Curriculum Statements/Policies

Curriculum Intent

At East Boldon Infant School we intend to prepare our learners for their future by giving them the opportunities to gain knowledge and develop skills that will equip them for an ever changing digital world. We aim for all children to become competent in safely using, as well as understanding technology through our Computing curriculum. Our curriculum focusses on a progression of skills in digital literacy, computer science, information technology and online safety. Throughout the school children revisit key themes to ensure the learning is embedded and skills are successfully developed.

The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create a range of content. Computing also ensures that pupils become digitally literate. There is a focus on computational thinking and creativity, as well as opportunities for creative work in programming and digital media.

Curriculum Implementation

We have discrete Computing lessons in which we teach knowledge and skills. All year groups have a breakdown of knowledge, skills and understanding to be taught for each subject and this ensures that progression is built upon from the previous year’s learning so that there is an increasing challenge for the children as they move through the school.

National Curriculum states that pupils in Key Stage 1 should be taught to:

• understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous   instructions
• create and debug simple programs
• use logical reasoning to predict the behaviour of simple programs
• use technology purposefully to create, organise, store, manipulate and retrieve digital content
• recognise common uses of information technology beyond school
• use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

In the Foundation Stage, there are no longer any Early Learning Goals for Computing. We believe that children in Reception still need to learn skills to use computer equipment safely and have mapped out how Computing skills can be taught and used to enhance learning through other curriculum areas.

We have a portable computer suite containing laptops and iPads. Each classroom has computers and we have a range of programmable toys. The resources are continually monitored

Health and Safety within Computing in school

Children and staff should be encouraged not to spend an excessive amount of time in front of the computer monitors and should be encouraged to take regular breaks.

The school will follow any guidance issued by the LA.

Equipment and peripherals will be disposed of in an environmentally friendly manner wherever possible.  All data will be erased from hard drives and WEE guidelines will be followed.

Access to websites is currently filtered by a heavy duty ‘Firewall’ supplied by the LA. This protects children from accessing any unacceptable or suspicious websites and prevents anyone from gaining access to the school’s network and subsequently to the children themselves. All teachers make children aware of the E-safety rules which should be displayed in all classrooms beside the computers.

 

The school also operates an Acceptable User Policy for use of the computer network and internet.

Curriculum Impact

Ongoing assessments take place throughout the year. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed on a termly basis by the Subject Lead for Computing to inform and address any trends or gaps in attainment. When assessing staff take into consideration:

• the skills used – facts, rules and principles and the relation between them
• what the child had achieved through using their skills – methods or processes that can performed

Children in Foundation Stage are assessed within Understanding the World and their progress is tracked termly using the Evidence Me tracker system. Age related expectation levels are reported to parents at the end of the reception year.

Across Computing staff will look at ways that the curriculum can be enhanced further.

We work closely with the ICT in Schools team within the Local Authority who provide enhancements to the curriculum delivered by Computing specialists. We also make visits to The Word in South Shields for extra experiences for our children

 

Teachers will assess children’s work in Computing by making informal judgements through observations during lessons. On completion of a piece of work, the teacher assesses it, and uses this assessment to plan for future learning. Written or verbal feedback is given to the child to help guide their progress.

Children are assessed at the end of each strand of work to determine progress against expected levels of achievement.  We have sufficient resources for all teaching strands in school and this is monitored regularly.

Evidence Me may be used to evidence practical elements of the Computing curriculum

Monitoring of Computing will be carried out in line with our monitoring programme for school. Monitoring will include:

• Lesson observations
• Scrutiny of children’s work and planning
• Tracking of pupil progress
• Use of Assessment Data
• Discussions with pupils – Pupil Voice
• Discussions with staff – Staff Voice
• Monitoring of subject development plans by subject leads
• Link governor visits

Monitoring will in particular include focus on:

• The lowest 20% of children
• The Pupil Premium children
• The SEND children
• Effective challenge
• Timely adapting to the needs of the children
• Effective use of resources
• Engagement and focus of the children
• Specific areas linked to the School Improvement Plan

At East Boldon Infant School, Design and technology is recognized as an intricate part of our day to day lives. It is therefore important that our children are taught how this subject is of great importance in our rapidly changing world.

Children are encouraged to think creatively in order to solve problems and/or make improvements to existing ideas and products. It is through these methods that they can make positive changes to their own and others’ lives. The teaching of Design and Technology enables children to identify needs and opportunities, and to respond by developing ideas and eventually making products and systems. Through the study of design and technology, they combine practical skills with an understanding of aesthetic, social and environmental issues, as well as of functions and industrial practices. This allows them to reflect on and evaluate present and past design and technology, its uses and impacts. Design and technology gives the children the opportunity to work and think both as individuals and as part of a team, which helps them develop and learn while demonstrating our key values of the school.

Curriculum Intent

We aim to provide a high quality Design and Technolgy Curriculum which will inspire and challenge our pupils by:

• Developing the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
• Building and applying a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
• Critique, evaluate and test their ideas and products and the work of others
• Understand and apply the principles of nutrition and learn how to cook.
• Engage the interests of all children and help sustain their motivation and enjoyment of learning
• Maintain and develop the confidence and ability of all children to solve technological problems
• Help develop the social skills necessary to work as a member of a team, as well as the ability to work independently when the situation demands
• Stimulate curiosity, imagination and creativity
• Promoting the ability to communicate ideas and information through a variety of media
• Developing an appreciation of the importance of quality
• Developing the ability to identify safety hazards and risks and take appropriate action
• Providing the opportunity to design for, and consider the needs of other people.

Curriculum Implementation

We use a Learning Challenge approach towards our curriculum planning in all foundation subject.  Where possible we endeavour to link our class projects with the current Design and Technology topic, whilst ensuring progression of skills.  Each topic starts with a Prime Learning Challenge which is expressed as a question. All year groups have a breakdown of knowledge, skills and understanding to be taught for each subject and this ensures that progression is built upon from the previous year’s learning so that there is an increasing challenge for the children as they move through the school. We start all new learning challenges with a pre- learning task to assess children’s prior knowledge before planning any subsidiary learning tasks. This also ensures that any gaps in learning can be addressed. The subsidiary learning tasks are also expressed as questions. The subject leader is responsible for reviewing these plans.

Design and Technology lessons involve a combination of whole class, group and individual teaching. The learning opportunities can be divided into five main areas.

Design

Make

Evaluate

Technical Knowledge

Cooking and Nutrition

We use a skills and topic based creative curriculum. Staff utilise the objectives as outlined in the New Curriculum as a basis for planning.

Within Key Stage 1, a variety of creative and practical activities will provide the children with the knowledge, skills and understanding to:

Design

• Design purposeful, functional, appealing products for themselves and other users based on design criteria
• Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

• Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
• Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

• Explore and evaluate a range of existing products
• Evaluate their ideas and products against design criteria

Technical knowledge

• Build structures, exploring how they can be made stronger, stiffer and more stable
• Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Cooking and Nutrition

• Use the basic principles of a healthy and varied diet to prepare dishes
• Understand where food comes from.

Health and Safety

When completing Design and Technology tasks and projects:

• Children should be given suitable instruction on the operation of all equipment before being allowed to work with it.
• Children should be strictly supervised in their use of equipment at all times.
• Children should be taught to respect the equipment they are using and to keep it stored safely while not in use.
• Children should be taught to recognise and consider hazards and risks and to take action to control these risks, having followed simple instructions.

EYFS

In our EYFS classrooms, the children’s experiences provide firm foundations for later work in design and technology within the school. These experiences include: asking questions about how the world around them works, investigating and using a variety of construction kits, materials, tools and products, developing making skills and handling tools safely and with increasing control. These experiences, both indoors and outdoors, engage the children’s natural curiosity.

Curriculum Implementation

Children learn how to take risks, becoming resourceful, innovative learners. Through the

The impact of our Design and Technology curriculum will be based on teacher observations within weekly sessions using Assessment for Learning and made at the end of each unit.

Ongoing assessments take place throughout the year. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed on a termly basis by the Subject Lead for Art and Design to inform and address any trends or gaps in attainment.

Children in Foundation Stage are assessed within Expressive Arts and Design as well as Physical Development and their progress is tracked termly using the Evidence Me tracker system. Age related expectation levels are reported to parents at the end of the reception year.

Across Design Technology staff will look at ways that the curriculum can be enhanced further. This may take the form of visits to the school by artists or craftspeople, or a visit out of school perhaps to a gallery in order to support pupil’s learning in art.

We often use Lego Clubs and Fun Foodies as an After School provision to enrich the school curriculum further.

Teachers will assess children’s work in Design Technology by making informal judgements through observations during lessons. On completion of a piece of work, the teacher assesses it, and uses this assessment to plan for future learning. Written or verbal feedback is given to the child to help guide his/her progress.

Children are assessed at the end of each strand of work to determine progress against expected levels of achievement.  We have sufficient resources for all design technology teaching strands in school.

Evidence Me may be used to evidence practical elements of the Design Technology curriculum

Monitoring of Design Technology will be carried out in line with our monitoring programme for school. Monitoring will include:

• Lesson observations
• Scrutiny of children’s work and planning
• Tracking of pupil progress
• Use of Assessment Data
• Discussions with pupils – Pupil Voice
• Discussions with staff – Staff Voice
• Monitoring of subject development plans by subject leads
• Link governor visits

Monitoring will in particular include focus on:

• The lowest 20% of children
• The Pupil Premium children
• The SEND children
• Effective challenge
• Timely adapting to the needs of the children
• Effective use of resources
• Engagement and focus of the children
• Specific areas linked to the School Improvement Plan

Children are encouraged, to evaluate their own work and describe what they might change if they were to revisit the activity.

‘Teachers should develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.’ National Curriculum 2014

English is defined as the combined skills and knowledge of reading, writing and oral language. The English curriculum is divided into main areas of Reading, Phonics, Writing, Spelling, Handwriting and Speaking and Listening. We provide a varied and creative approach to the teaching of English and developing a love of the subject. This policy sets out how East Boldon Infant School enables its pupils to make progress in English.

Intent

At East Boldon Infants school our teaching of English is enjoyable, motivating and challenging. Basic skills are taught in a rich, meaningful and engaging environment.  We strive to inspire a love and appreciation of English to ensure all children become competent independent readers and writers.

At East Boldon Infant School it is our intent to provide all of our pupils with a broad, balanced, enjoyable and challenging English curriculum.  Children embark on an exciting journey that supports, enhances and develops their speaking, listening, reading and writing skills.  We believe if children speak in a sentence they write in a sentence therefore we pride ourselves on developing our pupils to become confident speakers who can initiate and engage in discussions with others.  We equip children with the necessary skills required to become independent, capable and confident readers ; providing a lifelong love of reading and literature.  We believe that by immersing our children in a rich variety of texts we will inspire their imagination and extend and develop their vocabulary to inspire their writing for a  range of contexts, purposes and audiences.  By developing children’s reading and writing we aim to prepare them for lifelong learning and enhance their learning in all areas of the curriculum.

Objectives 

∙ To provide a language rich environment that promotes a culture of reading and writing;

∙ To develop in children an interest in and a love of books and literature that will not only support their learning across the curriculum but also enrich their lives;

∙ To value and use books as a basis for learning, pleasure, talk and play;

∙ To teach children the craft of writing in order to develop in children the confidence and skills to write well for a range of purposes and audience;

∙ Teach basic skills – spelling, grammar, handwriting and punctuation

∙ To foster in children the confidence, desire and ability to express their views and opinions both orally and in writing;

∙ To value and celebrate diversity in culture and language.

Implementation

How we support Speaking and Listening

If children can’t speak a sentence, they can’t write a sentence. Speaking and Listening forms a key element of the teaching sequence for writing and is incorporated throughout the teaching phases. Children are introduced to some of the main features of spoken Standard English and they are taught how speech varies according to circumstance and audience. At East Boldon Infants we encourage the children ‘to think it, say it, write it, finish it, and check it’. This strategy supports the link between the spoken and the written word. In every classroom children have learning partners and opportunities to talk and listen to one another. It is the teacher’s responsibility to plan for these times and to evaluate the impact of this. Other Speaking and Listening strategies demonstrated at East Boldon Infants include:

∙ Drama lessons and role play areas

∙ Circle time

∙ Oral Storytelling

∙ Book talk

∙ Language and Word Games

∙ Chanting, Rhymes and Songs

∙ Peer marking

How we Teach Reading

Shared reading takes place within the Literacy lesson through the delivery of the ‘Take One Book’ approach (A book-based, process-led approach to teaching reading for meaning and depth of understanding.) The teacher models the reading process to the whole class as an expert reader, providing a high level of support. Teaching objectives are pre-planned.  The children join in, where appropriate with the reading of the core text. The texts selected are high quality progressive texts that reflect the teaching objectives, genre or classroom topic.

Power Reading (Paired Reading)

Paired reading takes place in differentiated groups every day. In EYFS children read individually and Paired Reading is introduced at an appropriate time. Children read with a partner daily – one child tracking as the other reads then swapping over roles.  Pupils support each other offering decoding strategies when needed.  The same text is read daily during paired reading to develop reading fluency and expression.  Mini tasks are set within paired reading to offer challenge and develop comprehension skills.  Paired reading takes place with a group of children, of similar ability in pairs. Teachers use assessment grids to assess individual children’s progress. Texts of graded difficulty are carefully chosen and matched to children’s phonics ability. Power reading follows the power phonics session in order for children to apply the skills taught in phonics.  It is intended that paired reading provides a forum for children to demonstrate what they have learned about reading and to further develop and extend their reading fluency and comprehension skills cooperatively with a partner.

Home Reading

Children have access to a range of book banded appropriate texts to support their reading at home. Teachers are responsible for:

∙ Ensuring that children are taking home books matched to their phonic knowledge

• Ensuring children are reading regularly at home and are returning reading records daily.

∙ Communicating effectively with parents about the children’s progress.

Shared Reading

Teachers read a rhyme or poem daily to their class and also share a class text daily during story time (2:50pm- 3:10pm) This book is chosen by the class to promote reading for pleasure.  The book will be displayed on the ‘Reading for Pleasure’ class poster.

Book Areas

Every classroom at East Boldon Infants will have an inviting area to share books and stories. Book areas should be changed regularly following children’s interests and topics.  Book areas should also have a reference section to promote independence in developing their basic skills.  Reference books will include age appropriate dictionaries and thesauruses.  Children have access to the Mobile Library weekly.  Children can choose a book to read for pleasure to share at home with their parents.  Children are encouraged to recommend books to their friends to then swap.  A Reading shed has been ordered to promote reading for pleasure during children’s outdoor play times.  Children will be able to choose from a range of books (all genres) to read during play times.

How we teach Phonics

The Power Phonics programme from McKie Mastery teaches children how the alphabet works for reading and spelling. It is a systematic synthetic approach to phonics teaching and word recognition.  Power phonics is not an abstract oral/content/activity-led system but a consistent quality-first teaching method.  Vast and fast improvement is achieved using this method in order to teach all children to use phonics to read and write.

Power Phonics is taught daily as a discrete 20 minute sessions. Each daily phonics lesson follows the structure of review, teach, practise and apply.  In Reception initial phonemes are introduced before moving on to long phonemes and phoneme families. Children work through the phonic programme becoming fluent, independent, free readers.  The books children read are carefully matched to their phonic knowledge and provide opportunities for children to apply their phonic knowledge during power reading sessions (paired reading).  Power Phonics flash cards and table top resources are used to support the teaching of phonemes and to support with the formation of graphemes.

How We Teach Writing 

Writing is closely related to reading, with the two activities reinforcing each other through the Take One Book approach.  Reading lessons move seamlessly into writing opportunities. Similarly we aim to develop a positive attitude to writing and to extend the children’s abilities to express their thoughts and ideas on paper, thus enabling them to communicate clearly through the written word. The Take One Book approach enables children to see the clear link between reading and writing. To enable children to develop as effective writers we will teach them to:

∙ Write for a range of purposes and genres

∙ Plan, draft, revise and edit their own writing

∙ Organise and structure sentences grammatically and whole texts coherently

∙ Use accurate punctuation and spelling

∙ Have fluent and legible handwriting – moving to joined writing when ready

The role of the adult is to:

∙ Support the child to structure their ideas

∙ Revise, edit and improve, giving feedback during the process and encourage this amongst pupils during peer marking sessions

∙ Provide differentiated support and a writing outcome

∙ To address children’s individual learning targets whilst working with children at a similar stage (i.e. similar targets)- agreeing success criteria and giving feedback on progress

Vocabulary

Learning vocabulary is key to ‘learning and progress across the whole curriculum’ since it allows pupils to access a wider range of words when writing and for them to understand and comprehend texts efficiently. We encourage our pupils to have a wide and growing vocabulary in a number of ways, these include:

• Word of the day – each class chooses a word to display and discuss daily.  The children are encouraged to use this higher level vocabulary when speaking and in their writing.

∙ Display of key words linked to topics and subjects.

∙ Using the correct vocabulary orally – teachers modelling full sentences when needed

∙ In-depth word based lessons looking at patterns.

∙ Using dictionaries and thesauruses

How we teach Spelling

Spelling enables us to become more effective writers. The less thought we have to put into spelling, the more thought we can put into what is said. Children can often labour under the pressure to spell and East Boldon Infant School aims to support the development and skill set of the children as spellers from an early age. Children are encouraged to develop their Spelling skills alongside their decoding skills in phonics. Age appropriate Tricky word spellings are displayed in all classrooms these are photographs of individual children holding a different tricky word.  Children then have a key words they can support their peers with. Weekly spellings are also set home and children in years 1 and 2 are tested on these words in a weekly spelling challenge.

How we teach Handwriting

Letter formation and pencil control is developed in the EYFS curriculum as part of learning in Physical Development and writing (linking the letters formation with the letter sounds). Power Phonics resources are used to support with correct letter formation and posters are displayed in classrooms.  Once children are secure with ascenders and descenders cursive handwriting is introduced through the use of the Letter join programme.

Classroom organisation and the role of adults 

In our organisation for English activities we provide opportunities for children to work: –

• Independently or collaboratively –
• In large or small groups either independently or with an adult –
• As a whole class

Adults support learning in a variety of ways: –

• questioning,
• scribing or recording,
• modelling,
• listening,
• challenging,
• observing,
• Assessing and planning next steps etc…

Each class has its own resources which should be accessible to all children.

English in the Early Years Foundation Stage

All children in the EYFS follow a broad-based curriculum and have a wide range of opportunities both indoors and outdoors to communicate and develop early reading and writing skills. Resources are used imaginatively and creatively to stimulate curiosity and excitement about the world around them. Assessments are observation based and inform planning to build on prior knowledge and understanding.

Supporting all learners

All children should have full access to a full and stimulating curriculum. We aim to achieve this through differentiation; providing either support or extension as appropriate. We try at all times to ensure our curriculum and resources reflect our pupils’ interests and experiences and differing learning styles.

Supporting Bilingual Learners

In our teaching we place particular emphasis on the teaching and development of key and topic related language and use a wide range of strategies to support all pupils including those who speak English as an additional language. We do this through using visual and practical resources and explanations. Where possible we use a child’s home language. Key vocabulary is emphasised in whole class sessions and children are encouraged to use this vocabulary in their recorded work and when they are verbally explaining their ideas. Any classroom displays incorporate key vocabulary and questions.

Assessment 

Progress is tracked and evaluated to

∙ Identify pupils in need of either support or extension

∙ Identify areas of difficulty or areas of strength

∙ Set new targets

All of this evidence contributes to the overall picture of achievement for each child.  All of our assessments inform future learning.

Parents 

∙ We work closely with parents reporting termly children’s progress and next steps.

∙ We organise Parent Workshops to support the development of Reading and Writing at home

∙ Our homework will often ensure some form of research to promote Speaking and Listening.

∙ When pupils require Reading Catch up, parents are required to work with the teacher in order to maximise the learning.

English as Basic Skill 

Teachers will plan and provide opportunities for developing literacy skills across the curriculum. Speaking and listening is taught partly via the writing session and partly through activities such as Circle Time. Teachers are aware of and capitalise on opportunities, which arise every day, for children to develop their speaking and listening skills across the curriculum. Drama is taught where applicable and where opportunities arise. Teachers plan carefully to ensure that opportunities for Drama occur in a variety of subject areas e.g. History, Geography. Independent and Individual reading opportunities are given during topic sessions. This is a particularly effective way of teaching nonfiction and poetry. Book areas will reflect this also. Spelling is taught within the writing lesson but spelling investigations are offered as part of guided sessions. Teachers correct misspelled work in all areas of the curriculum at a level appropriate to the child’s learning. Peer assessment opportunities for marking spelling are also given. Phase 6 of Letters and Sounds gives additional time to spelling and also spelling rules to support grammar. Different types of writing are taught to children across all areas of learning. Teachers carefully plan their approach to all subject areas in order to ensure that structured opportunities for writing are provided, thus stimulating the development of pupils’ independent skills.

Impact

Monitoring and evaluation 

Monitoring of English will be carried out in line with our monitoring programme for school. Monitoring will include

• Lesson observations
• Scrutiny of children’s work and planning
• Tracking of pupil progress
• Use of Assessment Data
• Discussions with pupils – Pupil Voice
• Discussions with staff – Staff Voice
• Monitoring of subject development plans by subject leads
• Link governor visits

Monitoring will in particular include focus on:

• The lowest 20% of children
• The Pupil Premium children
• The SEND children
• Effective challenge
• Timely adapting to the needs of the children
• Effective use of resources
• Engagement and focus of the children
• Specific areas linked to the School Improvement Plan

How will we know that the policy has been effective? 

∙ Teachers will ensure good to outstanding outcomes for pupils (teaching and attainment)

∙ Children will achieve targets set for EYFS and KS1 national assessments

∙ Parents will feel supported in understanding their child’s next step

∙  SLT and Governors will have a clear picture of the attainment of pupils across the school in all areas of Literacy

A Verity

September 2022

Our History curriculum enables our children to gain knowledge and understanding of the past within our own locality, our country and the wider world. They will learn about the past and gain knowledge from different historic periods as well as developing an understanding of historical terms and vocabulary. This History curriculum at East Boldon Infant draws from and makes full use of the immediate and wider local areas, enabling children to develop a history of their locality.

The study of Geography is to develop our children knowledge and understanding of places including their immediate environment and the wider world. It also allows children to look at the how people interact and affect environments.

Curriculum Intent

At the heart of everything we do at East Boldon Infant School is the belief that the children in our school should have the opportunity to learn through a rich curriculum that gives a wide range of first hand experiences and the opportunity to develop skills for life. In order to empower our children in their learning, we aim to provide a relevant curriculum that connects with their own experiences and interests and a curriculum that allows and encourages our children to be expressive in their approach to learning.

We believe that history and geography are so closely linked that they are best planned and taught jointly over a term.  Both subjects help children understand similarities and differences between societies and cultures and the impact of changes on people and places.  The use of careful research, evidence and school visits are also crucial in developing good knowledge and understanding which is an ideal forum for enriching and supporting other areas of the curriculum.

The fundamental aim of the study of history and geography is to help our pupils develop an understanding of their own lives and the world in which they live. This is achieved through the study of individuals, societies, cultures and the environment.

At East Boldon Infant School, the learning of humanities promotes:

*   An understanding of the causes and consequences of change through physical and human actions and processes.

*   Knowledge and understanding of people, cultures and events in a variety of places and at different times.

*  Spiritual, moral, social and cultural development.

*  A desire to be proactive local and global citizens.

*  Skills in questioning, formulating opinions and arguments, making judgements and carrying out investigations.

Curriculum Implementation

Geography:

*  Knowledge and understanding of places. Pupils develop their sense of identity through learning about their locality and the wider world, including a non-European country.

*  Knowledge and understanding of patterns and processes. Pupils recognise and explain selected physical and human processes including weather in contrasting locations.

*  Knowledge and understanding of environmental relationships and issues. Pupils describe how people damage or improve the environment (sustainable development).

*  Develop geographical skills and vocabulary necessary to carry out effective geographical enquiry.

History:

*  Knowledge and understanding of chronology. Pupils recognise that the past can be divided into periods of time.

*  Develop a range and depth of historical knowledge and understanding. Pupils develop factual knowledge of events, people and changes in the past. Interpretations of History- pupils identify with confidence the different ways in which the past is represented.

*  Develop historical enquiry skills – Pupils study evidence, ask questions and solve problems.

The skill based curriculum is organised into half-termly Key Stage One topics. The choice of contexts in which the curriculum is delivered is designed to allow flexibility and places a strong emphasis on pupils starting points, interests and talents. This engenders creativity and allows children to express their understanding and responses to investigative and enquiry based learning in a unique and individual way, embracing preferred learning styles. The key knowledge and skills that the children acquire and develop through each topic have been mapped out to ensure progression and ensure depth of learning.

In Foundation Stage, history and geography are introduced as part of the Specific Area: Understanding The World.  Each topic starts with a Prime Learning Challenge which is expressed as a question, for example; ‘Are toys today more exciting than toys from long ago?’ Observation of children’s interests and activities also informs planning and provision for this area of learning.

The children think about and explore their community, environment and the natural world through their topics.  These are delivered in an active, creative and play-based way, utilising the outdoor and indoor classroom as well as using ICT as a tool for learning.

In Key Stage 1, planning is undertaken by the year 1 and year 2 planning teams. Detailed schemes of work have been compiled and will continue to ensure progression and breadth across year groups. Planning teams provide a framework for colleagues to share expertise and integrate exciting, effective and relevant learning opportunities across the curriculum for historical and geographical skills will be developed.

At East Boldon Infant School, the curriculum is taught using a cross-curricular approach.  As part of our Learning Challenge Curriculum, each topic starts with a Prime Learning Challenge which is expressed as a question. At the beginning of each topic previous learning is referred to and for History, the class timeline is referred to, to support understanding. This also ensures that any gaps in learning can be addressed.

Thematic topics provide the basis for making meaningful links between the humanities subjects, whilst also allowing children to explore the subjects in isolation.   To enhance the learning experience of our pupils, our humanities curriculum acknowledges and incorporates different style of learning.  The knowledge, skills and understanding gained through the humanities curriculum is acquired through a variety of experiences.  These include:

*  Educational trips

*  Themed Days

*  Visits from people in the community

*  Drama and Role-play – including visits from theatre companies

*  The use of primary sources of information ( i.e. artefacts, photographs, maps…)

*  Story telling

*  Practical enquiry and research

*  Discussions and debates

*  Individual and group presentations

*  The use of ICT

*  Creative activities such as model making including handling wood, clay and textiles, sewing, cooking, ICT, painting and collage

*  Developing enterprise skills through links with businesses in the local and wider community

Curriculum Impact

Ongoing assessments take place throughout the year. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed on a termly basis by the Subject Lead for History and Geography to inform and address any trends or gaps in attainment.

Children in Foundation Stage are assessed within Knowledge and Understanding of the world

and their progress is tracked termly using the Evidence Me tracker system. Age related expectation levels are reported to parents at the end of the reception year.

Across history and geography, staff will look at ways that the curriculum can be enhanced further. This may take the form of visits to the school or a visit out of school to support pupil’s learning in History and Geography.

Teachers will assess children’s work in history and geography by making informal judgements through observations during lessons. On completion of a piece of work, the teacher assesses it, and uses this assessment to plan for future learning. Written or verbal feedback is given to the child to help guide their progress.

 

Children are assessed at the end of each strand of work to determine progress against expected levels of achievement.  We have sufficient resources for all history and geography teaching strands in school. We keep these in a central store, where there is a box of equipment for each strand.

Evidence Me may be used to evidence practical elements of the history and geography curriculum.

Monitoring of history and geography will be carried out in line with our monitoring programme for school. Monitoring will include:

• Lesson observations
• Scrutiny of children’s work and planning
• Tracking of pupil progress
• Use of Assessment Data
• Discussions with pupils – Pupil Voice
• Discussions with staff – Staff Voice
• Monitoring of subject development plans by subject leads
• Link governor visits

Monitoring will in particular include focus on:

• The lowest 20% of children
• The Pupil Premium children
• The SEND children
• Effective challenge
• Timely adapting to the needs of the children
• Effective use of resources
• Engagement and focus of the children
• Specific areas linked to the School Improvement Plan

These days it is common to hear people say they are “no good at maths” or state they “can’t do maths!”

At East Boldon Infant School, we intend to foster a “can do” attitude to maths. If we feel we can’t do it, the sentence is followed with YET! I can’t do it yet! This makes us believe that at some point we will be able to do it, we just haven’t quite mastered or learnt all the skills we need to solve the problem. This growth mind-set approach helps us believe that we can achieve more than we believe we can.

Intent

At the heart of everything we do at East Boldon Infant School is the belief that the children in our school should have the opportunity to learn through a rich curriculum that gives a wide range of first hand experiences and the opportunity to develop skills for life. We recognise that Mathematics is important in everyday life and, with this is mind, the purpose of our Mathematics teaching is to enable the children to develop an ability to solve problems, to reason, to think logically and to work systematically and accurately. We are sustaining a mastery approach throughout school from EYFS and across Key Stage 1, so that the teaching and learning is consistent and will support all pupils with their understanding and retention. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving. Mastery Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience, adaptability and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life

Objectives:

Within East Boldon Infant School our is our aim to develop

• a positive attitude towards mathematics and an awareness of the fascination of mathematics
• competence and confidence in mathematical knowledge, concepts and skills
• an ability to solve problems, to reason, to think logically and to work systematically and accurately.
• initiative and an ability to work both independently and in cooperation with others
• an ability to communicate mathematics
• an ability to use and apply mathematics across the curriculum and in real life
• use ICT to understand mathematical concepts
• an understanding of mathematics through a process of enquiry and experiment
• use interactive whiteboards and mathematical programs to enhance learning experiences

Implementation

At East Boldon Infant School we are currently taking part in the Great North Maths Hub NCETM “ Sustaining Mastery Programme” to continue our “Mastery Approach” to teaching Mathematics. We are also involved in the Great North Maths Hub NCETM “Mastering Number” programme.

In our school teachers create a positive attitude to mathematical learning within the classrooms and the school environment which reinforces that all children are capable of achieving high standards in mathematics.

Our Curriculum provides many opportunities for children to develop confidence and fluency with whole numbers, counting and place value. The use of practical equipment, such as concrete objects and measuring tools is used to aid the children in developing deeper conceptual understanding before being challenged through tasks and challenges to explain their reasoning and solve a variety of problems. The children are equipped with the skills to recognise shapes and their properties and when studying measures describe and compare different quantities such as mass, capacity/volume, time and money.

How maths is organised

Lessons are scaffolded to suit their abilities and learning styles. Mathematics lessons allow for collaborative learning and encourage learners to talk in pairs, small groups or through class discussions, to share their learning and develop understanding. For those who grasp concepts rapidly, they are challenged through a range of problems, whilst those not sufficiently fluent will be provided with opportunities to consolidate their learning through additional practice and interventions.

As each unit of work in the National Curriculum is covered we consider the related intended learning and recognise children who are working at or beyond the expected level for Key Stage 1. As well as identifying those who need and will receive extra support.

Mathematics is taught on a daily basis across our school. In Key Stage 1, each class has a main maths lesson every day which last between 45 and 60 minutes. There is also a separate 10-15 mental maths session which develops fluency and accuracy of key mathematical number skills, as well as providing an opportunity to revisit and review misconceptions and deepen previously taught concepts and follows the Great Norths Maths Hub and NCETM planning.

In Foundation Stage, our youngest mathematicians are provided with many exciting opportunities, through planned and purposeful play based experiences and a mix of adult led and child initiated activities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtractions problems and to describe shapes, spaces and measure.

The approach used is based on the typical organisation of our reception class – including the use of stories, rhymes, sand and water play, imaginative play, games and cookery to promote independent learning.

In EYFS, Maths is taught in a variety of ways: in whole classes, large or smaller groups, depending on the needs of the children. This, combined group activities allow children to develop and extend their mathematical skills either with guidance and support or independently. Mathematical skills will also be developed in the areas of learning within the classroom where challenges will be set, which extended the classroom teaching and encourage independent thinking and learning.

White Rose Maths

EYFS curriculum is planned from the EYFS Statutory framework 2021 and we supplement this with planning from the White Rose Maths scheme of Learning.

Through Key Stage 1 we adapt the White Rose Maths schemes of learning and medium term planning adapted to create a bespoke curriculum designed to meet the needs of our children and to allow for opportunities for revisit and retention, ensuring full coverage of the national curriculum for mathematics and providing a broad and balanced spread of all areas of the curriculum.

NCETEM Small Steps Mastery

This is supplemented with resources from the NCETM Small Steps Mastery Documents to teach a broad and balanced curriculum.

Mathematical Vocabulary

Like all discipline areas, Mathematics has specific language that pupils must understand in order to make meaning and develop their knowledge. Being able to interpret language in a range of mathematical contexts and for different purposes is fundamental to mathematical problem solving.  Math language gives children a way to express their growing understanding of math concepts. Children need multiple opportunities to use mathematical language in a variety of activities. As such within lessons it is important to develop this use of language from the very early stages of learning. This involves children being immersed in correct terminology and language whilst exploring in child Initiated activities by adults modelling the correct terminology to repeating definitions of words, stem sentences and correcting any inaccuracies within lessons. They need to develop a mathematical language, a procedural language and a descriptive language in order to help them solve problems.

Cross Curricular Opportunities

Throughout the whole curriculum opportunities exist to extend and promote Mathematics. Teachers seek to take advantage of all opportunities to ensure planning of Mathematics is cross-curricular whenever possible. This may involve using ICT to teach position and direction or practise measuring when growing plants which helps reinforce the importance of mathematics in everyday life. Each class teacher is responsible for the mathematics in their class in consultation with and with guidance from the Mathematics Co-ordinator.

Homework

Children in all years are provided with the opportunity to practice their mathematical skills at home. This may in a variety of ways

• EYFS are provided with activities within their home/school learning journals
• Year 1 and year 2 may provide additional tasks as homework when appropriate.
• KS1 provide Mental maths challenges to go home regularly

Parental Involvement

• Parents are invited into school each term for a workshop session where the term’s work is discussed or parents are encouraged to work alongside their child to undertake activities.
• Information on work to be covered each term is sent home via letter and the schools website. Parents are also encouraged to become involved with any additional work provided as part of home/school tasks (EYFS) or homework (KS1)
• In Autumn and Spring term parent’s evenings are held where parents discuss their child’s progress with the class teacher.
• In the Summer Term a written report is completed and parents are provided with the opportunity to discuss this.

Impact

Assessment

Using the assessment plan for the subject, progress is tracked and evaluated to:

∙ Identify pupils in need of either support or extension

∙ Identify areas of difficulty or areas of strength

∙ Set new targets

All of this evidence contributes to the overall picture of achievement for each child.  All of our assessments inform future learning.

Monitoring and Evaluation

The effectiveness of this policy and of practice will be monitored and evaluated by the coordinator and the Head teacher through:

• Lesson observations
• Scrutiny of children’s work and planning
• Tracking of pupil progress
• Use of Assessment Data

• Discussions with pupils – Pupil Voice
• Discussions with staff – Staff Voice
• Monitoring of subject development plans by subject leads
• Link governor visits

Monitoring will in particular include focus on:

• The lowest 20% of children
• The Pupil Premium children
• The SEND children
• Effective challenge
• Timely adapting to the needs of the children
• Effective use of resources
• Engagement and focus of the children
• Specific areas linked to the School Improvement Plan

How will we know that the policy has been effective? 

∙ Teachers will ensure good to outstanding outcomes for pupils (teaching and attainment)

∙ Children will achieve targets set for EYFS and KS1 national assessments

∙ Parents will feel supported in understanding their child’s next step

∙  SLT and Governors will have a clear picture of the attainment of pupils across the school in all areas of Mathematics.

C Munslow      September 2022

Our Curriculum follows the main strand identified in the National Curriculum and in KS1 is taught in the following core strands.

Year 1

• Number – number and place value
• Number –addition and subtraction
• Number – multiplication and division
• Number – fractions
• Measures-time, length and height, weight and volume, money
• Geometry – properties of shapes
• Geometry – position and direction

Year  2

• Number – number and place value
• Number –addition and subtraction
• Number – multiplication and division
• Number – fractions
• Measures- length and mass, money, time, capacity, volume, temperature
• Geometry – properties of shapes, including position and direction
• Statistics -graphs

Curriculum Intent

Music is a practical, creative subject which can benefit all children in developing imagination, the ability to listen attentively and the ability to express personal thoughts and feelings.  Music is a powerful, unique form of communication and can change the way people feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development. Music is an integral part of most world cultures, past and present. Music encourages active involvement and demands a response. It allows for creativity and aesthetic sensitivity and fulfilment.

Through our Music curriculum we aim:

• To help children of all abilities develop positive attitudes and to experience success and satisfaction in Music.
• To provide opportunities for all children to compose, perform, listen and respond sensitively to music.
• To create a classroom environment where children have opportunities to explore and experiment with their own musical ideas.
• To develop skills, attitudes and attributes that can support learning in other areas that are needed for work and life e.g. listening skills, ability to concentrate, creativity etc.
• To enable children to appreciate a wide range of music from different cultures and times.

Curriculum Implementation

We encourage children to participate in a variety of musical experiences through which we aim to build up the confidence of all children. Singing lies at the heart of good music teaching. Our teaching focuses on developing the children’s ability to sing in tune and with other people. Through singing songs, children learn about the structure and organisation of music. We teach them to listen and to appreciate different forms of music. In Key Stage 1, we expect children to maintain their concentration for longer and to listen to extended pieces of music. Children develop descriptive skills in music lessons when learning about how music can represent feelings and emotions.

We teach children the skills of recognising pulse, rhythm, pitch, duration, dynamics and tempo. We also teach children how to work with others to make music and how individuals combine together to make sounds. This is done through various games and activities to introduce it in a fun and exciting format.

We recognise that there are children of widely different musical abilities in all classes, so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways by:

• Setting common tasks which are open-ended and can have a variety of responses.
• Setting tasks of increasing difficulty (not all children complete all tasks).
• Providing resources of different complexity depending on the ability of the child.

The school plans a range of activities in music which provide opportunities, as required by the National Curriculum, for pupils to:

• To develop a control and understanding of duration, pitch, tempo, timbre, texture and dynamics.
• To extend children’s musical knowledge through experience of musical works from different times and cultures and from well known composers.
• To develop vocal skills through the teaching of songs, chants and rhymes taking into account pitch, rhythm and dynamics.
• To play tuned and un tuned instruments to communicate musical ideas to others by playing as part of a group capable of inventing and changing musical patterns.
• To encourage children to listen to the musical works of others and suggest how different sounds are used to create atmosphere.

Music in the Foundation Stage is taught in whole class sessions and through continuous provision and access to musical instruments inside and outside of the classroom.  Music is included in the Expressive Arts and Design section of the Early Years Foundation Stage Curriculum. It requires children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

Cross-curricular Links

Most music is taught as a discrete subject. However, there are opportunities within other subjects to develop musical skills.

• PE curriculum (dancing)
• English curriculum (where it can act as a stimulus but also to develop listening skills.)
• RE (listening to sacred music)
• Art (as a stimulus for creative work in a different medium)
• History (listening to music from the particular time being studied)
• DT (making musical instruments)
• Computing (making sounds and composing using computers and iPads).

Curriculum Impact

Ongoing assessments take place throughout the year. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed on a termly basis by the Subject Lead for Music to inform and address any trends or gaps in attainment.

Children in Foundation Stage are assessed within Expressive Arts and Design and their progress is tracked termly using the Evidence Me tracker system. Age related expectation levels are reported to parents at the end of the reception year.

Across Music staff will look at ways that the curriculum can be enhanced further. This may take the form of visits to the school by artists or craftspeople, or a visit out of school perhaps to a gallery in order to support pupil’s learning in art.

We often use Music Clubs as an After School provision to enrich the school curriculum further and are currently working with Music Mates to provide violin and cello tuition in school.

Teachers will assess children’s work in Music by making informal judgements through observations during lessons. On completion of a piece of work, the teacher assesses it, and uses this assessment to plan for future learning. Written or verbal feedback is given to the child to help guide his/her progress.

Children are assessed at the end of each strand of work to determine progress against expected levels of achievement.  We have sufficient resources for all Music teaching strands in school. We keep these in a central trolley.

Evidence Me may be used to evidence practical elements of the Music curriculum

Monitoring of Music will be carried out in line with our monitoring programme for school. Monitoring will include:

• Lesson observations
• Scrutiny of children’s work and planning
• Tracking of pupil progress
• Use of Assessment Data
• Discussions with pupils – Pupil Voice
• Discussions with staff – Staff Voice
• Monitoring of subject development plans by subject leads
• Link governor visits

Monitoring will in particular include focus on:

• The lowest 20% of children
• The Pupil Premium children
• The SEND children
• Effective challenge
• Timely adapting to the needs of the children
• Effective use of resources
• Engagement and focus of the children
• Specific areas linked to the School Improvement Plan

We study Physical Education to help develop the physical, social and emotional well being of our children. We aim to provide an engaging and challenging curriculum and opportunities to develop an enjoyment of physical activity across their time in school as well as the school day/

Curriculum Intent

At East Boldon Infant School we intend that all children enjoy and fully engage in Physical Education. Through Physical Education we will develop the children’s knowledge, skills and understanding, so that they can perform with increasing competence and confidence in a range of physical activities co-operatively and competitively.  We aim to improve health and well-being, promote sustained active participation and lifelong learning and for each child to fulfil their potential and ensure our children:

• Develop competence in a broad range of physical activities
• Are physically active for sustained amounts of time
• Engage in competitive sports and activities (age appropriate for EYFS/KS1)
• Lead healthy, active lives

Curriculum Implementation 

Physical Education is the planned, progressive learning that takes place in school curriculum timetabled time and which is delivered to all pupils. This involves both ‘learning to move’ (i.e. becoming more physically competent) and ‘moving to learn’ (e.g. learning through movement, a range of skills and understandings beyond physical activity, such as co-operating with and beginning to compete against themselves and others). The context for the learning is physical activity, with children and young people experiencing a broad range of activities, including:

• Fundamental movement skills
• Games
• Gymnastics
• Dance
• Athletics
• Swimming and water safety (Year 2 only)

As a school, we follow the purpose and aims contained within The National Curriculum, with a view to expecting the highest standards from our children in this vital area of learning.

Pupils should be taught to:

• Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination and begin to apply these in a range of activities
• Participate in team games, developing simple tactics for attacking and defending
• Perform dances using simple movement patterns

In Key Stage 1, we aim to develop the children’s fundamental movement skills of Agility, Balance and Coordination. The school organises PE in KS1 by providing a framework in which these areas are covered evenly throughout the two year groups. The hall and outside spaces are timetabled for full access across the week.

All class teachers are responsible for PE within their own class. The PE coordinator is also used for support and development.

East Boldon Infant School is committed to high standards in PE by ensuring the following:

• A curricular skill-based physical education programme which meets the statutory National Curriculum requirements
• Ensure adequate physical education time to deliver a broad and balanced programme
• Provide a quality range of physical opportunities both within and outside curriculum time
• Hold relevant in-service training opportunities
• Promote positive attitudes towards active and healthy lifestyles
• Provide opportunities for pupils to be creative, competitive and face up to different challenges as individuals and in groups and teams
• Provide a programme accessible to all regardless of aptitude and ability level
• Ensure pupils are taught the safety aspects of PE and teachers and pupils are also safely and appropriately dressed
• Participate in specific PE events (i.e. South Tyneside’s Skipping Temple Park’s Gymnastics Competition, Tennis/Multi-skills Festivals)
• Ensure PE is seen as an essential part of the curriculum
• Teachers are responsible for planning for their classes each term.
• We use the REAL PE Scheme of Work to support planning and teaching.

• Each term different year groups participate in a range of festivals and competition in order to celebrate their achievements and success in these areas.

• Every year a sports week will take place in the summer term to introduce the children to a variety of sports.
• In addition, specialist sports coaches are employed to work alongside class teachers to enrich the curriculum and experiences of the children whilst also developing staff knowledge, expertise and skills.

Children in the Foundation Stage follow the EYFS seven areas of learning which supports their early development within this subject. Physical Development is planned for and developed through a range of activities (manipulation of scissors, pencils etc, outdoor activities and games)

In addition, each Reception class has a weekly P.E. lesson developing both gross and fine motor skills such as spatial awareness, control, balance, co-ordination, whilst also aiding their communication and coo-operation. Specialist coaches also work alongside class teachers to enhance the curriculum offer and develop staff skills and expertise.

Curriculum Impact

Ongoing assessments take place throughout the year. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed on a termly basis by the Subject Lead for PE to inform and address any trends or gaps in attainment.

Children in Foundation Stage are assessed within Physical Development

and their progress is tracked termly using the Evidence Me tracker system. Age related expectation levels are reported to parents at the end of the reception year.

Across PE, staff will look at ways that the curriculum can be enhanced further. The Sport Premium Plan supports this and is reviewed regularly by the Subject Lead and completed annually. We use specialist sports coaches in school as well as attending events and festivals outside of school. Our after school clubs also include a variety of physical based opportunities.

Teachers will assess children’s work in PE by making informal judgements through observations during lessons. On completion of a piece of work, the teacher assesses it, and uses this assessment to plan for future learning. Verbal feedback is given to the child to help guide their progress.

Children are assessed at the end of each strand of work to determine progress against expected levels of achievement.  We have sufficient resources for all PE teaching strands in school. We keep these in a central store, where there is a box of equipment for each strand.

Evidence Me may be used to evidence practical elements of the PE curriculum.

Monitoring of PE will be carried out in line with our monitoring programme for school. Monitoring will include:

• Lesson observations
• Scrutiny of children’s work and planning
• Tracking of pupil progress
• Use of Assessment Data
• Discussions with pupils – Pupil Voice
• Discussions with staff – Staff Voice
• Monitoring of subject development plan/Sports Premium Plan by subject leads
• Link governor visits

Monitoring will in particular include focus on:

• The lowest 20% of children
• The Pupil Premium children
• The SEND children
• Effective challenge
• Timely adapting to the needs of the children
• Effective use of resources
• Engagement and focus of the children
• Specific areas linked to the School Improvement Plan/Sports Funding Plan

At East Boldon Infant School, we hope to provide our children with high quality PHSCE education which enables pupils to develop their knowledge, skills and attributes needed to keep themselves healthy and safe and prepared for future life. We know that a well delivered and embedded curriculum can have an impact on both academic and non-academic outcomes for all children.

PHSCE is an essential and necessary part of all pupils’ education helping them to become independents and responsible members of society. Alongside the curriculum, our ethos and values as a school underpin our expectations for all of our children. We are an accredited Kindness School (2022) and are beginning to work towards becoming a School of Character

https://character-education.org.uk/Schools-of-Character-Information-Pack.pdf

We are also a registered Kidsafe School and implement this programme across school. This complements the curriculum we offer within school.

Intent

Our curriculum has been developed to provide opportunities for our children to learn about the society they grow up in, to foster respect for others, rights and responsibilities and understand and appreciate what it means to be a part of a diverse society. Teachers are expected to use the PHSCE curriculum to equip pupils with the knowledge and skills they need to make safe and informed decisions. We believe that the purpose of PHSCE is to educate children to be well rounded citizens who are confident to make decisions that both affect them and the world around them.

At East Boldon Infant School we aim to:

∙ Promote the spiritual, moral, cultural, mental and physical development of all pupils

∙ Prepare pupils for the opportunities, responsibilities and experiences of later life

∙ Encourage pupils to value themselves and others

∙ Allow pupils to acknowledge and appreciate difference and diversity

∙ Teach pupils how to make informed choices

∙ Prepare pupils to be positive and active members of a democratic society

∙ Teach pupils to understand what constitutes a safe and healthy lifestyle

∙ Provide a framework in which sensitive discussions can take place

∙ Promote safety in forming and maintaining relationships

∙ Provide pupils with a toolkit for understanding and managing their emotions

∙ Provide pupils with the opportunities to consider issues which may affect their own lives and/or the lives of others

∙ Help pupils to identify the characteristics of healthy relationships, how relationships may affect mental and physical health; and how to stay safe online

∙ Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene

∙ Help pupils develop feelings of self-respect, confidence and empathy

∙ Create a positive culture around issues of sexuality and relationships

∙ Teach pupils the correct vocabulary to describe themselves and their bodies

Implementation

We teach the National Curriculum, supported by clear skills and progression. We use the Islington scheme of work You, Me and PHSCE alongside our own curriculum. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. We teach RSE, through supporting all young people to be happy, healthy and safe – we want to equip them for adult life and to make a positive contribution to society.

Through using the guidelines from the national curriculum and the school curriculum we cover the areas:

• Health and Well being
• Relationships
• Living in the Wider World

These are broken down within key areas:

Health and Well Being

Healthy lifestyles, mental health, Ourselves, rowing and changing, Keeping safe and Drug, alcohol and tobacco education.

Relationships

Families and close positive relationships, managing hurtful behaviour and bullying and Safe relationships

Living in the wider world

Shared responsibilities, communities, media literacy and digital resilience, economic well being – money, aspirations, work and career.

Within EYFS, PHSCE is taught in accordance with the PSED framework and is a Prime area of learning. Managing feelings and Behaviour, Making Relationships and Self Confidence and Self awareness make up these areas and is an integral focus of the Reception year in school.

We intend to build a curriculum that enables children to know more, remember more and understand more. As a result our intention is for all children to know how to be safe and understand how to develop healthy relationships, both now and in their future lives.

Impact

Ongoing assessments take place throughout the year. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed on a termly basis by the Subject Lead for PHSCE to inform and address any trends or gaps in attainment.

Children in Foundation Stage are assessed within Personal, Social and Emotional Development  and their progress is tracked termly using the Evidence Me tracker system. Age related expectation levels are reported to parents at the end of the reception year.

Across PHSCE staff will look at ways that the curriculum can be enhanced further. This may take the form of visitors into school or out of school. We regularly work with the Police, Fire Brigade and School Nursing Service to provide experiences for our children. We work closely with the local church and care home to make sure children have an awareness of the wider community that they live in. We take part in events across the year such as Norah’s North Pole at Christmas and The Key Project Food Bank collection at Harvest time to make the children aware of others less fortunate than themselves.

Teachers will assess children’s work in PHSCE by making informal judgements through observations during lessons. On completion of a piece of work, the teacher assesses it, and uses this assessment to plan for future learning. Written or verbal feedback is given to the child to help guide his/her progress.

Children are assessed at the end of each strand of work to determine progress against expected levels of achievement.

Evidence Me may be used to evidence practical elements of the PHSCE curriculum

Monitoring of PHSCE will be carried out in line with our monitoring programme for school. Monitoring will include:

• Lesson observations
• Scrutiny of children’s work and planning
• Tracking of pupil progress
• Use of Assessment Data
• Discussions with pupils – Pupil Voice
• Discussions with staff – Staff Voice
• Monitoring of subject development plans by subject leads
• Link governor visits

Monitoring will in particular include focus on:

• The lowest 20% of children
• The Pupil Premium children
• The SEND children
• Effective challenge
• Timely adapting to the needs of the children
• Effective use of resources
• Engagement and focus of the children
• Specific areas linked to the School Improvement Plan

At East Boldon Infant School we believe that RE both supports and strengthens what we do in every aspect of school life. Our caring ethos and the value which we place on the development of the whole child; spiritually, morally, socially, culturally and intellectually is reflected in the RE curriculum. Knowledge and understanding of other cultures and faiths helps to avoid misunderstandings and pre empts the likelihood of prejudice and conflict.

Intent

We have designed our R.E curriculum with the intent that our children will become resilient, accepting, mindful and inquisitive learners.  Our R.E curriculum allows children to discover and gain valuable insight into religions within the world that we live.  The teaching of R.E is vital for children to understand other beliefs and make connections between their own values.  It is our role to ensure that pupils are given the opportunity to be inquisitive by asking questions about the world around them and by allowing them to gain high quality experiences.

We aim to:

• Develop an awareness of spiritual and moral issues arising in their lives;
• Develop knowledge and understanding of major world religions and value systems found in Britain;
• Be able to reflect on their own experiences;
• Develop an understanding of religious traditions and to appreciate cultural differences in Britain today;
• Have respect for other people’s views and to celebrate diversity in society.

RE is based on three elements:

• Knowledge and Understanding of Religion
• Critical Thinking
• Personal Reflection

This is about what religion is and the impact it has for individuals and communities. It involves investigation and enquiry into the nature of religion and beliefs through the four concepts: Belief, Authority, Expressions of Belief, Impact of Belief.

Pupils will develop their knowledge and understanding of individual religions and distinctive religious traditions and apply this to considering ways in which religions are similar to and different from each other.

We promote critical thinking which enables pupils to be open minded and to value different types of reasoning. It enables children to give their own views and opinions in simple forms. It also develops pupils’ ability to reflect on religion in relation to their own beliefs, values and experiences and the influence of these on their daily life, attitudes and actions. For example when learning about the story of Rama and Sita and how this tells Hindus that good triumphs over bad, pupils are asked to think about other stories that illustrate this theme and events and experiences in their own lives where good triumphs over bad.

Implementation

We use the agreed syllabus for Religious Education developed by South Tyneside LA.  The core religions studied in Key Stage 1 are Christianity and Judaism.  This can also be supplemented by an additional religion – Buddhism, Hinduism, Islam or Sikhism.  R.E is taught weekly with a new learning challenge question being introduced each half term.

The teaching of RE will involve some direct teaching and whole class, group, paired and individual activities. A range of teaching styles will be adopted including enquiry, exploration, discussion, drama using a range of sources including ICT, works of art, artefacts, visits and visitors.

The Learning Challenge Curriculum approach has been adopted to the teaching of RE.  Every half term the children are introduced to a new topic presented as a learning challenge question.  The topics covered are taken from the agreed syllabus.

Religious Education is taught to all children, including those in Reception. We relate religious education aspects of the children’s work to the objectives from Developments Matters including children talking about past and present events in their own lives and in the lives of family members, knowing about similarities between themselves and others among families, communities and traditions.

We try to ensure all our subjects have cross curricular links to other subjects. RE makes links with several subjects including English, through promoting skills of reading, writing, speaking and listening. There may be use of texts within class that has a religious theme or content, which encourages discussion. Children may also be asked to write letters/diaries and record information in order to develop writing ability.

Other links are made to PHSCE through teaching children about the values and moral beliefs that underpin individual choices of behaviour. We also promote the values and attitudes required for citizenship in a democracy by teaching respect for others and the need for personal responsibility. In general, by promoting tolerance and understanding of other people, we enable children to appreciate what it means to be to be positive members in a diverse society.

Links to ICT could also be made when the children use the Internet to research topics. Class programs could be used for word processing or paintings linked to work being carried out. Children could also access cameras or IPads to help them to record visits i.e on a recent visit to our local church.

Resources for RE are kept in a central store where there are topic boxes and books to access.

Impact

At East Boldon Infant School, we seek to ensure that all pupils in our school are educated to develop spiritually, academically, emotionally and morally to enable them to better understand themselves and others and to cope with the opportunities, challenges and responsibilities of living in a rapidly changing, multicultural world.

Regular assemblies and celebrations of work taught and learnt during each year group’s topics will help to celebrate the diversity of the school community and promote positive images of people in the wider community, including their beliefs, traditions, culture, language and history.

The agreed syllabus sets out a structure for recognising pupils achievements and each pupil can work progressively towards the statements. Assessment in RE is seen in its broadest sense and is not limited to testing and measuring. At the heart of religious education is spiritual truth, values, attitudes of wonder and respect.

Children demonstrate their ability in RE through a variety of different ways. Younger children may act out events such as a Bible story, whilst older children may write about the event or produce a presentation based on their investigations. Teachers will use ongoing assessments, making informal judgements as they observe in lessons. Formal assessments will be completed termly and information is passed to the next teacher at the end of the year.

Monitoring of RE will be carried out in line with our monitoring programme for school, but taking into account the above. Monitoring will include:

• Lesson observations
• Scrutiny of children’s work and planning
• Tracking of pupil progress
• Use of Assessment Data
• Discussions with pupils – Pupil Voice
• Discussions with staff – Staff Voice
• Monitoring of subject development plans by subject leads
• Link governor visits

Monitoring will in particular include focus on:

• The lowest 20% of children
• The Pupil Premium children
• The SEND children
• Effective challenge
• Timely adapting to the needs of the children
• Effective use of resources
• Engagement and focus of the children
• Specific areas linked to the School Improvement Plan

At East Boldon Infant School, we recognise the importance of Science in every aspect of daily life. As one of the core subjects taught in school, we give the teaching of Science the prominence it requires. We encourage our pupils’ natural curiosity of the world and teach the knowledge and enquiry skills to develop their understanding of the world.

We aim to provide a high quality Science curriculum which will inspire and challenge our pupils by:

• Using focused exploration and investigation to develop scientific knowledge, understanding and skills.
• Developing an enquiring mind.
• Enabling pupils to communicate their observations and findings.
• Fostering respect and sensitivity towards the living and non-living environment.
• Promoting systematic approaches to scientific enquiries that help pupils to answer scientific questions about the world around them.
• Encouraging the pupils to work both collaboratively and independently.
• Ensuring at all times pupils are aware of safe practices.

Curriculum Intent

The planning for our Science curriculum is well sequenced, practical, creative and engaging.

Our teaching of Science offers opportunities to:

• To build upon the natural curiosity of the pupils through simple experiments.
• To develop the skills of asking and answering questions and making simple predictions.
• To engage the children in practical first-hand experiences which enable them to treat living things and their environment with care and sensitivity.
• To develop ideas and scientific awareness through investigations and observations.
• To encourage pupils to present their findings through simple drawings, diagrams, tables, charts and in speech and writing.
• To provide a variety of differentiated learning experiences.
• To recognise hazards and risks when working with living things and materials.
• To know about materials, their properties and usage, the human body, animals and habitats, plants and trees.
• To make links between mathematics, science and technology.
• To observe changes across the four seasons.

Curriculum Implementation

Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following;

The Early Years curriculum is based around the Seven Areas of Learning set out in the EYFS.  There is scientific content within the learning area Understanding the World, which is practical and often play-based.

Science in the reception classes is taught as an integral part of the topic work covered during the year. Each topic starts with a Prime Learning Challenge which is expressed as a question, for example; ‘What do seeds need to grow?’ Observation of children’s interests and activities also informs planning and provision for this area of learning.

Scientific learning occurs through:

• Access to a range of developmentally appropriate practical activities based on first hand exploratory experiences. For example, a nature walk, magnifiers to explore natural objects, manipulating wet/dry sand etc;
• Enthusiastic and meaningful interaction with adults, who provide opportunities to develop communication skills, use correct scientific language and carefully framed open-ended questioning techniques to develop thinking skills;
• Exploration of both indoor and outdoor environments linking all areas of learning;
• Recognition and extension of their existing knowledge and understanding gained from their home setting.

Children are encouraged to –

• Be active learners and involved in a range of physical experiences, which allow them to take charge of situations.
• Take the initiative in developing their own ideas and approaches to an activity.
• Be involved in talk between themselves as well as adults.
• Build their confidence not only in science, but also in the management of their own activity and involvement with others.
• Develop as emergent thinkers not only in science, but also in Mathematics and Communication and Language.

The science based activities in reception provide the foundation for progressing to the scientific concepts covered in Year 1 and Year 2.

In Key Stage 1 the science curriculum is planned through the use of thematic topics which are outlined in the scheme of work.

As part of our Learning Challenge Curriculum, each topic starts with a Prime Learning Challenge which is expressed as a question. All year groups have a breakdown of knowledge, skills and understanding to be taught for each subject and this ensures that progression is built upon from the previous year’s learning so that there is an increasing challenge for the children as they move through the school. We start all new learning challenges with a pre- learning task to assess children’s prior knowledge before planning any subsidiary learning tasks. This also ensures that any gaps in learning can be addressed. The subsidiary learning tasks are also expressed as questions

A variety of teaching methods and stimuli will be employed to enable us to achieve our aims and objectives. They will be matched to the abilities and interests of the children and will include:

Whole class teaching

Group activities

Individual/partner work

An investigation area/seasonal display set up in each classroom

Plenary sessions (reporting back)

Using materials from other science schemes of work as appropriate

There is no specialist teaching in science, it is taught by the class teachers in all year groups.

We follow the National Curriculum programme of study for science, accessing activities from other published schemes as and when appropriate.

Activities are challenging, motivating and extend pupils’ learning. Lessons make effective links with other curriculum areas, especially English, Mathematics and ICT.

Activities inspire the pupils to experiment and investigate the world around them and to participate in a range of activities. These include:

• asking questions;
• locating sources of information;
• observation and discussion;
• selecting appropriate equipment and using it safely;
• planning investigative work;
• investigation;
• raising ideas and prediction;
• testing;
• handling and collecting evidence, measuring and checking results;
• making comparisons;
• describing patterns;
• communicating results and findings.

Curriculum Impact

The successful approach at East Boldon Infant School results in a fun, engaging, high-quality science education, that provides children with the foundations for understanding the world. So much of science lends itself to outdoor learning and so we provide children with opportunities to experience this. Through various workshops and trips a children have the opportunity to extend their learning through first hand experiences. Pupil voice is used to further develop the Science curriculum, through questioning of pupil’s views and attitudes to Science to support the children’s enjoyment of science and to motivate learners.

Teachers will assess children’s work in science by making informal judgements through observations during lessons. On completion of a piece of work, the teacher assesses it, and uses this assessment to plan for future learning. Written or verbal feedback is given to the child to help guide his/her progress.

Children are assessed at the end of each strand of work to determine progress against expected levels of achievement.  We have sufficient resources for all science teaching strands in school. We keep these in a central store, where there is a box of equipment for each strand. Science topic books and computer software are available to support children’s individual research.

Evidence Me may be used to evidence practical elements of the science curriculum

Monitoring of Science will be carried out in line with our monitoring programme for school. Monitoring will include:

• Lesson observations
• Scrutiny of children’s work and planning
• Tracking of pupil progress
• Use of Assessment Data

• Discussions with pupils – Pupil Voice
• Discussions with staff – Staff Voice
• Monitoring of subject development plans by subject leads
• Link governor visits

Monitoring will in particular include focus on:

• The lowest 20% of children
• The Pupil Premium children
• The SEND children
• Effective challenge
• Timely adapting to the needs of the children
• Effective use of resources
• Engagement and focus of the children
• Specific areas linked to the School Improvement Plan