Art and Design

Intent

At Park Primary School, we believe that art provides opportunities to develop a range of ways in which children can share and express their individual creativity, whilst learning about and making links with a wide spectrum of different types of art in our society. Art contributes to children’s personal development and creativity, independence and self-reflection. It allows children to develop a sense of wonder and curiosity about the world around them.

We enable the children to develop their skills in drawing, painting and sculpture and to develop their understanding of colour and shade. We encourage them to develop an understanding and awareness of different types of art to allow them to explore their own and others’ cultural heritages through studying a diverse range of artists and designers through history.

Children will develop their understanding and use of visual elements such as tone, line, texture, pattern, shape and form. This will be developed by providing an accessible and engaging curriculum to enable children to reach their full potential.

Implementation

The teaching of Art and Design follows the EYFS, KS1 and KS2 curriculums. EYFS teaching links to the Early Years Goals given in the specific area of Expressive Arts and Design. KS1 and KS2 follow the criteria set out in the National Curriculum and Access Art. We teach a skills-based art curriculum, which allows children to express their creative imagination as well as providing them with opportunities to practice and develop their skills in a range of processes, such as drawing, painting and sculpting. Alongside this, children study work from a range of artists, develop an understanding of their work and develop their use of artistic techniques in their own pieces.

EYFS

• Children will be encouraged to explore textures, movement, feel and look of different media and materials
• Children will be encouraged to respond to a range of media and materials and to develop their understanding of them in order to manipulate and create different effects.
• Children will use different media and materials to express their own ideas.
• Children will learn to explore colour and use for a particular purpose.
• Children will develop skills to use simple tools and techniques competently and appropriately.
• Children will learn to select the appropriate media and techniques and adapt their work where necessary.

KS1

• Children will be taught to use a range of materials in their work.
• Children will be given opportunities to draw, paint and sculpt.
• Children will be taught how to use a range of artistic techniques.
• Children will have the opportunity to study works from a range of artists through history.

KS2

• Children will be taught to use a range of materials with increased control.
• Children will be given opportunities to draw, paint and sculpt and to develop their creativity in these areas.
• Children will be taught how to use a range of artistic techniques and to experiment with them in their works.
• Children will have the opportunity to study works from a range of artists through history.
• Children will be given the opportunity to review and revisit their work.

Impact

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

Children in EYFS are assessed within Expressive Arts and Design and their progress is tracked termly. Age related expectations are reported to parents at the end of the reception year.

Learning journey for Art and design
Art and Design Skills progression EYFS to Year 6

Computing

Intent

It is our intention to enable children to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for children to be able to use information in a discriminating and effective way. We want children to know more, remember more and understand more in computing so that they leave primary school computer literate. Computing skills are a major factor in enabling children to be confident, creative and independent learners and it is our intention that children have every opportunity available to allow them to achieve this.

We intend to build a computing curriculum that develops pupil’s learning and results in the acquisition of knowledge of the world around them that ensures all pupils 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.

Technology is everywhere and will play a pivotal part in students' lives. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely We intend to build a computing curriculum that prepares pupils to live safely in an increasingly digital British society where pupils can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.

Implementation

• As a school, we have chosen the Purple Mash Computing Scheme of Work from Reception to Year 6. The scheme of work supports our teachers in delivering fun and engaging lessons which help to raise standards and allow all pupils to achieve to their full potential. We are confident that the scheme of work more than adequately meets the national vision for Computing as it gives excellent supporting material for less confident teachers; however, other resources can be used at the teacher’s professional discretion in order to meet the curriculum objectives.
• Staff will have clear computing subject knowledge through using the Purple Mash scheme and appropriate CPD.
• The subject leader will ensure that staff are given CPD if/when necessary to support the delivery of the curriculum.
• Assessment judgements will link with the evidence collated for each child. These maybe in the form of observations, discussions with the children or work that has been produced and can be accessed from Purple Mash.
• Teaching and learning should facilitate progression across all key stages within the strands of digital literacy, information technology and computer science.
• Children will have access to the hardware (laptops, tablets, programmable equipment) and software that they need to develop knowledge and skills of digital systems and their applications
• Wider Curriculum links and opportunities for the safe use of digital systems are considered in wider curriculum planning.
• The importance of online safety is shown through displays within the learning environment.
• Parents are informed when issues relating to online safety arise and further information/support is provided if required.



Impact

• We encourage our children to enjoy and value the curriculum we deliver. We will constantly ask the WHY behind their learning and not just the HOW.
• Children in the Early Years will have access to a range of devices and remote-controlled toys and resources so that they can explore simple technologies independently and use them in their learning and play. Throughout Key Stage 1, children are taught to use technology purposefully to create, organise, store, manipulate and retrieve digital content. In Key Stage 2, children select, use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplishes given goals. Children across school are encouraged to use technology where appropriate to support their learning in all subjects and to share their work on relevant platforms.
• The impact of computing is monitored and evaluated through firstly pupil voice and evidence of work. This gives a clear understanding of what is being delivered and the quality.

Learning Journey for Computing
ICT Progression of Skills
Computing unit overview

Design and Technology

Intent

At Park Primary School we aim to teach and develop the skills needed by children to solve a problem, giving them scope to be both innovators and risk-takers, and teaching them to evaluate effectively to allow improvement. Our curriculum will provide a broad and balanced range of learning opportunities that inspire and challenge children to become competent problem solvers. The curriculum is carefully structured to progressively develop children’s knowledge, skills and understanding throughout their education which is essential to prepare children for the opportunities, responsibilities and experiences for later education and life.

Implementation

Comprehensive planning and sequencing will involve collaboration with teachers to deliver a well-sequenced and progressive curriculum that builds on prior knowledge and skills.

High-quality teaching will ensure teachers have high expectations, use effective questioning and adapt their teaching to challenge and engage all pupils. Teachers should: have excellent subject knowledge, model and demonstrate the design process, provide purposeful tasks to motivate and inspire pupils and provide opportunities for critical thinking, problem solving and reflection.

Relevant and appropriate resources should be readily available to support the high-quality teaching of Design and Technology. The school should be well-equipped with tools, materials and safety equipment.

A range of engaging experiences will engage children in to their learning. School should establish partnerships with external organisations such as local industry to bring in experts or arrange visits that expose pupils to real world context.

Pupil voice should be actively sought and valued, allowing pupils to be contribute to the planning and evaluation of projects.

Impact

At the end of each year, the impact of the curriculum will be evident in the progress pupils make, their engagement with the subject and the development of both technical and transferable skills. The curriculum will foster pupil’s enthusiasm, enjoyment and curiosity which will lead to high levels of engagement and motivation. Pupils will be equipped with skills that extend beyond the subject itself, empowering them to thrive in their future education and careers. They will be able to apply their creative thinking, problem solving and team work skills across a range of subjects and real life situations.

Learning journey for Design and technology
Progression and Skills Design and technology

English

Intent

The intent of the English curriculum at Park Primary School is to provide a strong foundation in reading, writing, speaking, and listening skills, enabling pupils to become confident communicators and lifelong learners. Our aim is to foster a love for literature, inspire creativity, and develop critical thinking abilities. We strive to ensure all pupils acquire a wide vocabulary, excellent grammatical skills, and the ability to express themselves fluently and effectively. Additionally, we aim to promote cultural awareness and understanding through the study of diverse literary texts. Implementation

Curriculum Design and Sequencing

Our English curriculum is designed to be coherent, progressive, and engaging, catering to the needs and abilities of all learners. The curriculum is based on the National Curriculum for English, but we augment it with additional high-quality literature to broaden pupils' reading experiences. Phonics and Early Reading

• We follow a systematic, synthetic phonics approach, using the well-structured programme Little Wandle Letters and Sounds Revised.
• Phonics instruction is delivered daily in systematic and fun sessions, ensuring all pupils develop strong decoding and word recognition skills.
• We provide a wide range of reading materials that are decodable, engaging, and suitably challenging for each pupil's stage of development.

Reading

We promote a love for reading by providing well-stocked and inviting school libraries, with regular access to a range of fiction, non-fiction, and poetry texts.

We allocate dedicated daily reading time, enabling pupils to develop reading fluency and comprehension skills.

We teach explicit reading strategies, such as inference, prediction, and summarising, supporting pupils to become critical and independent readers.

Teachers model reading aloud regularly, showcasing the joy and importance of reading.

Writing

We teach writing explicitly and systematically, breaking it down into manageable chunks (planning, drafting, editing, and publishing).

Pupils are exposed to high-quality models of writing and regularly engage in guided writing activities following the Jane Considine ‘The Write Stuff’ approach.

Opportunities for purposeful and engaging writing across a range of genres are provided, ensuring pupils can express their ideas effectively for different audiences and purposes.

Teachers provide regular feedback and encourage pupils to reflect and edit their own writing, facilitating improvement and growth.

Grammar, Spelling, and Punctuation

We explicitly teach grammatical concepts and provide regular opportunities for pupils to apply them in their writing.

Children are tested weekly on spellings through the use of Spelling Shed with homework provided to help support learning of and embedding new spellings.

Punctuation and grammar are incorporated into writing lessons naturally, with a focus on accurate application in context.

Speaking and Listening

Our curriculum nurtures pupils' speaking and listening skills by providing regular opportunities for discussion, debate, and presentations.

We encourage active listening, turn-taking, and respectful communication within the classroom and beyond.

Drama and role-play activities are incorporated to enhance pupils' oral communication skills and confidence.

Vocabulary

Our classrooms are language-rich environments, filled with a variety of books, print materials, and displays that celebrate literacy.

We provide robust vocabulary instruction to broaden the children’s knowledge and understanding of tier 2 vocabulary.

Assessment, Feedback, and Adaptive teaching

Regular formative assessments are conducted to identify pupils' strengths and areas for development, informing future planning and interventions.

Clear success criteria and age-related expectations are shared with pupils, enabling them to understand their progress and set personal targets.

Teachers provide timely and constructive feedback, both written and verbal, to guide pupils' next steps in learning.

Adaptive teaching strategies are employed to support the needs of pupils with differing abilities, ensuring they are appropriately challenged and make progress.

Parental and Community Engagement

We actively involve parents in their children's English learning through regular communication, sharing of resources, and collaborative events such as reading workshops.

We aim to promote partnerships with local libraries, authors, or cultural organisations to enhance our pupils' exposure to a diverse range of literary experiences.

Impact

The impact of our intent and implementation is evident in the outcomes achieved by our pupils. Through our outstanding English curriculum, we expect to see the following positive impact:

Pupils develop a love for reading and literature, with increased reading stamina, fluency, and comprehension skills.

Pupils demonstrate excellent writing abilities across a range of genres, showcasing their creativity, coherence, and accuracy.

Pupils exhibit spoken language skills that are articulate, confident, and respectful in a range of contexts, including presentations and debate.

Pupils acquire a wide vocabulary, apply grammatical knowledge accurately, and demonstrate precise spelling and punctuation in their written work.

Pupils demonstrate critical thinking skills, analyzing, and evaluating texts effectively.

Pupils show progress in English attainment, with outcomes above national expectations.

Pupils develop cultural awareness and empathy, appreciating the value of diverse voices and experiences represented in English literature.

Overall, our intent, implementation, and impact statement for English in our primary school aligns with the Ofsted inspection framework, ensuring an outstanding educational experience that equips pupils with the necessary skills for lifelong success in communication and literacy.

Progression and Skills Doc Spelling
Progression and Skills Grammar
Progression and Skills Speaking and listening
Progression and Skills Word Reading
Progression and Skills Speaking and listening
Progression and Skills Handwriting

Geography

Learning journey for Geography

History

Intent

The Park Primary School history provision develops a passion for history and an enthusiastic engagement in learning across the year groups. Our pupils will explore the past, developing their own historical curiosity and understanding of why the past can be interpreted in different ways. They will enjoy learning about a range of periods from history, gaining an understanding of a variety of historical concepts and processes. They will learn to challenge their own and other’s views and preconceptions through appropriate and accurate historical enquiry; using a range of sources including quality teaching, trips, visits and themed days. Our curriculum will encourage children to explore topics and themes through methods such as thoughtful discussion, questioning and analysis. As a result of this, Park’s pupils will leave with the skills to understand the complexity of people’s lives and identify themes and patterns through history as well as linking these to the challenges of their time and linking to local history across Key Stage 1 and Key Stage 2.

Implementation

Exciting introductions will engage pupils and provide them with an entry point to their topics. Local links Where possible, links will be made to the history of the local community to develop the children’s sense of perspective.

External Stimuli Through trips and visits, children will be given the opportunity to develop their skills and knowledge beyond the classroom.

Thoughtful Questioning that encourages deeper thinking and the consideration of other viewpoints. Medium Term Plans that focus on question and enquiry led approaches to learning and a focus on key disciplinary concepts in history teaching.

Impact

At the end of each year, pupils have gained a deepening understanding of chronology, historical vocabulary and the ways in which the past can be communicated. Their conceptual understanding develops to make links between themes. They are increasingly curious which allows them to debate upon and reflect on their own lines of enquiry and interest areas. Through discussion and feedback, children talk enthusiastically about their history lessons and show a genuine curiosity and interest in the areas they have explored. Pupils can make links between the different themes and recognise the similarities and differences. They know about key events and people as they build an overview of the world. Pupils use acquired vocabulary to interpret and convey their understanding of the past. They can analyse and interpret information in order to question and reflect on the legacies. Feedback from moderations, book looks and lesson obs.

Learning journey for History
Progression and Skills History

Maths

Intent

At Park Primary School, we use the National Curriculum for Mathematics (2014) as the basis of our mathematics programme which is based on the ‘Mastery’ method of mathematics teaching. We are committed to ensuring that all pupils achieve mastery in the key concepts of mathematics, appropriate for their age group, in order that they make genuine progress and avoid gaps in their understanding. Park Primary School utilises the White Rose Maths Schemes of Learning for Mastery. By adopting a Mastery approach to the teaching of mathematics, we will ensure that all pupils reach their potential in the subject through the focused teaching of fluency, reasoning and problem solving and through the following aims:

• To foster a positive attitude to mathematics as an interesting and attractive part of the curriculum.
• To develop the ability to think clearly and logically with confidence, flexibility and independence of thought.
• To develop a deeper understanding of mathematics through a process of enquiry and investigation.
• To develop an understanding of the connectivity of patterns and relationships within mathematics.
• To develop the ability to apply knowledge, skills and ideas in real life contexts outside the classroom, and become aware of the uses of mathematics in the wider world.
• To develop an ability and inclination to work both alone and cooperatively to solve mathematical problems developing qualities such as resilience, independent thinking, cooperation and self- confidence through a sense of achievement and success.

Implementation

The school uses a variety of teaching and learning styles in mathematics lessons during each lesson but with our Mastery approach at the heart of learning with a focus on Quality First teaching. Teachers are encouraged to use adaptive teaching methods as opposed to pre-set differentiation. Within this adaptive teaching, children are encouraged to utilise the manipulatives that they feel can help them explore the problem they are tackling. During maths lesson at Park, the following is expected:

• Building children’s confidence and self-esteem.
• Developing children’s independence.
• Allowing all children to experience regular success.
• Contextualising mathematics.
• Using practical approaches to mathematics (manipulatives, models and images where appropriate).
• Encouraging children to independently select resources to help them.
• Challenging children of all abilities.
• Encouraging children to enjoy mathematics.
• Developing a child’s understanding of mathematical language and key mathematical vocabulary.
• Learning from teachers, peers and their own mistakes.
• Allowing children to ask questions as well as answer them.

Impact

As a result of the above, we aim for children to develop the following knowledge and skill areas each year with appropriate progression in their year group and across the school as a whole:

• Have a well-developed sense of the size of a number and where it fits into the number system (place value).
• Know by heart number facts such as number bonds, multiplication tables, doubles and halves.
• Use what they know by heart to figure out numbers mentally.
• Calculate accurately and efficiently both mentally and in writing, drawing on a range of calculation strategies.
• Make sense of number problems, including non-routine/’real’ problems and identify the operations needed to solve them.
• Explain their methods and reasoning, using correct mathematical terms.
• Judge whether their answers are reasonable and have strategies for checking them where necessary.
• Suggest suitable units for measuring and make sensible estimates of

measurements.

• Explain and make predictions from the numbers in graphs, diagrams, charts and tables.
• Make cross-curricular links demonstrating an awareness of mathematics in everyday life and how maths can be applied to other subject areas.

This is monitored through feedback, pupil voice, book looks, lesson observations and in-year and across key stage moderation.

Key Vocabulary Progression
Maths policy
Progression and Skills

Spanish

Intent

Park Primary uses Language Angels scheme of work and resources to ensure we offer a relevant, broad, vibrant and ambitious foreign languages curriculum that will inspire and excite our pupils using a wide variety of topics and themes. All pupils will be expected to achieve their full potential by encouraging high expectations and excellent standards in their foreign language learning – the ultimate aim being that pupils will feel willing and able to continue studying languages beyond Key Stage 2.

The intent is that all pupils will develop a genuine interest and positive curiosity about foreign languages, finding them enjoyable and stimulating. Learning another language will also offer pupils the opportunity to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences. The intention is that they will be working towards becoming life-long language learners.

Implementation

All classes will have access to a very high-quality foreign languages curriculum using the Language Angels scheme of work and resources. This will progressively develop pupil skills in foreign languages through regularly taught and well-planned weekly lessons in LKS2 & UKS2 which will be taught by their class teacher.

Children will progressively acquire, use and apply a growing bank of vocabulary, language skills and grammatical knowledge organised around age-appropriate topics and themes - building blocks of language into more complex, fluent and authentic language.

Units, where possible and appropriate, will be linked to class topics and cross curricular themes. Children will build on previous knowledge gradually as their foreign language lessons continue. Units are progressive within themselves as subsequent lessons within a unit build on the language and knowledge taught in previous lessons. As pupils progress though the lessons in a unit they will build their knowledge and develop the complexity of the language they use.

Pupil learning and progression will be assessed at regular intervals in line with school policy. Teachers will aim to assess each language skill (speaking, listening, reading and writing) twice throughout each scholastic year to be able to provide reference points against which learning and progression in each skill can be demonstrated.

Impact

As well as each subsequent lesson within a unit being progressive, the teaching type organisation of Language Angels units also directs, drives and guarantees progressive learning and challenge. Units increase in level of challenge, stretch and linguistic and grammatical complexity as pupils move from Early Learning units through Intermediate units and into the most challenging Progressive units. Units in each subsequent level of the teaching type categories require more knowledge and application of skills than the previous teaching type. Activities contain progressively more text (both in English and the foreign language being studied) and lessons will have more content as the children become more confident and ambitious with the foreign language they are learning.

Pupils will be aware of their own learning goals and progression as each unit offers a pupil friendly overview so that all pupils can review their own learning at the start and at the end of each unit. The impact of our curriculum will be seen not only in measurable attainment and progress but that St John the Baptist Primary School creates polite, well-mannered caring members of our school community who understand and respect everybody’s differences and needs.

MFL Progression and Skills Doc Language Angels Progression Map

Music

Intent

At Park Primary School, we are building a culture where music is for everyone. We ensure that music is a joyful, engaging and inclusive experience that enables every child to develop their musical potential and develop an appreciation of the value of music that is deeply personal to them. We aspire for our children to recognise themselves reflected in the musicians and composers we listen to and encounter inspirational and aspirational musical role models that reflect the world: past, present and future, in all its diversity. 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 intend to inspire musicians of the future and create a passion for music in all our children that will stay with them for a lifetime.

Implementation

There are five strands to our implementation of that intent.

1. An ambitious and engaging music curriculum. Weekly music lessons are taught through the musical programme Charanga (MMCv2) where teachers are able to produce inclusive lessons for all children to access the musical curriculum in a fun and engaging way. Charanga lessons are planned in sequences to provide children with the opportunities to review, remember, deepen and apply their understanding. Our Year 3’s have weekly taught ukulele sessions with a specialist teacher from the Doncaster Music Hub.
2. Weekly singing assemblies. Everyone sings at Park. We have weekly whole school singing assemblies which provide the opportunity to appreciate the value and joy of collective singing as well as developing singing skills. Songs are selected for their musical value as well as linking with our school values and assembly themes. We use BBC’s Ten Pieces to look at classical composers and provide our children with a varied diet of music in order to be well rounded musicians, discerning listeners and to appreciate the value of all music types.
3. Music clubs. We have a choir and a recorder ensemble. Children interested in these, take part in a club, providing them with the opportunity to progress to the next level of learning and further enjoyment.
4. Regular opportunities to perform. Pupils have termly opportunities to showcase their skills to an audience.
5. Planned inspirational and aspirational musical experiences. Children at Park participate in many musical performance opportunities including creating a school CD, St. George’s and Sing Out.

Impact

At Park we expect to see all children making progress with their music learning. Through discussions, children talk positively about music showing excitement and enthusiasm for their progress. We have positive parental engagement such as attending concerts and assemblies. Through the years, children develop and use the language of a musician. By the time children leave Park, all children are able to play a musical instrument with some level of musicality.

We monitor the impact of our music provision by using learning walks to check on the visibility of music in school and to talk to children about their learning and how they feel about music. We observe lessons to look at how questioning is used to extend children’s thinking and to see the language and vocabulary our children are using.

Music Progression and Skills Doc

PSHCE

Intent

The Park Primary PSHE provision supports many of the principles of safeguarding and links closely to SMSC, RSE and British Values.

At Park Primary, our intent is to build a PSHE curriculum, which develops learning and results in the acquisition of knowledge and skills, enabling children to access the wider curriculum; work collaboratively with others and make a positive contribution to the life of the school.

Our curriculum supports the needs of our pupils and will prepare children to be a global citizen and have the knowledge to play an active, positive and successful role in today’s diverse society and prepare them for the opportunities, responsibilities and experiences for later life. We want our children to have high aspirations; a belief in themselves and realise that anything is possible if they put their mind to it.

Teaching and learning in the classroom should show progression across all Key Stages within the PSHE core themes: relationships, health and wellbeing and living in the wider world. Each phase builds on the vocabulary, skills and knowledge taught in the previous phase to allow children to acquire new and embed previous knowledge – we want the children to know more and remember more.

Implementation

At Park Primary, we strive to provide our children with learning opportunities across and beyond the curriculum in specific lessons; during circle times; in assemblies; special school projects; through our ROAARR (resilience, opportunity, aspiration, achieve, respect and responsibility) values; and other activities that enrich pupils’ experiences. There are always occasions where teachers may feel it necessary to teach PSHE as a result of an issue arisen in their own class. Our school environment reinforces the PSHE curriculum through questioning, vocabulary and discussion with house captains and class representatives and through our displays throughout school. We use Picture News, ROAARR values, British Values, SMSC and class assemblies to provide these opportunities for children.

Impact

All children understand the importance of PSHE, RE, RSE, SMSC and British Values and the effects it can have on life in and out of school. This is evident through half-termly pupil voice lead by the house captains and class representatives; during whole school and class assemblies; holistic learning and PSHE coverage which is monitored by the curriculum leader.

By teaching pupils to stay safe and healthy, building self-esteem and using our ROAARR values we will help support our children to overcome any barriers to learning; have good mental health and well-being; raise their aspirations; have a belief that if they put their mind to it, they can achieve their goals; and improve the life chances of even our most vulnerable and disadvantaged pupils. The skills and attributes developed through PSHE education are also shown to increase academic attainment and attendance rates, particularly among pupils eligible for free school meals, as well as improve employability and boost social mobility.

By the time our children they leave Park Primary, our PSHE curriculum will enable our learners to become healthy, independent and responsible members of a society. It helps them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. Our curriculum allows pupils to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.

Progression and Skills PSHE

Physical Education

Intent

At Park Primary School, we recognise the importance of physical education (PE) to promote a positive attitude towards an active and healthy lifestyle. We aim to provide a broad and balanced curriculum, giving all children the opportunity to develop their physical competence and confidence. The intent of our PE curriculum is to provide every pupil with high quality PE and sport provision and sporting opportunities. It is our vision that all children succeed and achieve their full potential. We aim to ensure all of our children leave primary school with the passion, knowledge, skills and motivation necessary to equip them for lifelong participation in physical activity and competitive sport.

Implementation

We aim to ensure that our PE lessons are engaging, allowing children time to discover, play and spend time on a task whilst learning a new skill, as well as being progressive in order to challenge every pupil to fulfil their own potential. It is essential children go through the process of attempting, failing and succeeding to build resilience and determination to achieve personal challenges.

Our children have many opportunities to experience a wide range of activities arranged through teaching by highly skilled teachers and quality specialist coaches who attend school to deliver coaching sessions to both our children and our staff. Children in Key Stage 2 also access swimming lessons to ensure they meet the minimum requirement at the end of KS2.

Children have access to after school sports clubs which are led by specialist coaches and teachers.

During our Summer Term each year, we hold a Sports Day where families and carers are invited to share and celebrate the success of our children and their talents in sport. Children complete a range of activities both competitively and non-competitively.

We use a range of formative assessment tools and strategies within our PE curriculum and believe that self and peer assessment during lessons is just as, if not more, effective. Allowing children to reflect upon their own performance and solve problems for themselves is key to their independence and growth. Peer assessment provides children the opportunity to appraise one another and suggest constructive feedback for each other’s work. Children’s progression is evidenced through photographs and videos as well as regular oral feedback.

To help engage children with sporting events and opportunities we often share local clubs with our pupils, which has proven successful, this helps those children who have shown a particular skill or engagement in an area of PE to develop this further. We aim to encourage those who appear to be particularly in their element to seek these opportunities out to enable them to showcase their skills and talents beyond school.

Furthermore, each year we take a group of Key Stage 2 children to Kingswood, Conisbrough for a weekend residential. The aim of this week is to encourage an active, outdoor lifestyle and provide experiences that otherwise children may not have the opportunity to do. Kingswood aims to promote independence and allow children to recognise and flourish in areas outside of the classroom, not only does this help personal development but also allows them to develop the independence they will need as they transition further up school and into KS3.

Impact

By the end of KS2 children will have:

• The ability to acquire new knowledge and skills exceptionally well and develop an in-depth understanding of PE.
• The willingness to practise skills in a wide range of different activities and situations, alone, in small groups and in teams and to apply these skills in chosen activities to achieve exceptionally high levels of performance.
• High levels of physical fitness.
• A healthy lifestyle.
• The ability to remain physically active for sustained periods of time and an understanding of the importance of this in promoting long-term health and well-being.
• Exceptional levels of originality, imagination and creativity in their techniques, tactics and choreography, knowledge of how to improve their own and others’ performance and the ability to work independently for extended periods of time without the need of guidance or support.
• A keen interest in PE.
• A willingness to participate eagerly in every lesson, highly positive attitudes and the ability to make informed choices about engaging fully in extra-curricular sport.
• The ability to swim at least 25 metres before the end of Year 6 and knowledge of how to remain safe in and around water.

Progression and Skills PE

RSE

Intent

The aims of RSE at Park Primary School are to:

• Provide a framework in which sensitive discussion 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.

RSE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity. RSE involves a combination of sharing information, and exploring issues and values. RSE is not about the promotion of sexual activity.

Primary Sex Education will focus on preparing boys and girls for the changes that adolescence brings and on how a baby is conceived and born.

Implementation

RSE is taught within the personal, social, health and economic (PSHE) education curriculum. Biological aspects of RSE are taught within the science curriculum, and other aspects are included in religious education (RE). Pupils also receive stand-alone sex education sessions delivered by a trained health professional (Schools Nursing team / Big Talk). Relationships education focuses on teaching the fundamental building blocks and characteristics of positive relationships including:

• Families and people who care for me;
• Caring friendships;
• Respectful relationships;
• Online relationships;
• Being safe.

These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers). Staff will deliver RSE in a sensitive manner, model positive attitudes to RSE, monitor progress, respond to the needs of individual pupils and respond appropriately to pupils whose parents wish them to be withdrawn from the non-statutory components of RSE.

Impact

By the end of Primary Education, pupils will learn about families and people who care about them. They will explore the notion of caring friendships, respectful relationships, and online relationships and how to be safe generally. Furthermore, they will learn about their bodies, feelings and attitudes and life cycles/human reproduction.

This will be closely monitored through learning walks, observations and book looks to ensure that the aims of RSE are met and taught appropriately within Park Primary School.

Religious Education

Intent

The principle aim of RE at Park Primary School is to engage pupils in systematic inquiry into relevant human questions that circumnavigate religion and worldviews. We want pupils to develop the understanding and skills to appreciate and appraise varied responses to these questions, as well as develop responses to their own. Teachers will follow the Doncaster Agreed Syllabus for Religious Education to ensure that RE is consistent, challenging and well taught. RE at Park Primary School ensures that all pupils are exposed to and understand a range of worldviews and religions. It permits pupils to express ideas and insights about the nature, significance and impact of religions and worldviews. Finally, it ensures that pupils gain and deploy the skills needed to engage seriously with religions and worldviews. Teachers will consider how their teaching contributes to the principal aim of RE in the local area, and how they help pupils to achieve the threefold aim of RE that is outlined above and in the Doncaster Syllabus.

Implementation

The RE curriculum at Park Primary School shall reflect the fact that the religious traditions in Great Britain are predominantly Christian, while taking account of the teaching and practises of the other principle religions represented in Great Britain. Children will have the opportunity to learn about Christians and other faiths that mirror their growing sense of self, their own community and their place within it. High quality teaching will ensure that pupils learn about Christian, Muslim, Jewish and Hindu people throughout their Primary Education.

Children will have the opportunity to visit and engage with the local church through external lessons and services. This will enrich their skills and extend their knowledge outside of the classroom.

The local church will continue to teach engaging lessons/stories of The Bible to our children. This ‘Open the Book’ assembly is highly favoured by our children and further develops their questioning and understanding of RE.

Multi-faith celebrations and events will be respected and taught through lessons and assemblies to take account of other religions represented in the UK.

Impact

At the end of each Key Stage, children will develop skills that explore religious beliefs, teachings, sources and questions about meaning, purpose and truth. They will have been taught religious and spiritual forms of expression and develop questions about identity and diversity. They will have had the chance to explore religious practices and ways of living and develop further questions about values and commitments.

Through feedback and discussion, children will be able to express their voice about RE that highlights their curiosity and interest of the subject. They will be able to link key themes of what they have learnt and begin to develop their own questions about the world they live in.

Through book looks and observations, RE will be carefully monitored to ensure that teachers follow the syllabus and that children are learning about the principal religions represented in the UK.

Progression and Skills RE

Science

Intent

We recognise the importance of science in every aspect of daily life. As one of the core subjects, we give the teaching of science the prominence it requires. We aim to equip pupils with knowledge, skills and understanding and to encourage children to be inquisitive throughout their time at Park. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group. We will ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, investigating questions and explaining concepts confidently.

Implementation

In the Foundation Stage, children are taught Science through the key area of learning set out within the EYFS Statutory Framework. Through a broad range of teacher-led, child-initiated and continuous learning opportunities, children will be taught to use their senses to investigate a range of objects and materials, find out about, identify and observe the different features of living things, objects and worldly events, look closely at similarities, differences, patterns and change, ask questions about why things happen and why things work, develop their communication and co-operation skills, talk about their findings, sometimes recording them and identify and find out about features of the place they live and in the natural world around them.

In Key Stage 1 and Lower Key Stage 2, Science is taught by the Class Teachers. This ensures that the quality of science teaching throughout these Key Stages remains consistent. Science is taught every week for 50 minutes. Science is taught in planned and arranged blocks. This is a strategy to enable the achievement of a greater depth of knowledge. Through our planning, we include problem solving opportunities that allow children to find out for themselves. Children are also presented questions and given opportunities to use their scientific skills and research to discover the answers. Our teaching and learning supports our curriculum by ensuring that lessons build on prior learning and provide opportunities for guided and independent practice.

Impact

The successful approach at Park results in a fun, engaging, high-quality science education that provides children with the foundations and knowledge for understanding the world. Children will know more, remember more and understand more about the curriculum. Children retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning. All children will have a wider variety of skills linked to both scientific knowledge and understanding, and scientific enquiry/investigative skills, a richer vocabulary which will enable them to articulate their understanding of taught concepts and confidence and a love of learning for all things science.

Progression and Skills Science