning and the school community. Religious Education is taught in accordance with the Isle of Wight syllabus to ensure children are able to explore Christianity as well as having an understanding for other world religions. We aim for pupils to value themselves and others, and we encourage them to be able to speak openly about their beliefs in a safe environment. Collective worship is central to the life of the school. We enjoy close links with Brading churches. Local clergy visit half termly to take Collective Worship as well as visiting classrooms and inviting the school into the churches. Religious Education and Collective Worship have provided opportunities to make links with the local and wider community.

Impact

Our RE curriculum is high quality, well thought out and is planned to demonstrate progression. The children make progress by knowing more, remembering more and being able to do more. They need to transfer and embed key concepts into their long-term memory and apply them fluently. Children will make at least good progress from their last point of assessment. We measure the impact of our curriculum in the following ways:

  • Children demonstrate a positive attitude towards people of any religion and show an understanding of cultural beliefs different to their own.
  • They demonstrate respectful behaviour to all and this is transferable outside of school in the wider community and beyond.
  • Assessing children’s understanding of each unit’s linked vocabulary before and after the unit is taught.
  • Images and videos of the children’s learning.
  • Interviewing the pupils about their learning (pupil voice).
  • Pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
  • Marking of written work in books

History

Skills and Knowledge

Intent

  • Trips offered to enhance curriculum and understanding.
  • Secure chronological knowledge of local, national and world history.
  • Wide range of resources available to deepen children’s curiosity relevant to their topic.
  • Use of cross-curricular activities.
  • From year 1 upwards, the children will extend their knowledge from living history to ancient civilizations.
  • Children will understand how primary and secondary sources are used to understand historical events.

 

Implementation

  • Wide range of relevant vocabulary displayed in classroom to be used by children in their work.
  • In weekly planned lessons; cross curricular activities, including computing, to allow children to answer their own questions about the topic.
  • In EYFS, a range of fiction and non-fiction books will be shared to explore the changes that have happened over time to impact their lives today.
  • All classes will use a range of artefacts, books and online resources to support the interests and understanding of the children.
  • Each year group to focus on different eras of history to provide a varied study of periods in history throughout the school.

 

Impact

  • Knowledge of wide range of vocabulary which they can use confidently.
  • Children can share their new-found knowledge from the cross-curricular activities and research sessions (particularly in KS2).
  • Children’s natural curiosity is ignited which will help their enthusiasm for learning.
  • In EYFS, they will use the reading of books to explore children’s inquisitiveness about the life they have today.
  • When the children leave Brading, they will understand how historical events have impacted their lives.
  • Children will have a deeper understanding of the world of work relating to history e.g. archaeology.

Geography

Skills and Knowledge

Intent

  • Children will focus on four main areas throughout their time at Brading including: locational knowledge; place knowledge; human and physical geography; geography skills and fieldwork.
  • Children will have a wide range of topic specific vocabulary.
  • Trips will be used to help the children observe and investigate their local area.
  • Cross-curricular lessons to be planned and taught.

 

Implementation

  • Long term planning will include three geography topics that will be taught weekly with an exhilarating hook and outcome, pre-planned to engage the children.
  • Display boards to be used in every classroom to present topic specific vocabulary.
  • One trip will be planned per topic to deepen the children’s understanding.
  • The use of cross curricular activities to link with all subjects; specifically computing (to explore a variety of maps) and PE (to use map and fieldwork skills to support orienteering).

 

Impact

  • Children achieve a deeper understanding of all areas of the geography curriculum; with geographical skills being built on and extended yearly.
  • Children will be confident in using geographical terms within their writing and speech.
  • Children can use their trips to investigate the world of work linked with geographical careers.
  • Children can use their geographical knowledge and skills to support their curiosity and learning in all curricular areas.

Physical Education

Skills Progression

Intent

At Brading we want PE to be the centre of every child’s school experience and have a positive impact on their academic, physical, social and emotional wellbeing and their health. We plan a wide range of sporting and physical activities to meet all needs during PE lessons, breaktimes and after school clubs for fun, enjoyment and if children want to, competition. Our aim is to raise the participation levels of sport and physical activity in school, at clubs out of school and throughout their life, promoting healthy lifestyles. Brading believe that all children can achieve and experience success within their own ability, not only physical and sport skills but confidence, creativity, resilience, motivation and team building skills. The intent of our PE curriculum is to provide all children with high quality and broad and balanced PE and sport provision, with learning opportunities that can inspire children to succeed in physical activities now and in the future.

Implementation

All children at Brading have access to 2 hours of high-quality Physical Education from Reception Class to Year 6. Our PE Curriculum provides a range of sports and activities to ensure we develop well balanced children. We provide opportunities for all children to engage in extra-curricular sports clubs and aim to give all KS2 children the opportunity to represent Brading in extra-curricular and competitive sport. This inclusive approach endeavours to encourage the curriculum to extend beyond the academic, into cultural capital, spiritual, moral, social and cultural development, a positive mind set and a healthy lifestyle.

Impact

We help motivate children to participate in a variety of sports through quality teaching that is engaging and fun. From our lessons, our children learn to take responsibility for their own health and fitness, many of whom also enjoy the success of competitive sports. We equip our children with the necessary skills and a love for sport. They will hopefully grow up to live happy and healthy lives utilising the skills and knowledge acquired through PE.

Music

Skills and Knowledge

Intent

Build a music curriculum that is progressive and builds on previous learning
Promote a love of music and singing across a broad curriculum
Teach music in a enjoyable way, alongside other areas of the curriculum
Encourage children to participate in opportunities to demonstrate a love of music and to showcase their skills

Implement

Opportunities for whole school and class enrichment
Clear and comprehensive scheme of work in line with the National Curriculum
Planned opportunities to learn music within a wider context alongside other curriculum subjects
Participation in local music events as appropriate,
A link governor who liaises with the subject leader in order to monitor and improve standards

Impact

Children will understand and apply subject specific vocabulary
Children will have the opportunity to perform and develop musical skills
Children will participate in wider musical activities
Children will develop a love of music and an appreciation of different music forms.

  

Personal, Social Health and Emotional Education

PSHE education is a planned programme of learning through which our children acquire the knowledge, understanding and skills they need to manage their lives. As part of a whole school approach, PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. We use the SCARF website to deliver the curriculum: https://www.coramlifeeducation.org.uk/scarf/ 

Intent

In PSHE, we give our children the knowledge, understanding and emotions to enable them to play an active role in society. We encourage children to have confidence in their own thoughts and believe that anything is possible if they put their mind to it. We promote respect and tolerance for those who choose to live their lives differently to others. Having the ability to stay safe and healthy is a high priority and children are equipped to make informed decisions.

Implementation

All pupils have a weekly PSHE lesson using SCARF to meet the needs of our pupils. Medium term planning incorporates all aspects of the stutory requirements of the PSHE curriculum.  Collective Worships are planned to cover any additional sessions that would benefit the whole school. RSE is taught at the end of each year group at an age appropriate level. We are a Skill Builder school which develops 8 key skills in each year group.

Impact

We firmly believe that a meaningful PSHE curriculum is the key to children becoming confident, tolerant and well-rounded adults. Children can approach a range of real-life situations and apply their skills and attributes to help navigate themselves through modern life. From exposure to a range of global issues and problems, children can build up tolerance and a sense of responsibility of being a global citizen. From engagement with a variety of Educate and Celebrate texts, children can understand the different lifestyles that people may live and be respectful and tolerant towards those leading different lives to themselves.