Writing is rigorously assessed against age-related expectations and carefully moderated internally, with colleagues across the Ark network and externally through Local Authority moderation too. As a school, we aim to bring the school community together under one theme during this time. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well being. Every unit has a practical aspect where pupils learn the scientific skills of making predictions, ensuring validity, analysing and evaluating results and drawing conclusions. We encourage our children to enjoy and value the curriculum we deliver. In Primary, the Art and DT curriculum is closely linked to the English and humanities foci for each unit so pupils can make the most of subject specific knowledge in creative endeavour too. It aims to inspire pupil’s curiosity and provide our learners with an understanding of cultural diversity and how past events have shaped the world we know today. In the EYFS Maths is promoted within the environment and children are taught key number skills. This programme aims to prepare children for life, helping them to really know and value who they are and understand how they relate to others in an ever changing world. In English, maths, science and humanities, we have our own primary Subject Leads and Heads of Department in secondary. Upon leaving our school, our learners are confident, creative, imaginative, physically and mentally healthy and thirsty to learn more. At Bacon Garth Primary School we intend to build a Design Technology curriculum which develops learning and results in the acquisition of knowledge and skills. In Year 3, children attend a recorder festival at the end of the year, where they have the opportunity to perform with other schools. Deliberate practice is embedded across all primary subject areas in order for teachers to be able to assess the extent to which pupils are learning and remembering. It is neither a core nor a foundation subject; the 1988 Education Act states that ‘Religious Education has equal standing in relation to core subjects of the National Curriculum in … The themes are purposefully epic in scope: from “what does it mean to belong?” in Year 1, to “what is trust?” in Year 6. Combining Intent, implementation and impact. Relationships and Health Education is taught through our Personal Social Health Education curriculum using the Jigsaw Programme; a mindful approach to PSHE. Literacy – Intent, Implementation and Impact . In Key Stage 3, each year of study is centred on a big thematic question, with a citizenship and personal development focus. Every pupil is a mathematician at KSA. Books are carefully graded (book bands) to ensure a clear progression of skills and appropriate challenge. We also offer Spanish in Key Stage 4 and 5. 1. Two languages open every door along the way.” Frank Smith. We include theme days/weeks in our curriculum to immerse pupils in a topical theme which is relevant to pupils, for example World Book Week or Health and Wellbeing Week. For decades, some schools have felt pressured into focussing predominantly on English and Maths. The intent of the curriculum is synonymous with many of the Academy [s core aims: To provide a broad and balanced curriculum that is accessible to all pupils. Impact. Pupils explore other languages through the wider curriculum and by promoting cultural diversity within school. Our Intent, Implementation and Impact for Early Years Foundation Stage The Early Years Foundation Stage is the period of education from birth to 5 years. Through our PSHE curriculum ensures children develop the knowledge and understanding of how to be healthy in mind and body. Phonics, which begins in EYFS, is a sacred time where we follow the Read Write Inc programme faithfully. Quality first teaching, delivered and supported by dedicated and motivated staff, enables all pupils to access our curriculum and to become independent learners. Children under 5 years old go into our Reception classes. An Intent, Implementation and Impact tracker such as this assists you in assessing these goals and subsequent achievements. Both started and bound services run on the main thread, which means that to keep performance smooth, a service needs to perform the work asynchronously. Our curriculum is delivered through a balance of cross curricular topics, providing a holistic view of learning, and stand-alone subject teaching where this is necessary, particularly in the core subjects. They need to know more, remember more and do more at each and every stage. Bold – Our learners develop curiosity through cross-curricular topics that inspire our pupils to ask and explore questions. 02/16/2018; 2 minutes to read; d; c; m; In this article. Develops thinking skills, creativity and problem solving through the TASC approach, Uses technology, offsite visits, visitors and experience days to enhance the curriculum and engage learners, Nurtures social, moral, spiritual and cultural development alongside academic success. Covering a range of day to day topics pupils learn to understand spoken and written French and communicate in French with increasing confidence and fluency. They also acquire knowledge of special places, practices, festivals and the role of key figures. We follow the Maths Mastery approach in Primary and - for the first time this year - in Secondary too, with an emphasis on studying fewer areas of learning so that pupils develop a deep understanding of whole number, fractions, geometry and statistics. Impact: how do we know what pupils have learnt and how well they have learnt it? It covers sequential and developmental themes: Being Me in My World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me. Pupils learn Historical enquiry skills to be able to gain knowledge of the past, critically evaluate sources of evidence and understand the process of change over time. Pupils also listen to a range of music at the beginning of our Collective Worship and have the opportunity to discuss it. Intent Research link Implementation Impact To build a History curriculum which develops learning and results in the acquisition of knowledge and skills which enables children to enquire, research and analyse problems” in History. We ensure that a broad range of Art is taught that is relevant and inspiring. We have to teach them how to learn first. Singing is a valued part of children’s development and they participate in a weekly hymn practice and learn songs in preparation for Harvest Festival and our Christmas show, which are both performed to parents. Impact: how do we know what pupils have learnt and how well they have learnt it? SMSC, Online Safety and British Values are embedded throughout the programme and within our assemblies. We are able to draw on the knowledge and expertise of our all-through science technician when designing and facilitating practicals for children of all ages. This enables our pupils to use and apply the knowledge and skills from other subject areas to enhance the learning experience. As a multicultural school young children also have the opportunity to gain experience of other languages through their peers. Curriculum Subject Intent and Implementation. We are also beginning to experiment with the use of ‘Cold’ and ‘Go’ quizzing in humanities and science against the core knowledge set out in our knowledge organisers. Each unit has a knowledge organiser designed by subject specialists to ensure precision of subject specific vocabulary and contextual knowledge for pupils and parents alike. All pupils always work to the same learning objective every lesson: we are all climbing the same mountain. Intent, Implementation, Impact for the Early Years; Healthy Bodies, Healthy Minds, Healthy Futures. 2. We utilise cross-curricular links: in Primary, the humanities curriculum is designed to complement children’s understanding of the texts they are reading in English so as to build a body of knowledge about the Victorian era when reading Berlie Doherty’s Street Child or about modern Pakistan and global practices of child labour when reading Iqbal. We ensure pupils have every opportunity to acquire and use a wide vocabulary, and the skills to communicate their thinking and understanding to a range of audiences. Post date. They develop the skills to analyse and evaluate their own and other’s work. Intent. Art and Design is taught within our cross curricular topics giving pupils the opportunity to develop proficiency in drawing, painting, sculpture and other art and craft techniques. Pupils develop the skills of scientific enquiry, questioning, investigating and build an understanding of the world around them. Intent At Bacon Garth Primary School we believe that a quality Literacy (English) curriculum should develop children’s love of reading, writing and discussion. Through our PE curriculum enables our pupils to develop the skills and competences to take part in a wide range of competitive sports and activities, build their confidence and sporting talents and lead healthy, active lifestyles. Curriculum Intent & Implementation. Parents are strongly advised to consult with the school to seek further information on the RE curriculum and the approach to teaching and learning before any decision is made. RWI Intent. Intent: why do we teach what we teach? Weak Intent and Strong Implementation . Our Intent, Implementation, and Impact targets for the Early Years Foundation Stage (EYFS). Pupils can access further sporting opportunities through our after school clubs e.g. Through our curriculum our learners gain the skills to become competent, fluent readers and the ability to comprehend and enjoy a wide range of Literature. Design and Technology. Pupils study key aspects of national history including Roman and Viking Invaders, Victorians, WW2 and significant periods in world history such as the Greeks and Egyptians. In Y1-6, pupils sit global assessments in reading and maths three times a year. 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