Curriculum

The Access Art Primary Art Curriculum is used to help deliver a rich, broad, balanced, diverse and engaging art curriculum. Blackthorns has implemented this art scheme as a Split Primary Art Curriculum, alternating our teaching time with Design and Technology.  The Split Primary Art Curriculum has one area of focus per term: 

Autumn Term:  

• Drawing & Sketchbooks 

Spring Term: 

• Surface & Colour 

Summer Term: 

• Working in Three Dimensions 

Implementation 

Our art curriculum is designed around the idea that art is far more than a series of technical skills, our holistic curriculum nurtures creative thinking skills and helps ensure pupils learn through art, as well as about art. We use Access Art to support our staff in delivering high quality teaching with learning carefully sequenced in order to deepen understanding of key concepts. Our children learn a wide range of skills, developing understanding and showing clear progression. which will hold them in good stead whichever direction their learning takes them. 

At Blackthorns, our art and design lessons are taught over a number of weeks to allow children to acquire a wealth of substantive knowledge as well as learning and embracing unique skills. Teachers use Access Art resources, which have been designed by a set of highly skilled artists, to inform the planning and delivery of rich, fulfilling, and fun lessons. We alternate our art and design with design technology each half term. Teachers understand the need to allow time for practise and application of the skills and processes learnt, so that by the end of each key stage every child is confident in their understanding. 

In Reception, pupils are taught: 

• Develop their small motor skills so that they can use a range of tools competently, safely and confidently. 
• Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor. 
• Develop overall body-strength, balance, coordination and agility. 
• Explore, use and refine a variety of artistic effects to express their ideas and feelings. 
• Return to and build on their previous learning, refining ideas and developing their ability to represent them. 
• Create collaboratively, sharing ideas, resources and skills. 
• Hold a pencil effectively in preparation for fluent writing - using the tripod grip in almost all cases. 
• Use a range of small tools, including scissors, paintbrushes and cutlery. 
• Begin to show accuracy and care when drawing. 
• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. 
• Share their creations, explaining the process they have used. 

In Key Stage 1, pupils are taught: 

• To use a range of materials creatively to design and make products. 
• To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. 
• To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. 
• About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. 

In Key Stage 2, pupils are taught: 

• To develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. 
• To create sketch books to record their observations and use them to review and revisit ideas. 
• To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. 
• About great artists, architects and designers in history. 

Curriculum Intent 

A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. 

At Blackthorns Community Primary Academy, we aim to develop pupils’ skills and knowledge, so that they leave our school with creativity and confidence. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our world. 

At Blackthorns, we aim to ensure that all pupils: 

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

• Become proficient in drawing, painting, sculpture and other art, craft and design techniques. 

• Evaluate and analyse creative works using the language of art, craft and design. 

• Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms. 

How do we assess Art and Design? 

Pupils at our school look forward to art and design lessons and thoroughly enjoy being creative and exploring their artistic capabilities. Children are proud of their work and because they build upon their creative confidence year on year, they enjoy discussing their work with others. 

Our pupils relish learning about new art media, putting it to use and finding out what visual wonders they can create. As pupils progress, they become increasingly able to think critically and develop a more rigorous understanding of art and design, which means that they can step into KS3 and continue their learning with confidence. 

Within the context of each unit and each lesson, success criteria are evaluated which build to develop a picture of a child’s overall achievement and attitudes towards the subject. National Curriculum statements guide our judgements as to whether children are working at an age-appropriate level within the subject. 

Curriculum Overview

Coding is today's language of creativity. All our children deserve a chance to become creators instead of consumers of computer science. 

Maria Klawe

Intent

This ambitious curriculum is designed to sufficiently prepare children for the modern technological world, hoping they feel confident to explore, learn and utilise technology effectively while keeping themselves and others safe. This curriculum covers three fundamental areas of computing that are outlined in the National Curriculum: computer science, information technology, and digital literacy.  

Implementation

The school follows a curriculum created by Kapow Primary which breaks the three core areas of computing into 5 distinct modules. Across each year group the following areas are covered: programming; computing systems and networks; creating media and data handling. Year groups 1-6 include an additional online safety module at the beginning of each year. Although Early Years do not have a specific module on Online Safety, they are exposed to discussions relating to online safety in other areas around school. 

In Early Years, children begin with using a computer: learning what a keyboard is, how to log in and out, and practising mouse control including clicking and dragging. They move on to using instructions for programming, exploring hardware through photography and finish off the year with an introduction to data.  

By Year One, the children improve their mouse skills, delve into algorithms, digital imagery and end with making a virtual Bee-Bot.  

In Year Two children begin to ask: what is a computer? Breaking it into parts to understand them better. They are then introduced to debugging alongside further understandings of algorithms. A chance to explore the International Space Station is up next, finished with programming using Scratch Jr.  

By Year Three the children are delving into networks, journeying inside a computer and learning to use devices other than iPads. They finish with more programming opportunities on Scratch.  

In Year Four, children are given an opportunity for collaborative learning – using spreadsheets and sharing forms. Further coding is done using Scratch before they investigate weather satellites and forecasts and end with a computational thinking module. 

Year Five is a chance to delve into search engines, learn about the Mars Rover and computer architecture before creating a stop motion animation. To end, the children use new software, Sonic Pi, to create sonic soundtracks and musical storytelling.    

Year Six’s module on Bletchley Park and the history of computers ties nicely in with their WW2 topic before they prepare for secondary school with a move to Big data, AI, and an introduction to Python.

Impact

Throughout the curriculum, children are given various ‘skills showcase units’ – a chance to combine and apply skills and knowledge gained, from a range of the five key areas listed above, to produce a specific outcome. There is a keen focus on learning through talk and learning to talk within this curriculum. Kapow Primary allows pupils opportunities to develop their oracy skills by: 

• Communicating and solving problems collaboratively in groups or pairs.  
• Building on the ideas of others and using discussions to plan programming projects.  
• Articulating their thoughts, processes and reasoning (e.g. when debugging). 
• Explaining and justifying their decisions during problem-solving tasks.  
• Presenting their final outcomes to an audience, enhancing their public speaking skills.  
• Evaluating the final outcomes of peers’ work 

More broadly, the key end points are outlined below: 

Computer Science 

• Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation. 
• Analyse problems in computational terms and have repeated practical experience of writing computer programs to solve such problems. 

Information Technology 

• Evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems are responsible, competent, confident and creative users of information and communication technology. 

Digital Literacy 

• Responsible, competent, confident and creative users of information and communication technology. 

Assessment 

Children are constantly monitored through both formative and summative assessment opportunities. Children are assessed against the learning objective and each unit has a unit quiz and knowledge catcher to be used as both a prior knowledge check and an end-of-unit assessment. 

Curriculum Overview

Design Technology Curriculum Statement 

We have chosen Kapow Primary as our scheme of work to ensure all children at Blackthorns build a good foundation for future skills and knowledge progression. The Kapow Primary scheme is a spiral curriculum, with key areas revisited again and again with increasing complexity, allowing pupils to build on their previous learning. 

Our aims for Design Technology are that pupils receive a consistently high-quality teaching and learning while experiencing a range of techniques and materials. Further information about the Kapow Design and Technology curriculum can be found on their website here. 

Curriculum Intent 

The design and technology scheme of work aims to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. Through our scheme of work, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.  

Our design and technology scheme of work enables pupils to meet the end of key stage attainment targets in the National curriculum and the aims also align with those in the national curriculum. EYFS (Reception) units provide opportunities for pupils to work towards the development matters statements and the Early Learning Goals.  

Implementation  

The Design and technology National curriculum outline the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand.  

We have taken these subheadings to be our Kapow Primary strands:  

• Design  
• Make  
• Evaluate  
• Technical knowledge 

Cooking and nutrition is given a particular focus in the National curriculum and has a separate section, with a focus on specific principles, skills and techniques in food, including where food comes from, diet and seasonality. There are six key areas that pupils revisit throughout their time in primary school:  

Cooking and Nutrition 

Where food comes from, balanced diet, preparation and cooking skills. Kitchen hygiene and safety. Following recipes. 

Structures 

Material functional and aesthetic properties, strength and stability, stiffen and reinforce structures. 

Electrical Systems (KS2 only) 

Operational series circuits, circuit components, circuit diagrams and symbols, combined to create various electrical products. 

Digital World (KS2 only) 

Program products to monitor and control, develop designs and virtual models using 2D and 3D CAD software. 

Textiles 

Fastening, sewing, decorative and functional fabric techniques including cross stitch, blanket stitch and appliqué. 

Mechanical Systems 

Mimic natural movements using mechanisms such as cams, followers, levers and sliders. 

 

The Design and technology National Curriculum outlines the three main stages of the design process. Each stage pivots around technical knowledge and is woven into the sequence of lessons. Our Design technology lessons are designed to enable our children to become innovative young thinkers, be creative and learn to take risks. They will be able to consider how present and past designs develop their understanding of their impact on daily life and the wider world that we live in. 

Kapow Primary’s Design and technology scheme has a clear progression of skills and knowledge within these strands and key areas across each year group. Throughout the DT curriculum, pupils respond to design briefs and scenarios that require consideration of the needs of others, developing their skills in the six key areas.  

Each of our key areas follows the design process (design, make and evaluate) and has a particular theme and focus from the technical knowledge or cooking and nutrition section of the curriculum. The Kapow Primary scheme is a spiral curriculum, with key areas revisited again and again with increasing complexity, allowing pupils to revisit and build on their previous learning.  

Design – during this stage the children will learn: 

• To carry out meaningful research. 
• To consider design criteria for an audience and/or user. 
• To create and generate ideas through sketching and annotating. 
• How to develop their ideas using templates and pattern pieces. 
• How to consider models and prototypes for their designs. 
• To create cross-sectional and exploded diagrams. 
• To be innovative – look at how it will be fit-for-purpose and consider functional product solutions to design problems. 

Make – during this stage the children will learn: 

• To select and use appropriate tools and equipment. 
• To understand and select materials and components (including ingredients) based on their aesthetic and functional properties. 
• To carry out practical tasks with increasing accuracy and precision. 
• To understand the importance of, and follow the health and safety rules. 

Evaluate – during this stage the children will: 

• Explore existing products. 
• Evaluate against a list of design criteria. 
• Evaluate, investigate and analyse existing products. 
• Evaluate their own and others’ ideas. 
• Understand how key events and individuals have helped to shape the world of D&T. 
• Consider feedback to make improvements. 

Lessons incorporate a range of teaching strategies from independent tasks, paired and group work including practical hands-on, computer-based and inventive tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles. Differentiated guidance is available for every lesson to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.  

Strong subject knowledge is vital for staff to be able to deliver a highly effective and robust design and technology curriculum. Each unit of lessons includes multiple teacher videos to develop subject knowledge and support ongoing CPD. Kapow Primary has been created with the understanding that many teachers do not feel confident delivering the full design and technology curriculum and every effort has been made to ensure that they feel supported to deliver lessons of a high standard that ensure pupil progression. 

Impact 

The impact of our Design and Technology curriculum 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 and/ or end of the unit.  

After the implementation of Kapow Primary Design and technology, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education and be innovative and resourceful members of society.  

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

• Understand the functional and aesthetic properties of a range of materials and resources.  
• Understand how to use and combine tools to carry out different processes for shaping, decorating, and manufacturing products.  
• Build and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including models, prototypes, CAD, and products to fulfil the needs of users, clients, and scenarios.  
• Understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking equipment.  
• Have an appreciation for key individuals, inventions, and events in history and of today that impact our world.  
• Recognise where our decisions can impact the wider world in terms of community, social and environmental issues.  
• Self-evaluate and reflect on learning at different stages and identify areas to improve.  
• Meet the end of key stage expectations outlined in the National curriculum for design and technology.  
• Meet the end of key stage expectations outlined in the National curriculum for Computing. 

How do we assess Design Technology? 

Formative assessment and feedback takes place throughout each unit and lesson which supports children to understand how to develop their work. Kapow Primary uses an Assessment Quiz and Knowledge Catcher to be used as both a prior knowledge check and an end-of-unit assessment. National curriculum statements are used by staff to evaluate whether children are working at age-related expectations within the subject. 

Curriculum Overview

Let us remember: one book, one pen, one child, and one teacher can change the world.

Malala Yousafzei

We believe that the ability to read and write is the life-blood of learning. Equipped with this vital knowledge, our pupils will be able to understand and express themselves effectively. Our academy passionately believes that we are the starting point for engendering a life-long love of literature and the creative expression that writing offers us. This said, the technical knowledge of successful reading and writing is of utmost importance and forms the basis of all teaching and learning.

Geography underpins a lifelong 'conversation' about the earth as the home of humankind

GEOGRAPHY ASSOCIATION 

Curriculum Statement 

At Blackthorns we have designed our curriculum to support children in thinking and talking like a ‘Geographer’. Our intent is to provide all children with a knowledge and understanding of the local area, the United Kingdom and the wider world. Our intent is that they will acquire the knowledge and skills to help them make important connections with other curriculum areas, and to enable them to become responsible global citizens.  

At Blackthorns we teach geography as part of our creative curriculum. We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives. Cross-curricular links are made wherever possible, to ensure children are always recognising and making connections to the wider world.  In line with National Curriculum requirements we aspire for our children to have a sound knowledge of their local environment, whilst also being able to place themselves accurately within the wider world. They will learn the skills to compare and contrast the human and physical geography of their locality with more global locations. All of this is underpinned with a growing confidence in using key vocabulary and terminology correctly. Field work is recognised as a key skill and is embedded within the framework of our curriculum.  

Curriculum Intent

• Above all else, to nurture a sense of wonder about the world: locally, nationally and internationally. 

• To help children acquire and develop the skills and confidence to advance their geographical understanding. 

• To develop an understanding and use of geographical language to communicate their understanding of the world around them. 

• To stimulate the children’s interest in and curiosity about their surroundings. 

• To understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time. 

• To develop the children’s knowledge, to encourage a sense of responsibility for the environments and people of the world we live in, so they will think about how it can be improved and sustained. 

• To develop a sense of place and identity by learning about the United Kingdom and its relationship with other countries. 

• To think and talk like a geographer. 

The programmes of study for geography are separated into KS1 and KS2. Our intent is for children in each key stage to foster their locational knowledge, build a greater understanding of place, learn about human and physical geography and develop geographical and fieldwork skills. 

Early Years explore geographical themes and content through the ‘Understanding of the World’ strand of the EYFS curriculum. This involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. 

Implementation 

At Blackthorns Community Primary Academy, our geography curriculum is underpinned by a broad range of stimulating topics designed to bring learning to life with studies of natural phenomena and comparisons of our own locality with that of different regions of the world. We also have an annual geography theme week, which promotes field work, and encourages involvement from our community. Building on strong links with the National Curriculum, we foster an enquiry-based approach to children’s learning about understanding the physical and human aspects of our world. 

Each year group has a geography curriculum overview document that sets out the substantive and disciplinary knowledge to be taught, through a range of exciting and stimulating topics such as ‘To infinity and beyond’, ‘Over land, under sea’, ‘Planet protectors’ and ‘Journeys’ etc. These documents also highlight the recurring themes children revisit throughout their geography journey at Blackthorns and the rationale behind content being taught. Assessment of knowledge is assisted by key focus questions that children are aiming to answer throughout a term’s learning. Where possible, links are made with other curriculum subjects such as history, RE, art, science and English, geographical units taught across the academy are planned with a clear progression of skills that ensures children consistently develop skills and knowledge, building on previous years and ensuring challenge for all. 

Impact

Children are thinking and talking like Geographers!  

Children will develop a deep geographical understanding, through which, a love of and curiosity for the world and people around them will be fostered. They will have a wide range of vocabulary and skills to draw upon which they can implement both in lessons and in real life situations. As children progress throughout the school, they will develop a secure knowledge, understanding and appreciation of their local area and its place within the wider geographical context of the world. They will understand that we have a duty to promote sustainability and to look after our world.  

How do we assess Geography? 

Children’s learning is assessed informally in each lesson using assessment for learning strategies and reviewing the children’s outcomes. Teachers adjust their planning responsively based on the children’s learning and build in time for recapping activities to consolidate knowledge. Our planning outlines the main objectives that the children will explore and focus questions are developed to encourage the children to think about key aspects of each geography topic. 

At the end of a topic, children demonstrate their learning in a variety of ways, based on our focus questions. These tasks are carefully designed and require the children to recall their knowledge about the unit and to apply it in a way that demonstrates what knowledge has been learned. At the end of each term, class teachers then use a variety of sources of evidence, including the child’s verbal contributions and recorded work, to make a judgement as to whether each child is working at the expected level. 

The study of geography is about more than just memorizing 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 

Curriculum Overview

A people without the knowledge of their past history, origin and culture is like a tree without roots.

MARCUS GARVEY 

Curriculum Statement 

At Blackthorns, the history curriculum develops children’s knowledge of historical periods, events and significant individuals. We have designed our curriculum to support children in thinking and talking like a ‘Historian’, to be ‘History detectives.’. Children learn key facts and concepts alongside skills such as chronological understanding, analysis and evaluation of historical evidence, empathy with people from different eras and how to compare and contrast life in different periods. Through exposure to a range of cross-curricular activities including visits and visitors, workshops and artefact handling, we hope to inspire the next generation of critical thinkers. Blackthorns children will aspire to consider and question evidence and to form considered opinions about the past that can help them make educated predictions about the future.  

Our curriculum intent for history:

• For children to be armed with the knowledge and skills to think and talk like a historian.  

• For children to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. 

• To provide opportunities that stimulate children’s curiosity to know more about the past. 

• For children to appreciate history in a chronological context. 

• For children to be encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. 

• To begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. 

• To develop the use of historical language, and enrich their vocabulary to support their understanding of the world in the past. 

• To think and talk like a historian.  

Children in the Foundation Stage are taught the historical elements of the Foundation Stage document through the Early Years Curriculum, specifically the ‘Understanding the World’ Early Learning Goal. 

By the end of EYFS we aim for pupils to: 

• remember and talk about significant events in their own lives and in lives of family members 

• be able to order and sequence events which are familiar to them 

• be able to use everyday language related to time and when talking about the past 

• recognise similarities and differences (including between families, traditions and communities) between themselves and those around them and recognise changes which have taken place. 

Implementation 

At Blackthorns, teachers are passionate about history and in bringing the history curriculum to life. Children are engaged through a range of exciting themes and a variety of stimuli, including key texts, studies of famous historians, historical artefacts and events, workshops and school trips. We also utilise the Now Press Play immersive audio resource, allowing children to experience historical events through drama and sound. As a staff, we incorporate an enquiry-based approach to children’s learning about key historical events and people. Each year group has detailed planning setting out the substantive and disciplinary knowledge to be taught and this is mapped carefully to show progression and continuity. Focus Questions are developed for each topic area which are constantly referred to throughout the exploration of this topic. Children respond to the focus questions which helps to demonstrate their knowledge of the key assessment end points. 

We place great emphasis on the importance of children knowing what it means to be a historian and have developed labels for books outlining the key disciplinary knowledge which shows what is needed to be ‘A History Detective’ (EYFS and Key Stage One) or ‘A Historian’ (Key Stage Two).  

Our medium-term plans draw on historical themes in the termly topics, making links with other subjects wherever possible but always ensuring that the subject knowledge and disciplinary skills are taught specifically within history lessons. Long-term plans identify individual historical units taught across the year group phases. A planned progression of skills built into the history curriculum, means that the children are increasingly challenged and build upon their prior knowledge as they move through the school. 

Impact  

The impact of our history curriculum will clearly be seen in the children’s history books where a love for the subject and a strong understanding of key knowledge, skills and recurring themes is demonstrated by our pupils. It is also evident in pupils’ writing portfolios, where the crossover of using historical enquiry as a prompt for high quality writing is demonstrated. Talking to pupils about history also elicits a great deal of insight into how much they know and how much they enjoy the subject. 

How do we assess history? 

Children’s learning is assessed informally in each lesson using assessment for learning strategies and reviewing the children’s outcomes. Teachers adjust their planning responsively based on the children’s learning and build in time for recapping activities to consolidate knowledge. Our planning outlines the main objectives that the children will explore and focus questions are developed to encourage the children to think about key aspects of each history topic. 

At the end of a topic, children demonstrate their learning in a variety of ways, based on our focus questions. These tasks are carefully designed and require the children to recall their knowledge about the unit and to apply it in a way that demonstrates what knowledge has been learned. At the end of each term, class teachers then use a variety of sources of evidence, including the child’s verbal contributions and recorded work, to make a judgement as to whether each child is working at the expected level. 

 You have to know about the past to understand the present

CARL SAGAN 

Curriculum Overview

Intent

• To ensure all pupils are fluent mathematicians who are confident in the fundamentals of mathematics through varied and frequent practice with increasingly complex problems over time. In order that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• To promote mathematical reasoning by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• To 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.
• To encourage a sense of enjoyment and curiosity about mathematics.
• To develop links between maths and other curriculum areas such as science, computing or P.E.
• To make sure that all children leave the academy as confident mathematicians.

Implementation

We take a CONCRETE – PICTORIAL – ABSTRACT approach to maths lessons. The children are first introduced to new concepts throughout concrete, physical resources before moving onto to pictorial, visual representations to further solidify the children’s understanding. Finally, the children will be introduced to abstract ideas on paper where they can apply their knowledge throughout a range of fluency, reasoning and problem-solving activities.

Impact

We believe that every child has the potential to become a confident and successful mathematician. During their time here, the children will develop their fluency and learn how to reason and problem solve effectively and efficiently. Using these skills to solve real life problems will help them succeed with mathematical challenges in the future. At Blackthorns Primary Academy we will help children develop the tools they need so they are ready for the challenges of secondary school and beyond.

Curriculum Overview

Fluency

At Blackthorns we know how important it is to be fluent mathematicians. Every maths lesson will have some element of fluency within it to support our learning and continue to help us make progress. We also have separate ‘fluency time’ sessions throughout the day where we practice and remember previous learning.

Reasoning & Problem Solving

We also love reasoning and problem solving at Blackthorns and this also takes place in all maths lessons. The Problem-Solving Pineapple or PSP helps all the children of Blackthorns Primary Academy when solving mathematical problems. The PSP is there to help identify misconceptions, develop our reasoning skills and set us challenging problems in our maths lessons.

Mathematical Vocabulary

Our pupils gain more and more confidence and proficiency in mathematical mastery as they move through our academy. Building strong mathematical vocabulary underpins strong progress in our curriculum and we start building this from the first day they join us.

Year Curriculum OverviewsEYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Calculation Policy

Our progression in calculation policy has been written to meet the requirements of the national curriculum for the teaching and learning of Mathematics. It is designed to give a consistent and smooth progression of learning in calculations from EYFS through to Year 6.

Policies

Year Reviews

A different language is a different vision of life
Federico Fellini
 

Curriculum Intent

At Blackthorns Primary Academy, we strongly believe in the benefits of early foreign language learning. We have therefore decided to implement the teaching of a foreign language for all of our pupils, from Reception through to Year 6. 

We want to create enthusiastic learners who develop positive attitudes towards language learning throughout life. We guide and encourage them to use their knowledge efficiently so that they can become confident communicators. We also aim to enhance their awareness of the multicultural world surrounding them, so that they can become globally aware citizens and develop respect towards different nations and cultures. 

Implementation 

Our specialist teacher Senora / Madame Robinson teaches all of our weekly language lessons. 

Children in Reception and Key Stage One have 30 minutes of Spanish every week. They discover and explore the language and new sounds through interactive activities such as songs, finger rhymes, stories, repetition, actions and games. 

In Key Stage Two, our pupils are immersed in the French language for 30 minutes each week in way that is enjoyable and accessible to all. Lessons are designed to provide children with opportunities to develop their listening, speaking, reading and writing skills, progressively building on their previous learning through our structured curriculum. 

Children who wish to continue learning Spanish in Key Stage Two are encouraged to join our Spanish after-school club led by Senora Miller from La Jolie Ronde. This forms part of a rich extra-curricular offer for Modern Foreign Languages at Blackthorns as we recognise the importance of this subject throughout and beyond our curriculum. 

Every year, in September, all of the children throughout the school take part in our Day of Languages celebrations. This is the perfect way to discover new languages and embrace learning about different cultures. In addition, we have strong links with the languages department at a local secondary school and we provide further enrichment opportunities with Year 11 students visiting school to deliver an introduction to German. 

We are also very proud of our successful lunchtime Japanese Club, taught by Aya-sensei. It provides a fantastic opportunity for our Key Stage Two pupils to discover a very different language and the fascinating culture of Japan. 

Impact 

Children leave Blackthorns very well-prepared to excel at secondary schools in Modern Foreign languages. They are confident communicators, with the vast majority able to demonstrate the expectations of the National Curriculum by the time they leave Blackthorns.  Our bespoke curriculum, designed to build progressively from Reception upwards, enables pupils to be thoroughly prepared for the Key Stage Three curriculum which supports them with making successful transitions into secondary school languages departments. 

How do we assess Modern Foreign Languages? 

In order to ensure that children are learning the taught curriculum we use formative assessment within and between lessons, along with regular recapping of information previously learnt. Summative judgements about the children’s learning are made using the curriculum end points that have been designed to match our ambitious curriculum. 

EYFS and KS1 Spanish Curriculum Overview

KS2 French Curriculum Overview

Where words fail, music speaks

Hans Christian Andersen

Curriculum Statement 

At Blackthorns, we recognise the importance that music plays in the curriculum and beyond. We understand that music provides opportunity for personal expression and growth and the integral part it can play in developing the whole child. This vibrant subject transcends different cultures, abilities and generations and facilitates the bringing together of communities. We value the subject as a unique way of communicating which can both inspire and motivate children with a love of music which they can carry with them for the rest of their lives.  

Intent 

We have chosen the Get Set 4 Music scheme which offers an integrated, practical, exploratory and child-led approach to learning music that inspires and excites our pupils. It uses a wide variety of topics and themes to help deliver the expectations of the National Curriculum.  

We aim to ensure that all children: 

• develop a passion for, and a positive curiosity about, music 
• have solid foundations for future music learning through the development of the strands of musical learning and by developing the skills required for listening and appraising, musical activities and performing 
• work towards becoming lifelong music learners and feel willing and able to continue studying music beyond key stage 2 

By promoting a sense of enjoyment and curiosity about different musical genres, the children will acquire the skills needed to succeed in the next stage of their life and beyond. 

Implementation  

All classes will have access to a high-quality music curriculum using the Get Set 4 Music scheme of work and resources. This progressively develops pupil skills in music through regularly taught and well-planned weekly lessons from Reception through to Year 6, which are taught by class teachers. 

Children will progressively acquire, apply and repeat a growing bank of vocabulary, performance and composition skills organised around age-appropriate topics and themes – building blocks of musical language into more complex, fluent and authentic performances. 

The scheme features a carefully sequenced progression of skills and knowledge which is constantly revisited throughout the units of learning. Lessons offering appropriate levels of challenge and stretch will be taught at all times to ensure pupils learn effectively, continuously building their knowledge of and enthusiasm for music. 

Get Set 4 Music enables children to understand musical concepts through a repetition-based approach to learning. Learning about the same musical concept through different musical activities enables a more secure, deeper learning and mastery of musical skills. Over time, children can both develop new musical skills and concepts, and re-visit established musical skills and concepts.  

Each Unit of Work comprises the strands of musical learning which correspond with the national curriculum for music: 

• Listening 
• Composing 
• Performing 

Each unit of work is 6 weeks long and the children first focus on listening to and appraising the music, then composing music. Finally, they will have the opportunity to perform their compositions. 

To supplement our curriculum, and to promote a whole school love of music, we have a whole school singing assembly each week, led by Mr Travers who also runs our early morning choir for Years 2 – 6.  In addition to this, the school have developed good links with Sussex Music School and are gradually expanding the opportunities for pupils to access peripatetic music lessons, with singing, piano and guitar lessons currently available. 

Impact 

Pupils will continuously build on their previous knowledge as they progress in their music learning journey through the primary phase. Previously taught musical skills and language will be recycled, revised, recalled and consolidated whenever possible and appropriate. Learning about the same musical concept through different musical activities enables a more secure, deeper learning and mastery of musical skills. 

We take every opportunity to bring real music to the children and to provide opportunities for them to perform to an audience. We seek opportunities to invite musicians to share their music for the whole school, or engage with parents and members of the community who work within the area of music and performance to enhance our performances, including the Key Stage 1 Nativity, our KS2 carol concert and our Year 6 production. 

The impact of the music curriculum will be visible in the quality of the individual, group and whole school performances, as well as pupil voice about their enjoyment of music and of course, the attainment data which will demonstrate children’s progress against key assessment end points. 

How do we assess music? 

The opportunity to assess pupil learning and progression in the key music skills (listening, composing and performing) is provided at the end of each 6-week teaching unit. Teachers will aim to assess each music skill throughout each unit to be able to provide reference points against which learning and progression in each skill can be demonstrated. 

This information will be recorded and regularly monitored by the music subject leader.  

Music Curriculum Overview

Sport teaches you character, it teaches you to play by the rules, it teaches you to know what it feels like to win and lose - it teaches you about life.

Billie Jean King 

Intent

We intend to teach our children to understand the importance of physical activity, health and well-being. We aim to give the children the fundamental skills that they will need and the ability to apply these skills to both individual and team games. We believe that not only should children have the physical skills but also the ability to be resilient, recognise their areas of development and take pride in their achievements. 

Implementation

We aim to do this through implementing and delivering an engaging and inclusive PE curriculum across the academy that inspires children to succeed in physical activity. All children take part in two hours of PE each week. We deliver two PE schemes to ensure a balanced focus on developing physical literacy, leadership and the cognitive aspects of movement along with teaching specific physical skills which build into the context of different sports and games. 

One of the weekly lessons will be delivered from the GetSet4 PE scheme and the other from the Real PE scheme. Both schemes use a child centred approach and include challenge and support for every child. Lessons focus on the development of agility, balance and coordination, healthy competition and cooperative learning. Children are taught transferable skills and values such as personal challenge, team work and social skills. 

We provide opportunities for all children to engage in extra-curricular activities before, during and after school, in addition to competitive and non-competitive sporting events throughout the year. These take the form of intra and inter school competitions. This is an inclusive approach which endeavours to encourage not only physical development but also well-being. 

Impact

• All of our children are given the opportunity to participate in physical activity every day including two hours of PE lessons every week. 
• Whole school celebration and rewards have encouraged children’s participation in sport and as a result, the profile of physical activity has been raised. 
• Staff feel confident in teaching PE due to ongoing career professional development sessions throughout the year. 
• Children have many opportunities to take part in competitive and non-competitive sporting events. 
• Children have become more aware of their areas of development and are more confident in finding ways to improve their performance. 

Assessment

We use the Real PE assessment cogs to assess children’s physical literacy skills. You can find out more about REAL PE  here. Real PE develops physical literacy, emotional and thinking skills alongside fundamental movement skills. It is taught through a multi skills approach rather than a sport first approach. This is because many children have not yet developed the core fundamental movement skills required to apply them to a traditional sport such as football or netball. Real PE is delivered through ‘Multi Skills Cogs’ which consists of six different physical literacy, emotional and thinking skills. Each is the focus of each half term within the academic year. 

GetSet4 PE lessons are based on National Curriculum outcomes, and tailored to ensure progression across year groups. Units are assessed by using a combination of observational tools, self-assessments, and performance-based tasks. The scheme offers detailed checklists for teachers to track students' skill development, participation, and teamwork. This approach ensures a comprehensive evaluation of both physical abilities and personal growth, fostering an inclusive and tailored learning environment in physical education. 

Curriculum Overview

Progression in Fundamental Movement

Progression in Multi Skills

Life is a journey to be experienced, not a problem to be solved

WINNIE THE POOH

PSHE Curriculum Statement

At Blackthorns, personal, social, health and economic education (PSHE) is central to all aspects of pupil learning, both in the classroom and beyond, and we indeed strive to put relationship and trust at the heart of all we do. It is taught both as timetabled weekly lessons and across the school day in every aspect of school life. We are committed to providing a creative PSHE curriculum that equips our children with the knowledge, understanding, attitudes and practical skills to live healthy, safe, productive and fulfilled lives.  The curriculum will enable them to understand and respect who they are, to empower them with a voice.

Teaching PSHE, we believe, is integral to providing a broad and balanced curriculum. We believe that good quality PSHE education prepares children for opportunities, responsibilities and experiences of later life, whilst also supporting the well-being of the children throughout their school career.

The Jigsaw PSHE scheme covers many spiritual, moral, social and cultural (SMSC) issues that affect the children as they progress in their school career. Additionally, the Jigsaw scheme significantly contributes to the British values agenda through direct teaching of information and through the experiential learning the children take part in.

Our PSHE curriculum also will equip children with an age appropriate understanding of RSE (Relationships and Sex education), stretching from Early Years to Year 6. We believe that relationships education should teach the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other peers and adults.

Our Curriculum intent for PSHE and RSE

To promote children’s moral, social, spiritual, cultural and physical development through a broad and balanced PSHE curriculum.

• To build a PSHE curriculum which builds an understanding of RSE. This will allow children to develop safe and healthy relationships now and in the future.
• To develop children’s self-confidence and self-esteem so they can be active and happy members of the school community.
• To provide children with opportunities for gaining cultural capital (either within school or in the local community).
• To understand factors which allow us to have a healthy lifestyle.
• To understand the importance of British values.

Our PSHE curriculum is planned to develop children’s wellbeing and help them grow into active, healthy, responsible and enterprising individuals.

How will we implement this curriculum?

The Jigsaw scheme is based upon a whole school approach to PSHE which is progressive and sequential. The scheme is structured into 6 half-termly units of work, mapped out like puzzle pieces. These comprise of the units; 'Being Me in My World', Celebrating Differences', 'Dreams and Goals', 'Healthy Me', 'Relationships' and 'Changing Me'. There are 6 Jigsaw puzzle friends for each year group. Every year group works on the same theme each half term. This enables the learning message to be reinforced through whole school activities, such as assemblies.

Mindfulness activities are key components of the Jigsaw PSHE lessons. The children reflect on their experiences and understand how they are developing personally and socially, tackling issues that are part of growing up. The Jigsaw PSHE lessons help the children develop their self-belief, realise their value and encourages them to become increasingly responsible for their own learning. In addition, the children develop understanding of their place within the wider community, and are taught how to resolve conflicts, develop collaboration skills and demonstrate respect for others.

Impact

The impact of our PSHE curriculum is that children will be able to demonstrate age-appropriate knowledge of the key concepts studied as well as developing the emotional intelligence needed to respond to situations and people in a successful way, moving forward into secondary education.

How do we assess PSHE and RSE?

The Jigsaw PSHE scheme comes with its own assessment system which enables teachers to assess the children’s attainment in a puzzle unit of work. Self-reflection from the children is encouraged as part of our ongoing practice and this informs the children’s next steps in their learning. Assessment judgements are made in relation to the PSHE knowledge element of the unit of work, as well as the social and emotional development aspect which helps to provide a rounded picture of a child’s achievements within PSHE.

PSHE Curriculum Overview

RSE Curriculum Overview

Curriculum Statement 

An integral part of the broad and balanced curriculum here at Blackthorns is preparing pupils for adult life through Religious Education (RE). By teaching and exposing pupils to a wide range of religions and world views, children are taught spiritual, moral, social and cultural development; personal development and wellbeing; and community cohesion.  

Our academy follows the Jigsaw RE scheme of work, which fosters an enquiry-based approach to RE learning.  

Curriculum Intent 

Our intentions for the RE curriculum are: 

• To know about and understand a range of religions and worldviews. 
• To express insight into how religion and other world views influence morality, identity and diversity. 
• To express ideas as to how religions and other world views address questions of meaning, purpose and value. 
• To tolerate and respect others and their beliefs. 

Through our curriculum and enquiry-based learning, we hope for children to apply their secured knowledge of different religions and beliefs to critically evaluate worldviews, while maintaining a positive attitude to cultures and beliefs that differ from their own.  

Implementation 

The school follows a curriculum created by ‘Jigsaw RE.’ This scheme maintains the progression of learning by covering Christianity in all year groups, as well as covering a multitude of religions throughout the key stages.  

In Early Years, as with every year, children begin with their own experience. In the first term, children spend time pondering what it is that makes people special - in their own lives and then within the religion of Judaism, followed by an enquiry into what Christmas is. They move on to explore how people celebrate, with the focus on Hinduism, and end the second term exploring salvation in relation to Easter. In the final term, children touch on many religions, seeing what they can learn from stories within Christianity, Islam, Hinduism, and Sikhism.  

Year One build upon this learning as children look more in depth into what Christians believe – the children take time to answer ‘big questions’ and make connections across religions. They end the year by looking into why Shabbat, Rosh Hashanah and Yom Kippur are important for Jews.  

Year Two focus heavily on Islam, looking into the themes of prayer at home; community and belonging; and Hajj. 

In Key Stage Two, children are introduced to Hinduism, Buddhism, and Sikhism, and continue to explore Christianity, with a revisit to Islam in Year 6. The children are encouraged to think critically and evaluate what they have learnt through comparison and contrast. Emphasis is placed on using evidence to justify their answers.  

These religious topics have been chosen specifically from the ‘Jigsaw RE’ scheme to ensure wide coverage and a progression of learning across the school.  

We have a weekly church assembly in which local faith groups come to talk with the children; these include local churches and occasionally, other organisations.  

Impact

By the end of ks1 children will be able to: 

• Talk about what concepts like belonging, commitment kindness and forgiveness mean to them in their world. 
• Verbalise and/or express their own thoughts. 
• Recall facts about the religions/beliefs they have studied. 
• Begin to use the religious vocabulary. 
• Start to explain the significance and meaning of the facts and practices they have studied. 
• Start to think through the enquiry questions using facts. 
• Begin to see there could be more than one answer.

By the end of ks2 children will be able to:  

• Explain how concepts/beliefs (for example, forgiveness) resonate in their own life and how this might be different for other people because of their religion/belief.  
• Express their own thoughts after having reflected on them in relation to others’.
• Recall facts about religions and explain differences in practice and interpretation within and between religions/ belief systems. 
• Weight up evidence, and different arguments and aspects relevant to the enquiry question. 
• Express their answers, supported with evidence and rationale.  

How do we assess RE?

The Jigsaw RE scheme comes with its own assessment system which permeates throughout the curriculum resources and enquiries. The following three areas are reviewed within, and at the end of, an enquiry so that evaluations can take place of the children’s progress in these three areas:

• Personal resonance with or reflection on the concept/belief underlying the subject matter of the enquiry. The child’s own thoughts, opinions, belief, empathy. (Personal development) 
• Knowledge and understanding of the subject matter of that enquiry (substantive/ subject knowledge) 
• Skills of evaluation, research, critical thinking in relation to the enquiry question (disciplinary knowledge) 

Curriculum Overview

The scientist is not the person who gives the right answers; he is one who asks the right questions

Claude Levi-Strauss – French anthropologist

Science curriculum statement

We want our children to be naturally curious about the world around them, enabling them to develop a range of scientific skills. We want them to develop an understanding of the uses and implications of science, how it has changed and shaped our lives and how important it is in an increasingly scientific world. Scientific enquiry skills are embedded in each topic the children study and these topics are developed throughout the years, continuously building on prior knowledge. We teach science with an exciting cross-curricular approach, where possible linked to class topics, in line with national curriculum requirements.

Our curriculum intent for science

With these aspirations, our intent for the science curriculum are:

• To promote children’s curiosity about the world around them and to enable them to pose and answer scientific questions about their world.
• To encourage children to understand the uses and implications of science today, and for the future.
• To develop scientific knowledge and understanding through the disciplines of biology, chemistry and physics.
• To develop the skills of investigation, including observing, measuring, predicting, explaining, communicating and evaluating.
• To develop the use of computing in investigating and recording.
• To develop the use of scientific language, and enrich their vocabulary to support their understanding of the world around them.

Science is a core subject in the national curriculum. The programmes of study for each year group describe a sequence of knowledge and concepts. Our intent is for children to develop a secure understanding of the knowledge and concepts, as well as developing positive attitudes. ‘Working Scientifically’ specifies the understanding of the nature, processes and methods of science for each year group, so children are equipped with a range of scientific skills which they build on progressively throughout their time at Blackthorns.

Children in the foundation stage are taught the science elements through the Early Years Curriculum strand: Understanding the World. Science based learning linked to this strand in Reception is investigative and exploratory, designed to make children question and find answers to the challenges they discover. These learning opportunities are linked closely to the topics and key stories which form the Early Years curriculum.

Implementation

In ensuring high standards of teaching and learning in science, we implement a curriculum that is progressive throughout the whole school. The curriculum scheme of work which we use is ‘The Education People – Primary Science Scheme of Work’. This is an enquiry-based scheme of work which focuses on there being 10 big ideas to explore within primary science which are revisited throughout the year groups. The scheme also focuses on learning about significant people who have made a difference to the world around us with each topic linking to two key scientists or people who use science within their field of work.

This scheme of work begins in Year 1 and builds on the knowledge and investigative skills developed during the children’s Reception year.

We further enhance the science curriculum through an annual STEM (science, technology, engineering and maths) week in the Spring Term and engage in regular trips and welcome visitors in to school to further enrich the children’s learning and passion for the subject. Where possible, we utilise our grounds and outside areas to enhance the children’s learning experiences.

Impact

The impact of the delivery of our science curriculum is that we aspire for all children to excel in the subject and to have a curiosity about the world around them which prepares them well for their move in to secondary education where they will study the separate sciences. The vast majority of our children will be achieving at an age-appropriate level and will demonstrate the disciplinary skills required to be a scientist.

How do we assess science?

The best assessment practice uses regular and formative assessment to ensure that children are consolidating their learning, building on their previous learning and have regular opportunities to demonstrate that they know what they have been taught.

This takes place in science in a variety of ways including recapping learning at the start of lessons, home learning tasks to consolidate and deepen knowledge, low stakes quizzes and meaningful investigations which help to implement the scientific knowledge learned into practical tasks.

In addition, summative knowledge is demonstrated through end of unit quizzes, events such as science fairs (where parents are invited in to see the pupil’s outcomes) and sharing learning with other children. Each science unit has focus questions which the children refer to throughout the unit and their answering of these questions (in a range of ways) builds towards teacher’s assessments of their knowledge against national curriculum expectations.

Curriculum Overview