The Foundation Subjects of the Curriculum


As well as following the curriculum for core and foundation subjects in each class, we work hard to deliver a wide range of extra curricular activities, hoping to find something that will appeal to your child whether they enjoy sports, the arts or any other area of school life. Links with other providers ensure plenty of activities such as field trips, festivals, concerts, sporting tournaments and book fairs. These activities provide a wide range of experiences for our pupils to draw on during their lessons and they help to bring learning to life.

Art & Design


Intent to ensure that all pupils:

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

Implementation

  • Pupils use a range of materials creatively to design and make products.
  • Pupils 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 create sketch books to record their observations and use them to review and revisit ideas.
  • Pupils are taught about great artists, architects and designers in history.

Impact

  • Pupils use drawing, painting and sculpture to share their ideas, experiences and imagination.
  • Pupils develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
  • Pupils strive to improve their mastery of art and design techniques.

Programmes of study will include:

Year 1 & 2

  • Use a range of materials
  • Use drawing, painting and sculpture
  • Develop techniques of colour, pattern, texture, line, shape, form and space
  • Learn about range of artists, craftsmen and designers

Year 3 & 4

  • Use sketchbooks to collect, record and evaluate ideas
  • Improve mastery of techniques such as drawing, painting and sculpture with varied materials
  • Learn about great artists, architects & designers

Year 5 & 6

  • Use sketchbooks to collect, record, review, revisit & evaluate ideas
  • Improve mastery of techniques such as drawing, painting and sculpture with varied materials
  • Learn about great artists, architects & designers

Computing


Intent to ensure that all pupils:

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

Implementation

  • Pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming.
  • Pupils are equipped to use information technology to create programs, systems and a range of content.
  • Pupils select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
  • Pupils use technology safely and respectfully, keeping personal information private.
  • Pupils taught where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Impact

  • Computing has deep links with mathematics, science, and design and technology, and provides pupils with insights into both natural and artificial systems.
  • Pupils become digitally literate - able to use, and express themselves and develop their ideas through, information and communication technology - at a level suitable for the future workplace and as active participants in a digital world.
  • Pupils use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
  • Pupils recognise common uses of information technology beyond school.

Programmes of study will include:

Year 1 & 2

  • Understand use of algorithms
  • Write & test simple programs
  • Use logical reasoning to make predictions
  • Organise, store, retrieve & manipulate data
  • Communicate online safely and respectfully
  • Recognise uses of IT outside of school

Year 3 & 4

  • Design & write programs to achieve specific goals, including solving problems
  • Use logical reasoning
  • Understand computer networks
  • Use internet safely and appropriately
  • Collect and present data appropriately

Year 5 & 6

  • Design & write programs to solve problems
  • Use sequences, repetition, inputs, variables and outputs in programs
  • Detect & correct errors in programs
  • Understand uses of networks for collaboration & communication
  • Be discerning in evaluating digital content

Design & Technology


Intent 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.

Implementation

  • Pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others' needs, wants and values.
  • Pupils investigate and analyse a range of existing products.
  • Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.
  • Pupils evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
  • Pupils research how key events and individuals in design and technology have helped shape the world.
  • As part of their work with food, pupils are taught how to cook and apply the principles of nutrition and healthy eating.

Impact

  • Pupils acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.
  • Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination Pupils develop a critical understanding of its impact on daily life and the wider world.
  • Instilling a love of cooking in pupils opens a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Programmes of study will include:

Year 1 & 2

  • Design purposeful, functional & appealing products
  • Generate, model & communicate ideas
  • Use range of tools & materials to complete practical tasks
  • Evaluate existing products & own ideas
  • Build and improve structure & mechanisms
  • Understand where food comes from

Year 3 & 4

  • Use research& criteria to develop products which are fit for purpose
  • Use annotated sketches and prototypes to explain ideas
  • Evaluate existing products and improve own work
  • Use mechanical systems in own work
  • Understand seasonality; prepare & cook mainly savoury dishes

Year 5 & 6

  • Use research & criteria to develop products which are fit for purpose and aimed at specific groups
  • Use annotated sketches, cross-section diagrams & computer-aided design
  • Analyse & evaluate existing products and improve own work
  • Use mechanical & electrical systems in own products, including programming
  • Cook savoury dishes for a healthy & varied diet

French


Intent to ensure that all pupils:

  • understand and respond to spoken and written French 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.

Implementation

  • Pupils explore the patterns and sounds of French through songs and rhymes and link the spelling, sound and meaning of words.
  • Pupils engage in conversations; ask and answer questions; express opinions and respond to those of others.
  • Pupils describe people, places, things and actions orally and in writing.

Impact

  • Pupils appreciate stories, songs, poems and rhymes in French.
  • Pupils listen attentively to spoken French and show understanding by joining in and responding.
  • Pupils present ideas and information orally to a range of audiences.

Programmes of study will include:

Year 3 & 4

  • Listen & engage
  • Ask & answer questions
  • Speak in sentences using familiar vocabulary
  • Develop appropriate pronunciation
  • Show understanding of words & phrases
  • Appreciate stories, songs, poems & rhymes
  • Broaden vocabulary

Year 5 & 6

  • Listen & engage
  • Engage in conversations, expressing opinions
  • Speak in simple language & be understood
  • Develop appropriate pronunciation
  • Present ideas & information orally
  • Show understanding in simple reading
  • Adapt known language to create new ideas
  • Describe people, places & things
  • Understand basic grammar, e.g. gender

Music


Intent to ensure that all pupils:

  • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
  • learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
  • understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Implementation: Pupils are taugh to...

  • sing and play musically with increasing confidence and control, developing an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory
  • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
  • improvise and compose music for a range of purposes using the inter-related dimensions of music
  • listen with attention to detail and recall sounds with increasing aural memory
  • use and understand staff and other musical notations
  • appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • develop an understanding of the history of music.

Impact

  • Pupils develop a love of music and are encouraged to develop their talent as musicians.
  • Pupils demonstrate an increase in self-confidence, creativity and sense of achievement.
  • Pupils develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

Programmes of study will include:

Year 1 & 2

  • Sing songs
  • Play tuned & untuned instruments musically
  • Listen & understand live and recorded music
  • Make and combine sounds musically

Year 3 & 4

  • Use voice & instruments with increasing accuracy, control and expression
  • Improvise & compose music
  • Listen with attention to detail
  • Appreciate wide range of live & recorded music
  • Begin to develop understanding of history

Year 5 & 6

  • Perform with control & expression solo & in ensembles
  • Improvise & compose using dimensions of music
  • Listen to detail and recall aurally
  • Use & understand basics of staff notation
  • Develop an understanding of the history of music, including great musicians & composers

Physical Education


Intent to ensure that all pupils:

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

Implementation

  • Pupils develop a broad range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement.
  • Pupils play competitive games, modified where appropriate [for example, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending.
  • Pupils develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics].
  • Pupils perform dances using a range of movement patterns.
  • Pupils take part in outdoor and adventurous activity challenges both individually and within a team.
  • Pupils are encouraged to compare their performances with previous ones and demonstrate improvement to achieve their personal best.
  • Pupils have swimming instruction in which they are taught a range of strokes and to perform safe self-rescue in different water-based situations.

Impact

  • Pupils enjoy communicating, collaborating and competing with each other.
  • Pupils develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
  • Opportunities to compete in sport and other activities build character and help pupils to embed values such as fairness and respect.
  • The PE curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities.
  • Pupils swim competently, confidently and proficiently over a distance of at least 25 metres.
  • The PE curriculum also provides opportunities for pupils to become physically confident in a way which supports their health and fitness.

Programmes of study will include:

Year 1 & 2

  • Master basic movement, e.g. running, jumping, throwing, catching, balance, agility and co-ordination
  • Participate in team games
  • Perform dances using simple movement

Year 3 & 4

  • Use running, jumping, catching and throwing in isolation and in combination
  • Play competitive games, modified as appropriate
  • Develop flexibility & control in gym, dance & athletics
  • Compare performances to achieve personal bests
  • Swimming proficiency at 25m

Year 5 & 6

  • Use running, jumping, catching and throwing in isolation and in combination
  • Play competitive games, applying basic principles
  • Develop flexibility & control in gym, dance & athletics
  • Take part in Outdoor & Adventurous activities
  • Compare performances to achieve personal bests
  • Swimming proficiency at 25m

History


Intent to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people's lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as 'empire', 'civilisation', 'parliament' and 'peasantry'
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance
  • understand the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Implementation

  • Pupils equipped with knowledge and understanding of Britain's past and that of the wider world.
  • Pupils encouraged to be curious to know more about the past.
  • Pupils encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
  • Pupils make connections, draw contrasts, analyse trends, and create their own structured accounts, including written narratives and analyses.

Impact

  • Pupils understand the complexity of people's lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
  • Pupils continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
  • Pupils construct informed responses that involve thoughtful selection and organisation of relevant historical information. They understand how our knowledge of the past is constructed from a range of sources.

Programmes of study will include:

Year 1 & 2

  • Changes in living memory
  • Lives of significant historical figures
  • Significant local people
  • Key Events e.g. Bonfire night
  • Events of local importance

Year 3

  • Stone Age to Iron Age Britain, including: - hunter-gatherers and early farmers - Bronze age religion, technology & travel - Iron age hill forts
  • A local history study

Year 4

  • Roman Empire & impact on Britain: - Julius Caesar's attempted invasion - Roman Empire & successful invasion - British resistance, e.g. Boudicca - Romanisation of Britain
  • Earliest ancient civilisations, i.e. - Ancient Sumer; - Indus Valley; - Ancient Egypt; or - Shang Dynasty of Ancient China

Year 5

  • Anglo-Saxons & Vikings, including: - Roman withdrawal from Britain; Scots invasion - Invasions, settlements & kingdoms - Viking invasions; Danegald - Edward the Confessor
  • Ancient Greece

Year 6

  • An extended period study, e.g. - The changing power of monarchs - Significant turning points in British history - Crime & punishment - Leisure
  • Non-European society, i.e. - Islamic civilization, including Baghdad - Mayan civilization - Benin (West Africa)

Geography


Intent to ensure that all pupils:

  • develop contextual knowledge of the location of globally significant places - both terrestrial and marine - including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Implementation

  • Pupils encouraged to be curious and fascinated about the world and its people in a way that will remain with them for the rest of their lives.
  • Pupils equipped with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth's key physical and human processes.
  • With their growing knowledge about the world, pupils deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

Impact

  • Pupils 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.
  • Pupils use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
  • Pupils' geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth's features at different scales are shaped, interconnected and change over time.

Programmes of study will include:

Year 1

  • Name & locate the four countries and capital cities of the United Kingdom using atlases & globes
  • identify seasonal / daily weather patterns in the UK and the location of hot and cold areas of the world
  • Use geographical vocabulary to describe local features
  • Use four compass directions & simple vocabulary

Year 2

  • Name & locate world's continents and oceans
  • Compare local area to a non-European country
  • Use basic vocabulary to describe a less familiar area
  • Use aerial images and other models to create simple plans and maps, using symbols
  • Use simple fieldwork and observational skills to study the immediate environment

Year 3 & 4

  • Locate world's countries, focussing on Europe & Americas focus on key physical & human features
  • Study a region of the UK (not local area)
  • Use 8 points of compass, symbols & keys
  • Describe & understand climate, rivers, mountains, volcanoes, earthquakes, settlements, trade links, etc.
  • Use fieldwork to observe, measure & record

Year 5 & 6

  • Name & locate counties, cities, regions & features of UK
  • Understand latitude, longitude, Equator, hemispheres, tropics, polar circles & time zones
  • Study a region of Europe, and of the Americas
  • Understand biomes, vegetation belts, land use, economic activity, distribution of resources, etc.
  • Use 4- and 6-figure grid references on OS maps

Religious Education


Intent to ensure that all pupils:

  • Know about and understand a range of religions and worldviews
  • Can express ideas and insights about the nature, significance and impact of religions and worldviews
  • Gain and deploy the skills needed to engage seriously with religions and worldviews
  • know about and understand Christianity as a living world faith, by exploring core theological concepts.

Implementation

  • Pupils are introduced to big questions about life, to find out what people believe and what difference this makes to how they live, so that pupils can make sense of religion, reflecting on their own ideas and ways of living.
  • The school follows the 'Herefordshire Agreed Syllabus for Religious Education' and uses the resource project 'Understanding Christianity' which explores the core concepts of Christianity in a progressive way, using an enquiry approach that engages with biblical text and helps develop religious and theological literacy.
  • Pupils explore the life, teaching, death and resurrection of Jesus, within a wide historical and theological context, reflecting the 'Big Story' of the Bible.
  • Pupils extend their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts.
  • Pupils are introduced to subject specific vocabulary and an extended range of sources including visits to different places of worship.
  • Pupils are encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life.

Impact

  • Pupils express their own ideas in response to questions of faith, identifying relevant information, selecting examples and giving reasons to support their ideas and views.
  • Pupils happily engage with the school's programme of Christian values and clearly understand how these apply to their life both in and out of school.

Programmes of study will include:

Year 1

  • Who is a Christian and what do they believe?
  • What makes some places sacred?
  • How and why do we celebrate special and sacred times?
  • What does it mean to belong to a faith community?

Year 2

  • What do Muslims and Jews believe?
  • What can we learn from sacred books?
  • How should we care for others, and why does it matter?

Year 3

  • What do Christians, Hindus and Muslims believe about God?
  • Why is the Bible so important for Christians today?
  • Why do people pray?
  • What does it mean to be a Christian in Britain today?

Year 4

  • Why is Jesus inspiring to some people?
  • Why are festivals important to religious communities?
  • What does it mean to be a Hindu in Britain today?
  • What can we learn from religions about deciding what is right and wrong?

Year 5

  • Why do Christians & non-religious people think God exists?
  • Can we live by the values of Jesus in the 21st century?
  • If God is everywhere, why go to a place of worship?
  • What does it mean to be a Muslim in Britain today?

Year 6

  • What do religions say to us when life gets hard?
  • Is it better to express your beliefs in arts and architecture or in charity and generosity?
  • What matters most to Christians and Humanists?

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