Curriculum Subjects

Curriculum Statement

Our curriculum is the heart of our school and is steered by our four drivers; Environment, Diversity, Arts and Enterprise.
The curriculum comprises all learning and all other experiences that our school plans for our children. The National Curriculum forms one part of our school curriculum. Our curriculum is inclusive, broad, balanced and ambitious in terms of outcomes for all year groups and groups of learners. Our curriculum reflects the community and provides starting points for learning​ using a thematic approach. Our topics change regularly to excite and inspire the children and to reflect key learning events in the world or local community that might present themselves.​

We are proud to provide an aspirational curriculum that is:

Knowledge and Text Focused

  • Reading is priority – reading ambassadors, school librarians, story time, reading rainbow incentive, a structured reading scheme with systematic phonics help teach reading.
  • Vocabulary – closing the gap through talk boost, knowledge organisers and the use of high-quality texts.
  • High-quality texts used to inspire teaching and learning.
  • English and Maths skills​ linked across the curriculum.

Balanced

  • Develops self-esteem and independence through exploring and experiencing the natural world in regular Outdoor Education​ and Forest School sessions.
  • ​Fosters the arts through dedicated music provision with a specialist teacher.
  • Cross curricular​ theme weeks such as Enterprise, Global Learning, Health Week and Book Week​.
  • Promotes British Values and RSHE.
  • Includes a modern foreign language​.
  • Prepares children for the opportunities, responsibilities and experiences for later life​.
  • ​Provides opportunities to develop computing skills using new technologies, coding and media.
  • Uses our unique Forest Area allows us to have a cross-curricular approach to education.

Creative

  • Through exciting, thematic topics such as Dungeons and Dragons, Wonders of the World, and Time Travellers​​.
  • Challenges children to think creatively to solve problems in all subjects.
  • A dedicated arts week with a visiting artist.

Supportive

  • Is adapted to suit the needs of all our learners.
  • Utilises features of our local community and the wider community​.
  • Helps children develop their sense of identity, belonging and become ready to make a positive contribution to society​.
  • Promotes the spiritual, moral, cultural, mental and physical development of children​.
  • Access to specific programmes designed to develop emotional literacy and social skills.

Retrieval

  • Regular opportunities for recall and practice built into sequences of lessons.
  • Timetabled sessions to focus on prior knowledge and overlearning to build success and confidence.
  • Revisit concepts and themes to build progression and develop recall of learning.
  • Opportunities for individual practise through daily reviews.
  • Teacher questioning to elicit current knowledge and establish next steps.

Logically Sequenced

  • A clear logical sequence of lessons (schema).
  • Modelling and scaffolding learning, moving towards independence.
  • Assessments for learning.
  • Building towards an end of term exhibition.

Our unique forest area allows our school to have a cross-curricular approach to education with every child accessing a weekly Outdoor Education session that is linked to the main curriculum topics. This is an opportunity for the children to explore the world around them and to build an appreciation for the world in an active, safe and experiential learning environment – truly helping to develop our pupils into respectful, responsible, resilient risk-takers.

Statement of Intent 

The children, both individually and as a community, are at the heart of the work at Churchstanton Primary School. We believe that every member of our community is a lifelong learner.   

The curriculum in all its form will provide the framework for planning and implementing the children’s educational development so that they will recognise and fulfil their individual potential and special talents.   

 At  Churchstanton School, we believe that every child deserves the best possible start in life. We aim to make a significant contribution to that start by helping young children to develop a love for learning which they will carry with them through life. It is their right to be safe, healthy and happy and the welfare of the children is central to our provision of care, learning and play.  

The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old. Reception is the final year of EYFS.   

‘Children are born ready, able and eager to learn. They actively reach out to interact with other people, and in the world around them. Development is not an automatic process, however. It depends on each unique child having opportunities to interact in positive relationships and enabling environments.’ Development Matters, 2012  

At Churchstanton School, it is our privilege to create those positive relationships and enabling environments which provide opportunities for all children to learn and develop. We aim to make learning challenging, enjoyable and exciting, by considering every child’s individual needs, interests and stages of development.   

The EYFS is based on four key principles: A Unique Child, Positive Relationships, Enabling Environments, Learning and Development  

 At Churchstanton School our practice reflects these principles.   

 A Unique Child  

Every child is a unique child who is constantly learning and can be resilient, respectful, responsible, and self-assured. At  Churchstanton School, it is our job to ensure that we continue to develop these characteristics in the children, inspiring them to continue being curious and providing opportunities for their lively, enquiring minds to grow.   

At Churchstanton School, we understand and observe each child’s development and learning, assess progress and plan for next steps, providing appropriate challenge. This is done formatively through daily teaching and learning, but also summatively.  

Through observations, small group work and 1:1 work, we identify any need for additional support, working with external agencies, where necessary, to support the child, the family and the school. For further information, please see the SEND policy.  

At each stage of their development, we support children to develop a positive sense of their own identity and culture. This is done by practitioners modelling positive attitudes towards diversity, challenging stereotypical ideas. We welcome, value and respect all children and families equally.  

To help the children stay safe, we aim to educate the children about rules and boundaries; why we have them and why we should follow them. Within the safe environment of  Churchstanton School, we encourage the children to make choices, take responsibility for their choices and take risks, whilst teaching them to recognise and avoid hazards. These are all important skills for the children to develop as they prepare for a life of learning.   

Positive Relationships  

Children learn to be strong and independent through positive relationships. At Churchstanton  School, all staff model appropriate, warm, respectful relationships, which foster a sense of belonging. Our practitioners are sensitive and responsive to the child’s needs, feelings and interests. This is reflected in our planning for stimulating, learning opportunities.  

We understand the importance of being supportive of the child’s own efforts and independence and work closely with parents to set consistent, clear boundaries.   

Parents as partners  

We recognise the important role parents play in educating the children. When parents/carers and practitioners work together in education, the result have a positive impact on the child’s development. The success of this strong partnership is based on a two-way flow of information, knowledge and expertise. We aim to build a strong partnership between staff parents and carers through:  

  • Home visits before children start. EYFS staff visit the child in their own home, building relationships and getting to know the child in their own environment 
  • Opportunities in the summer term, prior to starting school, to visit their class and spend time with their peers and the EYFS staff  
  • Inviting all parents to an induction meeting during the Summer term before their child starts school, outlining the Reception curriculum to enable them to understand the value of supporting their child’s home learning 
  • Operating an open door policy where parents can talk with us at the beginning and end of the school day  
  • The use of a home-school book, giving parents an opportunity to regularly contribute to their child’s ongoing progress by observing achievements at home and letting us know through the use of the book  
  • Offering a range of activities, throughout the year, that encourage collaboration between child, school and parents, for example open classrooms, exhibitions and class assemblies  
  • Encouraging parents/carers to listen to their child read each night and to comment on reading progress in the reading record
  • Discussing children’s individual progress and targets with parents/carers at parents’ evening during the autumn, spring and summer term, in addition to providing a written report at the end of the academic year
Enabling Environments   

Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.   

At Churchstanton School, we aim to create an exciting, engaging environment, which offers stimulating resources, individual and appropriate challenge through activities and rich learning opportunities which are relevant to all the children’s cultures and communities. We aim to support for children to take risks and explore through play and playful teaching.   

Activities are planned for both inside and outside, enabling children to develop in all the areas of learning. Whilst there are some tasks children must complete during the morning, children are free to move between the indoor and outdoor classroom throughout the afternoon.   

There are areas where the children can be active, quiet, creative, investigative, independent and collaborative. There are defined learning areas, where children are able to find challenges, resources and equipment independently. The learning areas are carefully arranged and organised to support child initiated learning, allowing the children to learn and explore safely, developing the characteristics of effective learning. The learning areas include: 

  • Role Play /small world 
  • Reading/Writing Area
  • Creative Table
  • Maths Area
  • Investigation Area
  • Construction
  • Sand
  • Water
  • Physical Development  

Children are encouraged to become independent learners and to take increasing responsibility for initiating their own lines of enquiry and investigation.

Learning and Development  

At Churchstanton School, we understand that children develop and learn in different ways. Our practitioners teach children by ensuring challenging, purposeful, playful opportunities across the prime and specific areas of learning and development.   

The prime areas are important because they lay the foundations for children’s success in all other areas of learning and of life:  

  • Personal, Social and Emotional Development (including making relationships, self-confidence & self-awareness and managing feelings & behaviour):  

This area focuses on children learning to work, play, build relationships, co-operate with others and function as a group beyond the family. Aspects of PSED are constantly promoted right across the curriculum as well as in specific activities, such as circle time and discussions promoting a positive sense of themselves.  

  • Physical Development (including moving & handling and health & self-care): Children develop physical control, mobility, awareness of space and fine and gross manipulative skills both inside and outside. Dance, gymnastics and small game apparatus are all used in the curriculum. Fine motor skills are developed through writing, tracing, colouring, painting, cutting, threading, dough, clay and many other aspects of manipulative play.   
  • Communication and Language (including listening & attention, understanding and speaking): All children are encouraged to participate as speakers and listeners in a variety of situations and for a range of purposes and audiences, using and extending language in an imaginative way. They are taught to express their thoughts and feelings.

The specific areas provide the range of experiences and opportunities for children to broaden their knowledge and skills:  

  • Literacy (including reading and writing):  

Reading, writing, speaking, understanding and listening opportunities take place in a variety of ways, some teacher led and some child initiated. The children begin by singing, reciting nursery rhymes, rhyming games and identifying sounds through listening games. Children need secure skills in listening and hearing rhyming patterns if they are to make good progress in phonics and reading, these foundations underpin future learning.  In the first half of the Autumn term the children will begin learning the letter sounds through a structured daily program of phonics. Once the children are settled into the class they start to bring reading books home. Initially these will usually be word-less books and children are encouraged to look at the pictures and tell their own stories.  As the children begin to learn some letter sounds the reading books that are sent home will have some words on each page. The pace at which children are introduced to phonics and reading books will depend on the individual child and will be appropriate to his/her stage of development.  As children will be participating in reading and writing activities at school every day, the reading book that comes home will not necessarily have previously been read in school and will be changed regularly.   

  • Mathematics (including number and shape, measure & space):  

This involves developing aspects of mathematical understanding through stories, songs, games, imaginative play and many other practical activities. Children learn about counting, sorting, matching, seeking patterns, making connections, recognising relationships and work with numbers, shape, space and measures. Problem solving skills are developed by real life situations, both spontaneous and planned.   

  • Understanding the World (including people & communities, the world and technology): This area includes Geography, History, Technology, RE (other religions and cultures) and ICT. From this area, children develop knowledge and understanding of their immediate and local environment and compare it to other environments around the world. Children are involved in practical experiences which use investigative skills, such as observing, predicting, recording and communicating findings. Some of these experiences are child led and some begin with adult support before moving to independent enquiry.  
  • Expressive Arts and Design (including exploring & using media and materials and imagination): the area of learning and experience develops children’s imagination and ability to communicate and express ideas and feelings in creative ways both indoors and outdoors, through art, music, drama, dance and role play. Expressive arts and design activities involve designing and making by choosing and using appropriate materials and equipment to cut, join, fold and build.

Through the prime and specific areas, Churchstanton School practitioners foster the characteristics of effective early learning:

  • Playing and exploring (their engagement) – provided through a balance of adult led and child initiated planned, purposeful learning experiences  
  • Active learning (their motivation) – developed through providing opportunities where the children have some independence and control over their learning and activities, making decisions and taking ownership over their learning  
  • Creating and thinking critically (their thinking) – encouraging children to develop their own ideas, make links and decide ways of doing things. Adults support this and offer encouragement through clarification and open ended questions.
Planning  

When planning the teachers consider ways to support the child to strengthen and deepen their current learning and development. All planning is child centred and based on the needs and interests of the children, whilst taking into consideration the knowledge, skills and understanding set out in the EYFS curriculum. The planning is organised by topics, e.g. Amazing Animals, Footprints in Time, The Big Blue Planet.

Assessment, recording and monitoring  

At Churchstanton School we adhere to the principles of assessment for learning. We analyse and review what we know about each child’s development and learning, and then make informed decisions about the child’s progress, this is based on ongoing observations of what the children know and can do. This enables us to plan the next steps to meet their development and learning needs. All practitioners and adults who interact with the child contribute to the assessment process. Children are also encouraged to assess their own learning, primarily through discussion.   

Formative assessment   

This type of assessment informs everyday planning and is based on on-going observational assessment of each child’s achievements, interests and learning styles. Formative assessment may take the form of anecdotal observations, focused observations, other focused assessments e.g. sound/number and high frequency words, annotated examples of independent work, photographs, and information from parents. We plan for observations when undertaking short term planning. Some of these observations and assessments are recorded using an online learning journey, Tapestry. Each child has a profile and the assessments are attached to that child’s profile.  

Summative assessment  

Individual assessments are recorded on SIMS. On-entry baseline assessments are entered into the system based on transition documents from pre-school settings and initial observations. During the year the children continue to be assessed against the development statements. This summarises all of the formative assessment undertaken and makes statements about the child’s achievements. It summarises children’s progress and allows the school to see if the children are making progress and working at an age appropriate level.   

Teachers participate in regular local authority group moderation meetings. This provides an external quality assurance and validation of our teacher assessments. The EYFS Profile data is analysed by the Head Teacher, the EYFS leader and the Governing body.   

Settling into Reception 

Every effort is made to ensure the settling in period is as smooth and trouble free as possible for both the child and their family.   

Children start  with a part time timetable during the first three weeks of the Autumn Term.   Children with specific needs will liaise with the SENDCo, Head Teacher and class teacher to ensure an effortless transition.  Parents are kept informed of how their children are settling by informal contact with the class teacher.  

Reception to Year 1 Transition  

As Reception and Year 1 children learn alongside each other in Hedgehog Class transition is smooth. When the Reception children are ready and certainly by the Summer Term they follow a daily Literacy and Mathematics session with their older peers. They begin to join in with all class subjects.  

If a child achieves a GLD in their ELG they are ready to start the NC in YR1. If this is not the case it is possible for children to continue on the EYFS profile for up to a year if required, but the majority of pupils are ready to start the NC in the Autumn Term unless a child has been identified with SEND. 

Year 1 pupils have access to the areas of learning that are available to Reception children as it is important for ALL children to be able to learn independently and have many opportunities to apply their learning in a wide range of contexts. 

Statement of Intent 

At Churchstanton Primary School we believe English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them.  

Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. Through promoting high standards of language and literacy we aim to equip pupils with a strong command of spoken and written language, and develop their love of literature through widespread reading for enjoyment.  

 All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised and so our ambitious aim is to ensure that all pupils:

  • read easily, fluently and with good understanding 
  • develop the habit of reading widely and often, for both pleasure and information 
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language 
  • appreciate our rich and varied literary heritage 
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences 
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas 
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate 
Spoken language 

Staff at Churchstanton Primary School, understand the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Therefore we actively promote the acquisition of new vocabulary through a range of activities every day ensuring the continual development of pupils’ confidence in spoken language and listening skills.  

Pupils are able to explain their understanding of books and other reading, and to prepare their ideas before they write. They are encouraged to make their thinking clear to themselves as well as to others. Teachers ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. Pupils are also taught to understand and use the conventions for discussion and debate. 

Drama is used across the curriculum and all pupils are encouraged to participate in class and whole school productions. Opportunities to perform to an audience are built into plans throughout the year and pupils also improvise, devise and script drama for one another and a range of audiences. Through planned regular visits, pupils are able to respond thoughtfully to drama and theatre performances developing a rich knowledge of culture.  

Reading 

“Access to books and the encouragement of the habit of reading: these two things are the first and most necessary steps in education and librarians, teachers and parents all over the country know it. It is our children’s right and it is also our best hope and their best hope for the future.” Michael Morpurgo 

The programmes of study for reading at key stages 1 and 2 consist of 2 dimensions: 

  • word reading  
  • comprehension (both listening and reading) 

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why Phonics is used in the early teaching of reading to beginners from Reception. Churchstanton follows Letters and Sounds which is supplemented with resources from Jolly Phonics and interactive online resources. Reading materials are closely linked to Phonics teaching and books are carefully selected to match the Phonics being taught. Reading books are principally from OUP but are supplemented with appropriate additional resources if necessary. 

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world they live in, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.  

Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure house of wonder and joy for curious young minds. 

At Churchstanton, we believe that it is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in order to be prepared for their next stage of their learning journey.  

Writing 

The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading: 

  • transcription (spelling and handwriting) 
  • composition (articulating ideas and structuring them in speech and writing) 

We believe it is essential that teaching develops pupils’ competence in these 2 dimensions. In addition, pupils are taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition. 

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting. At Churchstanton, we aim to have all pupils writing neatly, fluently and legibly in a joined cursive script before they move onto KS3.  

Spelling, vocabulary, grammar, punctuation 

Throughout their learning journey, pupils at Churchstanton will be exposed to the statutory appendices on spelling and on vocabulary, grammar and punctuation. To support the teaching of this, we follow the overview based on the NC provided by Somerset Literacy Network.  This ensures a systematic approach to the teaching of these skills and knowledge.  

Opportunities for teachers to enhance pupils’ vocabulary arise naturally from their reading and writing. As vocabulary increases, teachers show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They also teach pupils how to work out and clarify the meanings of unknown words and words with more than 1 meaning. Cross curricular vocabulary is  included in Knowledge Organisers which help to develop a rich and deep understanding of tier 1, 2 and 3 vocabulary.  

Pupils are taught to control their speaking and writing consciously and to use Standard English. They are taught to use the elements of spelling, grammar, punctuation and use the metalanguage associated to deepen their understanding.  

At Churchstanton, teachers teach pupils the vocabulary they need to discuss their reading, writing and spoken language. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching. 

School curriculum 

The programmes of study for English are set out year-by-year for key stage 1 and two-yearly for key stage 2. The single year blocks at key stage 1 reflect the rapid pace of development in word reading during these 2 years. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for English on a year-by-year basis and make this information available online. 

Phonics is taught daily for 20 minutes in Key Stage 1.  The children are taught in groups linked to their reading and phonics levels, which are reviewed and amended regularly.

In the Foundation Stage children are introduced to single phonemes (1 letter making 1 sound) and digraphs (2 letters making 1 sound) through the Jolly Phonics scheme.  As they move into Year 1 they begin to learn alternative spellings for the phonemes they have already learned and alternative pronunciations.  In addition, throughout the Foundation Stage and KS1 they learn Tricky words, which are not phonetically decodable. 

​Whilst we use the Jolly Phonics​ actions, we follow the Letters and Sounds​ Phases.​

Phase 6 is the final Phase of the Phonics programme.  When children can confidently read and write all of the graphemes (letter combinations) they have been taught, apply phonic knowledge to reading and writing unfamiliar words (including phonetically decodable two-syllable and three-syllable words) and read the first 100 High Frequency words, they are ready for Phase 6 (usually in Year 2).  Here they are introduced to more complex spelling and word work, including past tense and suffixes.

Statement of Intent 

At Churchstanton Primary School, we understand the importance of becoming fluent in the fundamental understanding of mathematical processes and strategies. Our aim is to support the children in their understanding of the importance of maths in the wider world and to encourage them to use their mathematical skills and knowledge confidently in a variety of different contexts.  

By embedding maths in real life situations and by using the ‘Answer It, Prove It Explain It’ (APE) approach to learning, we encourage our children to ask meaningful questions, reason mathematically, recognise patterns and draw well thought out and detailed conclusions. Our school is committed to developing our children’s curiosity and love of maths through positive experiences that allow all children to succeed in the subject. 

 

Aims 

The 2014 National Curriculum for Maths aims to ensure that all children: 

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. 
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language 
  • can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. 

These skills are essential to ensure all children can participate fully as members of societyAt Churchstanton Primary school, we encourage our children to continually develop their mathematical skills through a cross-curricular approach to teaching and learn so that every opportunity to embed understanding is taken. 

 

Implementation 

At Churchstanton Primary school, a Maths Mastery approach is used to consolidate the building blocks that children need to study maths successfully and to a high level.  Children study Maths, daily covering a broad and balanced mathematical curriculum, in line with the guidance outlined in the White Rose primary curriculum. Alongside daily maths sessions, the children engage in morning mathematical tasks, such as the Daily 10, and times table activities within Times Tables Rockstars (TT Rockstars). Due to the interconnected nature of maths, we teach through a cross-curricular approach to embed the practical application of maths skills. We believe that experience based, tactile opportunities to explore the connections within maths is fundamental in establishing links across the different topic areas and encourages our children to use mathematical language throughout the subject.  

We aim for each child to be confident in developing their ability to use this knowledge to establish a greater depth understanding to tackle fluency based, problem solving and reasoning questions. We use a range of resources throughout the school to ensure the needs of all children are met.  

Schools in England are required to administer an online multiplication tables check (MTC) to year 4 pupils. The purpose of the MTC is to determine whether pupils can recall their times tables fluently, a skill that is supportive of children’s success in Maths. It will help schools to identify children who have not yet mastered their times tables, so that additional support can be provided. To support the children with their multiplication practice we use TRockstars as an online and fun learning platform which also offer resources to be used in the classroom. 

 

EYFS 

In Early Years, Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure. 

Pupils are taught to: 

 

Number 
  • count reliably with numbers from 1 to 20 
  • place them in order and say which number is one more or one less than a given number 
  • add and subtract two single-digit numbers and count on or back to find the answer using quantities and objects 
  • solve problems, including doubling, halving and sharing 

 

 Shape, space and measure 
  • use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems 
  • recognise, create and describe patterns 
  • explore characteristics of everyday objects and shapes 
  • use mathematical language to describe them. 

 

Key Stage 1 

The National Curriculum (2014) states that: 

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools]. 

At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. 

By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. 

Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1. 

 

Lower Key Stage 2 

The National Curriculum (2014) states that: 

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. 

At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. 

By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12-multiplication table and show precision and fluency in their work. 

Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling. 

 

Upper Key Stage 2 

The National Curriculum (2014) states that: 

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. 

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. 

By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. 

Pupils should read, spell and pronounce mathematical vocabulary correctly. 

 

Impact 

Throughout each lesson formative assessment takes place and feedback is given to the children through marking and next step tasks to ensure they are meeting the specific learning objective. Teacher’s then use this assessment to influence their planning and teaching to ensure each child to progresses. This is monitored through book scrutinies, learning walks and lesson observations. Each term NFER tests are administered to formatively assess the children’s progress. The results of these are used determine strengths within the children’s mathematical ability and to highlight areas that need to be developed. These tests inform pupil progress meetings and support teachers to implement additional support where it is required, either through high-quality teaching strategies, cycles of assess, plan, do and review or additional learning interventions. All interventions are reviewed to ensure they are effective and that the child is making accelerated progress.  

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. 

At Churchstanton Primary School, we follow the White Rose Maths curriculum. This tool supports our planning and delivery of the Maths curriculum alongside a range of other resources including NCETM and STEM learning.

 

White Rose Maths

This is the curriculum outline for each year group and a break down of the subjects taught across each term.

 

Year 1

Autumn Term Curriculum

Spring Term Curriculum

Summer Term Curriculum

 

Year 2

Autumn Term Curriculum

Spring Term Curriculum

Summer Term Curriculum

 

Year 3

Autumn Term Curriculum

Spring Term Curriculum

Summer Term Curriculum

 

Year 4

Autumn Term Curriculum

Spring Term Curriculum

Summer Term Curriculum

 

Year 5

Autumn Term Curriculum

Spring Term Curriculum

Summer Term Curriculum

 

Year 6

Autumn Term Curriculum

Spring Term Curriculum

Summer Term Curriculum

Statement of Intent 

At Churchstanton Primary School, we encourage children to explore and ask questions about the world around them during their time at school and beyond. The Science curriculum encourages children to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.  

Our school aims to support children in their acquisition of knowledge, concepts and key skills by developing an understanding of ‘working scientifically’ to apply their knowledge when using scientific equipment, conducting experiments and developing theories and conclusions about the universe. Our cross-curricular thematic approach to learning supports the development of key scientific skills, building on the children’s prior knowledge as they progress through each year group.  

Aims 

The 2014 National Curriculum for Science aims to ensure that all children: 

  • develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics 
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them 
  • are equipped with the scientific skills required to understand the uses and implications of science, today and for the future. 

Through scientific enquiry, the children will develop a range of skills that help them to collect, analyse, and represent data. These skills include pattern seeking, classifying and grouping, comparing data and controlling ‘fair test’ investigations. By using these skills, the children are encouraged to develop a sense of excitement and curiosity about the world around them. 

Statement of Intent 

At Churchstanton Primary School, we aim to embed technology throughout all areas of our curriculum. Our children are taught how to use technology appropriately and effectively, ensuring that they have a clear understanding of E-safety strategies that promote a positive experience of their digital environment. The curriculum supports children’s development of the technical skills required to be competent users and to introduce and expand their understanding of computer networks, software and programming to allow them to become independent, creative learners.  

Our children will develop knowledge and skills in the three core skills of the computing curriculum: computer science (the principles of information and computation), information technology (creating programs, system and a range of content) and digital literacy (the ability to express themselves and develop their ideas through information and communication technology). These skills are built on across every year group to ensure our children leave with a fundamental understanding of computing that supports their future learning of and beyond. 

Aims

The 2014 National Curriculum for Computing aims to ensure that all children: 

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation 
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems 
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems 
  • are responsible, competent, confident and creative users of information and communication technology 
Statement of Intent 

At Churchstanton Primary School, we aim to prepare children for the opportunities, responsibilities, and experiences in later life. Design and Technology is an inspiring and practical subject that encourages children to learn to think creative to solve a problem by working both individually and as part of a team to design and build products that are useful in the real world. It allows the children to develop their ideas using a variety of technologies, in a context that links other curriculum areas such as mathematics, science, computing and art.  

Our school’s forest school area is a perfect space for children to be inventive with their ideas. Our children are also given the opportunities to reflect upon and evaluate their products and be critically reflective about their learning. 

Aims 

The 2014 National Curriculum for Design and Technology aims to ensure that all children: 

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world 
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users 
  • critique, evaluate and test their ideas and products and the work of others 
  • understand and apply the principles of nutrition and learn how to cook 
Statement of Intent

​At Churchstanton, we are very lucky to have a beautiful, accessible woodland forest within the grounds of our school, complete with teepee, fire-pit, pond, gardening area and access to local walks.  

This unique environment allows us to deliver a cross-curricular approach to education, with every child accessing a weekly Outdoor Education session that is linked to the main curriculum topics. This is an opportunity for the children to explore the world around them and to build an appreciation for the environment in an active, safe and experiential learning setting.​​  

Outdoor Learning includes elements of Forest School, P.E, Art, Science, Geography and many other curriculum areas. 

Key Stage 1 – provision is Forest school for 3 six-week blocks across the year to allow for smaller groups.

Key Stage 2 - provision for Forest school is incorporated into our cross-curricular Outdoor Learning programme which takes place one afternoon each week. 

Forest School at Churchstanton 

“Forest School is an inspirational process that offers children and young people opportunities to achieve, develop confidence and self-esteem, through hands on learning experiences in a local woodland environment.” 

National definition: by Forest School (England) Network 

Forest School at Churchstanton is about our children building their self-esteem and independence through exploring and experiencing the natural world. It is delivered by our trained practitioners within the natural environment in our local surroundings. Each Forest School lesson is tailored to meet the needs of individuals within that group and is continuously developed as the children grow in confidence, skills and understanding. 

The ethos of Forest School allows pupils the time and space to develop skills, interests and understanding through practical, hands-on experiences.  It also allows practitioners to step back and observe the children in order to then encourage and inspire individuals to achieve through careful scaffolding and facilitating. 

‘You can travel the seas, poles and deserts and see nothing. To really understand the world, you need to get under the skin of the people and places. In other words, learn about geography. I can’t imagine a subject more relevant in schools. We’d all be lost without it.’  (Michael Palin)

Statement of Intent 

At Churchstanton Primary School, we believe that a high-quality Geography education should develop children’s knowledge of the world around them.  We are committed to ensuring that children know about the physical geography of the planet as well as human geography to build understanding of a variety of places.  

As a rural school, we believe that an exploration of different places in the world is particularly important to promote diversity and intercultural understanding. This will also help children develop skills that will open further opportunities later in life. We also aim to make sure that children acquire the vocabulary and skills required for a further study of this subject when moving on to Key Stage 3. 

The national curriculum for Geography aims to ensure that all pupils: 

  • Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes. 
  • Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time  
  • Are competent in the geographical skills needed to:  

* Collect, analyse and communicate with a range of data gathered   through experiences of fieldwork that deepen their understanding of geographical processes  

* Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)  

* Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. 

Implementation 
Subject Content for KS1 

Staff at Churchstanton Primary School know the importance of developing children’s knowledge about the world, the United Kingdom and their own locality from a young age.  Therefore, during KS1, pupils will be use a variety of basic geographical vocabulary relating to both human and physical geography.  They will also be given opportunities to use practical geographical skills, including first-hand observation to enhance their locational awareness. 

Pupils will learn about: 

  • Locations – they will be able to name the world’s seven continents and five oceans.  They will also be able to name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. 
  • Places – they will understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country 
  • Human and physical geography – they will be able to identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.  They will also use basic geographical vocabulary to refer to:  
  • key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather  
  • key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop 
  • Geographical skills and fieldwork – they will use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage.  They will use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map.    They will use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key.  They will use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. 
Subject Content for KS2 

At Churchstanton, the Geography curriculum for KS2 pupils aims to extend pupils’ knowledge beyond the local area to include the United Kingdom and Europe, North and South America.  This will include the location and characteristics of a range of the world’s most significant human and physical features.  They will develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. 

Children will learn about: 

  • Locations – they will:   
  • locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. 
  • name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time  
  • identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) 
  • Places – they will understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America. 
  • Human and physical geography – they will be able to describe key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.  Also human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. 
  • Geographical skills and fieldwork – they will be able to use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.  They will also be able to use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.  They will use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. 

 ‘A people without the knowledge of their past history, origin and culture is like a tree without roots.’ (Marcus Garvey)

Statement of Intent

At Churchstanton Primary School we believe that the study of a wide variety of British and World History plays a vital part in our curriculum. A high-quality education in History will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Their study of History will equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. 

Over their seven years at Churchstanton pupils will explore a wide range of Historical periods from both Britain and around the world.  This will allow pupils to build up knowledge and skills in the following areas: 

  • Know and understand the history of the British Isles as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. 
  • Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind  
  • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ 
  • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses  
  • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed  
  • Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales. 
Subject Content for KS1 

Staff at Churchstanton Primary School know the importance of introducing pupils to the history of the world around them from a young age.  Therefore, during KS1, pupils will use a range of everyday historical terms, be able to ask and answer questions and choose parts of stories and other sources to show that they know and understand key features of events.  They will understand how the people and events they learn about fit into a chronological framework. 

Pupils will learn about: 

  • Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life 
  • Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries] 
  • The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell] 
  • Significant historical events, people and places in their own locality. 
Subject Content for KS2 

At Churchstanton, the History Curriculum for pupils at KS2 will build on and develop skills and knowledge already acquired at KS1.  They will continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.  Pupils will see connections, contrasts and trends over time and develop the appropriate use of historical terms. They will regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They will be able to construct informed responses that involve thoughtful selection and organisation of relevant historical information. Pupils will understand that our knowledge about the past is constructed from a range of sources. 

Pupils will learn about: 

  • changes in Britain from the Stone Age to the Iron Age (LKS2*) 
  • the Roman Empire and its impact on Britain (LKS2*) 
  • Britain’s settlement by Anglo-Saxons and Scots (UKS2*) 
  • the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor (UKS2*) 
  • a local history study (UKS2*) 
  • a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 (LKS2/UKS2*) 
  • the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China (LKS2*) 
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world (UKS2*) 
  • a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300. (UKS2*) 

*As shown on the Churchstanton two year curriculum plan. 

Statement of Intent

The national curriculum for languages aims to ensure that all pupils: 

  • understand and respond to spoken and written language from a variety of authentic sources 
  • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation 
  • can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt 
  • discover and develop an appreciation of a range of writing in the language studied 

At Churchstanton, we believe that a high-quality languages education should foster children’s curiosity and deepen their understanding of the world. We are committed to ensuring that competence in another language enables children to interpret, create and exchange meaning within and across cultures. As a rural school, we believe that exposure to other languages and cultures is particularly important to promote diversity and intercultural understanding. This will also help children develop skills that will open further opportunities later in life. We feel that the teaching of German in KS2 provides an appropriate balance of spoken and written language and lays the foundations for further foreign language teaching at KS3. 

Statement of Intent

At Churchstanton Primary School the intention is that children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. Our objective at Churchstanton is to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts. We strive to ensure that children are engaged and inspired to develop a love of music and their talent as musicians. Music has the potential to make a significant contribution to children’s development: increasing confidence and self-esteem, developing leadership, team working, concentration and problem-solving skills, and developing identity and improving social cohesion within the school and wider community. Our intent at Churchstanton is to build a musical curriculum which develops these areas. 

Implementation 

At Churchstanton we ensure that sufficient time is given to music in order to enable pupils to meet the expectations set out in the National Curriculum programme of study. There is a clear and comprehensive scheme of work in line with the National Curriculum, using resources such as Charanga and Sing-up to supplement. Singing, listening, playing, performing and evaluating are all embedded in the class music sessions, linking to class topics where appropriate, but to further enhance musicianship and creativity, children take part in weekly singing assemblies, performances, concerts, celebration assemblies and have the opportunity to join an after school Choir Club which performs at school events and special occasions in the wider community. Music is taught to every year group by a specialist music teacher who ensures a progression of skills is achieved across all year groups within the strands of music. At Churchstanton, all children in KS2 learn instruments in class, including ukulele, recorders and Djembe drumming which introduces them to music notation and all years use a wide range of tuned and un-tuned percussion, as well as music technology programs for composition and performing. Peripatetic teachers are available to come into school and teach individual instruments to those children who wish to learn and we also ensure that children are aware of opportunities outside of school that are available for them to access. 

We ensure that music is an everyday experience at Churchstanton Primary School.  

Impact

The music provision provided at Churchstanton Primary School impacts our children by helping them become well informed, musical, confident and creative pupils. In order to achieve that, our children will: 

  • Achieve age related expectations in music at the end of their cohort year. 
  • Participate in wider musical activities. 
  • Experience wider audience performances. 
  • Have an awareness of musical opportunities available in and outside of school in the hope that access will be increased. 
  • Develop a widening repertoire for singing and performance projects. 
  • Gain awareness and appreciation of different musical traditions and genres.  
  • Understand how the historical, social and cultural origins of music contributes to the diversity of musical style. 
  • Become more confident in their ability to give written and verbal explanations, using musical terminology effectively, accurately and appropriately. 
  • Develop a passion for and commitment to a diverse range of musical activities. 

 We monitor the impact of our music provision through termly assessments, lesson observations and our newly introduced Music Booklets. 

British Values  

Individual Liberty – Within our lessons students are taught about self-discipline and that to be successful you must work hard, show resilience and have a growth mind-set that anything can be achieved if you put your mind to it.  

Democracy – Within all lessons students get the opportunity to have their opinions heard amongst their peers when discussing topics. Students are encouraged to learn about democracy and allowing everyone the opportunity to have their say and compare this with other cultures and countries. Opportunities to show the impact music can have on people’s views. 

Mutual Respect – Individuals are encouraged to make sensible and informed choices in lessons and to take ownership and leadership for this. This is demonstrated through ensuring the working environment is safe. They are encouraged to respect everyone’s abilities and performances during lessons. Children develop respect and understanding differences.  

Tolerance – Students learn about other faiths and cultures. How Music is used in different cultures and faiths. They are able to compare similarities and differences between themselves and others. Children are taught to understand and respect other cultures and beliefs. Opportunities to show how music can bring people together and share experiences. 

‘Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic and creative intellectual activity.’ (John F. Kennedy)

 Statement of Intent      

The national curriculum for physical education aims to ensure that all pupils: 

  • develop competence to excel in a broad range of physical activities 
  • are physically active for sustained periods of time 
  • engage in competitive sports and activities 
  • lead healthy, active lives 

At Churchstanton, we believe that our high-quality physical education curriculum inspires all of our pupils to succeed and excel in competitive sport and other physically demanding activities. It provides opportunities for pupils to become physically confident in a way which supports their health and fitness. Our school has adopted Real PE’s child-centred approach to learning that aims to include, challenge and support every child and to give them the opportunity to achieve. We provide opportunities to compete in sport and other activities, which build character and help to embed values such as fairness and respect. 

‘RE is like an iceberg; as you unpack ideas, you come to understand deeper meaning.’

Statement of Intent 

At Churchstanton Primary, we believe that it is important for all our pupils to learn from and about religion, so that they can understand the world around them. The aim of Religious Education in our school is to help children to acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain; to appreciate the way that religious beliefs shape life and behaviour, develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development. 

Religious Education is taught throughout the school in such a way as to reflect the overall aims, values, and philosophy of the school, through topics such as Justice and Freedom and Heroes/ Heroines in everyday life. 

It plays an important role, along with all other curriculum areas, particularly RSHE, in promoting social awareness and understanding in our children. We encourage our pupils to ask questions about the world and to reflect on their own beliefs, values and experiences. We include and promote British values, ensuring that children are aware of their rights and responsibilities as UK citizens. 

Our curriculum is designed to encourage creativity, imagination, enquiry, debate, discussion and independence, encouraging pupils to become respectful, responsible, resilient risk takers. 

Implementation 

We use “Awareness, Mystery and Value” 2019, The Statutory Agreed Religious Education Syllabus for Somerset. 

At Churchstanton, it has been agreed that having taken into account the requirements and guidelines presented in the Agreed Syllabus, the following religions have been selected for study:  

  • Christianity 
  • Islam 
  • Judaism 
  • Hinduism   
  • Buddhism 
  • Sikhism 

From the syllabus it is required that: 

In the Early Years Foundation Stage the learning outcomes are referenced to Christianity and as appropriate to a range of other beliefs and cultures. 

  • KS1 – Christianity is studied (and one other principal religion in some depth) 
  • KS2 – Christianity is studied (and two other principal religions in some depth) 

There are no presumptions made as to the religious backgrounds and beliefs and values of the children and the staff.  We value the religious background of all members of the school community and hope that this will encourage individuals to share their own experiences with others freely.  All religions and their communities are treated with respect and sensitivity and we value the links, which are, and can be made between home, school, and a faith community.  We are extremely lucky that members of the local church, St. Peter’s & Paul’s, regularly visit our school to carry out Collective Worship. 

We acknowledge that each religion studied can contribute to the education of all our pupils.  We promote teaching in Religious Education that stresses open enquiry and first-hand experiences wherever possible for both staff and children.  

Impact 

The children at Churchstanton Primary enjoy learning about other religions and why people choose, or choose not to follow a religion. Through their R.E. learning, the children are able to make links between their own lives and those of others in their community and in the wider world, developing an understanding of other people’s cultures and ways of life. As such, R.E. is invaluable in an ever changing and shrinking world. 

Statement of Intent 

The aims of relationships and sex education (RSHE) at our school are to: 

  • Provide a framework in which sensitive discussions can take place 
  • Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene 
  • Help pupils develop feelings of self-respect, confidence and empathy 
  • Create a positive culture around issues of sexuality and relationships 
  • Teach pupils the correct vocabulary to describe themselves and their bodies 
  • Help pupils know how to stay safe (basic first aid) and make healthy decisions about themselves and their bodies 
  • Develop an understanding of personal finance 

Our RSHE policy supports our aim to enable our pupils to become Respectful, Responsible, Resilient, Risk-takers with a caring attitude to the world around them; each with an enquiring mind setting them ready to be educated citizens.  

The aim of teaching pupils about physical health and mental wellbeing is to give them the information that they need to make good decisions about their own health and wellbeing. It should enable them to recognise what is normal and what is an issue in themselves and others and, when issues arise, know how to seek support as early as possible from appropriate sources. 

Physical health and mental wellbeing are interlinked, and it is important that pupils understand that good physical health contributes to good mental wellbeing, and vice versa. 

It is important for schools to promote pupils’ self-control and ability to self-regulate, and strategies for doing so. This will enable them to become confident in their ability to achieve well and persevere even when they encounter setbacks or when their goals are distant, and to respond calmly and rationally to setbacks and challenges. This integrated, whole-school approach to the teaching and promotion of health and wellbeing has a potential positive impact on behaviour and attainment. 

Effective teaching should aim to reduce stigma attached to health issues, in particular those to do with mental wellbeing. Schools should engender an atmosphere that encourages openness. This will mean that pupils feel they can check their understanding and seek any necessary help and advice as they gain knowledge about how to promote good health and wellbeing.

Statement of Intent

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 

At Churchstanton Primary School, we believe that Art, craft and design represent some of the highest forms of human creativity. We aim to 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.  

We believe that through the use of structured, high-quality arts experiences and resources, our curriculum will motivate and inspire our pupils, as well as further develop their creativity, self-esteem and confidence. 

Art at Churchstanton is enhanced by cross-curricular links wherever possible.  Full advantage is taken of our outstanding outdoor environment, the skills/talents of our staff and members of our local community. 

As our pupils progress, they will be given opportunities to think critically and develop their understanding of art and design, reflecting on how art and design shape the history and culture of our nation. 

We believe that the Arts (music, drama, dance, visual art, design and literacy incorporating Computing wherever possible) are a fundamental part of the curriculum, offering opportunities for children to explore, express and communicate their feelings whilst gaining experiences of the wider world.

Through experiencing the Arts, children develop their creativity, self-esteem and confidence.

In our school ‘The Arts’ form part of the drivers that shape our curriculum, and our strong commitment ensures a full and rounded education for all our pupils. Every child, regardless of race, gender, culture, background or ability, is entitled to a wide range and broad programme of Arts education at appropriate and challenging levels during and beyond curriculum time.

Learning in the Arts is enhanced by cross-curricular work whenever possible. Advantage is taken of the adults in the school and the local community who have talents in the Arts.

We aim to:

  • provide a broad, balanced and exciting arts curriculum which enables motivation, originality and imagination as well as development of skills through high quality arts experiences and resources
  • continue to raise the standards of arts education in school
  • enhance appreciation of different cultures through the arts
  • develop effective links with the community to strengthen and offer a diverse range of arts provision (InspirED, SAW)
  • celebrate artistic achievements of each child (Arts Award)
  • develop use of Computing and new technologies in creative work (Will Bix)

These aims will be met by:

  • continuing to develop links with artists and organisations
  • regular focused staff training in skills and curriculum
  • sharing good practice through school-to-school support and peer observations
  • broadening interests by introducing different arts experiences
  • providing a range of materials and skills with which to engage children
  • developing cross-curricular links, eg using performance as a stimulus for writing (Storytellers etc)
  • Performing to wider audiences and where possible in different venues (Wells, Brewhouse, The Academy)
  • using Computing to explore and extend creative thought (i-motion etc)
  • celebrating creative thought and outcome; valuing every child’s contribution (Showcase, exhibition, concerts etc)
  • encouraging children to make their voice heard in how the Arts are presented to them (School Council)

We are a small school but children are given the opportunities to participate in a variety of extra-curricular arts activities. Music lessons are offered to those children who wish to experience more specialised instrument provision.

We believe a partnership with an Arts organisation will demonstrate excellence and raise awareness of wider opportunities in the Arts. Our curriculum provides children the opportunity to visit theatres, perform with other schools, experience artists and musicians, and participate in workshops.