Curriculum

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.

Phonics

Our teaching and support staff are trained in the systematic phonics programme Read, Write Inc. This begins when children join in reception year and continues until a child is a confident and competent reader. They learn the foundations of reading and writing in daily phonics lessons, are assessed regularly and their reading pathway is tailored to their needs accordingly. Staff update and maintain their knowledge of teaching phonics through the training library available to them on the Read Write Inc. online resources.

All teachers provide a range of stimuli in the classroom to support children on their reading and writing journey. Children learn the link between sounds and symbols in key stage one and begin to write using the sounds that have been taught. In key stage two, sounds charts assist the teaching of spelling as well as supporting children with their reading and writing.

Reading

The reading journey of our learners is carefully curated by knowledgeable staff and leaders. The road to reading is long and varied with learners beginning at the point of interpretation of single letter shapes and associated sounds and moving through to becoming discerning readers using their knowledge for their own reading pleasure or further accumulation of subject knowledge. By the end of their primary school journey, we want to have fostered a life-long love of reading that will open the door to a multitude of pathways and experiences of discovery.

Reading Lessons

Children are also taught in individual and guided reading sessions, led by an adult. Teachers select texts carefully, linking these to other areas of the curriculum or chosen for their ability to engage or inspire the reader and these are shared with the whole class. Initial phonics teaching sessions focus on the decoding of letters as symbols and words as children learn to read. The focus shifts towards the children’s understanding and appreciation of the texts they are reading as they become more fluent readers and they begin to develop the skills of retrieval, explanation of authorial intent, inference, prediction and summarising. In guided reading sessions, children may be sharing a book, poem, newspaper article or any other text relevant to their year group curriculum or expansion of their reading world. This enables the children to read, listen and really understand the meaning of the texts. It is also an important opportunity for children to share their thoughts and ideas and to learn from one another.

Shared texts

Class novels are also read to the children regularly. These texts are chosen to expand the horizons of the children through the content or viewpoint they offer, with the reading process modelled and guided by the teacher.

Reading at home

Children are encouraged to read books targeted to their reading level to help the development of their reading and to select books that interest them to read with parents at home. Teachers use reading records to monitor engagement with reading at home. Children and parents are encouraged to read at home on a daily basis and to have conversations about what they have been reading. We want this time to show children that reading can be an enjoyable, shared activity that stimulates conversation as well as ensuring that children have a good understanding of what they have read and supporting them to decode the words.

Assessment

The assessment of reading is a constant and ongoing process that happens in many different forms:

• Teachers hear children read. This could be taking place one to one, on an individual basis (e.g. from a reading book at their level of understanding, from class work as teachers support at the point of learning), or through children reading aloud to the class (e.g. text on an interactive whiteboard during a lesson, from a class reading text).
• Teachers watch children when they are reading. They support and guide children when they read: noting habits, asking questions and assessing book choices with the children.
• In phonics, assessment takes place during daily lessons and with summative assessments at key points every term.
• Star reader – from year 2 and throughout ks2, children take star reader assessments 4 times a year (September baseline, term 2, term 4 and term 6). Reports generate pictures of the children as readers and support identification of children’s needs.
• Reading lessons – teachers select texts and questions that assess pupils’ articulation of their understanding of specific texts and reading abilities, both written and orally.

Using tests and teacher assessments we track all children’s progress in reading. Children not on-track to achieve the ‘expected’ level for their age are quickly identified. These children may begin to read every day for a short time with an adult in school or they may be placed on our ‘Rapid Reading’ intervention.

Writing

Teachers plan stimulating and engaging experiences to encourage the children’s writing, from finding giants’ footprints in the classroom, to investigations of who was to blame for the sinking of the Titanic. These are all designed to give a ‘real’ context and purpose to writing.

Writing lesson objectives are planned for the explicit teaching of spelling, punctuation and grammar to ensure that the technical elements of writing develop as the children progress through the school, whilst always focussing on the quality and content of the children’s writing. Children are encouraged to make links between reading and writing, using techniques and skills employed by authors of texts they have read. They also make links between writing and speaking, working hard to understand the differences in the language used for both. The publishing of work is often linked to performance, whereby our children have the opportunity to perform aspects of their writing and develop their abilities in both speaking and listening.

Writing is taught as a process:

• First, we think about why we are writing and what the purpose is.
• Then, we consider who we are writing for.
• After that, it is time to look at the type of writing we need to achieve our purpose.
• We collect and share ideas about the language and style of writing.
• We plan what we want to do at each stage of our piece.
• We draft and write down all the ideas that bursting from our heads.
• Next, we go back and look for what we are proud of. We then edit our work to try and make all of it as good as those best parts.
• When we think it is as good as we can get it, then we publish. This could be a letter in our neatest handwriting or a speech performed to a camera or audience.

Spelling

Spelling is a key part of both reading and writing. It supports the development of new vocabulary and teaches spelling patterns found within the English language and words that do not always follow a rule.

Our teachers use the Read Write Inc spelling programme from year 2 through to year 6. Employing the Read Write Inc. approach provides consistency of teaching from reception to year 6. Teachers and support staff trained in the Read Write Inc. phonics programme use the identification of phoneme-grapheme correspondence to assist the teaching of spelling and can update their training and skills using the online training resources from the Read Write Inc online subscription. Lessons use engaging characters and interactive elements. Clear and well-structured lessons and support materials provide teachers and children with consistent approach to the learning of spelling.

Assessment

In school we use ‘quality marking’ to ensure that children gain a good understanding of the things they are doing well and what they need to improve. This is achieved through our ‘Yippee Yellow and Green For Growth’ highlighting process. The strengths of the writing are highlighted in yellow and the areas for development in green. The children are taught how to edit and improve their writing. Teachers make detailed assessments of children’s writing and, in conjunction with the child, identify individual targets for further improvement and development. Parents are encouraged to help with their child’s writing development by helping their children to write for different purposes at home and by supporting in written homework tasks.

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 

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 

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 Lindfield Primary Academy we will help children develop the tools they need so they are ready for the challenges of secondary school and beyond.

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.

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. 

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) 

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.