Maths

Intent, Implement and Impact Overview

Intent

Maths is a skill we use on a daily basis and is an essential part of everyday life. Therefore, mathematics forms an important part of our broad and balanced curriculum where we endeavour to ensure that children develop an enjoyment and enthusiasm for maths that will stay with them throughout their lives and empower them in future life. We believe that unlocking mathematical fluency is an essential life skill for all learners and is a pre-requisite to being able to reason and solve problems mathematically. Our aim is to develop a positive culture of deep understanding, confidence and competence in maths that produces strong, secure learning. As a school, we recognise that the key to unlocking the potential in our children is through the development of basic mathematical skills and the understanding of mathematical concepts. We therefore place great emphasis on the use of concrete resources and pictorial representations at all ages, to enable children to fully understand the concepts and principals, when presented with abstract calculations and questions. Our maths curriculum is progressive; at KS2 it is designed to develop competencies to equip pupils for KS3 where they will build on KS2, make connections and solve increasingly sophisticated problems.

Implementation

Our Maths curriculum provides breadth and balance, is relevant and engaging and is differentiated to match the needs and abilities of all our children to ensure that all pupils are able to excel. As a school, we believe in the importance of following the concrete-pictorial-approach as a means to developing a solid understanding of mathematical concepts which can be applied in a variety of contexts through reasoning and problem-solving challenges.

Children receive a minimum of one-hour maths lessons each week with additional sessions devoted to number proficiency, arithmetic and times tables. From Reception to Year 6, we adhere to our calculation policy which outlines the progression of strategies and methods to be taught. We create our weekly plans in line with White Rose small steps, but may alter the order to suit and benefit the needs of our children so that connections between units of learning are easier to recognise.

From Reception t Year 6, children follow the ‘White Rose’ programme of study, which supports children in learning the fundamentals behind the meanings of numbers and exploring other key mathematical areas. Our maths curriculum is also supported through other resources like Collins Connect, Twinkl – Dive into mastery, NRICH or Sumdog.

The White Rose scheme of work uses ‘small steps’ to break down the teaching sequence into small achievable steps. Where children require additional support, ‘scaffolds’ are used to support children further to ensure that they have secured the small step before moving on. These ‘scaffolds’ may be in the form of returning to concrete resources or pictorial representations. For children who understand a concept quicker, challenges are used to deepen and challenge learners further within the curriculum area. These are evident in children’s books. Progression documents such as our calculation policy are carefully used to ensure that children are not being stretched outside their year group but rather deepened within it.

Through the use of spaced retrieval, pupils get the opportunity to revise and retain what they have previously learnt. Within daily teaching, we use ‘Flashbacks’ to remind children of previous learning and to ensure that concepts and procedures are moved into the long-term memory.  They then  have many opportunities to apply this knowledge in their work.

Formative assessment is incorporated throughout lessons through live and verbal feedback. Where children require additional support, gap analysis are used to support children ensuring that they are ready for the next ‘small step’. Termly assessments are used as a diagnostic tool to ensure that teachers are adapting learning to meet the needs of all children and ensure that any necessary interventions are targeted specifically to meet the needs of children.

Times tables and arithmetic play an important part in our maths learning, with children developing their fluency in rapid recall of the multiplication tables up to 12 x 12 by the end of year 4. While the rapid recall of times tables is being developed, children are also learning how to apply and manipulate their understanding of this to reasoning and solve problems.

Impact

By the end of Year 6, transitioning to secondary school, we aspire that St Anne’s mathematicians will have developed a bank of efficient and accurate skills that can be used to calculate and solve problems effectively. These will have been underpinned by the C-P-A process so children ‘understand’ rather than just ‘do’, which ultimately will allow children to identify when answers do not make mathematical sense. Children will be able to apply these calculation skills and understanding of other areas to become confident and resilient problem-solvers with the ability to reason and articulate their ideas mathematically. Due to the embedding of fact sentences, children will have the language to be able to justify, reason and explain their answers.

English

Intent, Implement and Impact Overview

 Intent

At St Anne’s Catholic Primary School, our ambitious English curriculum develops the children’s love of and ability in reading, writing and oracy in order to prepare them as learners for life. We inspire an appreciation of rich, varied and high-quality texts and a habit of reading widely and often. We develop a culture where children take pride in their writing, can write clearly, imaginatively and accurately and adapt their language and style for a range of contexts. We encourage children to be confident in the art of speaking and listening, and use discussion to further their learning in all areas of the curriculum.

We strongly believe that children need to develop a secure knowledge-base in Literacy that follows a clear pathway of progression as they navigate through the primary curriculum. We ensure that our carefully sequenced, broad and balanced curriculum, underpinned by inclusive practice, provides our children with experiences that build on their knowledge in order for them to achieve their goals. This solid base is crucial to a high-quality education across the curriculum.

Our curriculum follows the aims of the National Curriculum for English (2014).

Reading
All pupils:

• ‘are, by the end of their primary education, able to read fluently, with confidence and in any subject’
• develop an appreciation and love of reading, that feeds their imagination
• develop a competence in reading that allows them to access and gain knowledge across the curriculum
• develop good comprehension skills that improves their vocabulary and their knowledge of the world
• develop the ability to have high-quality discussions about a text

Writing
All pupils:

• are able to articulate and compose ideas
• are able to organise and structure their ideas in speech and writing
• are aware of the audience, purpose and context of their writing
• are able to plan, revise, re-draft and evaluate their writing
• develop their knowledge of grammar and punctuation
• develop their spelling ability through the use of their sounds and spelling structure
• are able to develop handwriting that is fluent, legible and, eventually, speedy.

Implementation

“A love of reading is the biggest indicator of future academic success.”

(OECD – The Organisation for Economic Cooperation and Development)

Our English curriculum is implemented through the use of rich texts and engaging our children in a cross-curricular approach to learning. Texts are chosen to link with topics pupils are learning about and these are used as a springboard to inspire pupils to read and write. We believe that choosing the right context and starting point to engage our children in their learning is vital in fostering a love for reading and writing.

Our English curriculum aims to provide a variety of purposeful opportunities for reading, writing and discussion. We want all of our pupils to be proficient readers, writers, spellers and speakers, who can transfer their English skills to other curriculum areas. Our English lessons develop pupils’ spoken language, reading, writing, grammar and vocabulary, teaching them how to write within specific genres and which structural and language features to include to be successful. We use teacher modelling and shared writing opportunities throughout lessons, and explicitly teach key skills.

Reading

Our pupils develop their early reading skills through our SSP – Little Wandle Letters and Sounds Revised. The teaching of Phonics is an integral part of daily teaching and learning in the Early Years and Key Stage 1. This is how the children first learn their letter sounds that they can then apply to word building. In turn, this is how they learn to read and write, how they access the whole curriculum, and how they make sense of the world around them.

We endeavor to foster a love of reading through the provision of high-quality texts in class book corners; adults reading to children; the use of texts in assemblies and through a fun-filled Book Day.  Children explore a wide variety of genres, both fiction and non-fiction which allows them to access, input ideas and understand what they are reading. The teaching of reading can be seen in a variety of ways at St Anne’s: shared reading; daily guided reading; individual reading and of course in whole class English lessons. Teachers ensure that they explicitly teach the skills of reading, such as: retrieval, inference, comprehension, summarising and predicting.

We also try to engage our school community to support in the development and progression of the children’s reading ability, with parent volunteers and reading charities. We provide enrichment opportunities, such as exploring our local area to inspire reading and writing, hosting author workshops, participating in poetry and creative writing competitions, and we have created strong links with our local library.

Writing

All children, from Reception to Year 6, are provided with a variety of opportunities to develop and apply their writing skills across the curriculum. Initially, pupils need to be able to form the letters needed and then be able to express their ideas using these letters. Through the explicit teaching of handwriting, as well as with shared and guided writing opportunities, we equip our children to develop the skills of writing clearly and legibly.  When the child is confident with these basic skills, they work towards being able to write with a greater sense of purpose and clarity. Children are equipped with the necessary tools to do this by being given daily opportunities to focus on spelling and/or grammatical structures.

We provide varied and exciting opportunities for writing for purpose, and as such English is often taught in a cross-curricular way, linking up with other areas of the curriculum.  The basis of this is often a high-quality text which engages the children, captures their interest, supports their ideas for writing in a variety of ways and provides suitable structures and models for developing their skills as a writer. 
English units of work generally follow this structure: immersion in the high-quality text, building on key skills using the text to support and inspire, culminating in independent, extended writing opportunities that showcase the children’s learning. Fundamental to all of this is Quality First Teaching, whereby lessons are planned and delivered considering the needs of all children in order to maximise progression for all.

Spelling, punctuation and grammar skills are embedded within English lessons as much as possible, although key skills may sometimes be taught as stand-alone lessons to consolidate understanding.
We encourage the children to take pride in the presentation and layout of their work. 

Spoken language underpins the development of reading and writing and is vital for pupils’ development across all aspects of the school curriculum. We provide our pupils with a wide range of opportunities to hear and use good quality and adventurous vocabulary. Correct, standard English is modelled by adults within the school. Children are encouraged to ask questions, discuss in pairs and groups, and to use conventions for discussion as well as debate. Opportunities for drama are sought throughout our curriculum as it is recognised that the skills that are developed through this medium are unique.

Impact

Children leave St Anne’s Catholic Primary School as happy, confident learners who have developed a love of reading and writing with the key skills and knowledge they need for the next stage of their learning. They have high aspirations and are confident in the art of speaking and listening, able to successfully use discussion to communicate and further their learning.  

-Pupils will have instilled in them a love of reading so that they leave as confident, fluent readers 

-Pupils will enjoy writing across a range of genres, knowing how to adapt their writing to the purpose and audience

-Pupils will be able to talk confidently and competently

-Pupils of all abilities will be able to succeed in English lessons because work will be appropriately differentiated to their level

-Parents and carers will have a good understanding of how they can support their children at home

-The percentage of pupils working at ARE will be in line with national averages

-The gap will close between the percentage of pupils working at Greater Depth and the national figure

-There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged

Science

Intent, Implement and Impact Overview

Intent

St Anne’s Catholic Primary School’s Science curriculum aims to develop a sense of excitement and curiosity about natural phenomena and an understanding of how the scientific community contributes to our past, present and future. We want pupils to develop a complex knowledge of Biology, Chemistry and Physics, but also adopt a broad range of skills in working scientifically and beyond. The scheme of work is inclusive and meaningful, so all pupils may experience the joy of science and make associations between their science learning and their lives outside the classroom. Studying science allows children to appreciate how new knowledge and skills can be fundamental to solving arising global challenges.

Our curriculum aims to encourage critical thinking and empower pupils to question the how’s and whys of the world around them.

Our scheme encourages:

• A strong focus on developing knowledge alongside scientific skills across Biology, Chemistry and Physics.
• Curiosity and excitement about familiar and unknown observations.
• Challenging misconceptions and demystifying truths.
• Continuous progression by building on practical and investigative skills across all units.
• Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence.
• Development of scientific literacy using wide-ranging, specialist vocabulary. St Anne’s Catholic Primary School’s Science scheme of work enables pupils to meet the end of key stage attainment targets in the national curriculum and the aims also align with those set out in the national curriculum.

 Implementation

In order to meet the aims of the National curriculum for Science and in response to the Ofsted Research review into Science, we have identified the following key strands:

• Scientific knowledge and understanding of:
• Biology – living organisms and vital processes.
• Chemistry – matter and its properties.
• Physics – how the world we live in ‘works’.
• Working scientifically – processes and methods of science to answer questions about the world around us.
• Science in action – uses and implications of science in the past, present and for the future.

 St Anne’s Catholic Primary School’s Science scheme is a spiral curriculum, with essential knowledge and skills revisited with increasing complexity, allowing pupils to revise and build on their previous learning. A range of engaging recall activities promote frequent pupil reflection on prior learning, ensuring new learning is approached with confidence. The Science in action strand is interwoven throughout the scheme to make the concepts and skills relevant to pupils and inspiring for future application. Cross-curricular links are included throughout each unit, allowing children to make connections and apply their Science skills to other areas of learning.

Each unit is based upon one of the key science disciplines; Biology, Chemistry and Physics and to show progression throughout the school we have grouped the National curriculum content into six key areas of science:

• Plants
• Animals, including humans
• Living things and habitats
• Materials
• Energy
• Forces, Earth and space.

Pupils explore knowledge and conceptual understanding through engaging activities and an introduction to relevant specialist vocabulary. As suggested in Ofsted’s Science research review (April 2021), the ‘working scientifically’ skills are integrated with conceptual understanding rather than taught discretely. This provides frequent, but relevant, opportunities for developing scientific enquiry skills. The scheme utilises practical activities that aid in the progression of individual skills and also provides opportunities for full investigations.

Each year group has an optional exploratory ‘Making connections’ unit that delves beyond the essential curriculum, assimilating prior knowledge and skills to evoke excitement and to provide an additional method of assessing scientific attainment. Lessons incorporate various teaching strategies from independent tasks to paired and group work, including practical, creative, computer-based and collaborative tasks.

This variety means that lessons are engaging and appeal to those with different learning styles. Guidance for adapting the learning is available for every lesson to ensure that all pupils can access learning, and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit help to identify prior and future curriculum links to make the scheme as meaningful as possible and reinforce key technical terms.

Impact

The impact of St Anne’s Catholic Primary School’s Science scheme can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives and any relevant scientific enquiry skills. Furthermore, each unit has a unit quiz and a knowledge and skills catcher, which can be used at the beginning and/or end of the unit to provide a summative assessment. Opportunities for children to communicate using scientific vocabulary will also form part of the assessment process in each unit.

After engaging with our Science program, pupils should leave school equipped with the requisite skills and knowledge to succeed in key stage 3 Science. They will have the necessary tools to confidently and meaningfully question and explore the world around them as well as critically and analytically experiencing and observing phenomena. Pupils will understand the significance and impact of Science on society. The expected impact of following the St Anne’s Catholic Primary School Science scheme of work is that children will:

• Develop a body of foundational knowledge for the Biology topics in the National curriculum: Plants; Animals, Including Humans; Living Things and Their Habitats; Evolution and Inheritance.
• Develop a body of foundational knowledge for the Chemistry topics in the National curriculum: Everyday Materials; Uses of Everyday Materials; Properties and Changes of Materials; States of Matter; Rocks.
• Develop a body of foundational knowledge for the Physics topics in the National curriculum: Seasonal Changes; Forces and Magnets; Sound; Light; Electricity; Earth and Space.
• Be able to evaluate and identify the methods that ‘real world’ scientists use to develop and answer scientific questions.
• Identify and use equipment effectively to accurately gather, measure and record data.
• Be able to display and convey data in a variety of ways, including graphs.
• Analyse data in order to identify, classify, group, and find patterns.
• Use evidence to formulate explanations and conclusions.
• Demonstrate scientific literacy through presenting concepts and communicating ideas using scientific vocabulary.
• Understand the importance of resilience and a growth mindset, particularly in reference to scientific enquiry.
• Meet the end of key stage expectations outlined in the National curriculum for Science.

Personal, Social and Health Education (PSHE) and Citizenship enables children to become healthy, independent and responsible members of society. We encourage our pupils to play a positive role in contributing to the life of the school and wider community. PSHE and Citizenship lessons follow the non-statutory guidance in the National Curriculum, and are mainly delivered through the SEAL Programme (Social and Emotional Aspects of Learning). PSHE also comprises Sex and Relationship Education and Drug Education, which are delivered at an age-appropriate level and with sensitivity to the Catholic character of the school. PSHE is concerned with the emotional health and well-being of our pupils; through teaching PSHE, we aim to help our children become independent learners and responsible citizens.

• RSE Letter for Parents
• PHSE Provision Map

Lambeth Music Concert LYRICS & Lead sheet	Year group	Audio file	Video for song Actions
Bebe Yo – Lyrics	Y1 & Y2	Bebe Yo – Audio file
Dog Dog – Lyrics	Y1 & Y2	Dog Dog – Audio file	Dog Dog – Video
Three Little Birds – Lyrics	Year 1, 2, 3, 4	Three Little Birds – Audio file	Three Little Birds – Video
You Can’t Steal My Joy – Lyrics	Year 1, 2, 3, 4	You Can’t Steal My Joy – Audio file	You Can’t Steal My Joy – Video
Down in Lambeth – Lyrics	Year 1, 2, 3, 4	Down in Lambeth – Audio file
Everybody’s Free – Lyrics	Year 1, 2, 3, 4	Everybody’s Free – Audio file	Everybody’s Free – Video
Is Your Love Big Enough – Lyrics	Year 1, 2, 3, 4	Is Your Love Big Enough – Audio file	Is Your Love Big Enough – Video
Habanera – Lyrics	Year 1, 2, 3, 4	Habanera – Audio file
Cuckoo – Lyrics	Year 1, 2, 3, 4	Cuckoo – Audio file
The Tiger – Lyrics	Y3 & Y4	The Tiger – Audio file
Sir Duke – Lyrics	Y3 & Y4	Sir Duke – Audio file
Read All About It – Lyrics	Y3 & Y4	Read All About It – Audio file	Read All About It – Video

Royal Albert Hall Song LYRICS	(Lead) Sheet Music	Main Melody (Audio file)	Harmony (Audio file)	Actions (Video file)
The Lord’s my Shepherd	Lords my Shepherd – Sheet Music	Lords my Shepherd – Melody	Lords my Shepherd – Harmony
There’s nothing that you can’t do	There’s nothing that you can’t do – Sheet music	There’s nothing that you can’t do – Melody	There’s nothing that you can’t do – Harmony	There’s nothing that you can’t do – Actions
Sing to God new songs of worship	Sing to God new songs of worship – Sheet music	Sing to God new songs of worship – Melody	Sing to God new songs of worship – Harmony
Once in Royal David’s city	Once in Royal David’s city – Sheet music	Once in Royal David’s city – Melody	Once in Royal David’s city –Harmony
Our God is for us	Our God is for us – Sheet music	Our God is for us -Melody	Our God is for us – Harmony
All about Jesus	All about Jesus – Sheet music	All about Jesus – Melody	All about Jesus – Harmony	All about Jesus – Actions

Music

Intent, Implement and Impact Overview

Intent

The intention of St Anne’s Primary school music scheme is first and foremost to help children to feel that they are musical, and to develop a life-long love of music. We focus on developing the skills, knowledge and understanding that children need in order to become confident performers, composers, and listeners. Our curriculum introduces children to music from all around the world and across generations, teaching children to respect and appreciate the music of all traditions and communities.

Children will develop the musical skills of singing, playing tuned and untuned instruments, improvising and composing music, and listening and responding to music. They will develop an understanding of the history and cultural context of the music that they listen to and learn how music can be written down. Through music, our curriculum helps children develop transferable skills such as team-working, leadership, creative thinking, problem-solving, decision-making, and presentation and performance skills. These skills are vital to children’s development as learners and have a wider application in their general lives outside and beyond school.

St Anne’s Primary school Music scheme of work enables pupils to meet the end of key stage attainment targets outlined in the national curriculum and the aims of the scheme align with those in the national curriculum.

Implementation

St Anne’s Primary school Music scheme takes a holistic approach to music, in which the individual strands below are woven together to create engaging and enriching learning experiences:

• Performing
• Listening
• Composing
• The history of music
• The inter-related dimensions of music

Each five-lesson unit combines these strands within a cross-curricular topic designed to capture pupils’ imagination and encourage them to explore music enthusiastically. Over the course of the scheme, children will be taught how to sing fluently and expressively, and play tuned and untuned instruments accurately and with control.

They will learn to recognise and name the interrelated dimensions of music – pitch, duration, tempo, timbre, structure, texture and dynamics – and use these expressively in their own improvisations and compositions.

The instrumental scheme lessons complement the St Anne’s Primary school scheme of work and allow lower key stage pupils to develop their expertise in using a tuned instrument for a minimum of one term as recommended in the Model music curriculum.

The St Anne’s Primary school scheme follows the spiral curriculum model where previous skills and knowledge are returned to and built upon. Children progress in terms of tackling more complex tasks and doing more simple tasks better, as well as developing understanding and knowledge of the history of music, staff, and other musical notations, as well as the interrelated dimensions of music and more.

In each lesson, pupils will actively participate in musical activities drawn from a range of styles and traditions, developing their musical skills and their understanding of how music works. Lessons incorporate a range of teaching strategies from independent tasks, paired and group work as well as improvisation and teacher-led performances. Lessons are ‘hands-on’ and incorporate movement and dance elements, as well as making cross curricular links with other areas of learning.

Differentiated guidance is available for every lesson to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

Impact

The impact of St Anne’s Primary school scheme can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives and at the end of each unit there is often a performance element where teachers can make a summative assessment of pupils’ learning. Knowledge organisers for each unit support pupils by providing a highly visual record of the key learning from the unit, encouraging recall of practical skills, key knowledge and vocabulary.

Click for Overview

Click for Progression of skills

Religious Education

Intent, Implement and Impact Overview

Intent 

At St Anne’s our school motto “Let the Light of Christ” shine in our school is displayed alongside the class rules, which the children write at the start of every academic year. It reminds everyone that all our actions every day, should reflect the Gospel values and teachings of the Catholic Church. 

Our pupils, their families and staff start every day by praying the school prayer which begins with the line 

“Jesus said, Love God and your neighbour as yourself” 

As they journey through the school our mission is to ensure all children learn to share God’s message of love with both those at St Anne’s and within the wider community. 

Implementation 

At St Anne’s we follow the “Come and See” Religious Education Programme. 

We encourage the children to make links between the curriculum and their own experiences. 

We encourage them to ask questions and recognise that sometimes these questions may be difficult to answer, but we can always put our trust in God. 

Every week the children are encouraged to share the Gospel message with their families, through the Liturgy Challenge. They are asked to consider how they should live their lives, to reflect the Gospel values. 

Catholic Social Teaching is delivered both through the Curriculum, the Liturgy Challenges and everyday activities. Children are encouraged to consider how they can care for our world and those we share it with, recognising it is “Our Common Home” and need to protect it for the future. 

 Children learn the importance of prayer and the sacraments as they develop their spiritual relationship with God. We have strong links with the church and Father Gerald is a popular regular visitor to the school. 

Impact 

All children at St Anne’s regardless of ability are taught at an appropriate level through scriptures, story, drama, art, music and dance to achieve and to the best of their ability. 

Children learn how they can “follow the Light of Christ”. 

This is evident in the children’s behaviour as they learn and play and the foundations, we hope they will continue to build on, for the rest of their lives. 

Physical Education 

Intent, Implement and Impact Overview 

Intent  

At St. Anne’s Catholic Primary School, we aim to develop a strong love of sport and physical activity in all children. We strive to inspire them to become lifelong active people by the time they leave KS2. We believe that a safe and supportive environment is essential when it comes to ensuring the optimum physical and emotional development for our pupils, to look after every aspect of their health and well-being. Our staff and coaches intend to deliver high-quality teaching and learning opportunities for pupils so that they all can equally access and succeed in all physical activities, along with developing important life skills. We want to teach our children the importance of healthy competition (either against themselves or others), how to collaborate and cooperate as part of an effective team, and to understand the fairness and equity of play and sportsmanship in order to embed life-long values that mirror those of our Catholic faith. We also seek to instil practical, essential skills through our lessons, such as hand-eye coordination and the ability to swim. Our curriculum aims to improve the well-being and fitness of all children who attend St. Anne’s, not just through sports skills taught, but through the underpinning values and disciplines sport promotes. 

Implementation 

Physical Education at St. Anne’s Catholic Primary School provides enjoyable and challenging learning through a wide variety of sporting activities, ranging from: invasion games, striking and fielding games, gymnastics & dance, net & wall games, and swimming. We try to ensure the aims of the national curriculum for Physical Education is met through: 

• Progression maps for each individual sport or physical activity, demonstrate and detail the different skills and knowledge that the pupils will develop in that sport as they move through the school.  
• Long-term plans are provided as an overview- for the whole year. Each half-term period also has been broken down, detailing the sport that is being undertaken by each year group, and what sport/technique/skill they will be specifically looking at that week.  
• Detailed lesson plans accompany these long-term plans to demonstrate differentiation and progression between year groups, as well as offer enjoyable and engaging warm-ups, main training activities, and games. These lesson plans allow for both coaches and teaching staff to conduct lessons in an effective and confident manner. 
• Pupils participate in 2 high quality P.E. lessons taught by coaches/staff each week for a total of 2 hours, covering the sports and skills as detailed in the plans.  
• Pupils are encouraged to participate in lunchtime sport activities run by the coaches. They are available each day and can vary by either sport or year group. Extra-curricular clubs are also available and promoted to the pupils for them to attend after school on multiple evenings each week. 
• Pupils are invited to attend competitive sporting events within the local area to represent the school, or represent their houses through in-school, inter-house competitions. This is a terrific opportunity for pupils to continue to develop resilience, teamwork and leadership skills and are always enjoyed by the pupils. There is always an inclusive approach here to promote sports to all pupils. 
• Pupils in year 3 or 4 participate in swimming lessons once a week during our Autumn term to develop their water safety understanding along with their swimming skills and confidence in the water. This has the option to be repeated in later stages of KS2 for pupils that need to continue to develop their swimming ability.  
• Sport, participation, and effort are celebrated annually with the entire St. Anne’s community (pupils/staff/parents) during our Sports Day. This is a wonderful opportunity for all to get involved and spread the enjoyment of participating and competing in sport and demonstrating some of the skills and improvements they have made during the year. 

 Impact 

The children of St. Anne’s Catholic Primary School will leave at the end of KS2 having developed a love of sport and physical activity, both in and out of school, that will continue into the later stages of their lives. From the engaging lessons and expert coaching, they will all have learnt to take responsibility for their own health and well-being and will be adept at knowing how to make the right choices to live fulfilling, healthy lifestyles. Our aspirations are for the children to continue sport and partake in activities either for pure enjoyment or for the competitive nature that sport provides. All children should also be able to utilise the key skills they have developed during Physical Education, such as: teamwork, cooperation, self-motivation, and resilience, and begin to understand how to adapt them to different subjects, situations, and life challenges they will face as they grow. 

Computing

Intent, Implement and Impact Overview

Intent 

At St. Anne’s Catholic Primary School, we understand the important value that technology provides in supporting the Computing and whole school curriculum, day-to-day life within our school and also the immense role it plays in our pupil’s lives as they grow up.

Computing and technology play a pivotal part in the lives of each pupil at our school. In this technology driven world, it is important that as adults, we educate our pupils to use technology safely and responsibly. It is our intent that as pupils grow and progress in the world of technology, they will access a broad and balanced curriculum, with opportunities for Computer Science, Information Technology and Digital Literacy. As a result, we recognize Computing Science as the core of computing, where children are taught the principles of information and computation, digital literacy and programming. From here pupils are equipped to use information technology to create programs, systems and a range of content.

Our school aim is for all of our pupils to develop their computational thinking skills and creativity. At the core of the Computing curriculum lies computer science. Our children will be able to build on their knowledge using information technology skills and by becoming computer literate. The use of Purple Mash across the school, underpins the curriculum needs for all of these areas. Computing teaching has links with many subjects and our aim is to provide a broad and balanced curriculum whilst ensuring that pupils become digitally literate and digitally resilient. Technology is ever evolving, therefore we aim to develop pupils who can use and express themselves, develop their ideas through, information and communication technology at a suitable level for the future workplace, as they become active participants in a digital world.

In general, our Computing curriculum aim to develop pupils who:

• Are responsible, competent, confident and creative users of information and communication technology
• Know how to be safe whilst using technology, as well as while working on the internet, are able to minimise risk to themselves and others
• Become responsible, respectful and competent users of data, information and communication technology
• Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
• Can analyse problems using computational thinking, and have repeated practical experience writing computer programs in help solve such problems
• Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
• Become digitally literate as they actively participate in a digital world
• Capably use technology throughout their lives
• Persevere when engaging with technology and its associated resources
• Understand and follow the Be Internet Legends Online Safety rules
• Know who to contact if they have concerns regarding online safety issues

Implementation

At St. Anne’s Catholic Primary School, in order to ensure good to outstanding quality of teaching in Computing, we implement a curriculum that is coherent and progressive throughout the entire school.  Since Computing is a foundation subject in the National Curriculum and at our school, implementation of the computing curriculum is therefore in line with the 2014 Primary National Curriculum requirements for KS1 and KS2. 

Within the new EYFS curriculum the ‘Technology’ strand has been removed from ‘Understanding the World’ and has not been replaced with any updated guidance. However, computing and technology are still vitally important subjects taught to the younger children. Teaching computing within this curriculum ensures that children enter Year 1 with a strong foundation of knowledge. Computing lessons in the EYFS also ensure that children develop listening skills, problem-solving abilities and thoughtful questioning — as well as improving subject skills across the seven areas of learning.

We live in a technological world and there is no escape from the reality that technology is integrated into the lives of young children. Just as we ensure the children in our care are ready for the adult world by teaching them maths and literacy, we should also make sure that they are fluent in computer literacy, as well as with online safety.

The use of Purple Mash as a cohesive scheme of work, addresses the statutory aspects of the National Curriculum. In the EYFS, the approach is through cross-curricular learning, with an emphasis on hands on experiences and is assessed through the Understanding the World, Early Learning Goal. Teaching is through context-based and role play experiences using many resources such as iPads and programmable toys.

From Year 1 upwards, Our Computing Progression Model is supplemented by the Purple Mash scheme of work which we follow from Year 1-6, ensuring coherence and progression throughout the school. Our progression is broken into three strands that make up the computing curriculum. These are Computer Science, Information Technology and Digital Literacy. Computer Science underlines the knowledge and skills relating to programming, coding, algorithms and computational thinking. Information Technology underlines the knowledge and skills relating to communication, multimedia and data representation and handling. Digital Literacy underlines the knowledge and skills relating to online safety and technology uses.

The Purple Mash scheme of work enables clear coverage of the computing curriculum, while at the same time providing support for less confident teachers to access lessons. At St. Anne’s, teachers use the Purple Mash scheme of work which are split into year groups. Computing lessons are broken down into units, usually with two units taught per half-term. Computing and safeguarding go hand in hand, therefore we provide a huge focus on internet safety inside and outside of the classroom. All pupils study an online safety unit through their computing lessons. We also believe that it is important to engage with parents over online safety. Therefore, parents are informed when issues relating to online safety arise and further information/support is provided if required.

Units are practical and engaging and allow computing lessons to be hands on. Units cover a broad range of computing components such as coding, spreadsheets, internet and email, databases, communication networks, touch typing, animation and online safety. Teachers should ensure that ICT and computing capability is also achieved through core and foundation subjects and where appropriate and necessary ICT and computing should be incorporated into work for all subjects when appropriate.

At St. Anne’s, we have a wide range of resources to support our computing teaching including but not limited to, iPads, laptops, bee-bots and cameras. Pupils may use laptops or iPads independently, in pairs, or alongside an adult. Computing work can be stored and saved using pupil log in details and computing tasks can also be set for pupils. Each class has a display board that also displays a range of computing related work in their class and a central computing display board showcases work done across the school, as it relates to our computing journey across the school.

Children with identified SEND or in receipt of pupil premium funding may have work additional to and different from their peers, in order to access the curriculum dependent upon their needs. As well as this, our school offers a demanding and varied curriculum, providing children with a range of opportunities in order for them to reach their full potential and consistently achieve highly from their starting points.

Impact

At St. Anne’s, our Computing Curriculum is progressive and builds on key skills in the different computational components. It is planned to demonstrate cohesion and build on and embed current skills. We focus on progression of knowledge and skills and also on vocabulary which also form part of the units of work.

If children are keeping up with the curriculum, they are deemed to be making good or even better progress. We measure the impact of our curriculum through the following methods:

• Pupil discussions and interviewing the pupils about their learning (pupil voice)
• Work samples saved in pupil files on their Purple Mash account and reviewed regularly by the class teacher as well as the computing lead
• Photo evidence and images of the pupils practical learning all across the school and displayed on the Computing whole school display board
• Monitoring with our subject computing lead in order to ensure that all classes have a consistent coverage of the curriculum
• Opportunities for dialogue between teachers and computing lead for reflective teacher feedback and to provide guidance where necessary
• Progress is measured through regular teacher assessments. These take place at the end of each unit of work taught and judgements are made against the NC objectives. The Purple Mash emerging, expected, exceeding indicators are used to ensure consistency of assessment across all year groups
• Teachers make a judgement at the end of each term as to whether a child is making good progress. This allows for data analysis to identify any gaps of knowledge or skills. This can then be identified for teacher’s future planning.

Digital Leaders

At St. Anne’s, a great impact of the Computing curriculum is seen through the use of our Digital Leaders. These are children who have a love for technology and have volunteered to help the staff and children in their classes, to make the most of their learning through technology. They have received training and play an active role in supporting lessons and ensuring that all equipment is ready for learning.

Their main responsibilities include:

• Collecting and returning laptop or other electronic equipment for lessons
• Monitoring and ensuring that all equipment is put back on charge
• Helping other children with logging in
• Ensuring that electronic equipment are labelled and stored in their correct places
• Informing computing lead or teachers if any electronic equipment which aren’t working
• Support teachers with the use of the technology in the hall during assemblies
• Assisting with the projector system during church services.

Early Years is very much concerned with the all-round development of the children. We present them with a variety of experiences to stimulate physical, social, emotional, spiritual and intellectual growth.

The curriculum offered follows the EYFS framework, with prime and specific areas of learning.

The prime areas are:

• Personal, Social and Emotional Development
• Physical Development
• Communication and Language

The specific areas are:

• Literacy
• Mathematics
• Understanding the World
• Expressive Art and Design

Activities are planned for and presented in a secure environment in which it is hoped the children will flourish, gaining confidence and independence. We also support the children in developing characteristics of effective learning: Playing and Exploring, Active Learning and Creating and Critical Thinking.

The children have free-flow access between the indoor classroom and the outdoor classroom, which enables them to experience the different areas of the curriculum in differing environments with different resources. During their child-led play, our skilled practitioners work with the children, supporting and developing their learning, working on each child’s specific targets.

In order for the children to settle in more quickly, our Nursery and Reception staff visit you and your child in your home to get to know your child in a familiar setting. It also gives your child the opportunity to become familiar with their new teacher and key worker.

We also offer staggered entry at the start of the year to aid a smooth transition into our classes.

We value our relationships with both the children and the parents and carers, knowing that you have such an impact on their learning and development as their primary educators. We invite you into the classrooms ten minutes before the school day starts to share concerns, achievements and news.

It is also a time for you to settle your child and share a book together.

We collect observations of your child in order for us to see their learning and development. These are stored electronically and shared with you, the parents and carers, at the end of each half term.

We welcome and actively encourage your input into this and will ask you to complete ‘home observations’ which are stored in your child’s very special Learning Storybook.

History

Intent, Implement and Impact Overview

 Intent

At St Anne’s Catholic Primary School, learning within History education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. The progressive nature of the curriculum should equip our pupils to raise perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. The History curriculum should help our children to know the complexness of people’s lives, the method of change, the range of societies and relationships between completely different groups.

Our school’s History scheme of work aims to:

• Inspire pupils to be curious and creative thinkers who develop a complex knowledge of local and national history and the history of the wider world
• Develop pupil’s confidence to think critically, ask questions, and be able to explain and analyse historical evidence.
• Build an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time.
• Support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups.
• Appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from mankind’s past mistakes.
• Support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History.
• Develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries.
• Introduce pupils to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture.

 Implementation

In order to meet the aims of the National curriculum for History and in response to the Ofsted Research review into History, we have identified the following key strands:

• Substantive knowledge strands:
• Topic Knowledge
• Chronological Awareness
• Substantive Concepts
• Disciplinary strands
• Historical Enquiry
• Disciplinary Concepts

At St. Anne’s, our History Curriculum is well planned and carefully designed to cater for a range of pupils across the Early Years Foundation Stage up until Year 6. Each six-lesson unit has a focus on chronology to allow children to explore the place in time of the period they are studying and make comparisons in other parts of the world.

Our History Scheme follows the spiral curriculum model, where previous skills and knowledge will be returned to and built upon. For example, children will progress by developing their knowledge and understanding of substantive and disciplinary concepts, by experiencing them in a range of historical contexts and periods.

At St. Anne’s, our History lessons are designed to be varied, engaging and hands-on, allowing children to experience the different aspects of an historical enquiry. In each lesson, children will participate in activities involving disciplinary and substantive concepts, developing their knowledge and understanding of Britain’s role in the past and that of the wider world. Children will develop their knowledge of concepts and chronology as well as their in-depth knowledge of the context being studied.

In EYFS, children explore the concept of history by reflecting on key experiences from their own past, helping them understand that they each have their own histories. Then, they engage in activities to compare and contrast characters from stories, including historical figures, deepening their understanding of how individual lives fit into broader historical narratives. Children will further develop their awareness of the past in Key stage 1 and will know where people and events fit chronologically. This will support children in building a ‘mental timeline’ they can refer to throughout their learning in Key stage 2 and identifying connections, contrasts and trends over time. Our primary timeline will help support our children in developing this chronological awareness.

There are two EYFS units which focuses on each of the history-related development matters statements. These units consist of a mixture of adult-led and child-initiated activities which can be selected by the teacher to fit in with Reception class themes or topics. In Key stage 1 and 2, units are organised around an enquiry-based question and children are encouraged to follow the enquiry cycle: Question, Investigate, Interpret, Evaluate and conclude, Communicate – when answering historical questions.

Over the course of the scheme used at St. Anne’s, the children will develop their understanding of the following key disciplinary concepts:

• Change and continuity
• Cause and consequence
• Similarities and differences
• Historical significance
• Historical interpretations
• Sources of evidence

These concepts will be encountered in different contexts during the study of local, British and world history. Accordingly, children will have varied opportunities to learn how historians use these skills to analyse the past and make judgements. They will confidently develop and use their own historical skill set. As children progress through our History scheme, they will create their own historical enquiries to study, using sources and the skills they have developed.

Substantive concepts such as power, trade, invasion and settlement, will be introduced in Key stage 1, clearly identified in Lower key stage 2 and revisited in Upper key stage 2, allowing knowledge of these key concepts to grow. These concepts will be revisited in different contexts, therefore allowing pupils to develop an understanding of these abstract themes which are crucial to their future learning in History.

Impact

The impact of St. Anne’s Catholic School’s History scheme can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. Furthermore, each unit has a skill catcher and knowledge assessment quiz which can be used at the end of the unit to provide a summative assessment.

As a result of the implementation of our History curriculum, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education. They will become enquiring learners, who ask questions and can make suggestions about where to find the evidence to answer these questions. They will become critical and analytical thinkers who will be able to make informed and balanced judgements based on their knowledge of the past.

The expected impact of following our school’s History scheme of work is that children will:

• Know and understand the history of Britain, how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
• Develop an understanding of the history of the wider world, including ancient civilisations, empires, non-European societies and the achievements of mankind
• Develop a historically-grounded understanding of substantive concepts – power, invasion, settlement and migration, civilisation, religion, trade, achievements of mankind and society
• Form historical arguments based on cause and effect, consequence, continuity and change, similarity and differences
• Have an appreciation for significant individuals, inventions and events that impact our world both in history and from the present day
• Understand how historians learn about the past and construct accounts
• Ask historically-valid questions through an enquiry-based approach to learning to create structured accounts

• Explain how and why interpretations of the past have been constructed using evidence
• Make connections between historical concepts and timescales
• Meet the relevant Early Learning Goals at the end of EYFS (Reception) and the end of key stage expectations outlined in the National curriculum for History at the end of Key stage 1 and 2.

Art and Design

Intent, Implement and Impact Overview

Intent

At St Anne’s Catholic Primary School, the teaching of art and design sets out to inspire all pupils, to develop their confidence to experiment with different mediums, and to create their own works of art. The teaching of art and design aims to give pupils every opportunity to develop their abilities, to nurture their talent and interests, to express their ideas and thoughts about the world, as well as learning about art and artists across cultures and through history.

Aims: The national curriculum for art and design aims to ensure that all pupils:

• Produce creative work, exploring their ideas and recording their experiences
• Become proficient in drawing, painting, sculpture and other art, craft and design techniques
• Evaluate and analyse creative works using the language of art, craft and design
• Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Implementation

The scheme of work used by St Anne’s (Kapow Art and Design) to assist with the planning and delivery of an effective art and design curriculum has 5 strands that run through it. These are:

• Generating ideas
• Using sketchbooks
• Making skills, including formal elements (line, shape, tone, texture, pattern, colour)
• Knowledge of artists
• Evaluating and analysing

Units of lessons are sequential, allowing children to build their skills and deepen their knowledge; applying them to a range of outcomes. The formal elements (a key part of the National Curriculum) are also woven throughout units. Key skills are revisited again and again with increasing complexity in a spiral curriculum model. This allows pupils to revise and build on their previous learning. Units in each year group are organised into four core areas:

• Drawing
• Painting and mixed media
• Sculpture and 3D
• Craft and design

Creativity and independent outcomes are robustly embedded into our units, supporting students in learning how to make their own creative choices and decisions, so that their art outcomes, whilst still being knowledge-rich, are unique to the pupil and personal.

Lessons are always practical in nature and encourage experimental and exploratory learning with pupils using sketchbooks to document their ideas. Differentiated guidance is available for every lesson to ensure that lessons can be accessed and enjoyed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils by providing a highly visual record of the key knowledge and techniques learned, encouraging recall of skills processes, key facts and vocabulary.

 Kapow Primary supports teachers who may lack confidence in their own artistic abilities. Pupil videos created by subject specialists help pupils to see art techniques modelled by experts, to ensure the delivery of Art in your school is of the highest quality. Each unit of lessons includes multiple teacher videos to develop subject knowledge and support ongoing CPD. Kapow has been created with the understanding that many teachers do not feel confident delivering the full Art and design curriculum and every effort has been made to ensure that they feel supported to deliver lessons of a high standard that ensure pupil progression.

Children’s creativity is encouraged and nurtured out of the class room too, in a variety of ways, such as the provision of a range of artistic materials in breakfast and after school clubs. Children are regularly encouraged to participate in both school and national art competitions (such as the Twinkl “What makes you happy?” mural competition), and we are hoping to organise some community art events for the children to take part in (along with their families)later in the year, to raise the profile of art within our wider school community. The school has also established links with various local businesses, such as Beaconsfield Art Gallery, to enhance the children’s experience and understanding of art. Through these links, children are able to take part in activities and workshops such as terracotta pot making, and to meet professional artists and ask them questions.

Impact

The art curriculum is designed in such a way that children are involved in evaluation, dialogue and decision making about both the quality of their outcomes, and the improvements they need to make. By taking part in regular discussions and decision making processes, children will not only be knowledgeable about art and a variety of artists, but they will also be able to talk confidently about their own learning journey, have higher metacognitive skills and have a growing understanding of how to improve.

The impact of the art curriculum can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. An assessment spreadsheet including the learning outcomes for children with secure understanding and those working at greater depth enables teachers to keep records of summative assessments for each child.

 As a result of the delivery of the school’s art curriculum, pupils should leave primary school equipped with a range of techniques and the confidence and creativity to form a strong foundation for their Art and design learning at Key Stage 3 and beyond.

To ensure that the children are making good progress against the National Curriculum requirements for art and design, class teachers assess children against the end of Key Stage descriptors (KS1 and KS2) every term. This can then be used as a useful tool to aid planning for future art lessons to ensure all objectives are met. Teachers supply evidence of these objectives being met to the art lead, in the form of photos and finished pieces of art. “Pupil Voice” interviews are conducted regularly to ensure children have a thorough understanding of what they have learned, as well as to gain input from the children about their likes/dislikes about the art curriculum of the school.

The expected impact is that children will:

• Produce creative work, exploring and recording their ideas and experiences.
• Be proficient in drawing, painting, sculpture and other art, craft and design techniques.
• Evaluate and analyse creative works using subject-specific language.
• Know about a variety of famous artists, and the historical and cultural development of their art.
• Meet the end of key stage expectations outlined in the National curriculum for Art and design.

Geography

Intent, Implement and Impact Overview

Intent

St Anne’s Catholic Primary School’s scheme of work aims to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world; in other words, to think like a geographer. We want pupils to develop the confidence to question and observe places, measure and record necessary data in various ways, and analyse and present their findings. Through our scheme of work, we aim to build an awareness of how Geography shapes our lives at multiple scales and over time. We hope to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.

Our scheme encourages:

• A strong focus on developing both geographical skills and knowledge.
• Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence.
• The development of fieldwork skills across each year group.
• A deep interest and knowledge of pupils’ locality and how it differs from other areas of the world. • A growing understanding of geographical concepts, terms and vocabulary.

St Anne’s Catholic Primary School’s Geography scheme of work enables pupils to meet the end of key stage attainment targets in the National curriculum. The aims also align with those in the National curriculum. For EYFS, the activities allow pupils to work towards the ‘Understanding the world’ Development matters statements and Early learning goals, while also covering foundational knowledge that will support them in their further geography learning in Key stage 1.

Implementation

The National curriculum organises the Geography attainment targets under four subheadings or strands:

• Locational knowledge
• Place knowledge
• Human and physical geography
• Geographical skills and fieldwork

St Anne’s Catholic Primary School’s Geography scheme has a clear progression of skills and knowledge within these four strands across each year group. Our Progression of skills and knowledge shows the skills taught within each year group and how these develop to ensure that attainment targets are securely met by the end of each key stage. Geographical key concepts are woven across all units rather than being taught discretely as seen in the Progression of key geographical concepts.

Our National curriculum coverage document shows which of our units cover each of the National curriculum attainment targets as well as each of the four strands in Key stage 1 and 2. The document also reflects which Development matters statements and Early learning goals are met in each activity within the EYFS units.

The St Anne’s Catholic Primary School scheme is a spiral curriculum, with essential knowledge and skills revisited with increasing complexity, allowing pupils to revise and build on their previous learning. Locational knowledge, in particular, will be reviewed in each unit to coincide with our belief that this will consolidate children’s understanding of key concepts, such as scale and place, in Geography.

The two EYFS units provide a solid foundation of geographical skills, knowledge and enquiry for children to transition successfully onto Key stage 1 Geography learning, whilst also working towards the Development matters statements and Early Learning Goals. These units consist of a mixture of adult-led and child-initiated activities which can be selected by the teacher to fit in with Reception class themes or topics.

Cross-curricular links are included throughout each unit, allowing children to make connections and apply their Geography skills to other areas of learning. Our enquiry questions form the basis for our Key stage 1 and 2 units, meaning that pupils gain a solid understanding of geographical knowledge and skills by applying them to answer enquiry questions. We have designed these questions to be open-ended with no preconceived answers and therefore they are genuinely purposeful and engage pupils in generating a real change. In attempting to answer them, children learn how to collect, interpret and represent data using geographical methodologies and make informed decisions by applying their geographical knowledge.

Each unit contains elements of geographical skills and fieldwork to ensure that fieldwork skills are practised as often as possible. St Anne’s Catholic Primary School units follow an enquiry cycle that maps out the fieldwork process of question, observe, measure, record, and present, to reflect the elements mentioned in the National curriculum.

This ensures children will learn how to decide on an area of enquiry, plan to measure data using a range of methods, capture the data and present it to a range of appropriate stakeholders in various formats.

Fieldwork includes smaller opportunities on the school grounds to larger-scale visits to investigate physical and human features. Developing fieldwork skills within the school environment and revisiting them in multiple units enables pupils to consolidate their understanding of various methods. It also gives children the confidence to evaluate methodologies without always having to leave the school grounds and do so within the confines of a familiar place. This makes fieldwork regular and accessible while giving children a thorough understanding of their locality, providing a solid foundation when comparing it with other places.

Lessons incorporate various teaching strategies from independent tasks to paired and group work, including practical hands-on, computer-based and collaborative tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles. Each lesson provides guidance for teachers on how to adapt their teaching to ensure that all pupils can access learning, and opportunities to stretch pupils’ learning are also available if required. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

Impact

An enquiry-based approach to learning will allow teachers to assess children against the National curriculum expectations for Geography. The impact of St Anne’s Catholic Primary School’s scheme can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. Furthermore, each unit has a unit quiz and knowledge catcher, which can be used at the start or end of the unit to assess children’s understanding. Opportunities for children to present their findings using their geographical skills will also form part of the assessment process in each unit.

After implementing St Anne’s Catholic Primary School Geography, pupils should leave school equipped with a range of skills and knowledge to enable them to study Geography with confidence at Key stage 3. We hope to shape children into curious and inspired geographers with respect and appreciation for the world around them alongside an understanding of the interconnection between the human and the physical.

The expected impact of following the St Anne’s Catholic Primary School Geography scheme of work is that children will:

• Compare and contrast human and physical features to describe and understand similarities and differences between various places in the UK, Europe and the Americas.
• Name, locate and understand where and why the physical elements of our world are located and how they interact, including processes over time relating to climate, biomes, natural disasters and the water cycle.
• Understand how humans use the land for economic and trading purposes, including how the distribution of natural resources has shaped this.
• Develop an appreciation for how humans are impacted by and have evolved around the physical geography surrounding them and how humans have had an impact on the environment, both positive and negative.
• Develop a sense of location and place around the UK and some areas of the wider world using the eight-points of a compass, four and six-figure grid references, symbols and keys on maps, globes, atlases, aerial photographs and digital mapping.
• Identify and understand how various elements of our globe create positioning, including latitude, longitude, the hemispheres, the tropics and how time zones work, including night and day.
• Present and answer their own geographical enquiries using planned and specifically chosen methodologies, collected data and digital technologies.
• Meet the ‘Understanding the World’ Early Learning Goals at the end of EYFS, and the end of key stage expectations outlined in the National curriculum for Geography by the end of Year 2 and Year 6.

Spanish

Intent, Implement and Impact Overview

Intent

St Anne’s Catholic Primary School’s Spanish scheme of work aims to instill a love of language learning and an awareness of other cultures. We want pupils to develop the confidence to communicate in Spanish for practical purposes, using both written and spoken Spanish.

Through our scheme of work, we aim to give pupils a foundation for language learning that encourages and enables them to apply their skills to other languages, facilitates further language study and opens future opportunities to study and work abroad.

St Anne’s Catholic Primary School’s Primary’s Spanish scheme of work supports pupils to meet the National curriculum end of Key stage 2 attainment targets (there are no Key stage 1 attainment targets for languages).

St Anne’s Catholic Primary School’s Spanish curriculum aims to provide pupils with a firm foundation of language learning. For this reason, we have carefully planned and sequenced when to teach the three building blocks of a language system, known as our Kapow Primary knowledge strands:

• Phonics
• Vocabulary
• Grammar

Pupils connect these building blocks of knowledge to create meaning in a variety of contexts, allowing them to develop their skills in the following strands:

• Language comprehension: listening and reading
• Language production: speaking and writi

Ample opportunities are provided to ensure that children practise new learning across all four modalities.

Implementation                                                                                                   

Through St Anne’s Catholic Primary School’s Spanish scheme, pupils are given opportunities to communicate for practical purposes around familiar subjects and routines. The scheme provides balanced opportunities for communication in both spoken and written Spanish. Pupils first develop confidence and accuracy with oral skills then increasingly apply their knowledge to extended reading and writing as they progress through Key stage 2.

The St Anne’s Catholic Primary School’s Spanish scheme is a spiral curriculum, with key skills, grammar and vocabulary revisited with increasing complexity, allowing pupils to revise and build on their previous learning.

Cross-curricular links are included throughout our Spanish units, allowing children to make connections and apply their language skills to other areas of their learning.

Lessons incorporate a range of teaching strategies from independent tasks, paired and group work including role-play, language games and language detective work. Our scheme of work focuses on developing what we term ‘language detective skills’ and developing an understanding of Spanish grammar, rather than committing to memory vast amounts of Spanish vocabulary.

Each unit is based on a specific theme with a motivating end outcome which gives the children a context and clear purpose for their learning. Guidance for adapting the learning is available for every lesson to ensure that lessons can be accessed and enjoyed by all. To help pupils retain their Spanish learning, we provide information on incorporating Spanish into the classroom environment every day in our ‘During the week’ sections.

Impact

The impact of Kapow Primary’s Spanish scheme can be monitored continuously through both formative and summative assessment. Pupils frequently evaluate their own and their peers’ performance, respond to feedback and recognise their own progress. Every unit has a unit quiz and knowledge catcher which can be used at the start and/or end of the unit. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. An assessment spreadsheet will soon be available to record children’s progress in each lesson to enable you to build a picture of their learning through each unit.

After the implementation of Kapow Primary Spanish, pupils should leave school equipped with a range of language-learning skills to enable them to study Spanish, or any other language, with confidence at Key stage 3.