Curriculum – Singleton C of E Primary School

Living, Loving, and Growing Through C A R E

At Singleton School, we have a C A R E-ing culture, built on our Christian Values and our CARE ethos. All adults act as positive role models in school, actively teaching the children our six school values (Friendship, Respect, Trust, Endurance, Wisdom, and Love) and how we can live by these.

We have developed C A R E as a vehicle through which we explicitly teach these Values. Our C A R E principles guide our behaviours and actions in school, drive our curriculum, and underpin every policy and decision that is taken within the school. Every member of our school community lives our values and ethos, and they are also explicitly taught to our pupils through our CARE Cultural Curriculum

C A R E

C – Choices – Moral – Wisdom & Endurance – Inclusivity

A – Aspiration – Cultural – Respect – Empowerment

R – Reflection – Spiritual – Love – Service

E – Engagement – Social – Friendship & Trust – Community

C A R E ensures that all of our children grow to become the best they can be in a loving place where we all care, learn, and grow together. Through our C A R E Curriculum, we create regular, well-thought-out opportunities that encourage our children to make good choices, appreciate themselves, each other, and the world in which they live, reflect on their learning experiences and events, and engage with each other, their learning, and opportunities. Our Care Curriculum is designed so that it enables all children to C A R E, learn, and grow within our Christian community so that they are ready to make a positive contribution to the wider world and are fully prepared for the next stage of their education and development.

The curriculum is accessible for those with disabilities or special educational needs, in line with the Equality Act 2010 and the Special Educational needs and Disability Regulations 2014.

Please click on the links below for more information on our curriculum.

Curriculum Overview:

The National Curriculum is the root of our bespoke school curriculum. For full information about our Intent / Implementation / Impact please click on the curriculum statement below.

Curriculum- Statement

In our school we use an approach to teaching and learning called ‘Inclusive Quality First / Adaptive Teach’. Please click below for further information.

Inclusive Quality First – Adaptive Teach approaches to Learning

Curriculum Planning Overviews:

FOUNDATION STAGE

EYFS Curriculum Planning Overview

CYCLE A:

Curriculum Overview Y 1 2 cycle A

Curriculum Overview Y34 cycle A

Curriculum Overview Y 5 6 cycle A

CYCLE B:

Curriculum Overview Y1 2 cycle B

Curriculum Overview Y3 4 cycle B

Curriculum Overview Y 5 6 cycle B

EYFS:

At Singleton C of E Primary School our aim is to create a learning environment and build relationships which support, enhance and invite a child’s curiosity, confidence and individual competency to flourish regardless of backgrounds, circumstances or needs.

We aim to work collaboratively with parents and carers to encourage independent, enthusiastic learners who thrive and reach their full potential.

It is our intent that children who enter our Foundation Class, begin their lifelong learning journey by developing physically, verbally, cognitively and emotionally whilst also embedding a positive attitude to school and a love of learning.

Our curriculum is designed to recognise children’s prior learning, both from previous settings and their experiences at home.

We work in partnership with parents, carers and other settings to provide the best possible start, ensuring each individual reaches their full potential from their various starting points.

Our curriculum has been designed to enable children to succeed through cooperative and collaborative learning principles. As such, there is a strong emphasis on the Prime Areas of learning; Personal, Social and Emotional Development and Communication and Language.

We believe that a high level of engagement ensures high level attainment. We therefore provide an engaging curriculum that maximises opportunities for meaningful cross-curricular links and learning experiences, as well as promoting the unique child by offering extended periods of play and sustained thinking.

We follow children’s interests and ideas to foster a lifelong love of learning both in and outside of school.

By the end of their year in our Foundation Class, our intent is to ensure that all children have the ability to work collaboratively, independently, with high levels of curiosity and with excellent language and communication skills. We aim to ensure they are well equipped with the skills and knowledge to ensure a smooth transition into Year 1.

Please click on the links below to gain a full understanding of our EYFS Curriculum, how it’s organised, how we plan and the milestone expectations for each term.

EYFS Intent Implementation Impact WEBSITE

Example of termly ‘ Milestones’

EYFS Milestones Autumn Term

Examples of Progression of Skills

Home reading

Our reading books are linked to our phonics scheme – please click link below.

Tracking sheet Home readers Phase 2 to 6

Transition into Year 1 is a key focus in our school. Please click below to see how we have developed curriculum guidance to ensure that our pupils are ready for Year 1.

Early Years to Key Stage 1 Bridge

Subject Specific Information:

English:

Curriculum Intent- Website 2023 -24

At Singleton School, our passion English is embedded through our carefully planned curriculum, that meets the needs of all of our pupils. English and the teaching of English is the foundation of our curriculum. We want to ensure that every child becomes a ‘Primary Literate Pupil’ and progresses in the areas of reading, writing, phonics, spelling and speaking and listening.

English is embedded within all lessons and we strive for a high level of attainment through the use of high-quality texts, immersing children in vocabulary, rich learning environments and ensuring curriculum expectations and the progression of skills are met. Children are exposed to a language heavy, creative and continuous curriculum in all subjects that will develop a love of reading, creative writing and purposeful speaking and listening, all the while using a rich and varied vocabulary. We believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing. We aim to develop in our pupils the ability to communicate effectively in speech and in writing and to listen with understanding. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying their knowledge of phonics, spelling patterns and rules they learn. We want our children to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We believe at Singleton primary that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a fluent, legible, joined up handwriting style by the time they move to secondary school. We believe that all good writers refine and edit their writing over time, so we want children to develop the independence to be able to identify their own areas for improvement in all pieces of writing, editing their work effectively during and after the writing process. These aims are embedded across our English lessons, but also made cross curricular to apply to the wider curriculum, making learning more meaningful and engaging. We will provide the means for children to develop a secure knowledge-base in English, which follows a clear pathway of progression as they advance through the primary curriculum. Rigorous assessment and review will ensure that we are able to provide targeted support so that all children experience success in English; we believe that a secure basis in English skills is crucial to a high quality education and will give our children the tools they need to participate fully as a member of society.

Key Learning in Reading and Writing

The Key Learning in Reading / Writing statements relate to the age appropriate skills, knowledge and understanding for each year group. These key pieces of learning will support pupils in becoming effective and reflective independent readers and writers.

The Key Learning statements have been identified primarily from the National Curriculum 2014 programmes of study. Other key documents cross referenced in their preparation include the Early Years Foundation Stage documents and Lancashire Assessment and Progression in Reading / Writing

Reading

Writing

Maths:

At Singleton, our intent for mathematics is to teach a rich, balanced and progressive curriculum using maths to reason, problem solve and develop fluent conceptual understanding in each area. Our curriculum allows children to better make sense of the world around them by making connections between mathematics and everyday life. Our policies, resources and schemes support our vision and clearly outline where maths can be incorporated across different curriculum areas. The structure of the mathematics curriculum across school shows clear progression in line with age related expectations. Teaching curriculum content in blocks allows children to explore skills and knowledge in depth and gain a secure understanding of particular subject matter. Key knowledge and skills are also revisited regularly allowing repetition to embed learning. A concrete, pictorial, abstract approach provides children with a clear structure in which they can develop their depth of understanding of mathematical concepts. We aim to ensure that mathematics is a high-profile subject which child view positively and with a ‘Can do’ attitude.

As a small school with mixed aged classes we have developed our own scheme based around the National Strategy planning and White Rose Maths. We have developed a curriculum that is ambitious and designed for all pupils. It is coherently planned and sequenced towards cumulatively providing the necessary knowledge and skills for the pupils’ future to empower them to take their role as informed and active citizens in the 21st century. Its emphasis is not just on mathematical knowledge but also skills and concepts. It has the same challenging academic ambitions for all pupils. They all work from a shared starting point to answer the same key questions.

Maths Overview

Termly coverage of topics – whole school

Progression in Knowledge and Skills – EYFS – Y6

Progression in Knowledge and skills Mathematics

To support with effective teaching and learning we have also produced ‘Progression’ within Key Knowledge and Skills grids. These identify:

Key Assessment Opportunities

EYFS – Y6

Linking to our Block planning we have developed Key Assessment Opportunities in the form of tasks / questions. These are linked directly to the National Curriculum and cross referenced with the KLIPS
They have been developed using the DfE Mathematics guidance Key Stages 1 and 2 June 2020 document supplemented by Test base.

https://assets.publishing.service.gov.uk/media/6140b7008fa8f503ba3dc8d1/Maths_guidance_KS_1_and_2.pdf

The DfE document gives clear guidance and support with the criteria for knowing when a child is ‘ready to progress.

In order to reduce teacher workload, the Key Assessments have been put together for the staff- they consist of a range of questions or tasks that are matched to the National Curriculum and the KLIPs covered in that Block of teaching. There are a wealth or questions that can be selected from or at the teacher’s discretion used in their entirety. As we use a spiral approach to learning Key Assessment questions may reoccur within different Blocks throughout the year.
Staff can use these Key Assessments in any way they wish – formally or informally (e.g. a quiz), at the end of the BLOCK or throughout the block threaded into lessons.
Within the children’s books there will be evidence of Key Assessment Opportunities
The pitch of the questions set in these booklets indicate whether the child is meeting Age Related Expectations and a line with the age-related assessment guidance from the DfE.
The DfE guidance then also gives information for staff in terms of what the conceptual prerequisite is that needs to be revisited if the child has not met the expectation – or what the future application will be if the child easily meets the expectation.
- The questions are written in ways that allow for both varied fluency and reasoning.
- As we have a spiral approach to numeracy – staff use the outcomes of these tests to inform future teaching and learning – the outcomes also feed into future planning

Key Assessment examples

Other useful documents linked to Maths

Pupil Voice – what our children say about Maths

I absolutely love Maths it is so challenging and fun. I love to get a challenge.

Science:

To support with effective teaching and learning we have also produced ‘Progression’ within Key Knowledge and Skills grids. These identify:-

Substantive Concepts
Key Vocabulary
Substantive Knowledge
Making Connections (Prior Learning)
Working Scientifically

Science ‘Progression’ in Knowledge and Skills Grids

Cycle A

Year 1 A
Year 2 A
Year 3 A
Year 4 A
Year 5 A
Year 6 A

Cycle B

Year 1 B
Year 2 B
Year 3 B
Year 4 B
Year 5 B
Year 6 B

Pupil Voice – what our children say about Science

It has so many opportunities to learn and it has fun experiments.

Geography:

At Singleton C of E School, we use Rising Stars Scheme of work to supplement our Geography planning. This enables us to provide a geography curriculum that is ambitious and designed for all pupils. It is coherently planned and sequenced towards cumulatively providing the necessary knowledge and skills for the pupils’ future to empower them to take their role as informed and active citizens in the 21st century. Its emphasis is not just on geographical knowledge but also skills and concepts. It has the same challenging academic ambitions for all pupils. They all work from a shared starting point to answer the same key questions.

The Geogrphy Curriculum Overview – outlines the Intent / Implementation and the Impact of Geography within our school

Geography Overview

The following Documents show

The National Curriulum Coverage of Programmes of study for each unit of work
Where Key Assessments take place and what the focus is
Progression Statements – what expected outcomes look like

KS1

KS1 – Curriculum Coverage, assessment and progression grid

Lower KS2

Lower KS2 – Curriculum Coverage, assessment and progression grid

Upper Key Stage 2

Upper KS2 – Curriculum Coverage, assessment and progression grid

To support with effective teaching and learning we have also produced ‘Progression’ within Key Knowledge and Skills grids. These identify:-

Substantive Concepts
Key Vocabulary
Geographical Skills
Substantive Knowledge
Making Connections (Prior Learning)
Disciplinary Concepts (Key Skills)

Geography ‘Progression’ in Knowledge and Skills Grids

Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Whole school overview

We use ‘Key Assessment Opportunities’ to look at pupils’ work, over time and at the outcomes. These support with assessment judegments, identifying pupil progress against the key skills and knowledge.

Examples of Key Assessments for Geography

Pupil Voice – what our children say about Geography

“I love learning about new places in our world and finding out information about the world”.

History:

At Singleton C of E School, we use Rising Stars Scheme of work to supplement our History planning. This enables us to provide a history curriculum that is ambitious and designed for all pupils. It is coherently planned and sequenced towards cumulatively providing the necessary knowledge and skills for the pupils’ future to empower them to take their role as informed and active citizens in the 21st century. Its emphasis is not just on historical knowledge but also skills and concepts. It has the same challenging academic ambitions for all pupils. They all work from a shared starting point to answer the same key questions.

The content provides pupils with a clear understanding of how people lived in the past and what they believed to be important. Within the units we have determined that there are 8 Substantive Concepts;- Leadership, agriculture, migration, civilisations, childhood, worship, society, equality. These enable us to build a greater depth within knowledge and skills.

The History Curriculum Overview – outlines the Intent / Implementation and the Impact of History within our school

History Curriculum Overview.docx

The following Documents show

The National Curriulum Coverage of Programmes of study for each unit of work
Where Key Assessments take place and what the focus is
Progression Statements – what expected outcomes look like

KS1

Curriculum Coverage, assessment and Progression Grid – Rising Stars

KS2

Curriculum Coverage, assessment and progression KS2

To support with effective teaching and learning we have also produced ‘Progression’ within Key Knowledge and Skills grids. These identify:-

Substantive Concepts
Disciplinary Concepts
Key Vocabulary
Substantive Knowledge
Chronological knowledge
Making Connections (Prior Learning)
Disciplinary Concepts (Key Skills)
Key Assessment Opportunities

History ‘Progression’ in Knowledge and Skills Grids

EYFS
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Progression of Skills and Knowledge Framework – Whole School

Examples of Key Assessments for History

Pupil Voice – what our children think about History

History is one of my favourite subjects and is also the one I have the most knowledge of. In history, Class 3 are currently indulging in the artefact-rich topic of the Vikings, who consisted of numerous Scandinavian and Germanic tribes. I enjoy History because it allows you to explore new cultures and find out where so many everyday products that you and I take for granted were actually invented. History leads you to a fascinating world of ‘what if’s’ and has endless possibilities, which makes it such a captivating topic for me.

Computing:

At Singleton School, we believe Computing is a vital part of the education for all children and that computing capability is an essential skill for life- and enables learners to participate more readily in a rapidly changing world. Our children’s understanding of the key computing skills need to be developed by effective teaching and by a considered sequence of experiences.

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. 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 programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

(DFE 2013)

At Singleton C of E School, we use the Purple Mash and the Education for a Connect World (Online Safety) schemes of work to supplement our Computing planning. The school’s aim is to provide a Computing Curriculum, which will enable each child to reach their full potential in learning in Computing. Through investigation; logical reasoning and making predictions; to using technology purposefully and evaluating their own programs and designs and that made by others. In addition, throughout this- children are supported, and taught, in how to use technology safely and respectfully.

Please Click here for a full overview of Intent / Implenetation and Impact

Computing and online safety – Curriculum Overview

To support with effective teaching and learning we have also produced ‘Progression’ within Key Knowledge and Skills grids. These identify:-

Key Vocabulary
Substantive Knowledge
Making Connections (Prior Learning)
Key Questions
Key Skills
Key Assessment Opportunities

Computing ‘Progression’ in Knowledge and Skills Grids:–

We use ‘Key Assessment Opportunities’ to look at pupils’ work, over time and at the outcomes. These support with assessment judegments, identifying pupil progress against the key skills and knowledge.

Examples of Key Assessments for Computing

Prior and Future Learning Links

Purple Mash provides a wealth of resources to support with the teaching and learning process. The Prior and Future Learning Posters are a useful tool used in school to support with ensuring that learning is commiteed to the longer term memory. They are a visual aid that helps pupils connect new knowledge with existing knowledge and develop fluency and the ability to unconcuiously apply knowledge as skills.

Please click below for examples:-

Other useful documents linked to computing.

Pupil Voice – what our children think about Computing

The digital world can include anything from “get off that phone!” to “Boss, I know how to stop all online viruses!” In Computing at Singleton School we learn to code, create spreadsheets and are taught many more useful skills for handling technology that the children of this school will use in the future. On of my favourite things about Computing is the sheer joy of watching something I’ve worked so hard on come to life.

Art:

At Singleton School, we believe Art and Design is a vital part of the education for all children and is a gateway to communication. Our children’s understanding of the visual language of art needs to be developed by effective teaching and by a considered sequence of experiences.

‘Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.’

(DFE 2013)

The Art Curriculum Overview – outlines the Intent / Implementation and the Impact of Art within our school

Art Curriculum Overview

To support with effective teaching and learning we have also produced ‘Progression’ within Key Knowledge and Skills grids. These identify:-

Knowledge of Artists
Key Vocabulary
Substantive Knowledge
Making Connections (Prior Learning)
Key Skills
Key Assessment Opportunities

Art ‘Progression’ in Knowledge and Skills Grids:–

Examples of Key Assessments for Art

Pupil Voice – What our children think about Art

” I love learning about different Artists”

DT:

At Singleton C of E School, we use Kapow Primary’s Design and technology scheme of Work and we further enrich / supplement this with Lego Technics within Fantastic Friday. This aims to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. Through this scheme of work, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.

The DT Curriculum Overview – outlines the Intent / Implementation and the Impact of DT within our school

Design Technology Overview

To support with effective teaching and learning we have also produced ‘Progression’ within Key Knowledge and Skills grids. These identify:-

Knowledge of Artists
Key Vocabulary
Substantive Knowledge
Making Connections (Prior Learning)
Key Skills
Key Assessment Opportunities

Examples of DT ‘Progression’ in Knowledge and Skills Grids:

Key Assessment Opportunities

We use ‘Key Assessment Opportunities’ to look at pupils’ work, over time and at the outcomes. These support with assessment judgements, identifying pupil progress against the key skills and knowledge.

Examples of Key Assessments for DT

Pupil Voice – What our children think about DT

” I enjoy STEM week – we have lots of inspirational visitors”

Modern Foreign Languages:

At Singleton C of E School, we use Kapow Primary’s ‘French’ scheme of Work. The intention of our French curriculum is that children are taught to develop an interest in learning other languages in a way that is enjoyable and stimulating. We encourage children’s confidence, we strive to stimulate and encourage children’s curiosity about language.

At Singleton we believe that the skills, knowledge and understanding gained through learning a new language make a major contribution to the development of children’s oracy and literacy and to their understanding of their own culture/s and those of others. Language also lies at the heart of ideas about individual identity and community and learning another language can do a great deal to shape children’s ideas in there are as well as giving then a new perspective on their own language.

Language teaching at Singleton intends to provide opportunities for our pupils to:

Foster an interest in learning other languages
Understand that language has a structure, and that the structure differs from one language to another
Develop their awareness of cultural differences in other countries (British Values)
Develop their speaking and listening skills.

The French Curriculum Overview – outlines the Intent / Implementation and the Impact of French within our school

French Curriculum overview

To support with effective teaching and learning we have also produced ‘Progression’ within Key Knowledge and Skills grids. These identify:-

Knowledge organisers – pupils
Key Vocabulary
Substantive Knowledge
Making Connections (Prior Learning)
Key Skills

Examples of French ‘Progression’ in Knowledge and Skills Grids:

Year 3&4 Knowledge Overviews
Year 5&6 Knowledge overviews

Key Assessment Opportunities

Examples of Key Assessments for French

Pupil Voice – What our children think about French

“I love French as I like to see how different people speak to each other in a different language. Mrs James comes up with these fascinating activities which always gets us engaged and or brains thinking. I love them so much. I also enjoy trying to pronounce the words in French”.

“I love French as it is a very fun but challenging language to learn”.

Progression of Skills Overview

Progression in skills

Music:

At Singleton CE Primary School, it is our intent to provide a music curriculum which is ambitious and provides all pupils “the knowledge and cultural capital they need to succeed in life”. We aim to inspire creativity, self-expression and encourage our children on their musical journeys as well as giving them opportunities to connect with others. We hope to foster a life-long love of music by exposing our children to diverse musical experiences and igniting a passion for music. By listening and responding to different musical styles, finding their voices as singers and performers and as composers, all will enable them to become confident, reflective musicians.

As part of our curriculum offer we have incorportaed Musical Theatre. The intention of our Musical Theatre offer is first and foremost to help children to feel that they are musical and to develop a lifelong love of music. Our Musical Theatre offer aims to provide opportunities for our children to develop their talents and interests within the musical theatre genre providing rich experiences in a coherently planned way, within the curriculum. The offer is further enhanced by the addition of high-quality specialist provision, enabling us to enrich and go beyond the expected.

The ‘Performing Arts’, platform provides an ideal platform for addressing aspects of ‘Cultural Capital’ allowing children to develop creative passions through Dance, Drama, Singing and Music. We take that one step further by providing tuition from an industry expert who works alsongside the class teacher.

All our children are actively encouraged and given the opportunity to learn to play a musical instrument, from standard classroom instruments, such as recorders, to individual instrumental lessons with our visiting peripatetic staff.

The Music / Musical Theatre Curriculum Overview – outlines the Intent / Implementation and the Impact of Music within our school.

Music Curriculum Overview

Musical Theatre Curriculum Overview

To support with effective teaching and learning we have also produced ‘Progression’ within Key Knowledge and Skills grids. These identify:-

Knowledge organiser (pupil)
Key Vocabulary
Substantive Knowledge
Making Connections (Prior Learning)
Key Skills

Music / Musical Theatre ‘Progression’ in Knowledge and Skills Grids:–

Key Assessment Opportunities

Examples of Key Assessments Music

Pupil Voice – What our children think about Music

” Musical Theatre is just amazing … Miss Natasha has a brilliant voice that just inspires me. I would love to be on the stage!”

“I love musicals and music because we do a pantomime every year that I am more than passionate about”.

“I have a strong passion for muscial theatre and music because I love to express how I feel through it. I also love the shows that each class gets to represent at the end of term with Miss Natasha. Our most recent one was Matilda – I love to perform and see other people performing too”.

PE:

At Singleton School we believe that all young people should have the opportunity to live a healthy and active life. Our overarching aim is to ensure that all our children have a positive experience of sport and physical activity from a young age so that they build a lifetime habit of participation. We recognise the enormous benefits that physical activity has for children’s physical health and mental wellbeing. Children that participate in sport and exercise demonstrate raised self-esteem, emotional wellbeing, lower levels of anxiety and depression and perhaps most importantly children who are physically active are happier, more resilient and more trusting of their peers. In our school we also recognises that when our children have access to sufficient daily activity the wider benefits include improved behaviour and academic achievement. The PE and sport premium is used in our school to help us achieve our aim, allowing us to provide quality teaching and coaching within PE lessons, provide high quality staff training, facilitate a broad and varied offer of extra-curricular options, purchase high quality resources and equipment and buy in additional staffing hours to execute extra curriculuar sport and exercise.

The P.E. Overview – outlines the Intent / Implementation and the Impact of P.E. within our school.

PE Overview

To support with effective teaching and learning we also use LCC ‘Progression’ within Key Knowledge and Skills grids.

Assessment in PE

We use the LCC ‘Pupil Passport Application’ to assess pupils’ work, over time and at the outcomes. This ‘App’ supports with assessment judegments, identifying pupil progress against the key skills and knowledge.

Within the Pupil Passport Lancashire Education Scheme’s term planning section, each year is broken down into six half terms. Each half term covers a particular sporting activity, which is broken down into weekly lessons. Each lesson aims at achieving a lesson objective(s) including success criteria and specific teaching point e.g. Can you describe your gymnastic sequence?

Inside each lesson plan is an evidence tab that allows teachers to capture, by picture or video, pupils involved in activities that demonstrate whether a pupil is ‘developing a skill, applying a skill and a character development section.’

When one of these skills is highlighted the teacher can add a B (Bronze) S (Silver) G (Gold) or Star. These signify whether a pupil is Working towards (B), Achieving expectations (S), Exceeding expectations (G) or Greater (Star). Teacher feedback can also be added to both picture and video evidence.

Assessment can be completed for groups of children, or on an individual basis.

The Pupil Passport collates a full assessment overview for groups/pupils – this can be analysed and broken down as required.

Other useful documents linked to P.E.

Lancashire-PE-Scheme-of-Work-2020-1

PSHE:

PSHE, Relationship, Health and Citizenship Education encompasses many of the elements of effective SMSC (Spiritual, Moral, Social and Cultural) provision as well as contributing to personal development by equipping pupils with the attributes common knowledge and skills they need to support physical, mental and emotional well-being in school and beyond. PSHE, Relationship, Health and Citizenship Education help to develop positive attitudes to learning, of positive and respectful culture and encourage learners to develop positive behaviour and conduct.

In addition to the delivery of our comprehensive approach to PSHE, as a school we also play a large part in contributing to the personal development of our children.

We provide opportunities to experience visits from the wider community, parents and STEM Ambassadors. Children also engage in Fantastic Friday lessons which contribute towards their wider development through hands on engaging lessons matched to Art, DT, Musical Theatre, Enterprise/Citizenship and STEM objectives.

PSHE permeates everything we do at Singleton. We encourage children to become a part of our Junior Leadership Team which allows them to become fully engaged in the running of our school. They experience what it is like to be part of a democratic society, helping to make decisions and representing their peers. Children also have the opportunity to become ‘buddies’ to the new Foundation Stage children. They take on an important role enabling our youngest children to become Confident Individuals within their new setting.

Our intent as a school is to prepare ALL our children for the wider world and for life in modern Britain. To become Effective Contributors, Confident Individuals, Responsible Citizens and Successful Learners.

The PHSE Curriculum Overview – outlines the Intent / Implementation and the Impact of Music within our school.

PSHE Curriculum Overview

To support with effective teaching and learning we have also produced ‘Progression’ within Key Knowledge and Skills grids. These identify:-

Knowledge organiser (pupil)
Key Vocabulary
Substantive Knowledge
Making Connections (Prior Learning)
Key Skills

PHSE ‘Progression’ in Knowledge and Skills Grids:–

Key Assessment Opportunities

Examples of Key Assessments in PHSE

Year 1&2 Keeping Safe (Y2)
Year 1&2 Me and My Relationships (Y2)
Year 1&2 Valuing Difference (Y1)
Year 3&4 Keeping Safe (Y4)
Year 3&4 Me and My Relationships (Y4)
Year 3&4 Valuing Difference (Y3)
Year 5&6 Keeping Safe (Y6)
Year 5&6 Me and My Relationships (Y6)
Year 5&6 Valuing Difference (Y5)

Other useful documents linked to PHSE

RE

RE Overview

ASSESSMENT

Assessment is integral to high quality teaching and learning, it helps pupils to embed knowledge and use it fluently and assists teachers in producing clear next steps for pupils. Assessment helps us to ensure that our teaching is appropriate and that learners are making expected progress.

Please Click the link below for further information as to the ‘ Assessment Processes at Singleton School.

Assessment Overview

Pupil Voice – what our children say about RE

“I like learning about the bible and Jesus. I like learning about Christianity and what Jesus did to save our lives”.