Curriculum  Policy  

Our  vision  at  Sibertswold  Church  of  England  Primary  School  is  for  Christian  Values  and  Excellence.    

Everyone  is  special    We  use  our  talents  

 We  love  one  another    We  forgive  others    We  are  thankful  

Introduction  The  curriculum  embraces  all  that  is  learned  through  school,  whether  in  lessons  or  as  part  of  informal  learning  within  and  beyond  the  school  day.  It  includes  not  only  the  legal  requirements  of  the  National  Curriculum  (including  EYFS),  but  also  the  wide  range  of  activities  that  the  school  provides  in  order  to  enrich  the  experience  of  the  children.  What  the  children  learn  from  the  way  they  are  treated  and  expected  to  behave  is  also  part  of  the  curriculum.  The  school  has  a  clear  focus  on  the  personal  development  and  wellbeing  of  each  child,  as  well  as  on  their  academic  progress.  At  Sibertswold  C  of  E  Primary  School,  we  aim  to  teach  our  children  how  to  grow  into  positive,  responsible  people  who  can  work  and  co-­‐operate  with  others  while  developing  their  knowledge  and  skills,  so  that  they  achieve  their  full  potential.    Christian  ethos  The  school  curriculum  is  underpinned  by  the  Christian  ethos  of  our  school.  In  addition  to  the  teaching  of  R.E.,  there  is  also  provision  for  a  daily  act  of  worship.  We  expect  our  children  to  put  the  Christian  values  they  acquire  at  school  into  practice  both  in  their  learning  and  in  their  interaction  with  other  people.    Values  We  value  the  way  in  which  all  children  are  unique,  and  our  curriculum  promotes  respect  for  the  views  of  each  individual  child,  as  well  as  for  people  of  all  cultures.  We  value  the  spiritual  and  moral  development  of  each  person,  as  well  as  their  intellectual  and  physical  growth.  We  value  the  importance  of  each  person  in  our  community.  We  organise  our  curriculum  so  that  we  promote  co-­‐operation  and  understanding  between  all  members  of  our  community.  We  use  the  community  to  enrich  the  curriculum.  We  value  the  rights  enjoyed  by  each  person  in  our  society.  We  respect  each  child  in  our  school  for  which  they  are,  and  we  treat  them  with  fairness  and  honesty.  We  aim  to  enable  each  person  to  be  successful,  and  we  provide  equal  opportunities  for  all  the  children  in  our  school    Aims  At  Sibertswold  C  of  E  Primary  School,  we  encourage  children’s  enthusiasm  for  learning  through  high  quality  teaching  in  an  environment  where  their  achievements  and  excellence  are  valued  and  celebrated.  We  aim  to:  

• encourage  the  best  possible  progress  and  the  highest  attainment  for  all  pupils  • promote  high  standards  in  reading,  writing  and  mathematics  • enable  pupils  to  make  connections  across  different  areas  of  learning  • help  pupils  think  creatively  and  solve  problems  • develop  pupils’  capacity  to  work  independently  and  collaboratively  • enable  pupils  to  respond  positively  to  opportunities,  challenge  and  responsibilities  • enable  pupils  to  acquire  and  develop  a  broad  range  of  knowledge,  skills  and  understanding  • help  children  to  understand  Britain’s  cultural  heritage  • enable  children  to  be  positive  citizens  in  society  and  to  feel  that  they  can  make  a  difference  • enable  children  to  understand  and  respect  other  cultures  

 The  Organisation  of  the  Curriculum  The  Teaching  for  Learning  Policy  is  central  to  the  teaching  practice  in  the  school  and  units  of  work  are  planned  using  the  framework  of  the  National  Curriculum.  Our  curriculum  is  broad  and  balanced,  providing  a  wide  range  of  knowledge,  skills  and  experiences,  giving  each  subject  sufficient  time  to  contribute  to  the  children’s  learning.  The  main  emphasis  of  planning  in  the  school  is  to  make  the  curriculum  relevant  to  the  child’s  learning  by  making  explicit  cross-­‐curricular  links  and  to  provide  continuity  and  progression  within  subjects.  RE  is  taught  according  to  the  Kent  Agreed  Syllabus.  

Planning  is  organised  in  three  parts.  Long  term  plans  show  an  overview  of  the  themes  covered  in  each  year  group.  They  give  a  broad  outline  for  each  year  and  show  progression  and  continuity  between  topics  taught  in  a  cross  curricular  way  across  the  school.  Medium  term  plans  cover  a  term  and  show  specific  objectives  to  be  taught  within  each  area  of  the  curriculum  and  the  links  between  them.  Weekly  planning  indicates  how  the  work  will  be  differentiated  and  what  the  pupil  outcomes  will  be.      Role  and  responsibilities  of  the  teaching  staff  The  teaching  staff  will  ensure  that:  .  The  curriculum  is  planned  and  delivered  effectively,  making  cross-­‐curricular  links  where  appropriate  .  The  curriculum  is  delivered  with  due  regard  to  the  individual  needs  of  each  pupil,  particularly  those  with  special  educational  needs,  and  gifted  and  talented  children,  and  differentiated  as  appropriate    .  Planning  is  relevant  to  the  needs  of  the  children  and  adapted  to  optimise  learning  opportunities  as  they  arise    .  Subject  Leaders  provide  a  strategic  lead,  support  and  advise  colleagues,  and  monitor  progress  in  their  area    .  The  procedures  for  assessment  meet  all  legal  requirements  and  results  are  published    .  There  is  equality  of  access  to  the  whole  curriculum    Role  and  responsibilities  of  the  Executive  Headteacher  The  Executive  Headteacher  will  ensure  that:  .  The  Governing  body  is  involved  in  decision-­‐making  processes  that  relate  to  the  breadth  and  balance  of  the  curriculum,  including  the  School  Improvement  Plan    .  The  Governing  body  is  advised  about  statutory  targets  and  results  in  order  to  make  informed  decisions    .  School  policies  are  approved  and/or  reviewed  at  appropriate  intervals    .  A  regular  report  is  given  to  Governors  on  curriculum  and  other  developments    .  All  school  policies  and  procedures  are  checked  against  the  principles  set  out  in  the  curriculum  policy    .  All  teaching  staff  fulfil  their  roles  and  responsibilities  (see  above)    Role  and  responsibilities  of  the  Governing  Body  The  Governing  Body  will:  .  Ensure  that  a  broad  and  balanced  curriculum  is  delivered  which  meets  all  statutory  requirements  and  is  in  line  with  the  curriculum  policy    .  Have  a  strategic  input  into  the  School  Improvement  Plan        All  subject  policies  at  Sibertswold  C  of  E  School  stem  from  this  over-­‐arching  Curriculum  policy:  English,  Mathematics,  Science,  Computing,  Art,  DT,  History,  Geography,  PSHCE,  Languages,  RE,  PE  and  Music  

ENGLISH  POLICY  

Rationale  English  has  a  pre-­‐eminent  place  in  education  and  society.  The  study  of  English  develops  the  children’s  ability  to  listen,  speak,  read  and  write  for  a  wide  range  of  purposes,  including  the  communication  of  their  ideas,  views  and  feelings.  Children  become  empowered  to  interpret  the  world  around  them  and  to  make  sense  of  their  experiences;  in  this  sense  English  is  a  tool  for  both  our  thinking  and  learning.    Aims  The  aims  of  teaching  English  are:  Spoken  English  

• To  enable  children  to  speak  with  clarity,  confidence  and  expression,  and  to  take  account  of  the  their  audience,  purpose  and  differing  situations  

• To  encourage  children  to  listen  with  concentration  to  others,  to  respond  and  build  on  their  ideas  and  views  and  identify  features  of  language  used  for  specific  purposes  

• To  show  children  how  to  adapt  their  speech  to  a  wide  range  of  circumstances  and  demands.  • To  teach  children  effective  communication,  both  verbal  and  non-­‐verbal  through  a  variety  of  drama  activities.  

Reading  • To  use  phonological  awareness  to  decode  words.  • To  help  children  read  with  fluency,  accuracy,  understanding  and  enjoyment.  • To  help  children  to  become  confident,  independent  readers  with  an  interest  in  words  and  their  meanings  • To  develop  enthusiastic  and  reflective  readers,  through  contact  with  challenging  and  substantial  texts.  

 Writing  

• To  use  phonological  awareness  to  encode  words.  • To  write  neatly  with  the  agreed  cursive  script  • To  help  children  express  themselves  clearly  and  precisely  for  enjoyment.  • To  enable  children  to  communicate  with  accurate  grammar,  punctuation  and  spelling.  • To  enable  children  to  write  for  a  range  of  purposes;  narrative  and  non-­‐fiction  with  an  awareness  of  the  

audience.  • To  have  weekly  opportunities  to  write  a  sustained  piece  of  independent  writing.  • To  enable  children  to  improve  their  planning,  drafting  and  editing  of  their  work.  

         The  Foundation  Stage  By  the  end  of  the  Foundation  Stage,  children  should:-­‐  Speaking  and  Listening  

• Listen  attentively  in  a  range  of  situations.  • Listen  to  stories,  anticipate  key  events  and  respond  with  relevant  comments,  questions  or  actions.  • Respond  appropriately  to  others.  • Follow  instructions  involving  several  ideas  or  actions.  • Answer  ‘how’  and  ‘why’  questions  about  their  experiences  and  in  response  to  stories  or  events.  • Express  themselves  effectively,  showing  awareness  of  the  listener’s  needs.  • Use  past,  present  and  future  forms  accurately  when  talking  about  events.  • Develop  their  own  narratives  and  explanations  by  connecting  ideas  or  events.  

 Reading  

• Read  and  understand  simple  sentences.  • Use  phonic  knowledge  to  decode  regular  words  and  read  them  aloud  accurately.  • Read  some  common  irregular  words.  • Demonstrate  understanding  when  talking  to  others  about  what  they  have  read.  • Use  phonic  knowledge  to  write  words  in  ways  which  match  their  spoken  sounds.  

 Writing  

• Write  some  irregular  common  words.  • Write  simple  sentences  which  can  be  read  by  themselves  and  others.  • Spell  some  words  correctly  and  others  in  a  phonetically  plausible  way.  

 Primary  English  Curriculum  The  new  English  Programme  of  Study  (2014)  is  based  on  four  areas:  

• Spoken  language  • Reading  • Writing  • Spelling,  grammar  and  punctuation  

The  New  National  Curriculum  is  divided  into  three  key  Stages:  Key  Stage  1,  Lower  Key  Stage  2  (Years  3  &  4)  and  Upper  Key  Stage  2  (Years  5  &  6).  

By  the  end  of  each  key  stage,  pupils  are  expected  to  know,  apply  and  understand  the  skills  and  processes  specified  in  each  relevant  programme  of  study.    Planning  It  is  the  responsibility  of  the  class  teacher  to  plan  work  for  the  pupils  in  their  class.  Planning  is  based  on  EYFS  and  National  Curriculum.  Medium  term  plans  are  prepared  for  the  beginning  of  each  half  term,  short  term  planning  is  done  weekly  and  identifies  specifically,  the  learning  intention,  the  teacher’s  and  teaching  assistant’s  roles,  the  activities,  groupings  and  differentiation.    Phonics/Spelling  Children  are  assessed  and  grouped  appropriately  (in  the  three  key  Stages)  for  daily  phonics  lessons  using  ‘Letters  and  Sounds’  and  ‘Support  for  Spelling’.  Assessments  for  the  five  phases  in  phonics  take  place  three  times  a  year.    Reading  Reading  is  also  taught  as  a  discrete  subject  outside  the  English  Lesson.  All  children  should  be  listened  to  in  reading  by  an  adult  at  least  three  times  a  week.  Children  in  Year  1  and  above  have  guided  reading  sessions  specifically  aimed  at  their  ability.  A  range  of  reading  schemes  (including  a  variety  of  phonics  readers)  are  used  to  support  early  readers  as  well  as  book  banded  ‘real  books’  used  for  guided  reading.  Children  are  encouraged  to  read  daily  at  home  and  for  parents/carers  to  comment  in  the  home-­‐link  book.  We  encourage  parents  to  read  to  their  children  at  home  as  often  as  possible  throughout  their  child’s  primary  education  as  we  believe  it  not  only  enriches  a  child’s  vocabulary,  but  also  helps  with  inferential  skills  and  supports  a  lifelong  love  of  reading.  Children  at  Sibertswold  are  encouraged  to  enjoy  books;  they  have  regular  opportunities  to  borrow  books  from  the  new  library  and  take  books  to  the  Quiet  Garden  at  break  times.  Literacy  is  at  the  heart  of  curriculum  planning  so  that  subject  matter  from  other  curriculum  areas  is  available  as  content  or  stimulus  for  speaking,  listening,  reading  and  writing.  All  curriculum  areas  will  involve  some  aspects  of  Literacy.    Assessment  and  Record  Keeping  Writing  

• Children  are  monitored  by  the  class  teacher  on  a  weekly  basis  to  assist  in  planning  for  future  work  to  meet  the  needs  of  children.  

• Targets  are  on  the  inside  book  cover  and  updated  regularly.  • Half  termly  writing  assessments  are  carried  out  and  levelled.  • SLT  carry  out  book  scrutiny  of  targeted  groups  weekly.  • Children  are  encouraged  to  peer/self-­‐assess.  • SATs/QCA  tests  and  tasks  are  used  as  a  means  of  assessment.  • Children’s  writing  is  to  be  marked  according  to  the  marking  policy.  

 Reading  

• Children  are  listened  to  by  CT/TA  at  least  once  a  week  and  monitored  against  assessment  sheets  based  on  the  7  AFs.  

• Volunteer/parents’  notes  provide  valuable  information  about  a  child’s  progress  in  reading  and  can  contribute  towards  assessment.  

• Records  are  kept  of  books  that  children  have  borrowed  and  read.  • Children  in  Y2  upwards  are  tested  once  a  year  in  term  1  to  give  a  reading  age.  • Written  comprehension  tasks  and  SATs  tests  are  used  as  a  means  of  assessment  from  Year  2  upwards.  • The  assessment  sheets  provide  a  shared  system  of  monitoring  progress  across  the  school.  

 

Spelling,  grammar  and  punctuation  • Phonics/Spelling  sessions  are  taught  discretely  on  a  daily  basis.  • Spelling,  grammar  and  punctuation  are  also  taught  as  part  of  the  English  lesson  in  accordance  with  the  new  

curriculum.  • Children  are  tested  on  spellings  regularly  and  at  the  end  of  the  year  for  the  spellings  in  the  new  curriculum  

for  their  age.    Handwriting  &  presentation  

• Children’s  recorded  work  should  be  in  accordance  with  the  presentation  statement.  • The  new  curriculum  guidance  for  handwriting  is  followed  for  each  year  group.  • Handwriting  is  taught  in  frequent,  discrete,  focused  sessions.  • Children  are  be  taught  lower  case  with  lead  out  lines  in  Year  R.  whilst  Y1  are  introduced  to  the  school’s  

cursive  script  with  lead  out  and  lead  in  lines  to  enable  joined  up  writing.  (See  appendix).      Spoken  English  

• Pupils  are  taught  to  control  their  speaking  consciously  and  use  Standard  English.  • Children  are  given  opportunities  to  develop  speaking  skills  in:  speaking,  listening,  group  discussion  and  

drama.  • Opportunities  for  role-­‐play/drama  form  a  regular  part  of  the  whole  curriculum:  English  and  cross-­‐curricular  

lessons,  PSHCE/RE  lessons,  class  assemblies,  talk  partners,  class  performances  etc.    Equality  of  Opportunities  Statement  At  Sibertswold  Church  of  England  Primary  School  at  Shepherdswell,  we  are  committed  to  equality  of  opportunity.  All  pupils  will  have  equal  opportunity  to  reach  their  full  potential  across  the  English  curriculum  regardless  of  their  race,  gender,  cultural  background,  ability  or  any  physical  or  sensory  disability.  Equality  of  opportunity  is  essential  in  this  curriculum  area  as  it  provides  pupils  with  access  to  other  curriculum  areas  in  the  primary  years  and  in  the  future.    Health  and  Safety  Guidelines  in  the  Health  and  Safety  policy  will  apply  with  regard  to  use  of  ICT,  all  school  based  activities  and  out  of  school  activities  relating  to  Literacy.    Assessment,  Recording  and  Reporting  Assessment  in  English  is  continuous,  to  inform  planning  and  diagnose  strengths  and  weaknesses.  In  spoken  English  this  involves  observing  children  using  a  variety  of  spoken  language  for  different  purposes.  In  reading  this  involves  formal  and  informal  observation  and  close  monitoring  of  children’s  developing  use  of  strategies  and  responses  to  texts.  In  writing  it  involves  effective  marking  that  is  positive,  constructive  and  developmental.  Feedback  to  children  about  their  progress  in  English  is  through  verbal  comment,  discussion  and  the  marking  of  work.  Summative  assessment  is  through  EYFS  attainment,  SATs,  teacher  assessment  and  testing.  Termly  records,  teachers’  own  records,  home/school  contact  books,  test  results  and  children’s  portfolios  will  provide  a  record  of  progress.  Reporting  to  parents  is  on  a  termly  basis  through  either  parent  consultations  or  rapid  assessments  and  an  end  of  year  report.  Home/school  contact  books  in  Key  Stage  1  provide  an  ongoing  exchange  of  information  between  home  and  school.              

The  role  of  subject  leader  • Oversee  and  implement  the  new  English  curriculum  • Take  the  lead  in  policy  development  and  the  production  of  schemes  of  work  designed  to  ensure  progression  

and  continuity  in  English  throughout  the  school.  • Support  colleagues  in  their  development  of  detailed  short-­‐term  plans  and  the  implementation  of  the  

schemes  of  work  in  assessment  and  record  keeping.  • Monitor  the  delivery  of  the  new  English  curriculum  and  advise  the  Head  teacher  on  action  needed.  • Monitor  the  standards  of  the  children’s  work  and  quality  of  teaching  in  English  with  the  Head  teacher.  • Provide  a  strategic  lead  and  direction  for  English  in  the  school,  evaluating  the  strengths  and  weaknesses  in  

the  subject,  and  indicating  areas  for  further  development.  • Take  responsibility  for  the  purchase  and  organisation  of  central  resources  for  English.  • Keep  up  to  date  with  developments  in  English  and  disseminate  information  to  colleagues  as  appropriate.  

 Resourcing  English  funding  will  be  within  the  school  budget  plan  for  each  financial  year.  Resourcing,  personal  development  and  training  needs  will  be  discussed.  

Mathematics Policy

Introduction

At Sibertswold Primary school we aim to ensure that every child achieves success and that all are enabled to develop their skills in accordance with their level of ability.

Mathematics is both a key skill within school, and a life skill to be utilised throughout every person’s day to day experiences.

Rationale

Mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways. Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind we endeavour to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them.

The National Curriculum for mathematics (2014) describes in detail what pupils must learn in each year group. Combined with our Calculation Policy, this ensures continuity, progression and high expectations for attainment in mathematics.

It is vital that a positive attitude towards mathematics is encouraged amongst all of our pupils in order to foster confidence and achievement in a skill that is essential in our society. At Sibertswold we use the National Curriculum for Mathematics (2014) as the basis of our mathematics programme. 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 that provide barriers to learning as they move through education. Assessment for Learning, an emphasis on investigation, problem solving, the development of mathematical thinking and development of teacher subject knowledge are therefore essential components of the Sibertswold approach to this subject.

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 the ability to use mathematics as a means of communicating ideas. • To develop an ability and inclination to work both alone and cooperatively to solve mathematical problems. • To develop personal qualities such as perseverance, independent thinking, cooperation and self confidence

through a sense of achievement and success. • To develop an appreciation of the creative aspects of mathematics and an awareness of its aesthetic appeal.

Principles of Teaching and Learning

The school uses a variety of teaching and learning styles in mathematics lessons during each lesson. Children from Y2 to Y6 are taught in differentiated year group sets.

Our teachers strive to:

Ø build children’s confidence and self esteem Ø develop children’s independence Ø allow all children to experience regular success Ø Contextualise mathematics Ø Us practical approaches to mathematics (models and images) Ø Encourage children to select independently resources to help them Ø Challenge children of all abilities. Ø Encourage children to enjoy mathematics Ø Develop a child’s understanding of mathematical language Ø Learn from teachers, peers and their own mistakes. Ø Allow children to ask questions as well as answer them.

Our pupils should:

• 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 and paper, • drawing on a range of calculation strategies • recognise when it is appropriate to use a calculator and be able to do so effectively • 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 • develop spatial awareness and an understanding of the properties of 2D and 3D shapes

To provide adequate time for developing mathematics, maths is taught daily and discretely. However, application of skills are linked across the curriculum where appropriate.

Maths Curriculum Planning

Mathematics is a core subject in the National Curriculum and we use the objectives from this to support planning and to assess children’s progress.

Staff use long term planning to ensure coverage of all areas of the National Curriculum and medium term planning to differentiate objectives according to the set which they teach.

It is the class teacher who completes the weekly plans for the teaching of mathematics. These weekly plans list the specific learning objectives for each lesson and give details of how the lessons are to be taught. The class teacher keeps these individual plans, which they annotate according to the success of the lesson.

Assessment

This section details the various assessment methods and practices used in Sibertswold through which we ensure that children are making appropriate progress and that the activities they take part in are suitably matched to their ability and level of development.

Formative Assessment (AfL) - (monitoring children’s learning)

Assessment is an integral and continuous part of the teaching and learning process at Sibertswold and much of it is done informally as part of each teacher’s day to day work. Teachers integrate the use of formative assessment strategies such as: effective questioning, clear learning objectives, the use of success criteria, effective feedback and response in their teaching and marking and observing children participating in activities. Findings from these types of assessment are used to inform future planning.

Summative Assessment – (evaluating children’s learning)

More formal methods are used to determine the levels of achievement of children at various times during the school year:

• Assessment Weeks: We use termly assessments as a way of recording children’s progress in objectives covered across that specific term. This information is them updated onto the child’s maths assessment sheet and shared with the child.

• Standardised Testing. End of year tests allow the school to measure each child’s attainment in all areas of mathematics. The results are used to monitor individual’s progress year on year, to rank order a class and to identify those children who have Special Needs in mathematics.

Statutory End of Key Stage Assessment. The National Curriculum requires that each child is assessed, and assigned a Level of attainment for each of the 5 Attainment Targets in Mathematics. This is to be carried out at the end of Key Stage One and at the end of Key Stage Two. All schools are now assessing without levels ; each child will therefore be assessed as either an Emerging learner, an Expected learner or an Exceeding learner . We will be assessing each area of Maths and in addition the child will be assessed as an overall Mathematician. These assessments will be reported to parents.

Early Years Foundation Stage (EYFS)

We follow EYFS curriculum guidance for Mathematics. However, we are committed to ensuring the confident development of number sense and put emphasis on mastery of key early concepts. Pupils explore the ‘story’ of numbers to ten and the development of models and images for numbers as a solid foundation for further progress.

Resources

A bank of essential mathematics resources are kept in each classroom. Further resources relating to key whole school topics are kept in maths cupboards in classrooms. Staff have a maths resource list so that they can locate this equipment efficiently.

Information and Communication Technology

Teachers should use their judgement about when ICT tools should be used, including the use of calculators.

Role of the Subject Leader

• Ensures teachers understand the requirements of the National Curriculum and helps them to plan lessons. Leads by example by setting high standards in their own teaching. • Prepares, organises and leads CPD and joint professional development. • Works with the SENCO and SLT. • Observes colleagues with a view to identifying the support they need. • Discusses regularly with the Headteacher and the mathematics governor the progress of implementing National Curriculum for Mathematics in school. • Monitors and evaluates mathematics provision in the school by conducting regular work scrutiny, learning walks and assessment data analysis.

Moderating and review

Moderating of the standards of children’s work and of the quality teaching in mathematics is the responsibility of the mathematics subject leader alongside members of the senior leadership team. The work of the mathematics subject leader also involves supporting colleagues in the teaching of mathematics, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school..

POLICY  FOR  RELIGIOUS  EDUCATION    

We  aim  to  create  an  environment  in  which  each  child  is  valued  and  special  and  in  which  respect  for  the  rights  and  needs  of  others  is  nurtured.    

Rationale    

Religious  Education  seeks  to  make  a  major  contribution  to  the  spiritual,  moral,  social  and  cultural  development  of  pupils  by  helping  them  to  acquire  a  knowledge  and  understanding  of  Christianity  and  other  major  world  religions,  an  appreciation   of   ultimate   questions   and   responses   to   them,   and   to   develop   their   own   beliefs   and   values.     Our  programmes  of  study  are  taught  in  accordance  with  the  Kent  Agreed  Syllabus.    

Aims    

o To   gain   a   knowledge   and   understanding   of   the   beliefs   and   practices   of   major   world   religions,   especially  Christianity.  

o To  enable  pupils  to  develop  the  ability  to  make  their  own  reasoned  and  informed  judgements  about  the  religious  and  moral  issues  which  arise  from  reflection  on  human  experience  and  a  study  of  religious  belief  and  practice.  

o To  enable  pupils  to  consider  ways   in  which  beliefs,  values  and  traditions  might  have  significance  for  their  own  lives.  

o Religious  Education  seeks  to  enable  pupils  to  learn  about  religions  and  to  learn  from  them.    

Objectives    

These  objectives  should  inform  planning,  teaching  and  assessment  and  be  identified  in  schemes  of  work.    

To   gain   a   knowledge   and   understanding   of   the   beliefs   and   practices   of   major   world   religions,   especially  Christianity.    

o To  identify  and  describe  the  key  features  of  Christianity  and  other  major  religions,  such  as  key  figures,  teachings,  ceremonies,  festivals  and  sacred  writings.  

o To  identify  elements  common  to  a  number  of  religions,  such  as  public  worship  and  marriage  ceremonies.  o To   identify   features   which   are   distinctive   of   particular   religious   traditions,   such   as   the   use   of   a   mezuzah   in  

Judaism  or  views  about  alcohol  in  Islam.    

To  enable  pupils  to  develop  the  ability  to  make  their  own  reasoned  and  informed  judgements  about  the  religious  and  moral  issues  which  arise  from  reflection  on  human  experience  and  a  study  of  religious  belief  and  practice.    

o To  become  aware  of  the  ultimate  questions  which  life  raises  such  as:  Is  there  a  God?    Was  the  universe  created?    Is  there  life  after  death?    To  appreciate  the  different  answers  offered  by  religious  and  other  traditions.  

o To  engage  with  issues  which  arise  from  a  study  of  religions  such  as  the  value  of  special  times  and  rituals,  days  for  worship  and  festivals,  mourning  rituals  and  funerals.  

 

       

To  enable  pupils   to   consider  ways   in  which  beliefs,   values   and   traditions  might  have   significance   for   their   own  lives.    

o To  appreciate  that  much  of  personal  value  can  be  gained  from  a  study  of  the  teachings  of  living  religions  such  as  ideas  about  the  way  we  might  treat  those  less  fortunate  that  ourselves  from  looking  at  parables  like  The  Good  Samaritan  in  the  Christian  Bible.  

o To  appreciate  the  value  of  religious  ritual  and  practices,  such  as  silence,  stillness  and  reflection.  Relevance  Religious  education  will  be  made  relevant   in  at   least   two  ways.    Firstly,   teachers  will  establish  clear   links  between  elements   of   religious   belief   and   practice   and   aspects   of   children’s   own   lives,   for   example,   when   teaching   about  dietary  laws  in  Judaism.    Learning  could  start  by  asking  questions  about  foods  pupils  like  and  dislike  and  why  some  families  are  vegetarian.    

Secondly,  teaching  will  seek  to  enable  pupils  to  gain  something  of  personal  value  from  their  study  of  religious  belief  and  practice,  for  example,  the  way  that  they  might  apply  insights  gained  from  religious  stories  to  their  own  lives.    

Cross  curricular  skills  and  links  Religious  education  makes  a  contribution  to  the  development  of  general  educational  abilities  such  as  literacy,  seeing  the  world  through  other  peoples’  eyes  and  the  ability  to  express  thoughts,  feelings  and  personal  beliefs.    Religious  education  also  makes  a  major  contribution  to  pupils’  spiritual,  moral,  social  and  cultural  development.    It  addresses  issues   which   arise   in   a   range   of   subjects   such   as   English   and   history,   as   well   as   personal,   social   and   emotional  education.    As  it  is  concerned  with  values  and  behaviour,  religious  education  can  make  a  significant  contribution  to  education   and   citizenship.     Through   studying   other   religions   there   will   be   opportunities   to   develop   intercultural  understanding.    

Assessment,  recording  and  reporting  Assessment  in  religious  education  will  take  place  three  times  a  year  based  on  National  Curriculum  levels,  which  will  be  reported  to  parents  at  the  end  of  each  year.  Parents  right  to  withdraw  pupils  from  religious  education    

From   the   time   of   the   1944   Education   Act,   parents   have   had   the   right   to   withdraw   their   children   from   Religious  Education.     The   school  must   comply  with   any   request   from  a  parent   to  withdraw   their   child   and  parents   are   not  required  to  give  their  reasons  for  wanting  to  do  so.    

Science  Policy  2015/16    

Rationale:  At  Sibertswold  CE  Primary  School  we  are  using  the  new  Kent  Scheme  for  science.  The  activities  are  aimed  at  developing  the  child’s  intellectual  and  practical  skills,  thus  empowering  them  to  explore  and  investigate  the  world  in  which  they  live.  The  exploration  of  science  will  help  children  develop  ways  of  understanding  the  world  around  them,  whilst  offering  them  the  opportunity  to:  

• question  • investigate  • formulate  hypotheses  • design  and  carry  out  experiments  • make  observations  and  • record  results  

Aims:  • to  stimulate  curiosity  and  develop  investigative  thinking  • to  apply  scientific  ideas  to  real-­‐life  problems  • to  help  children  make  sense  of  the  things  that  happen  around  them  • to  develop  observation  skills  • to  develop  scientific  strategies  and  skills  through  practical  investigative  and  problem-­‐solving  activities  • to  inspire  an  interest  in  science  that  will  be  of  benefit  in  future  life  • to  work  co-­‐operatively  with  others  and  communicate  ideas  • to  create  equality  of  opportunity  irrespective  of  gender,  race  or  home  background  

       

Objectives:  • to  provide  practical  opportunities  for  careful  observation  • design  and  perform  experiments  using  appropriate  forms  of  measurement  • offer  strategies  to  aid  meaningful  evaluation,  interpretation  and  drawing  conclusions  • relate  aspects  of  work  to  the  interests  and  everyday  experiences  of  the  children  • promote  an  appreciation  and  understanding  of  the  relationship  between  cause  and  effect  • encourage  children  to  work  co-­‐operatively  in  small  groups  and  to  communicate  effectively  with  each  

other  • encourage  children  to  work  as  independently  as  possible  • develop  the  necessary  techniques  to  enable  children  to  obtain,  present  and  respond  to  information  • develop  an  awareness  of  safety  for  themselves  and  others  

 Assessment:  Assessment  is  on-­‐going  and  includes  a  range  of  formal  and  informal  approaches.    Assessment  for  learning  We  aim  to  ensure  that  pupils  understand  what  is  required  of  them  and  what  they  need  to  do  to  improve.  Learning  objectives  are  shared  at  the  beginning  of  lessons  and  reviewed  at  appropriate  intervals.  Clear  guidelines  are  given  on  what  is  expected  for  each  piece  of  work,  with  the  marking  criteria  sometimes  being  shared.  Work  is  target-­‐marked  in  such  a  way  that  pupils  are  informed  of  what  they  need  to  do  to  improve.    Subject  leadership  Planning  and  developing  the  subject  The  subject  leader  will  provide  professional  leadership  and  management  for  science  and  will  ensure  that  it  is  managed  and  organised  so  that  it  meets  the  aims  and  objectives  of  the  school.    Teaching  and  learning  The  subject  leader  will  monitor  teaching  and  learning  within  the  subject  and  will  initiate  reviews  of  the  schemes  of  work.  While  the  subject  leader  will  co-­‐ordinate  schemes  of  work  to  ensure  breadth  of  coverage  and  progression,  year  groups  teams  will  be  expected  to  develop  medium  and  short  term  planning.      Progression  and  Continuity:  The  science  coverage  plan  is  set  out  in  the  scheme  of  work  and  agreed  by  all  members  of  staff,  outlines  the  structure  of  the  learning  experiences  for  children  within  the  school.  It  provides  a  framework  to  ensure  coverage  of  the  programmes  of  study,  while  leaving  room  for  flexibility.  As  such  it  is  a  working  document  which  supports  planning,  and  will  be  amended  in  the  light  of  experience.    Differentiation  and  Special  Needs:  The  class  teacher,  under  the  guidance  of  the  SENCO,  deals  with  special  educational  needs.  Part  of  this  planning  will  embrace  differentiation  by  outcome  and  by  task  and  will  include  the  full  range  of  special  needs,  including  those  gifted  or  exceptionally  able  pupils.  All  children  are  involved  in  all  work  planned  for  the  programmes  of  study,  at  an  appropriate  level  to  enable  them  to  reach  their  full  potential.    Gifted  and  Talented  Most  importantly  we  ensure  that  good  differentiation  provides  challenging  activities  for  all  pupils.  For  the  most  able,  we  are  building  a  bank  of  resources  that  challenge  their  understanding  and  require  them  to  apply  their  knowledge.  At  times,  more  open  ended  investigations  are  set.  Gifted  and  Talented  pupils  are  routinely  challenged  with  probing  questions  from  the  teacher  either  within  the  whole  group  or  individually.    Health  and  Safety:  The  ASE  (Association  for  Science  Education)  guidelines  are  adopted  as  set  out  in  the  publication  “Be  Safe”.  The  importance  of  safety  and  hygiene  is  stressed  at  all  times  and  pupils  are  taught  ·∙about  hazards,  risk  and  risk  controls  ·∙to  recognise  hazards  and  take  to  take  steps  to  control  the  risks  to  themselves  and  to  manage  their  environment  to  ensure  the  health  and  safety  of  themselves  and  others  

 Equal  Opportunities  and  Race  Equality:  The  governors  and  staff  are  committed  to  providing  the  full  range  of  opportunities  for  all  pupils,  regardless  of  gender,  disability,  ethnicity,  social,  cultural  or  religious  background.  All  pupils  have  access  to  the  curriculum,  and  the  right  to  a  learning  environment  which  dispels  ignorance,  prejudice  or  stereotyping.  All  children  will  have  access  to  all  areas  of  the  National  Curriculum  differentiated  by  needs  and  task.    Links  with  the  Community:  Links  with  the  community  are  actively  sought  and  these  are  drawn  from  local  secondary  schools,  businesses  and  services,  so  that  children  and  staff  can  gain  a  wider  understanding  of  the  world  of  work.  Parents  are  also  actively  encouraged  to  come  in  and  share  their  knowledge  with  the  children  and  staff.    Summary  of  the  New  National  Curriculum  for  Science  Key  Stage  1  During  key  stage  1  pupils  observe,  explore  and  ask  questions  about  living  things,  materials  and  phenomena.  They  begin  to  work  together  to  collect  evidence  to  help  them  answer  questions  and  to  link  this  to  simple  scientific  ideas.  They  evaluate  evidence  and  consider  whether  tests  or  comparisons  are  fair.  They  use  reference  materials  to  find  out  more  about  scientific  ideas.  They  share  their  ideas  and  communicate  them  using  scientific  language,  drawings,  charts  and  tables.    The  science  key  stage  1  curriculum  consists  of:  •  Sc1  Scientific  enquiry  •  Sc2  Life  processes  and  living  things  •  Sc3  Materials  and  their  properties  •  Sc4  Physical  processes    Breadth  of  study  Teaching  should  ensure  that  'scientific  enquiry'  is  taught  through  contexts  taken  from  the  sections  on  'life  processes  and  living  things',  'materials  and  their  properties'  and  'physical  processes'.    Knowledge,  skills  and  understanding  1.  During  the  key  stage,  pupils  should  be  taught  the  knowledge,  skills  and  understanding  through:  a.  a  range  of  domestic  and  environmental  contexts  that  are  familiar  and  of  interest  to  them  b.  looking  at  the  part  science  has  played  in  the  development  of  many  useful  things  c.  using  a  range  of  sources  of  information  and  data,  including  ICT-­‐based  sources  d.  using  first-­‐hand  and  secondary  data  to  carry  out  a  range  of  scientific  investigations,  including  complete  investigations.  2.  During  the  key  stage,  pupils  should  be  taught  to:    Communication  a.  use  simple  scientific  language  to  communicate  ideas  and  to  name  and  describe  living  things,  materials,  phenomena  and  processes    Health  and  safety  b.  recognise  that  there  are  hazards  in  living  things,  materials  and  physical  processes,  and  assess  risks  and  take  action  to  reduce  risks  to  themselves  and  others.    Key  Stage  2  During  key  stage  2  pupils  learn  about  a  wider  range  of  living  things,  materials  and  phenomena.  They  begin  to  make  links  between  ideas  and  to  explain  things  using  simple  models  and  theories.  They  apply  their  knowledge  and  understanding  of  scientific  ideas  to  familiar  phenomena,  everyday  things  and  their  personal  health.  They  begin  to  think  about  the  positive  and  negative  effects  of  scientific  and  technological  developments  on  the  environment  and  in  other  contexts.  They  carry  out  more  systematic  investigations,  working  on  their  own  and  with  others.  They  use  a  range  of  reference  sources  in  their  work.  They  talk  about  their  work  and  its  significance,  and  communicate  ideas  using  a  wide  range  of  scientific  language,  conventional  diagrams,  charts  and  graphs.        

The  science  key  stage  2  curriculum  consists  of:  •  Sc1  Scientific  enquiry  •  Sc2  Life  processes  and  living  things  •  Sc3  Materials  and  their  properties  •  Sc4  Physical  processes    Breadth  of  study  Teaching  should  ensure  that  'scientific  enquiry'  is  taught  through  contexts  taken  from  the  sections  on  'life  processes  and  living  things',  'materials  and  their  properties'  and  'physical  processes'.    Knowledge,  skills  and  understanding  1.  During  the  key  stage,  pupils  should  be  taught  the  knowledge,  skills  and  understanding  through:  a.  a  range  of  domestic  and  environmental  contexts  that  are  familiar  and  of  interest  to  them  b.  looking  at  the  part  science  has  played  in  the  development  of  many  useful  things  c.  using  a  range  of  sources  of  information  and  data,  including  ICT-­‐based  sources  d.  using  first-­‐hand  and  secondary  data  to  carry  out  a  range  of  scientific  investigations,  including  complete  investigations  2.  During  the  key  stage,  pupils  should  be  taught  to:    Communication  a.  use  appropriate  scientific  language  and  terms,  including  SI  units  of  measurement  [for  example,  metre,  newton],  to  communicate  ideas  and  explain  the  behaviour  of  living  things,  materials,  phenomena  and  processes    Health  and  safety  b.  recognise  that  there  are  hazards  in  living  things,  materials  and  physical  processes,  and  assess  risks  and  take  action  to  reduce  risks  to  themselves  and  others    

Computing  Policy  Computing  Curriculum  Vision  At  Sibertswold  Primary  we  value  the  contribution  that  technology  can  make  for  the  benefit  of  all  pupils,  staff,  parents  and  governors.  We  strive  to  provide  safe  opportunities  in  all  subjects  to  motivate  and  inspire  pupils  and  raise  standards  across  the  curriculum.  Everyone  in  our  school  community  will  become  lifelong  learners  equipped  to  meet  developing  technology  with  confidence,  enthusiasm  and  the  skills  that  will  prepare  them  for  a  future  in  an  ever-­‐changing  world.    Our  Computing  vision  encompasses  the  following  aims:  • To  provide  pupils  with  the  computational  skills  necessary  to  become  independent  learners  • To  promote  safe  and  sensible  use  of  technology  through  a  dedicated  e-­‐safety  curriculum.  • To  use  new  technologies  to  enable  good  quality  teaching  and  learning  to  take  place  • To  ensure  appropriate  and  equal  access  to  technology  for  all  children  regardless  of  age,  gender,  ethnicity  or  

ability  • To  provide  pupils  with  an  understanding  of  the  role  technology  plays  in  everyday  life  at  present  and  its  

importance  in  the  future  • To  give  children  opportunities  to  access  the  Computing  Curriculum  through  home-­‐school  links.  

 

 Inclusion  Pupils  with  special  educational  needs  should  be  able  to  use  the  technology  to  encourage  their  independence  and  develop  their  interests  and  abilities.  All  pupils  are  to  have  access  to  the  use  of  technology  regardless  of  gender,  race,  cultural  background  or  any  physical  or  sensory  disability.  Pupils  with  learning  difficulties  can  be  given  greater  access  to  the  whole  curriculum  through  the  use  of  technology.  Research  shows  that  more  boys  than  girls  use  computers.  Access  to  computers  will  be  monitored  between  sexes  to  ensure  equality  and  opportunity.    

The  youngest  pupils  in  the  Foundation  Stage  class  begin  to  use  and  learn  about  Computing  as  soon  as  it  is  practicable  after  entering  school,  so  that  they  gain  confidence  in  using  computers  as  soon  as  possible.  Pupils  who  are  noted  for  being  Gifted  and  Talented  within  the  area  of  Computing  and  technology  are  given  additional  opportunities  to  develop  the  understanding  of  technology  and  are  both  supported  and  challenged  within  the  context  of  a  Computing  lessons.  Alongside  this,  children  who  are  recognised  as  being  gifted  in  ICT  are  asked  to  mentor  and  share  their  skills  with  other  pupils  within  their  peer  group  –  the  aim  of  this  is  to  help  transfer  their  skills  to  a  wider  context.      Implementing  the  Policy  Good  practice  in  the  use  of  technology  in  the  curriculum    In  Computing  lessons:  Pupils  have  one  discrete  Computing  lesson  a  week,  which  covers  the  skills  and  experiences  within  the  school’s  Scheme  of  Work.    The  scheme  of  work  is  divided  into  five  themes:  Multimedia,  Technology  in  our  lives,  Programming,  Handling.    In  learning  and  teaching  across  the  curriculum  There  are  Interactive  screens  and  Digital  Visualisers  in  every  classroom,  used  throughout  the  day  for  whole  class  teaching  in  all  subjects.  Each  class  has  timetables  sessions  in  the  ICT  room  to  enable  cross-­‐curricular  use  of  the  computers  and  relevant  software  and  online  resources  to  enhance  and  extend  the  children’s  learning.  Developing  and  monitoring  the  Computing  curriculum  The  Executive  Headteacher  and  Computing  Subject  Leader  are  responsible  for  ensuring  there  is  a  Computing  policy  and  that  it  is  implemented.  The  Computing  Subject  Leader  is  responsible  for  mapping  the  Scheme  of  Work  and  for  liaising  with  other  subject  leaders  to  map  the  delivery  of  further  technology  use  in  learning  and  teaching  across  the  curriculum.  The  Computing  Subject  Leader  will  also  be  involved  in  monitoring  class  teachers’  curriculum  planning  and  teaching.  The  Computing  Subject  Leader  will  carry  out  an  audit  of  staff  skills  and  support  and  training  will  be  provided  where  necessary.    Assessment  Assessment  of  computing  across  Key  Stages  1  and  2  is  based  on  “I  can”  statements  linked  to  the  areas  of  computing  in  the  Scheme  of  Work  that  is  followed  across  the  school.    Assessments  may  be  completed  at  the  end  of  each  ‘theme’  of  learning,  but  there  will  be  a  final  assessment  at  the  end  of  the  year,  taking  into  account  all  areas  of  the  computing  curriculum.  Within  the  EYFS,  the  children  are  assessed  against  the  Early  Learning  Goals  in  the  Technology  section  of  Understanding  the  World  in  the  Revised  EYFS  framework.        Home  Links  The  children  have  access  to  resources  that  enable  them  to  continue  their  learning  of  Computing  and  technology  at  home.  Currently  the  children  have  access  to  Purple  Mash.  Through  these  the  children  are  able  to  complete  set  tasks,  and  save  their  work  virtually  so  that  it  can  be  shared  both  in  school  and  at  home  with  teachers  and  parents.  Each  class  has  a  page  on  the  school’s  website  which  will  provide  information  and  links  to  resources  that  will  allow  the  children  to  enhance  their  learning.    All  of  the  class  pages  are  updated  each  term  to  reflect  the  learning  that  is  going  on  in  the  classroom.    Identifying  Gifted  pupils  in  Computing  All  staff  have  high  aspirations  to  challenge  and  motivate  children  of  all  abilities.  In  Computing,  pupils  who  are  identified  as  gifted  are  challenged  within  lessons  in  school.    To  help  identify  pupils  who  are  gifted,  the  following  markers  have  been  adapted,  with  example  of  what  this  might  look  like  within  Sibertswold  Primary.        

Gifted  Markers  to  look  for  in  Computing  • Finds  and  uses  new  technology  (hardware/software)  to  further  learning  • Uses  own  skills  and  knowledge  to  help  support  (and  ‘teach’)  peers  • Uses  technology  to  help  solve  problems,  and  understands  when  it  also  creates  problems  • Considers  the  limitations  of  technology,  and  looks  for  ways  to  overcome  these  limitations  • Considers  the  purpose  to  which  information  is  processed  and  communicated,  and  how  the  characteristics  of  

different  kinds  of  information  influence  its  use  • Uses  technology  innovatively  to  support  learning  in  other  subjects  • Understands  the  positive  impact  using  technology  has  in  supporting  the  learning  of  less  able  pupils  • Uses  skills  and  knowledge  of  Computing  to  design,  create  and  ‘debug’  programs  when  only  given  a  specified  

outcome  • Consider  some  of  the  social,  economic  and  ethical  issues  raised  by  the  use  of  technology  both  in  and  out  of  

school    

 History  Policy  

Introduction  This  policy  outlines  the  purpose,  nature  and  management  of  the  history  taught  and  learnt  in  our  school.    It  has  been  adopted  by  the  staff  of  Sibertswold  Primary  School.  This  policy  outlines  the  guiding  principles  by  which  this  school  will  implement  history  in  the  National  Curriculum.  It  is  reviewed  periodically.        

Rationale  for  History  teaching  History  should  be  concerned  with  stimulating  the  children’s  interest  and  understanding  about  the  life  of  people  who  lived  in  the  past.  We  aim  for  the  children  to  develop  a  sense  of  identity  and  a  cultural  understanding  based  on  their  historical  heritage.  We  teach  children  to  understand  how  events  in  the  past  have  influenced  our  lives  today;  we  also  teach  the  children  to  investigate  these  past  events  and,  by  so  doing,  develop  the  skills  of  enquiry,  analysis,  interpretation  and  problem  solving.    

Aims  for  the  teaching  of  History  at  Sibertswold  Primary  School  At  Sibertswold  Primary  School  our  intention  is  to  provide  quality  teaching  and  learning  of  history.    We  aim:    

• To  promote  an  interest  in  the  past  • To  develop  an  understanding  of  events  over  time  and  in  a  chronological  structure  • To  learn  about  the  roles  that  individuals  and  events  have  played  in  shaping  modern  society  • To  develop  an  ability  to  investigate  and  interpret  different  versions  of  past  events  • To  learn  to  study  historical  evidence  and  to  ask  and  answer  questions  about  the  past  • To  develop  the  ability  to  communicate  historical  knowledge  and  understanding  using  a  variety  of  techniques  • To  encourage  children  to  understand  other  people,  their  beliefs,  thoughts,  values  and  experiences  • To  develop  an  awareness  of  the  world  around  them  • To  develop  an  understanding  of  society  and  their  place  within  it,  so  that  they  acquire  a  sense  of  their  cultural  

heritage  • To  develop  a  knowledge  and  understanding  of  historical  development  in  the  wider  world    

Attitude  and  skills  

We  also  seek  to  encourage  children  to  develop  the  following  skills:    

• Empathy  • Interpretation  of  secondary  and  primary  sources  • Historical  enquiry  • Communicating  history  dramatically,  verbally  and  narratively  • Research  

 

 

The  Role  of  the  History  Co-­‐ordinator  is:  

• Taking  the  lead  in  the  development,  evaluation  and  amendment  of  schemes  of  work  as  and  when  necessary                                                                                                                                      • Acting   as   a   consultant   to   colleagues  on   resources,   visits,   visitors,   curriculum  changes,   classroom   teaching   and  

learning  ideas                    • Monitoring  and  evaluating  pupils’  work,  pupils’  views  about  the  subject,  displays  and  teachers’  planning  • Writing  School  development  plan    • Auditing  resources  and  ordering  resources  when  needed  • Keeping  up  to  date  with  developments  in  history  and  disseminating  information  to  the  rest  of  the  teaching  staff

                                   • Leading  staff  meetings  as  appropriate    • Attending  relevant  in-­‐service  training  and  prompting  others  about  relevant  training    

Foundation  Stage  

History  in  the  Foundation  Stage  is  taught  under  the  umbrella  of  ‘Knowledge  and  Understanding  of  the  World’  from  the  EYFS.  The  children  are  supported  in  developing  the  knowledge,  skills  and  understanding  that  helps  them  to  make  sense  of  the  world.  The  pupils  are  encouraged  to  talk  about  their  families  and  past  and  present  events  in  their  lives.  They  are  beginning  to  gain  knowledge  and  understanding  of  the  world  through:  

• Photographs  • Listening  to  stories  and  memories  of  older  people  • Role  play  activities  • Discussing  events  in  the  past  and  their  own  personal  lives  • Sequencing  events  to  gain  a  sense  of  time  

 

Key  Stage  1    

The  National  Curriculum  Programme  of  Study  at  Key  Stage  1  focuses  on  developing  children’s  awareness  of  the  past,  using  common  words  and  phrases  relating  to  the  passing  of  time.  They  should  know  where  the  people  and  events  they  study  fit  within  a  chronological  framework  and  identify  similarities  and  differences  between  ways  of  life  in  different  periods.  Children  should  use  a  wide  vocabulary  of  everyday  historical  terms.  They  should  ask  and  answer  questions,  choosing  and  using  parts  of  stories  and  other  sources  to  show  that  they  know  and  understand  key  features  of  events.  They  should  understand  some  of  the  ways  in  which  we  find  out  about  the  past  and  identify  different  ways  in  which  it  is  represented.    In  planning  to  ensure  the  progression  described  above  through  teaching  about  the  people,  events  and  changes  outlined  below,  teachers  are  often  introducing  pupils  to  historical  periods  that  they  will  study  more  fully  at  Key  Stage  2.  Pupils  should  be  taught  about:    

• Changes  within  living  memory  • Events  beyond  living  memory  that  are  significant  nationally  or  globally    • The  lives  of  significant  individuals  in  the  past  who  have  contributed  to  national  and  international  

achievements  • Significant  historical  events,  people  and  places  in  their  own  locality  

Key  Stage  2  The  National  Curriculum  Programme  of  Study  at  Key  Stage  2  should  continue  to  allow  children  to  develop  a  chronologically  secure  knowledge  and  understanding  of  British,  local  and  world  history,  establishing  clear  narratives  within  and  across  the  periods  they  study.  They  should  note  connections,  contrasts  and  trends  over  time  and  develop  the  appropriate  use  of  historical  terms.  They  should  regularly  address  and  sometimes  devise  historically  valid  questions  about  change,  cause,  similarity  and  difference,  and  significance.  Children  should  construct  informed  responses  that  involve  thoughtful  selection  and  organisation  of  relevant  historical  information.  They  should  understand  how  our  knowledge  of  the  past  is  constructed  from  a  range  of  sources.    In  planning  to  ensure  the  progression,  teachers  should  combine  overview  and  depth  studies  to  help  pupils  understand  both  the  long  arc  of  development  and  the  complexity  of  specific  aspects  of  the  content.        

Pupils  should  be  taught  about:    • Changes  in  Britain  from  the  Stone  Age  to  the  Iron  Age    

• The  Roman  Empire  and  its  impact  on  Britain    

• Britain’s  settlement  by  Anglo-­‐Saxons  and  Scots    • The  Viking  and  Anglo-­‐Saxon  struggle  for  the  Kingdom  of  England  to  the  time  of  Edward  the  Confessor    • A  local  history  study    • A  study  of  an  aspect  or  theme  in  British  history  that  extends  pupils’  chronological  knowledge  beyond  1066    • 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    

• Ancient  Greece  –  a  study  of  Greek  life  and  achievements  and  their  influence  on  the  western  world    • 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  

 Recording  of  History  Pupils  are  encouraged  to  record  their  work  using  a  variety  of  methods  and  therefore  communicate  their  findings  to  others.  These  may  include  written  or  verbal  reports,  charts,  collage,  models,  pictures  and  role  play  activities.  Examples  of  children’s  work  will  be  retained  in  cross  curricular  folders  to  provide  evidence  of  on-­‐going  history.    Classroom  management  Planning  is  completed  on  the  school  medium  term  plan  pro-­‐forma  to  illustrate  skill  development,  lesson  content,  learning  objectives,  resources,  differentiation  and  assessment.  As  we  understand  that  there  are  many  different  history  abilities  in  each  class,  we  ensure  that  each  unit  of  work  has  sufficient  differentiation  to  allow  all  children  to  work  at  their  level  of  challenge.    Planning  is  monitored  regularly  and  copies  are  kept  by  the  history  co-­‐ordinator.      History  is  taught  as  part  of  our  creative  curriculum.      Resources  Resources  are  centrally  stored,  largely  in  historically  themed  boxes.  All  staff  may  access  them,  but  they  are  responsible  for  their  prompt  and  orderly  return.  

   

Geography  Policy  2015    Rationale  At   Sibertswold   we   believe   that   Geography   is   an   essential   part   of   the   curriculum   and   teachers   ensure   that   the  children  develop  their  knowledge  of  Geographical  enquiry,  Physical  Geography,  Human  Geography  and  Geographical  Knowledge.    These  areas  will  cover  the  human  and  physical  processes  which  shape  them  and  the  people  who  live  in  them.    Skills  developed  through  Geography  help  pupils  make  sense  of  their  surroundings  and  the  wider  world.      Aims  and  Objectives  Through  the  teaching  of  Geography  we  aim  to:  

Ø Help  pupils  develop  knowledge  and  understanding  of  places  and  themes,  including  patterns  and  processes.  Ø Foster  children’s  sense  of  wonder  at  the  world  around  them  Ø Help   pupils   develop   a   sense   of   identity   through   learning   about   the   UK   and   its   relationships   with   other  

countries.  Ø Develop  an  informed  concern  about  the  future  of  our  planet  Ø Enhance  children’s  sense  of  responsibility  for  the  care  of  the  earth  and  its  inhabitants  Ø Teach  the  skills  and  knowledge  necessary  to  develop  children  as  geographers  Ø Encourage  learning  through  enquiry-­‐based  projects  and  lessons  in  order  to  develop  children’s  independent  

research  skills  Ø Help  children  understand  how  to  use  a  map  in  a  variety  of  different  contexts.  

 

 Implementation  Elements   of   Geography   are   delivered   to   the   Reception   children   through   the   Foundation   Stage   Curriculum  (Knowledge  &  Understanding  of  the  World).    In  the  Early  Years  Foundation  Stage  (EYFS)  the  children  explore  places,  people,  communities  and  the  world  through  their  work  related  to  ‘Knowledge  and  Understanding  of  the  World’.    

In   KS1  &  KS2  Geography   is   taught   through  planning   linked   to   the   new  National   Curriculum  2014-­‐15.     These   have  been  split  according  to  year  groups  and  the  units  covered  by  each  year  group  can  be  found  on  the  long-­‐term  plans.  Some  elements  of  Geography  are  also  taught  through  cross-­‐curricular  topics  e.g.  literacy,  history,  ICT  and  role-­‐play.    All   pupils   are   encouraged   to   reach   their   full   potential   through   the   provision   of   varied   opportunities   including  Geography  Focus  weeks  which  help  to  raise  the  geography  profile  in  our  school.      

 We   recognise   that   our   curriculum   planning   must   allow   pupils   to   gain   a   progressively   deeper   understanding   and  competency  as  they  move  through  the  school.  We  develop  the  following  skills,  always  building  on  earlier  experiences  through:    

• Interpretation  and  analysis  of  data  • Fieldwork  skills  and  first  hand  experiences  • Observation  and  recording  • Measurement  and  use  of  appropriate  equipment  • Mapping  skills  • Development  of  geographical  vocabulary  • Geographical  enquiry,  prediction  and  the  formation  of  hypotheses  • Recognition  of  the  effect  humans  have  on  their  environment  • Recognition  of  the  need  for  protection  and  conservation  of  our  planets  fragile  environment.  • Developing  their  knowledge  of  geographical  information  sources.  

 The  expectations  at  Key  Stage  1  are  to:  Location  knowledge  •  name  and  locate  the  world’s  seven  continents  and  five  oceans  •  name,  locate  and  identify  characteristics  of  the  four  countries  and  capital  cities  of  the  United  Kingdom  and  its  surrounding  seas    Place  knowledge  •   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  •  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  •   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  •   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  •  use  simple  compass  directions  (North,  South,  East  and  West)  and  locational  and  directional  language  (e.g.  near  and  far;  left  and  right)  to  describe  the  location  of  features  and  routes  on  a  map  •   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  •  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.  Fieldwork  is  a  statutory  element  of  geography  and  should  be  covered  at  least  once  a  year.    We   encourage   the   expertise   and   help  with   geographical   resources   that   parents   can   offer.     Once   CRB   checks   are  made,  they  are  welcomed  as  helpers  on  fieldwork  trips.    

 

The  expectations  at  Key  Stage  2  are  to:  Location  knowledge  •  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)    Place  knowledge  •   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    

• Know  the  key  aspects  of  human  geography,  including:  settlements;  land  use;  economic  activity  and  trade;  natural  resource  distribution  including  energy,  food,  minerals  and  water  supplies.  Know  the  key  aspects  of  physical  geography,  including:  climate  zones;  biomes,  vegetation  belts;  rivers,  water  cycle;  mountains,  volcanoes/earthquakes.      Geographical  skills  and  fieldwork    

• Use  fieldwork  to  observe/measure/record  physical/human  features  in  the  local  area  using  a  range  of  methods  e.g.  sketch  maps,  plans,  graphs  digital  technologies.    Use  maps,  atlases,  globes,  digital/computer  mapping  for  location  and  feature  description;    Map  symbols/keys  &  legends,  8  compass  points,  4-­‐  &  6-­‐  figure  grid  references.    Use  OS  maps  (and  other  maps)  to  build  UK/world  knowledge.      

Planning  Long   Term   Planning   is   discussed   and   organised   with   all   staff   at   the   beginning   of   each   year   and   linked   to   cross-­‐curricular  subjects  and  the  new  National  Curriculum  2014-­‐15.        

Assessment  and  Monitoring  Class  teachers  assess  children’s  geographical  skills  through  observation  and  discussion  of  their  work.  The  children  are  also   involved   in   self   evaluating   their   learning.     Targets   are   reviewed   regularly   and   the   geography   leader   or   SLT  support  staff  by  monitoring  books  and  resources.      

Resources  The  resources  for  Geography  topics  are  kept  in  the  resource  cupboards  and  include  a  variety  of  texts,  photographs,  posters,  activity  ideas,  mapping  skills,  compasses,  Atlases  and  specific  topic  boxes.        

Health  and  Safety  Guidelines  When   planning   fieldwork   all   teachers   are   required   to   gain   permission   from   the   executive   headteacher   before  confirming  a  booking  and  must  complete  a  risk  assessment  sheet  each  time.  Teachers  should  refer  to  the  school’s  Health   and   Safety   Policy   and   the   safety   procedures   recommended   in   the   DfES   ‘Health   &   Safety   of   Pupils   on  Education  Visits’  guidelines.      

Equal  Opportunities  and  SEN  Activities  are  carefully  planned  by  the  class  teacher  and  differentiated  where  appropriate  for  children  with  SEND  or  equally   the  more   able   and   Gifted   and   Talented   children.     Pupils   are   supported   by   the   class   teacher   or   teaching  assistant   during   geography/cross   curricular   lessons   according   to   their   needs.     Those   with   a   particular   flair   for  geography  are  extended  through  the  use  of  supplementary  material  and  tasks   identified   in  the  teachers’  planning.  All  staff  recognise  the  importance  of  the  inclusion  statement  of  the  National  Curriculum  and  modify  the  programmes  of  study  in  order  to  give  all  pupils  the  knowledge,  skills  and  understanding  that  matches  and  challenges  the  least  and  more  able.  Equality  of  Opportunities  Statement  All   policies   are   screened   to   ensure   that   Sibertswold   Primary   School   gives   ‘due   consideration’   to   equality   of  opportunity  for  all,  irrespective  of  race,  gender  and  disability.  Policy  Updated  July  2015  

Art  and  Design  Policy    Written  and  Reviewed:  July  2015    

Introduction  According  to  the  new  National  Curriculum  (DFE  Sept  2013)    Art,  craft  and  design  embody  some  of  the  highest  forms  of  human  creativity.  A  high  quality  art  and  design  education  should  engage,  inspire  and  challenge  pupils,  equipping  them  with  the  knowledge  and  skills  to  experiment,  invent  and  create  their  own  works  of  art,  craft  and  design.  As  pupils  progress,  they  should  be  able  to  think  critically  and  develop  a  more  rigorous  understanding  of  art  and  design.  They  should  also  know  how  art  and  design  both  reflect  and  shape  our  history,  and  contribute  to  the  culture,  creativity  and  wealth  of  our  nation.    

Aims  The  national  curriculum  for  Art  and  Design  aims  to  ensure  that  all  pupils:      

• produce  creative  work,  exploring  their  ideas  and  recording  their  experiences      • become  proficient  in  drawing,  painting,  sculpture  and  other  art,  craft  and  design  techniques    • evaluate  and  analyse  creative  works  using  the  language  of  art,  craft  and  design      • know  about  great  artists,  craft  makers  and  designers,  and  understand  the  historical  and  cultural  

development  of  their  art  forms.      

Agreed  Procedure  Statutory  requirements  for  the  teaching  and  learning  of  Art  and  Design  are  found  in  the  new  National  Curriculum  document  (2014)  for  KS1  and  KS2,  also  in  the  Statutory  Framework  for  the  Early  Years  Foundation  Stage  (2012)  -­‐  The  Early  Learning  Goals  –  Expressive  Arts  and  Design.      

Objectives  EYFS  -­‐  Expressive  arts  and  design  In  our  Foundation  Stage,  children  will  have  opportunities  to:  Explore  and  play  with  a  wide  range  of  media  and  materials,  as  well  as  providing  opportunities  and  encouragement  for  sharing  their  thoughts,  ideas  and  feelings  through  a  variety  of  activities  in  art,  music,  movement,  dance,  role-­‐play,  and  design  and  technology.    

In  Key  stage  1  pupils  should  be  taught:        

• to  use  a  range  of  materials  creatively  to  design  and  make  products      • to  use  drawing,  painting  and  sculpture  to  develop  and  share  their  ideas,  experiences  and  imagination    • to  develop  a  wide  range  of  art  and  design  techniques  in  using  colour,  pattern,  texture,  line,  shape,  form  and  

space    • about  the  work  of  a  range  of  artists,  craft  makers  and  designers,  describing  the  differences  and  similarities  

between  different  practices  and  disciplines,  and  making  links  to  their  own  work.      

In  Key  stage  2  pupils  should  be  taught  to:    develop  their  techniques,  including  their  control  and  their  use  of  materials,  with  creativity,  experimentation  and  an  increasing  awareness  of  different  kinds  of  art,  craft  and  design.      Pupils  should  be  taught:      

• to  create  sketch  books  to  record  their  observations  and  use  them  to  review  and  revisit  ideas    • to  improve  their  mastery  of  art  and  design  techniques,  including  drawing,  painting  and  sculpture  with  a  

range  of  materials  [for  example,  pencil,  charcoal,  paint,  clay]      • about  great  artists,    • architects  and  designers  in  history.    

Resources      

At  Sibertswold  Community  Primary,  we  acknowledge  the  need  to  continually  maintain,  update  and  develop  resources  to  better  support  the  new  requirements  of  the  National  Curriculum.  Resources,  if  not  classroom  based,  are  available  within  the  stock  cupboard.    •Teachers  use  equipment  and  resources  from  the  art  store  room.  If  any  particular  resource  is  needed  for  use  within  a  topic,  class  teachers  inform  the  co-­‐ordinator  who  will  then  order  the  necessary  items.  •The  art  coordinator  will  collect  and  download  resources  and  these  will  be  accessible  to  everyone  as  a  shared  resource.  These  may  include  visiting  artists,  places  of  interest  or  websites.    

     

Planning  The  Art  and  Design  Curriculum  is  planned  for  and  delivered  through  specific  topics  chosen  by  each  year  group.    Teachers  select  the  appropriate  teaching  strategies  to  suit  the  art  activity  and  its  purpose.  They  direct  and  develop  pupils’  skills  by  providing  opportunities  for  pupils  to  work  as  a  whole  class,  in  groups,  pairs  or  individually.    Pupils  will  also  have  opportunities  to  think  critically  about  their  own  work  and  the  work  of  others  and  develop  a  greater  understanding  of  the  impact  of  art  and  design  in  the  world  around  them.  Topics  delivered  should  also  have  historical  and  cultural  links  to  the  wealth  and  creativity  of  our  nation.    Evidence  of  children’s  learning  is  displayed  in  a  visually  stimulating  way  throughout  the  school.    From  Year  3  children  have  a  sketch  book  which  follows  them  through  KS2  and  is  replaced  when  necessary.  Weekly  plans  list  the  specific  learning  objectives  and  activities  for  each  lesson  including  differentiation  and  cross  curricular  links.    Planning  should  take  account  of  the  need  of  all  pupils  to  experience  a  range  of  learning  strategies.  The  Early  Learning  Goals  are  followed  to  ensure  continuity  and  progression  from  the  Foundation  Stage  through  to  the  National  Curriculum.  Pupil  provision  is  related  to  attainment,  not  age.    The  curriculum  leader  supports  all  class  teachers  in  a  monitoring  programme  which  allows  teachers’  plans  to  be  seen  and  also  advice  and    support  provided  in  a  teaching  and  learning  experience.  A  report  is  then  written  to  highlight  strengths  and  areas  for  development  that  is  fed  back  to  SLT,  staff  and  the  curriculum  committee  of  the  governing  body.    When  monitoring,  the  curriculum  leader  looks  for  the  following  aspects:  •Does  the  teaching  and  learning  enhance  the  children’s  enjoyment,  knowledge  and  interest  in  art  and  design?  •Are  standards  in  art  and  design  meeting  the  expected  levels  of  the  national  curriculum?  •Does  teachers’  planning  provide  clear  learning  objectives  that  correlate  to  class  activities  and  individual  needs?  To  be  reviewed:  July  2017      

DESIGN  AND  TECHNOLOGY  POLICY  Written  and  Reviewed:  July  2015  Introduction  Design  and  Technology  encourages  children  to  learn  to  think  and  intervene  creatively  to  solve  problems  both  as  individuals  and  as  members  of  a  team.    They  are  taught  to  look  for  opportunities  and  to  respond  to  them  by  developing  a  range  of  ideas  and  making  a  range  of  products.    The  children  are  also  given  opportunities  to  reflect  upon  and  evaluate  past  and  present  design  technology,  its  uses  and  its  effectiveness  and  are  encouraged  to  become  innovators.    Aims  of  Design  &  Technology  

• to  develop  children’  designing  and  making  skills,  • to  teach  children  the  knowledge  and  understanding,  within  each  child’s  ability,  that  will  be  required  to  

complete  the  making  of  their  product,  • to  teach  children  the  safe  and  effective  use  of  a  range  of  tools,  materials  and  components,  • to  develop  children’  understanding  of  the  ways  in  which  people  have  designed  products  in  the  past  and  

present  to  meet  their  needs,  • to  develop  children’  creativity  and  innovation  through  designing  and  making,  • to  develop  children’  understanding  of  technological  processes,  their  management  and  their  contribution  to  

society.  Design  &  Technology  in  relation  to  the  National  Curriculum  The  national  curriculum  for  design  and  technology  aims  to  ensure  that  all  pupils:  

• 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.  

Children  will  design  and  make  a  range  of  products.    A  good  quality  finish  will  be  expected  in  all  design  and  make  activities  appropriate  to  the  age  and  ability  of  the  pupil.    The  work  covered  in  each  year  group  ensures  a  balance  of:  •    investigative,  disassembly  and  evaluative  activities,  •    focused  practical  tasks,  •    designing  and  making  assignments.  

Principles  of  Teaching  and  Learning  Design  and  Technology  will  engage  the  children  in  a  broad  range  of  designing  and  making  activities  which  involve  a  variety  of  methods  of  communication,  eg  speaking,  designing,  drawing,  assembling,  making,  writing  and  using  information  and  communication  technology.    These  activities  can  be  differentiated  through  careful  planning  and  the  selection  of  resources  which  are  appropriate  for  different  ages  and  abilities.    All  children  must  be  encouraged  to  design  and  make  and  must  be  stretched  in  designing  and  making.  Access  may  be  ensured  through  TA  support.    Writing  frames  can  be  modified  easily  to  support  or  stretch  children.    Projects  are  taught  in  context,  alongside  their  topic,  which  allows  for  more  effective  learning  in  which  teachers  can  focus  on  DT  skills.  Teachers  will  ensure  that  they  have  a  clear  idea  of  the  skills,  knowledge  and  understanding  to  be  taught  in  each  unit  of  work.  Units  of  work  have  been  selected  and  planned  to  ensure  a  balance  of  materials,  skills,  knowledge  and  understanding  throughout  each  Key  Stage.  Units  of  work  are  planned  to  include  designing  and  making  assignments  supported  by  focused  practical  tasks  or  skills  teaching  and  work  involving  reviewing  existing  products.  All  children  should  have  a  breadth  and  balance  of  experience.    Care  should  be  taken  to  ensure  activities  do  not  have  a  gender  bias.    Use  of  multicultural  stimuli  wherever  possible  enhances  and  enriches  design  possibilities.    Relationship  to  other  Subjects  Design  &  Technology  is  taught  as  a  subject  specific  activity  through  a  combination  of  whole  class  teaching,  group  work  and  individual  work.    Cross-­‐curricular  links  are  identified  when  appropriate.  E.G  The  children  can  apply  scientific  and  mathematical  knowledge  to  create  products  which  are  functional.    Equal  Opportunities  and  Special  Needs  Teachers  ensure  that  children  have  access  to  the  range  of  Design  &  Technology  activities  and  use  opportunities  within  Design  &  Technology  to  challenge  stereotypes.  Children  are  encouraged  and  supported  to  develop  their  Design  &  Technology  capability  using  a  range  of  materials.    Teachers  differentiate  activities  within  Design  &  Technology  to  ensure  that  the  specific  needs  of  individual  children  are  best  met.    Assessment,  Reporting  and  Recording  The  children  record  planning  and  evaluations  in  their  cross  curricular  folders,  as  their  work  links  in  with  termly  topics.    Following  the  conclusion  of  four  pieces  of  work,  teachers  complete  an  assessment.  Areas  of  success  and  next  steps  can  be  shared  with  the  children.  An  annual  report  by  the  co-­‐ordinator  details  progress  and  achievements  made  in  designing  and  making.    Monitoring  and  Evaluation  The  Design  and  Technology  co-­‐ordinator  monitors  planning  and  samples  of  work  in  all  year  groups  on  a  bi-­‐termly  basis.  Findings  will  be  shared  with  the  senior  management.  The  subject  leader  will  update  the  policy  as  appropriate.  Meetings  with  the  SLT  are  a  time  to  share  strengths  and  next  steps.      Resource  Management  Funding  for  Design  and  Technology  will  be  within  the  school  budget  plan  for  each  financial  year.  There  is  a  central  Design  and  Technology  budget  to  cover  the  purchase  of  equipment  such  as  tools,  construction  kits,  consumable  materials,  books  and  other  resource  materials.    The  Subject  Leader  will  be  responsible  for  ordering  equipment  and  materials.  It  is  the  responsibility  of  each  class  teacher  to  identify  additional  resource  needs  in  relation  to  their  project.  Equipment  and  materials  have  been  organised  in  the  resource  cupboard.    This  will  be  maintained  by  the  Design  and  Technology  co-­‐ordinator  supported  by  non-­‐teaching  assistants  as  required.    Any  shortages,  breakages  or  losses  should  be  reported  immediately  to  the  Design  and  Technology  co-­‐ordinator.    Hygiene  and  Safety  It  is  important  that  children  are  taught  essential  life  skills  to  enable  them  to  participate  confidently  and  safely  in  designing  and  making  in  society.    Teachers  have  a  duty  to  introduce  children  to  a  wide  variety  of  production  processes  and  the  correct  tools  for  the  task.  Children  must  design  considering  health  and  safety  issues  and  consequences  and  operate  in  a  safe  and  hygienic  manner  when  designing.  Risk  assessment  must  be  completed  for  wood  work  and  cooking  activities.  To  be  reviewed:  July  2017  

   

 PE        Policy    

 

Physical  education  is  a  unique  process  of  learning.  It  educates  pupils  in  the  knowledge  of  the  body  and  physical  activities;  the  skill  to  use  their  body  efficiently  and  effectively;  the  understanding  of  how  their  body  moves  and  the  importance  of  a  healthy  and  fit  lifestyle.  The  context  is  mainly  a  physical  one.    We  aim  to  promote  a  positive  attitude  towards  health  and  fitness  and  ensure  that  all  children  are  given  the  opportunity  to  take  part  in  a  wide  variety  of  

physical  activities  within  a  safe  environment.    

Aims  and  Objectives    

These  are  the  aims  and  objectives  of  Sibertswold  CE  Primary  School  for  the  provision  of  Physical  Education.    

1. To  maintain  and/or  stimulate  pupil  interest  and  enjoyment  in  P.E.  and  to  promote  health  and  fitness  for  current  and  future  lifestyles.  

 

2. To  enable  pupils  to  see  P.E.  as  a  major  feature  in  our  lives.    

3. To  enable  pupils  to  understand:  • The  use  of  safe  practice  and  to  appreciate  its  importance  in  P.E.  • The  role  of  exercise  in  a  fit  and  healthy  lifestyle.  (Links  with  Science/Healthy  schools/PSHE  topics)  

 

4. To   enable   pupils   to   develop   a   range   of   desirable   personal   qualities   such   as   perseverance,   initiative,  independence,  team  work,  co-­‐operation  and  self-­‐esteem.  

 

5. To  enable  children  to  work  independently  and  as  part  of  a  team  in  various  activities,  thus  developing  core  skills  such  as  communication  by  speech.  

 

6. To  employ  teaching  methods  and  resources   that  allows  all  pupils   (irrespective  of   their  gender,  physical  needs,  ethnic  origin  etc.)  the  opportunity  to  have  equal  access  to  P.E.,  and  to  experience  success  and  enjoyment  in  their  P.E.  work.     The  development  of   the   key  principles  of  Assessment   for   learning   in  PE   lessons  will   help   teachers  achieve  this.    Namely  through  consideration  of  the  four  strands  of:    

i) Acquiring  and  developing  skills  ii) Selecting  and  applying  skills  iii) Evaluating  and  improving  work  iv) Developing  knowledge  of  health  and  fitness  

 

7. To  enable  children  to  realise  the   level  of  enjoyment  that  can  be  gained  from  purposeful  physical  activity,  both  now  and  later  on  in  life.  

 

8.      To  vary  style  of  teaching  to  allow  children  different  ways  of  learning  and  developing  PE  skills.                

1. Staff   should   provide   a   variety   of   experiences/activities   during   a   course   of   study   and   during   a   P.E.   lesson   if  possible,  that  give  children  opportunities  for:  

• Games,  gymnastics,  dance,  athletics,  outdoor  and  adventurous  activities  and  swimming;  • Indoor  and  outdoor  activities;  • A  progressive  experience  of  working  on  individual  and  group  activities;  • Problem  solving  • Communicating  P.E.  ideas  to  others  by  means  such  as  speaking;  • Listening  and  appraising  with  adults  and  peers;  • Practising  and  refining  a  skill  through  increasingly  complex  tasks;  • Using  repetition  in  order  to  improve;  • The  development  of  gross  motor  skills  such  as  running,  dodging,  chasing,   jumping,  skipping,  rolling,  sliding  and  

climbing;  • The  development  of   fine  motor   skills   such  as   throwing,   kicking,  bouncing,  batting,   catching,   trapping,   carrying  

and  dribbling.    All  of  which  aid  reflex  development.    

2. Rules,  vocabulary  and  game  skills  such  as  attack,  defence  and  fielding  will  be  taught.    

3. The  recall  and  application  of  knowledge  and  skills  in  familiar  and  unfamiliar  situations  should  be  encouraged.    

4. Pupils   should   be   able   to   follow   both   verbal   and  written   instructions   accurately   as  well   as   develop   their   own  thoughts  and  freethinking  on  certain  tasks.  

 

 

 

5. Safety  is  enhanced  by  emphasis  of  the  following:  • The  need  to  wear  the  correct  clothes  and  be  ready  to  carry  out  physical  activity;  • The  need  to  follow  the  rules;  • How  to  lift,  carry  and  place  heavy  objects  and  equipment;  • The  need  for  a  warm  up  and  recovery  period  when  exercising  and  knowing  the  reasons  why  they  are  done;  • Teaching  how  to  swim  and  how  to  be  safe  in  and  around  water;  • The  need  to  tie  back  hair  and  remove  jewellery;  • Teachers  not  taking  part  in  P.E.  activity,  in  cases  where  they  are  aware  of  their  superior  strength  • Careful  consideration  of  the  use  of  AOTTs  in  delivering  PE  activities.  

 

6. There   should   be   opportunities   for   individual   and/or   group   activities   so   pupils   can   learn   how   to   work   co-­‐operatively,  as  well  as  on  their  own.    This  also  allows  opportunities  for  self  and  peer  assessment.  

 7. Staff  should  attempt  not  to  spend  inequitable  amounts  of  time  with  any  one  pupil  or  groups  of  children.    8. Staff  should  attempt  to  show  the  benefits  and  enjoyment  that  P.E./sport  has  given  to  us,  through  well-­‐chosen  

resources  and  carefully  phrased  comment.    

Assessment:  This   is  a   continuous  process   that  must  be  done  over  a  period  of   time.    Thoughts  and  comments  can  be  noted  on  sheets  provided  by  the  PE  coordinator  and  should  look  at  a  pupil’s  ability  to:  • Plan,  practise  and  improvise  sequences  of  movement;  • Perform  effectively  and  safely  challenging  tasks;  • Swim  unaided  and  understand  water  safety;  • Evaluate  and  improve  performance  through  different  methods  including  peer  assessment;  • Sustain  energetic  activity  in  a  range  of  physical  activities,  and  realise  the  effects  on  the  body.  

 

 Schemes  of  Work  

Schemes  of  work  are  in  place  for  both  Key  Stage  1  and  Key  Stage  2  through  the  New  National  Curriculum.      

 Sports  Clubs  

There  is  an  excellent  variety  of  lunchtime/after  school  sports  clubs  offered  over  the  course  of  the  year.  These  typically  include:  football,  netball,  cricket,  dance  etc

Music  Policy    Introduction  This  policy  is  a  statement  of  the  aims,  principles  and  strategies  for  the  teaching  and  appreciation  of  Music  at  Sibertswold  Primary  School.  This  policy  reflects  the  requirements  of  the  Early  Years  Foundation  Stage  Profile  and  the  new  National  Curriculum.  It  also  recognises  the  cross-­‐curricular  nature  of  music  and  the  creative  curriculum  that  is  at  the  heart  of  the  teaching  and  learning  at  Eythorne  Elvington.      

Aims  In  teaching  music  we  aim  to:  

• encourage  awareness,  enjoyment  and  appreciation  of  Music  in  all  its  forms.  • develop  imagination  and  creativity.  • encourage  children  to  sing  with  enthusiasm  from  an  early  age.  • develop  skills  in  listening,  appraising,  composing  and  performing.  • develop  pupil’s  confidence  in  all  musical  activity.  • build  all  pupil’s  social,  cultural  and  spiritual  development  through  music.  

 

The  principles    Music  has  an  important  contribution  to  make  to  the  education  of  every  child  in  developing  creative,  expressive  skills  and  aesthetic  awareness.  Music  enables  pupils  to  think,  feel  and  act.  The  fundamental  skills,  knowledge  and  concepts  of  music  are  acquired  through  the  activities  of:  

• performing  • composing  • transcribing  • describing  

 

Children  need  to  be  able  to  recognise:  • pitch  • duration  • dynamics  • tempo  • timbre  • texture  • structure  

 

Role  of  the  Music  Co-­‐ordinator  • responsible  for  the  day  to  day  operation  of  the  Music  Policy.  • auditing  and  resourcing  the  school’s  music  equipment,  as  well  as  maintaining  and  organising  its  storage  and  

use.  • ensuring  children  should  have  opportunities  for  sustained  and  progressive  instrumental  tuition  .  • seek  to  enthuse  the  staff  and  children  

 

Expectations  By  the  end  of  Key  Stage  1,  the  performance  of  the  great  majority  of  the  pupils  should  be  achieving  Milestone  1,  Advancing  2.  By  the  end  of  Year  4,  the  performance  of  the  great  majority  of  pupils  should  be  achieving  Milestone  2,  Advancing  2.  By  the  end  of  Key  Stage  2,  the  performance  of  the  great  majority  of  the  pupils  should  be  achieving  Milestone  3,  Advancing  2.    

Strategies  for  Teaching  Music    

Foundation  Stage  We  teach  music  in  FS1  and  FS2  classes  as  an  integral  part  of  the  themes  covered  during  the  year.  In  Foundation  Stage  we  relate  the  musical  aspects  of  the  children’s  work  to  the  objectives  set  out  in  the  Early  Years  Foundation  Stage  Profile  (EYFS),  which  underpin  the  curriculum  planning  for  children  aged  three  to  five.  Music  Express  is  also  used  at  the  Foundation  Stage  as  a  tool  to  aid  planning  and  assessing  music  sessions.  Music  sessions  will  contribute  to  a  child’s  personal  and  social  development.  Counting  songs  foster  a  child’s  mathematical  ability  and  songs  from  different  cultures  increase  a  child’s  knowledge  and  understanding  of  the  world.    

Key  Stage  One  and  Two  The  predominant  mode  of  working  is  as  a  whole  class,  although  opportunities  will  be  available  for  input  to  small  groups  and  individuals.  There  will  be  direct  teaching  and  also  opportunities  to  explore  and  experiment  with  sounds  and  instruments.  Links  will  be  made  within  the  themes  we  undertake  throughout  the  year  and  music  will  be  integral  to  the  learning  that  takes  place  within  the  themes.    

 Differentiation  Those  children  with  a  particular  interest  or  aptitude  in  Music  can  be  given  the  opportunity  to  extend  their  education  in  a  variety  of  ways,  for  example,  recorder  groups,  drumming,  tin  whistle,  choir,  instrumental  performances  in  Assembly.        

Gifted  and  Talented    Talented  children  should  be  guided  towards  opportunities  provided  by  the  ‘Soundhub’.  In  the  case  of  a  truly  musically  gifted  child,  advice  about  available  specialist  musical  education  will  be  offered  to  the  parents.    

Assessment  and  Recording  Teachers  will  assess  children’s  work  in  music  by  making  informal  judgements  about  achievement  of  Teaching  and  Learning  objectives  as  they  observe  them  during  lessons.  At  the  end  of  each  Key  Stage  the  teacher  makes  a  summary  judgement  about  the  work  of  each  pupil  in  relation  to  the  appropriate  Milestone.  We  use  this  as  the  basis  for  assessing  the  progress  of  the  child  and  for  completing  reports  to  parents.      

In  the  Foundation  Stage,  evidence  of  progress  is  made  through  snap  shots  and  formal  observations  and  also  through  annotated  photographs.  These  pieces  of  evidence  are  to  be  used  to  make  formal  assessments  using  the  EYFS.      

Peripatetic  music  teachers  will  use  their  own  forms  of  assessment  and  they  will  be  expected  to  give  regular  feedback  regarding  the  progress  of  all  the  children  they  teach.  They  will  record  their  comments  regarding  the  progress  the  pupils  make.      

Extra-­‐Curricular  Opportunities    

KS2  pupils  have  opportunities  to  join  the  school  choir,  learn  an  instrument  and  perform  at  school  and  community  events.  

Personal,  Social,  Health  and  Citizenship  Education  Policy  

Sibertswold  Primary  School  is  a  community  orientated  school,  centred  around  the  children  as  individuals.  We  are  committed  to  helping  children  work  towards  their  potential  as  lifelong  learners  who  care,  share,  respect  and  learn  in  a  stimulating  environment.  Personal,  Social  and  Health  Education  (PSHE)  is  at  the  heart  of  all  that  we  do.  Through  our  curriculum,  our  school  environment  and  our  school  ethos,  we  promote  pupils’  self-­‐esteem  and  emotional  well-­‐being  and  help  them  to  form  and  maintain  worthwhile  and  satisfying  relationships,  based  on  respect  for  themselves  and  for  others,  at  home,  at  school,  at  work  and  in  the  community.      Aims    The  aims  of  PSHE  are  to  enable  the  children  to  develop  the  skills,  knowledge,  understanding  and  attitudes  they  need  to  be  able  to:    

• have  respect  for  themselves  and  others,  valuing  the  differences  and  similarities  between  people;    • develop  good  relationships  with  other  members  of  the  school  and  wider  community;    • be  independent,  self-­‐disciplined  and  responsible  members  of  society;    • be  positive  and  active  members  of  a  democratic  society;    • develop  self-­‐confidence  and  self-­‐esteem,  and  make  informed  choices  regarding  personal  and  social  issues;    • know  and  understand  what  constitutes  a  healthy  lifestyle;    • be  aware  of  safety  issues  and  manage  risk  in  their  own  lives.    

 Curriculum  organisation    Every  class  has  discrete  PSHCE  lessons  each  week,  based  on  the  school’s  Scheme  of  Work.    There  are  a  range  of  materials  to  support  the  teaching  of  PSHCE  available  to  the  class  teachers  including  S.E.A.L.,  ‘Health  for  Life’,  Jenny  Moseley  resources  etc.  PSHE  is  also  be  addressed  on  a  daily  basis  as  questions  and  incidents  arise.  At  times,  teachers  may  choose  to  hold  an  additional  Circle-­‐time  session  in  response  to  a  particular  event  or  issue.  Teaching  Assistants  are  actively  involved  in  supporting  learning.    Adult  and  pupil  led  assemblies  provide  a  daily  opportunity  to  enhance  pupils’  spiritual,  moral,  social  and  cultural  development,  promoting  our  school’s  values  and  celebrating  achievement.  ‘Celebration  Assemblies’  highlight  both  class  and  individual  successes  within  the  school  community.            

Teaching  and  learning  strategies    A  range  of  teaching  and  learning  strategies  is  used  in  accordance  with  the  school’s  Teaching  and  Learning  Policy.    All  teachers  endeavour  to  provide  a  safe  learning  environment  through  the  establishment  of  clear  class  rules  which  are  made  explicit  to  the  children  and  reinforced  consistently.    Children  are  encouraged  to  take  part  in  a  range  of  practical  activities  to  promote  active  citizenship,  e.g.  charity  fund-­‐raising;  the  planning  of  special  events  at  school;  making  class  rules;  class  council  meetings;  by  taking  on  roles  of  responsibility  for  themselves,  for  others  and  for  the  school.      Resources    A  range  of  resources  support  the  teaching  and  learning  of  PSHE.  This  will  include:  Schemes  of  work  e.g.  S.E.A.L.;  ICT  (websites  such  as  “Oxfam’s  Cool  Planet”  and  “Unicef”);  visitors;  books  and  DVDs  and  visits  linked  to  curricular  content.      Equal  Opportunities    All  children  have  an  entitlement  to  access  the  PSHE  curriculum.  All  children  have  access  to  appropriate  resources  within  the  school.  These  reflect  a  multi-­‐cultural  society,  without  stereotyping  or  discrimination.  All  children  are  given  the  opportunity  to  participate  in  all  activities  regardless  of  gender,  race  or  ability.      Community  links    Working  in  partnership  with  parents  and  carers  and  with  the  wider  school  community  is  an  essential  element  of  PSHE.  We  seek  to  involve  parents  and  keep  them  informed  through  our  website  and  newsletters.  Parents  are  encouraged  to  come  into  school  whenever  they  have  any  concerns  or  anything  they  would  like  to  discuss  with  us.  We  foster  links  with  the  wider  community  including  the  local  churches.    Assessment,  reporting  and  recording    Assessment  is  an  integral  part  of  teaching  and  learning.  Its  purpose  is  to  highlight  success  and  achievement,  as  well  as  identifying  areas  that  need  further  support.  This  information  is  then  used  to  inform  future  planning.      Teachers  assess  children’s  progress  in  PSHE:    

• by  making  informal  judgements  as  they  observe  them  during  lessons  and  at  other  times  around  school  and  considering  the  outcomes  of  peer  and  self-­‐assessment  exercises;    

• by  making  formal  assessments  of  their  work  and  performance,  measured  against  the  specific  learning  objectives;    

Assessment  information  is  relayed  to  parents  via  end  of  year  reports  and  during  consultation  evenings.      Subject  review  and  monitoring    The  PSHE  Coordinator  is  responsible  for  monitoring  the  standards  of  children’s  work  and  the  quality  of  teaching.  The  subject  leader  supports  colleagues  in  the  teaching  of  PSHE,  by  passing  on  information  and  ideas,  and  delivering  staff  training  as  appropriate.  We  also  hold  staff  meetings  to  discuss  current  issues  and  to  make  staff  aware  of  new  initiatives,  practices  and  resources.  The  results  of  subject  leader  monitoring  are  then  used  to  inform  school  improvement  by  feeding  into  the  School  Development  Plan      Links  with  other  policies    This  policy  links  particularly  to  the  following  policies:  Confidentiality,  Sex  and  Relationships  Education,  Drug  Education,  Safeguarding  and  Child  Protection,  Behaviour  and  Anti-­‐bullying.                              

LANGUAGES  Policy                Autumn    2015  Introduction  Within  the  new  National  Curriculum  2014  teaching  children  languages  is  a  requirement  in  KS2.  Sibertswold  has  taught  French  informally  for  several  years.    Aims    We  aim  to  develop  children’s  experience  of  language  acquisition  and  encourage  curiosity  about  languages.  To  develop  their  understanding  of  what  they  hear  and  read,  and  have  an  ability  to  express  themselves  in  speech  and  writing.  Extend  their  knowledge  of  how  language  works  and  explore  differences  between  French  and  English.  And  strengthen  their  sense  of  identity  through  learning  about  culture  in  Francophone  countries  and  comparing  it  with  their  own  culture.      Teaching  and  Learning  Overview  Teaching  is  in  line  with  the  recommendations  of  the  National  Curriculum,  with  modifications  in  place  which  allow  for  the  individual  and  differentiated  needs  of  the  children.  It  takes  full  account  of  the  different  experiences,  strengths  and  interests  of  the  children  whilst  also  complying  with  the  requirements  and  guidance  on  inclusion      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.    Organisation  French  is  taught  in  a  whole-­‐class  setting,  planned  by  the  class  teacher  and  TA.  The  lessons  are  designed  to  motivate  children  from  the  first  moment  and  are  mainly  practical  in  focus.  They  have  clear,  achievable  objectives  and  incorporate  different  learning  styles.  SEN  children  have  access  to  the  curriculum  through  variation  of  task,  grouping  or  support  from  an  adult.    Each  class  has  a  timetabled  lesson  of  at  least  thirty  minutes  per  week.  French  can  also  be  revisited  in  short  sessions  throughout  the  week  to  consolidate  knowledge  and  ensure  new  language  is  retained.  French  lessons  provide  a  variety  of  sources  to  model  the  language,  use  games  and  songs  to  maximise  enjoyment  and  make  as  many  connections  to  real  life  situations  as  possible.  Lessons  focus  on  speaking  and  listening.  However,  when  appropriate,  children  record  written  work  informally.    Below  is  an  outline  of  the  coverage  within  KS2  which  can  be  taught  flexibly  across  year  groups.    

Year  3   YEAR  4   YEAR  5   YEAR  6  Meet  and  greet   Revision  of  Year  3   Countries  (flags)   Numbers  1  –  100  

Name   Numbers  1  –  31   Weather   Time  Days   Months   Food  and  drink   Parts  of  the  body  

Numbers  1  –  12   Birthdays   Celebrations   Clothes    Age   Family   Class  objects   Rooms  

Colours   Gender  (masc./fem.)   Dictionary  skills   Dictionary  skills  Alphabet   Pets   High  frequency  phrases   High  frequency  phrases  Phonics   Phonics   Phonics   Phonics  

   

Resources  The  supporting  materials  for  each  year  group  are  kept  in  the  resources  room.    Efforts  to  establish  links  with  native  French  speakers  and  the  local  secondary  school  MFL  department  are  continuing.    Assessment  and  record  keeping  Informal  assessment  of  progress  will  be  made  by  the  language  provider  during  lessons  through  questioning  and  oral  feedback.  The  Subject  Leader  monitors  the  effectiveness  of  the  procedures  implemented.    Monitoring  and  evaluation  The  MFL  Subject  leader  monitors  planning  and  delivery  on  a  termly  basis.  Findings  are  shared  with  the  SLT  and  the  MFL  SEF  is  updated  as  appropriate.    

Policy  written:  Autumn  2015  Review  date:  Autumn  2016