Our Curriculum

“This is what we are about.

  We plant seeds that one day will grow.

  We water seeds already planted, knowing that they hold future promise.

  We lay foundations that will need further development.

  We provide yeast that produces effects beyond our capabilities.”

             Archbishop Oscar Romero

"When we try to pick out anything by itself, we find it hitched to everything else in the Universe."  John Muir

Intent: Our school ethos is built upon the Catholic faith, and our children learn to live in ‘St. Mary’s Way’, where fostering respect for others and care for creation form the foundations of our curriculum.  They enjoy learning, playing and praying together, becoming more loving, persistent and resilient through working both independently or in collaboration with others.  We begin with the National Curriculum but deliver so much more.

At the Junior School, the learning becomes more subject specific whilst still ensuring that there is always a context for learning. Children are encouraged and supported to challenge themselves and are given clear targets and success criteria so that all children have the opportunity to achieve their full potential.

Both schools work closely with outside agencies, such as an Educational Psychologist, a Speech Therapist, a Drama Therapist, Social Services and CAMHS, to ensure that all our children can access our rich curriculum at their own appropriate stage of learning. Interventions are put in place for those who may need additional support to close the gap between them and their peers.

Impact: We know our curriculum is impacting as children tell us they love their learning and they take great pride in their books, especially the project books.

Teachers have high expectations of all children and are able to provide challenge, stretch and enrichment in learning because they know the starting points of the children and understand the progression required to reach the end goal. This is achieved through the use of a range of assessment and analysis strategies: timely testing, moderation of work, pupil interviews, use of assessment grids and data tracking systems. The results are seen in outcomes of work, feedback from the community and in the pride the children have of themselves and their school.

Monitoring shows that children are active in their learning, are able to construct their own knowledge and are able to think flexibly and creatively.

Analysis of internal testing provides staff with an accurate overview in order that gaps in learning can be closed.

The planning shows that staff design learning activities that offer challenge and provide a sense of achievement and personal success.

Curriculum RE

'All knowledge is sterile which does not lead to action and end in charity.'
 (Cardinal Desire Joseph Mercier)

Intent: Religious education in each class is based upon the Diocesan supported programme, ‘Come and See’. We support parents through our sex education programme which is approved by the Diocese, and books and other materials are freely available for parents to help them in this task as part of the personal and social education of children.

We also teach our children about other faiths because we live in a multi-cultural and multi-ethnic world and we value the contributions these groups make to our society. We strongly believe in the tolerance of different faiths and beliefs.

Our curriculum is a knowledge-based curriculum that enables the children to learn the teachings of the Catholic Church whilst also allowing them to base their knowledge and understanding in their own life experiences, and gain an understanding of other faiths and beliefs.

Implementation: We follow the 'Come and See', schemes of work which is a programme that has been developed to respond to the needs of primary children in their faith journey. It integrates the Catechism of the Catholic Church and the new Religious Education Curriculum Directory. 

The following strategies and aims underpin the effective delivery of religious education:

• Religious Education will be taught discretely and developmentally.
• It will include the deepening of knowledge, and understanding of key theological ideas and their application.
• ample opportunities will be offered for children to apply and use their knowledge and understanding in cross-curricular studies.
• opportunities to engage with their own and others' beliefs as this will develop positive attitudes and dispositions.
• opportunities to develop a sense of self-worth through their experiences of belonging to a caring community and an awareness of the demands of religious commitment to everyday life.

  Impact: 'The outcome of excellent religious education is religiously literate and engaged young people who have knowledge, understanding and skills-appropriate to their age and capacity -to reflect spiritually, and think ethically and theologically, and who are aware of the demands of religious commitment to everyday life'.

                    Religious Education Curriculum Directory for Catholic Schools 2012

  We assess impact through pupil voice, evidence in books and regular formal assessments.

English

'If we talk about literacy, we have to talk about how to enhance our children's mastery over the tools needed to live intelligent, creative and involved lives.' (Danny Glover)

Intent

Talk underpins thinking and so is key in helping children to become more engaged and effective in their learning. Children are taught to express themselves confidently and coherently through discussion and role-play, and as they grow older through drama, presentations and debate.

We equip children a range of strategies designed to stimulate and challenge their thinking and comprehension. In doing so, our aim is for all children to develop a love of reading, and for us to create enthusiastic, motivated life-long readers and writers.

Our shared and guided reading sessions begin from Year 3 and continue all the way through to Year 6. Each classroom has a book corner containing fiction, non-fiction and poetry to support children’s acquisition of knowledge and encourage reading for pleasure. Additionally, both schools have attractive, well-resourced school libraries and ICT facilities. As children grow older these facilities help them to research their schoolwork and personal interests.

Our school follows ‘Letters and Sounds’ for phonics and uses the ‘Book Band’ system of graded readers until the children become fluent, independent readers.

We strive hard to establish close, productive partnership with parents and guardians, and value the help and support they give by sharing books and stories with their children at home.

We encourage children to write on a wide range of topics and for a variety of audiences. We understand the importance for children to write for a purpose and therefore our lessons are planned to stimulate and engage their imagination and develop their topic-specific vocabulary.

Children are encouraged and supported to engage in local and national issues participating in events that are age-appropriate which they always find particularly enjoyable and interesting to learn about. They are taught to use accurate spelling, grammar and punctuation throughout their written work use our own school script.

Our aim is for all children to develop a love of reading, and for us to create enthusiastic, motivated life-long readers and writers. In doing so, our children are taught to read using a range of strategies that are designed to stimulate their mind.

Children are you encouraged to write on a wide range of topics and for a variety of audiences. We understand the importance for children to write for a purpose and therefore our lessons are planned to stimulate and engage their imagination and develop their topic-specific vocabulary.

We are also keen to engage the children in local and national issues and events at an age-appropriate level, which they always find particularly enjoyable and interesting to learn about.

As part of their learning, they know the importance of accurate spelling, grammar and punctuation throughout their written work but also have access to use our own school script to enrich their vocabulary.

Our English curriculum covers reading, writing and grammar to give depth and breadth to their study of the subject equipping all children to develop the broad range of skills through exposure to learning appropriate to their age and ability. Take English literacy as an illustration, children have daily English lessons, and guided reading sessions with opportunities to apply their literacy skills in other subjects whilst applying some vocabularies learnt in other subjects during English lessons.

Communication through speech and writing is an essential skill. Firm foundations in the basic skills grammar, punctuation, spelling, comprehension, speaking and listening together with cursive handwriting.

Implementation

Our rich, broadly balanced curriculum is designed to be delivered through thematic units that have as the starting point high quality texts. This allows for learning to be contextualised, with English skills underpinning subject-specific study.

Each year group’s curriculum is revised annually by teachers with guidance from the subject lead. Based on this review, a Priority Action Plan is developed for each class. The subject lead makes use of the individual teacher’s Priority for Improvement to develop a whole School Action Plan which is then implemented and reviewed by the subject lead. High level monitoring is undertaken by the headteacher providing senior management input on the overall direction of the Plan. The subject lead conducts periodic review of the Plan through feedback from colleagues and peer review to ensure the Plan’s relevance, reliability and improvements are safeguarded.

Impact

Children are expected to make good progress in acquiring knowledge and skills in English and as a result achieve well in comparison to national benchmarks. This is reflected in their outcomes at the end of Year 6 and through in-year monitoring of their performance. We also assess impact through the confidence expressed in pupils’ voices and the ease with which they communicate, the range and depth of vocabularies used and evidence in books and regular formal assessments.

 

Maths

‘Maths is not a spectator sport, it’s not a body of knowledge, it’s not symbols on a page. It’s something you play with, something you do.’  (Keith Devlin)

Curriculum Intent for Maths:

What we are trying to achieve with our Maths curriculum?

• Our maths Curriculum will develop secure building blocks for the development of mathematical understanding, reasoning and problem solving.

• Children will develop skills in fluency, mathematical reasoning and problem solving, through well taught progressive steps.

• As part of their maths journey children will build on their previous learning, both within and between year groups.

• Progression documents in Maths National Curriculum objectives, recall facts and problem solving will underpin planning.

• Children will follow a concrete/ pictorial/ abstract approach in their learning.

• They will develop skills of resilience and determination in their work.

• Our intent is that children will aspire to, and be able to achieve, the National curriculum objectives for their year group.

• All children will have positive attitudes towards maths, they will be engaged and motivated to be able to achieve their true potential.

Implementation: How do we deliver the maths curriculum?

• Children will be taught in line with the National Curriculum objectives for their year group.

• Using the mastery approach children will learn how to tackle mathematical questions in a series of different way and representations.

• Children will take part in daily maths lessons.

• They will access a range of resources which will come from different publications and sources appropriate for their age group

• They will be taught broadly in line with the sequenced blocks of teaching specified in the White Rose Maths Hub schemes of work.

• Lesson starters will allow children to revisit, consolidate and extend learning in a range of mathematical topics.

• Well targeted questioning will assess understanding and challenge mathematical thinking.

• Formative and summative assessment will enable the next steps of learning to be planned for.

• Class display, working walls, connections models and targeted resources will support and enrich learning.

Pre-teaching interventions and small group/ 1:1 support will be used.

• Homework will allow children to consolidate and build on objectives covered in class.

Impact: What difference is the curriculum making to our pupils?

• Most children will achieve end of year expectations for their year group.

• Children will have a positive and engaged attitude towards maths.

• They will be ready to progress to the next stage of their maths learning.

• Children will be confident in applying their maths skills in a range of familiar and unfamiliar context.

• They will be resilient in their work with a “can do” attitude and will talk enthusiastically about their maths learning.

• Children will have made connections within their maths learning, but also with how their learning relates to the real world.

We measure impact by the triangulation of lesson observations, work scrutiny and pupil voice, as well as this we carry our yearly subject leader/ teaching staff discussions – where areas for development are discussed, and for which targets for the year are collaboratively developed. The outcome of this work forms a basis for the coming years action plans, and evaluation of impact.

Science

‘Somewhere, something incredible is waiting to be known’. (Carl Sagan)

Intent

Science education provides the foundations for understanding the world.  We aim to develop children’s understanding of the world around them through systematic enquiry, using both first hand and secondary sources as appropriate.

They will be encouraged to ask questions about what they observe, devise experiments to answer these questions and find a variety of ways to communicate this information.

The national curriculum for science reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically (National Curriculum 2013). Therefore, children will be taught to use scientific vocabulary in verbal explanations and taught to spell scientific vocabulary when completing written science work. 

The teaching of science involves the children in practical work through whole class activities, through small group work and individual work.

Science is for everyone! Science inspires children, encouraging them to be inquisitive about the world, nurtures their innate curiosity and enables them to develop a range of skills that are useful across their learning. At St. Mary’s we all champion primary science and want every child to have a positive experience of science throughout their education here.

Working scientifically' involves the processes of science, including understanding the sorts of questions that are the province of science; the design of experiments; reasoning and arguing with scientific evidence; and analysing and interpreting data.

Children will develop independent and group learning skills. They will learn the process of design of their own investigations and take measurements with increasing accuracy. They will become skilled at reading and presenting different types of data and solving problems. They will be able to select the resources and equipment they need, doing this safely through enquiry based teaching and learning methods. Exploring different environments (out of class learning) using scientific vocabulary confidently.

Assessment formative and summative.

At the end each lesson children self-assess learning along with teacher assessment. Each term there is a progress and end of topic test for each unit, which assesses objective from the programmes of study.

Pupils achievements and progress in science is essential at St. Mary’s. The outcomes are used to secure even better science.

Music

‘Music is a more potent instrument than any other for education, because rhythm and harmony find their way into the inward places of the soul.’ (Plato)

Intent:

At our school, music is deeply valued and links into the daily life and faith practice of our community. We believe that music is not only an essential form of expression but also a powerful medium for spiritual and personal growth. Throughout the school week, our students come together in song, whether through hymns or sung prayers, creating a sense of unity and purpose.

Our Junior School music program encourages exploration and creativity, focusing on compositional skills, sound experimentation, and an understanding of music within historical and cultural contexts. We are lucky to have students from many different cultures with different styles of music and musical traditions and feel they should be celebrated. It is important to develop a life-long love and understanding of music.

Music teaching in each class is based on the Kapow Primary Music Scheme. It provides opportunities for students to grow as confident performers, composers, and listeners, engaging with music from diverse traditions and historical backgrounds. Through singing, playing instruments, improvisation, composition, and attentive listening, our students develop musical skills that extend beyond the classroom, including teamwork, leadership, creative thinking, and presentation skills.

Our music program supports the National Curriculum standards and aims to provide an enriching, inclusive, and comprehensive musical education that resonates with students throughout their lives.

Implementation

Our music curriculum takes a holistic approach to music, in which the individual strands below are woven together to create engaging and enriching learning experiences:

Listening and evaluating

Creating sound

Notation

Improvising and composing

Performing

Our music curriculum is designed to engage, inspire, and develop musical skills through a cross-curricular, hands-on approach that covers diverse musical styles and traditions. In each unit, students are introduced to the dimensions of music—including pitch, duration, tempo, timbre, structure, texture, and dynamics—and are encouraged to apply these elements in their work. Lessons are designed for active participation and include independent, paired, and group activities. Each topic has a cross-curricular theme, as well as elements of movement and dance to enhance understanding of music in different contexts.

Individual and group instruction on various instruments, including piano and guitar is available through external teachers, more information is available in the school office. Our school choir is open to Year 5 and 6 students and is increasingly popular each year. Students have opportunities to publicly perform throughout the year, gaining valuable performance experience. We participate in the Young Voices concert at the O2 each year as well as the CSMA music festival at the Fairfield Halls. Year 4 integrates music into the Nativity production, while Year 6 includes music and dance in their end-of-year summer production, allowing students to celebrate their musical achievements with the school community.

This curriculum not only cultivates musical ability but also reinforces essential life skills such as teamwork, creativity, and confidence, ensuring that every student leaves with a strong foundation and appreciation for music.

Impact

The music program at our school can create confident performers, composers, and listeners. Our students learn to express themselves and develop a deep appreciation and respect for a diverse range of musical styles from around the world, and gain an understanding of how cultural, social, and historical contexts shape music. They learn to read and write music effectively, applying this knowledge to their own performance and composition efforts. Furthermore, students are encouraged to explore and articulate their own musical preferences, creating a foundation for lifelong enjoyment and appreciation of music.

To track progress and ensure learning objectives are met, we use both formative and summative assessments. Formative assessment is ongoing throughout lessons, with guidance provided to teachers for monitoring students’ progress against set objectives. Each unit concludes their topic with a performance opportunity, allowing for summative assessment of students’ knowledge, skills, and musical expression.

History

 ‘What man is, only history tells.’ (George Mosse)

Intent 

Our History scheme of work aims to inspire pupils to be curious and creative thinkers who develop a complex knowledge of local and national history and the history of the wider world. We want pupils to develop the confidence to think critically, ask questions, and be able to explain and analyse historical evidence. Through our scheme of work, we aim to build an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time.

History will support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups. We aim to allow children to appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from mankind’s past mistakes.

Our scheme aims to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History. We hope to develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries. In order to prepare pupils for their future learning in History, our scheme aims to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture. This History scheme of work enables pupils to meet the end of Key stage attainment targets in the National curriculum.

During their time in school children are given opportunities to go on educational visits or experience in school workshops to further develop their understanding of past societies.

Implementation: We make full use of the Kapow KS2 scheme of work and resources.

Children will learn historical events in carefully planned lessons that help children to make connections between events and help children to understand the passage of time.

In order to meet the aims of the National curriculum for History, we have identified the following key strands:

• Substantive concepts
• Historical enquiry
• Chronological awareness
• Topic knowledge

These strands are interwoven through all our History units to create engaging and enriching learning experiences which allow the children to investigate history as historians do.

We support children in building a ‘mental timeline’ they can refer to throughout their learning in Key stage 2 and identifying connections, contrasts and trends over time. The Kapow Primary timeline supports children in developing this chronological awareness.

In Key stage  2, units are organised around an enquiry-based question and children are encouraged to follow the enquiry cycle (Question, Investigate, Interpret, Evaluate and Conclude, Communicate) when answering historical questions. Over the course of the scheme, children develop their understanding of the following key disciplinary concepts:

• Change and continuity.

• Cause and consequence.

• Similarities and differences.

• Historical significance.

• Historical interpretations.

• Sources of evidence.

Lessons are designed to be varied, engaging and hands-on, allowing children to experience the different aspects of an historical enquiry. In each lesson, children will participate in activities involving disciplinary and substantive concepts, developing their knowledge and understanding of Britain’s role in the past and that of the wider world. Children will develop their knowledge of concepts and chronology as well as their in-depth knowledge of the context being studied.

Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts, concepts and vocabulary.

 

Impact:

The impact of Kapow Primary’s scheme can be constantly monitored through both formative and summative assessment opportunities. Furthermore, each unit has a skill catcher and knowledge assessment quiz which can be used at the end of the unit to provide a summative assessment.

After the implementation of Kapow Primary History, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education. They will be enquiring learners who ask questions and can make suggestions about where to find the evidence to answer the question. They will be critical and analytical thinkers who are able to make informed and balanced judgements based on their knowledge of the past.

The expected impact of following the Kapow History scheme of work is that children will:

● Know and understand the history of Britain, how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.

● Develop an understanding of the history of the wider world, including ancient civilisations, empires, non-European societies and the achievements of mankind.

● Develop a historically-grounded understanding of substantive concepts - power, invasion, settlement and migration, civilisation, religion, trade, achievements of mankind and society.

● Form historical arguments based on cause and effect, consequence, continuity and change, similarity and differences.

● Have an appreciation for significant individuals, inventions and events that impact our world both in history and from the present day.

● Understand how historians learn about the past and construct accounts.

● Ask historically-valid questions through an enquiry-based approach to learning to create structured accounts.

● Explain how and why interpretations of the past have been constructed using evidence.

● Make connections between historical concepts and timescales.

Geography

'The study of geography is about more than just memorising places on a map. It's about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it's about using all that knowledge to help bridge divides and bring people together.' (Barack Obama)

Intent

In our Geography scheme of work we aim to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world; in other words, to think like a geographer. We want pupils to develop the confidence to question and observe places, measure and record necessary data in various ways, and analyse and present their findings. Through our scheme of work, we aim to build an awareness of how Geography shapes our lives and over time. We hope to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.

Our scheme encourages:

• A strong focus on developing both geographical skills and knowledge.

• Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence.

• The development of fieldwork skills across each year group.

• A deep interest and knowledge of pupils’ locality and how it differs from other areas of the world.

• A growing understanding of geographical concepts, terms and vocabulary.

Kapow Primary’s Geography scheme of work enables pupils to meet the end of key stage attainment targets in the National curriculum. The aims also align with those in the National curriculum.

At the Junior School the children will learn geographical skills that can be used at a local level in the world around them, and to understand secondary sources of information. They will learn the importance of maps and how to read them, and have a good knowledge of the place of their town, country and continent in the world. They will understand that climate plays a part in human experience in different places in the world, and that we all have environmental responsibilities to safeguard the world in which we live. Geographical knowledge will be linked to other disciplines and used to deepen knowledge of history and literature. Children will use technology to deepen understanding of the world. They will also learn about our place in the universe.

Implementation: We make full use of the Kapow KS2 scheme of work and resources and use teacher judgment to select/add additional resources as needed.

The National curriculum organises the Geography attainment targets under four subheadings or strands:

• Locational knowledge

• Place knowledge

• Human and physical geography

• Geographical skills and fieldwork

Kapow Primary’s Geography scheme has a clear progression of skills and knowledge within these four strands across each year group. Our Progression of skills and knowledge shows the skills taught within each year group and how these develop to ensure that attainment targets are securely met by the end of each key stage. Geographical key concepts are woven across all units rather than being taught discretely as seen in the Progression of key geographical concepts.

The Kapow Primary scheme is a spiral curriculum, with essential knowledge and skills revisited with increasing complexity, allowing pupils to revise and build on their previous learning. Locational knowledge, in particular, will be reviewed in each unit to coincide with our belief that this will consolidate children’s understanding of key concepts, such as scale and place, in Geography.

Cross-curricular links are included throughout each unit, allowing children to make connections and apply their Geography skills to other areas of learning. Our enquiry questions form the basis for Key stage 2 units, meaning that pupils gain a solid understanding of geographical knowledge and skills by applying them to answer enquiry questions. We have designed these questions to be open-ended with no preconceived answers and therefore they are genuinely purposeful and engage pupils in generating a real change.

Each unit contains elements of geographical skills and fieldwork to ensure that fieldwork skills are practised as often as possible. Developing fieldwork skills within the school environment and revisiting them in multiple units enables pupils to consolidate their understanding of various methods.

Lessons incorporate various teaching strategies from independent tasks to paired and group work, including practical hands-on, computer-based and collaborative tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles. Each lesson provides guidance for teachers on how to adapt their teaching to ensure that all pupils can access learning, and opportunities to stretch pupils’ learning are also available if required. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

Impact:

An enquiry-based approach to learning will allow teachers to assess children against the National curriculum expectations for Geography. The impact of Kapow Primary’s scheme can be constantly monitored through both formative and summative assessment opportunities.

Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. Furthermore, each unit has a unit quiz and knowledge catcher, which can be used at the start or end of the unit to assess children’s understanding. Opportunities for children to present their findings using their geographical skills will also form part of the assessment process in each unit.

After implementing Kapow Primary Geography, pupils should leave school equipped with a range of skills and knowledge to enable them to study Geography with confidence at Key stage 3. We hope to shape children into curious and inspired geographers with respect and appreciation for the world around them alongside an understanding of the interconnection between the human and the physical.

The expected impact of following the Kapow Primary Geography scheme of work is that children will:

● Compare and contrast human and physical features to describe and understand similarities and

differences between various places in the UK, Europe and the Americas.

● Name, locate and understand where and why the physical elements of our world are located and how they interact, including processes over time relating to climate, biomes, natural disasters and the water cycle.

● Understand how humans use the land for economic and trading purposes, including how the distribution of natural resources has shaped this.

● Develop an appreciation for how humans are impacted by and have evolved around the physical geography surrounding them and how humans have had an impact on the environment, both positive and negative.

● Develop a sense of location and place around the UK and some areas of the wider world using the eight points of a compass, four and six-figure grid references, symbols and keys on maps, globes, atlases, aerial photographs and digital mapping.

● Identify and understand how various elements of our globe create positioning, including latitude, longitude, the hemispheres, the tropics and how time zones work, including night and day.

Pupil progress is assessed and recorded on weekly unit spreadsheets.

The impact of Kapow Primary’s scheme can be constantly monitored through both formative and summative assessment opportunities. Furthermore, each unit has a skill catcher and knowledge assessment quiz which can be used at the end of the unit to provide a summative assessment.

Computing

'When you learn computing, you are thinking about thinking' (Bill Mitchell)

Intent

In an ever-advancing world of technology it is important that we as a school provide a high-quality computing curriculum which equips pupils to use computational thinking and creativity to understand and change the world in which they live. We believe that the teaching of computing will give our pupils the essential skills that underpin a successful future for our children.

The children are taught how to create programs and a range of content to express their understanding and to enhance the learning of others. The children also learn how to be digitally literate, to communicate and collaborate effectively using web tools and to search and interrogate information. Each year group also study a significant individual who has made an impact in the development of computing.

At the heart of our curriculum is the importance of online safety. At our school, we deliver a rigorous online safety programme from Year 3 to Year 6 (which will have followed on from the infant school) which is supported through our involvement in national events such as Safer Internet Day.

At the Junior School children will explore different aspects of computing through specific learning topics that will cover the elements that they need for life in twenty-first-century Britain. They will become increasingly skilled at manipulating the digital world as a tool for learning.

Implementation:

We follow the Kapow scheme which insures full coverage of the National curriculum, through three major areas computer science, information technology and digital literacy which are then broken down into five strands.

The units are programming, online safety, computer systems and networks, data handling and creating media

Learning will be covered in explicit IT lessons each week on Mondays and Tuesdays, and reinforced by class teachers at other times. The ICT teacher delivers a different unit of work across a 9/10 week period and coverage of all three strands of the computing curriculum is ensured. Children will revisit aspects of online safety regularly in the rest of the curriculum.

Impact:

The IT teacher will assess skills in particular aspects of IT and report back to class teachers and the SLT. Class teachers will observe IT use in other areas of learning and assess through pupil voice and evaluation using different communication technology. The impact of our computing curriculum can clearly be seen in projects that children create as well as presentations created as digital content.

 SLT and the computing subject leader monitor the impact of the curriculum using a variety of strategies:

Pupil voice

Learning walks

Skills Trackers

PE

‘Sports build good habits, confidence, and discipline. They make players into community leaders and teach them how to strive for a goal, handle mistakes, and cherish growth opportunities.’ (Julie Foudy)

Intent

Our PE curriculum promotes teamwork, co-operation, leadership and how to lead a healthy, active lifestyle. Children are provided with opportunities to develop their personal, social, cognitive and physical skills through school sport and our extra-curricular program. Children develop these skills as individuals and as a participant in group and team activities.

We deliver high quality PE lessons that are delivered by specialist coaches as well as teachers, concentrating on Physical Literacy through gymnastics, dance and multi-skill activities during curriculum time. Children are provided with the opportunity to use specialist equipment in each lesson. Athletic activities and swimming are experienced at Key Stage 2.

This is complemented by active playtimes and extra-curricular activities including swimming, dance, cross-country, athletics, netball and football.

Our school competes in many competitions throughout the year including swimming, athletics, cross-country, dance, football and netball.

At St Mary’s Catholic Junior School, we aim to provide a valuable physical education for all children which is delivered by our staff using the ‘PE Hub’ scheme of work. Our teachers are committed to engaging pupils and developing their knowledge, skills and capabilities necessary for their mental, emotional, social and physical wellbeing for the future. Our intent is to not only teach children a variety of physical activities and skills and how to be active for a continued period of time but to understand the importance of team work by communicating and co-operating with one another. We also work towards making the children mindful of the importance of fairness and equity through P.E which is a skill that can be embedded for life.

Implementation

At St Mary’s, the children participate in two PE lessons per week which includes a swimming lesson taught by a qualified swimming instructor. We deliver opportunities for all children to participate in extra-curricular activities after school including football, netball, dance and swimming. Children are given opportunities to engage in competitive sporting activities in our school and in the Croydon Borough. Specialists from the Croydon Schools Sports Partnership support staff in delivering high quality PE lessons. They also train our children to be sports leaders throughout the school and coach gifted and talented children in a variety of sports.

The children are also encouraged and given the opportunity to take part in the ‘Daily Mile’ every day around the playground.

Impact

All children are assessed by their class teacher termly against a set of success criteria. By the end of key stage two, children should have acquired fundamental skills, the ability to play competitive games with basic knowledge of attacking and defending, developed their flexibility, strength, technique control and balance through athletics and gymnastics and be able to perform a range of movements through dance. Whilst learning all these skills children are taught the meaning of team work and fair play and the positive effects physical activity can have on our minds and bodies. Children are also assessed by their swimming instructor to measure if they can swim competently and confidently over long distances using a range of strokes effectively. 

Our curriculum aims to progress the children’s fitness and well-being. Our impact is to inspire children to use their skills independently and effectively to enable them to live a healthy and happy lifestyle.

PSHE, Citizenship and British Values

'No one is born a good citizen; no nation is born a democracy. Rather, both are processes that continue to evolve over a lifetime. Young people must be included from birth. A society that cuts off from its youth severs its lifeline.' (Kofi Annan) 

Intent

Personal, social and health education (PSHE) and citizenship enables children to become healthy, independent and responsible members of society.

We encourage our pupils to play a positive role in contributing to the life of the school and the wider community, and teach them what it is to be a British Citizen.

In so doing we help develop their sense of self-worth. We teach them how society is organised and governed. We ensure that they experience the process of democracy in school through the School Council.

The aims of personal, social and health education and citizenship are to enable the children to:

• know and understand what constitutes a healthy lifestyle;
• be aware of safety issues;
• understand what makes for good relationships with others;
• have respect for others;
• be independent and responsible members of the school community;
• be positive and active members of a democratic society;
• develop self-confidence and self-esteem, and make informed choices regarding personal and social issues;
• develop good relationships with other members of the school and the wider community.

  As a Catholic School, this framework will be implemented in the light of our mission statement with Catholicism at the centre of our approach.

 

At the Junior School the intent is to provide a range of resources and guidance in a number of different areas that help each child to grow and develop with the knowledge that he or she requires and the confidence to make good decisions based on the information provided. Teaching is principally led by the class teacher, as first point of contact for all pastoral matters. RE lessons are planned to complement PSHE issues and as a starting point for discussion in a number of areas; in particular emotional development, family life and spiritual knowledge. Science lessons are strategically planned so that learning about health and puberty are matched to biological learning at the same time. PE also provides opportunities for discussion and complement learning about health and fitness.

PSHE learning is also guided by new statutory guidance for RSE.

Implementation: our class teachers ensure that the range of topics for PHSE are completed and that there is no overlapping with other curriculum areas, so that learning is complemented and not doubled. The Senior Leadership Team also have an important role to play in reinforcing some key ideas in assembly time.

Impact: all professionals in the schools continuously monitor children's personal progress and there is an open forum among professionals to highlight successes and to recognise areas that need further support. In the Junior School all staff are mindful of the challenges that children face in the wider world and are responsive to needs as identified in shared assessment time.

Art

‘Art washes away from the soul the dust of everyday life’ (Pablo Picasso)

Intent

We believe that creativity, challenge and inspiration are fundamental to the development of every child. Our Art and Design curriculum aims to develop a deep understanding and appreciation of the role creativity has played culturally and historically, through an exploration of key artists and craftspeople through time. Pupils are given every opportunity to develop their ability, nurture their talent and interests, express their ideas and thoughts about the world, as well as learning about specific types of art. We provide high quality teaching and learning in drawing, painting and sculpture to enable children to invent and create their own works of art, craft and design. Each child has the opportunity to practise each of these skills each year.  In addition, children will have regular opportunities to explore a wider range of skills and techniques to express ideas creatively across the curriculum. We aim to inspire pupils and develop their confidence to experiment and invent their own works of art.

It meets the National curriculum end of key stage attainment targets and we build on the sound foundation of artistic development from KS1. 

Implementation: We make full use of the Kapow KS2 scheme of work and resources.

The scheme is designed with five strands that run throughout. These are:

● Generating ideas

● Using sketchbooks

● Making skills, including formal elements (line, shape, tone, texture, pattern, colour)

● Knowledge of artists

● Evaluating and analysing

Units of lessons are sequential, allowing children to build their skills and knowledge, applying them to a range of outcomes. The formal elements, a key part of the National Curriculum, are also woven throughout units. Key skills are revisited again and again with increasing complexity in a spiral curriculum model. This allows pupils to revise and build on their previous learning. Units in each year group are organised into four core areas:

● Drawing

● Painting and mixed-media

● Sculpture and 3D

● Craft and design

The National curriculum mapping shows which of the units cover each of the National curriculum attainment targets as well as each of the strands. The Progression of knowledge and skills shows the skills that are taught within each year group and how these skills develop to ensure that attainment targets are securely met by the end of each key stage. The units can be adapted to form cross-curricular links with our own school’s curriculum.

Creativity and independent outcomes are embedded into the units, supporting students in learning how to make their own creative choices and decisions, so that their art outcomes, whilst still being knowledge-rich, are unique to the pupil and personal. Lessons are always practical in nature and encourage experimental and exploratory learning with pupils using sketchbooks to document their ideas. Differentiated guidance is available for every lesson to ensure that lessons can be accessed and enjoyed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils by providing a highly visual record of the key knowledge and techniques learned, encouraging recall of skills processes, key facts and vocabulary.

Impact:

Kapow Primary’s curriculum is designed in such a way that children are involved in evaluation, dialogue and decision making about the quality of their outcomes and the improvements they need to make. By taking part in our regular discussions and decision-making processes, children will not only know facts and key information about art, but they will be able to talk confidently about their own learning journey and have a growing understanding of how to improve.

The impact of Kapow Primary’s scheme can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. An assessment spreadsheet including the learning outcomes for children with secure understanding and those working at greater depth enables teachers to keep records of summative assessments for each child.

After the implementation of Kapow Primary’s Art and design scheme, pupils should leave primary school equipped with a range of techniques and the confidence and creativity to form a strong foundation for their Art and design learning at Key Stage 3 and beyond.

The expected impact of following the Kapow Primary Art and design scheme of work is that children will:

★ Produce creative work, exploring and recording their ideas and experiences.

★ Be proficient in drawing, painting, sculpture and other art, craft and design techniques.

★ Evaluate and analyse creative works using subject-specific language.

★ Know about great artists and the historical and cultural development of their art.

★ Meet the end of key stage expectations outlined in the National curriculum for Art and design.

Design and Technology

Intent

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination and practical activities, our pupils will design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

At the Junior School we believe that design and technology should be an inspiring, rigorous and practical subject. It encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team.  We encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

Implementation: Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in the process of designing and making. The children work in a range of relevant contexts (for example home, school, leisure, culture, enterprise, industry and the wider environment).

When designing and making, the children are taught to:

Design
• use research and develop design criteria to inform the design of innovative, functional, appealing       products that are fit for purpose, aimed at particular individuals or groups
• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer-aided design
Make
• select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing) accurately
• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
• investigate and analyse a range of existing products
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
• understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
• apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products
• understand and use electrical systems in their products
• apply their understanding of computing to program, monitor and control their products

Key skills and key knowledge for Design and Technology have been mapped across the school to ensure progression between year groups. This also ensures that there is a context for the children’s work in Design and Technology; that they learn about real life structures and the purpose of specific examples, as well as developing their skills throughout the programme of study.

Impact: We ensure the children:
• develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
• build and apply a repertoire of knowledge, understanding and skills in order to design and make high-         quality prototypes and products for a wide range of users and critique, evaluate and test their ideas and products and the work of others
• understand and apply the principles of nutrition and learn how to cook. Children will design and make a range of products. Pupils are expected to produce their best finish in all design and activities that is appropriate to their age and ability.

Learning is assessed through pupil voice, making and feedback and formal end of block assessments.

Modern Foreign Languages

Intent

In the Junior School, French is taught to all the children. We believe that the process of learning an additional language has a positive impact on language development in general. Children learn basic communication skills in Key Stage Two, so that they can interact with francophones. In Years 3 and 4 this begins with learning about how different languages are spoken and the physical demands of different sounds. Children learn basic greetings, number skills, colours and about food. In Years 5 and 6 the children take this further and learn decoding skills and how to translate simple texts. The older children also learn about aspects of french culture and the francophone world.

Implementation: through weekly lessons children gradually build a depth of vocabulary and experiences. Children use lots of different prompts for learning including repetition and rhyme, and learn simple songs. All children retain language learning in a portfolio.

Impact: recognising that there are several communities in our schools that are french-speaking, we expect all children to leave the Junior School with the ability to communicate with them, and to be able to use their knowledge when travelling in the wider world.

If you require any additional information regarding your child's curriculum please speak to your child's class teacher.

Remote Education Provision

In times when children cannot attend school (for example, if the DFE advises that schools close, or in the event of extreme weather), learning will be provided via our school's learning platform Fronter, facilitated by itslearning. All children learn how to use this platform in Computing lessons.

In situations where children cannot access their area of the platform, key learning can be posted to the school website until service is restored.

The Senior Leadership Team will make judgements about the loan of laptops during prolonged periods of remote learning and allocate devices accordingly, following a user loan agreement signed by parents.