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

• word reading
• comprehension (both listening and reading)

It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each.

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (ie unskilled readers) when they start school.

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world they live in, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure house of wonder and joy for curious young minds.

It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

In order to achieve this by the end of Key Stage One (Teaching Assessment Framework for the Expected Standard):

The pupil can: read accurately most words of two or more syllables, read most words containing common suffixes, read most common exception words.

In age-appropriate books, the pupil can:  read most words accurately without overt sounding and blending, and sufficiently fluently to allow them to focus on their understanding rather than on decoding individual words, sound out most unfamiliar words accurately, without undue hesitation.

In a book that they can already read fluently, the pupil can: check it makes sense to them, correcting any inaccurate reading, answer questions and make some inferences, explain what has happened so far in what they have read.

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.

Read Write Inc
We follow Read Write Inc, a whole school stage not age approach to reading meaning that children will always be working at an appropriate level for their developing reading skills (see attached progression document)

When starting in Reception children will initially learn the phoneme and grapheme correspondence for 25 single letter sounds as well as 7 common digraphs (two letter sounds) and begin to learn how to blend these letters in order to read. As confidence and accuracy grows children will move through the program according to the pathway.

We would expect that a child achieving their early learning goal would be securely working within green level.

Reading experiences
As they join the school children will develop much of their personal, social and emotional understanding as well as appropriate communication and language skills through a wealth of carefully selected stories designed to support a growing awareness of their own feelings and behaviour as well as developing empathy and shaping interactions with others. In the first term at Mudeford Infants children will explore the world of Julia Donaldson books, learning about rhyming stories to support engagement and involvement joining in with predictable phrases.  These stories will be brought to life as children further develop their understanding through creating characters of their own based on the story of Stick Man and drawing their own cave paintings following the story of Cave baby. Children will experience stories to support their developing understanding in maths learning about 2d shapes through the stories of Mac Bartlett. Children will be introduced to the concept of fiction and non-fiction during the Celebrations project in Autumn term and from that point during plan, work, recall children will have access to project specific texts both fiction and non-fiction to support their developing understanding and enquiry. In the ‘Around the World’ project during Spring 2 children will explore stories from around the globe discussing similarities and differences with other stories they have experienced so far.

Storymaker – currently under review
Children will begin to learn a range of stories and rhymes by heart through storymaker using actions and images to support retelling. Children will gain a deeper understanding of these stories including using key vocabulary across all areas of learning in the classroom.

Autumn 1
Old MacDonald had a farm
Silly Soup
(Everywhere bear)

Autumn 2
Firework poetry
Jolly Christmas Postman story (five part story building)

Spring 1
Experiment instructions
No-bot story / 3 little pigs

Spring 2
Handa’s surprise

Summer 1
Minibeast descriptions
Farm recount
Little red hen

Summer 2
Teddy Bears Picnic
Goldilocks

Spring 1
Planet facts
Whatever next story

Spring 2
Going on a troll hunt story
Character descriptions

Summer 1
Plants, flowers, minibeasts information texts
Hungry caterpillar story

Summer 2
Recipe book instruction writing
Kitchen sounds poetry

Read Write Inc
Children will continue to follow Read Write Inc until the point that they can confidently demonstrate accuracy and fluency in decoding and comprehension. At this point children join Rainbow group where they will experience a range of increasingly more complex texts focussing on unfamiliar vocabulary and higher order comprehension such as more abstract inference, prediction and making links between texts.

We would expect a child working at the expected standard for the end of the year to be working in Rainbow group (off the RWInc scheme)

Reading experiences
Continuing to experience a range of high quality literature through the Pie Corbett year two reading spine children will develop their skills in critical responses considering differing perspectives on texts to gain a deeper understanding. In plan, work, recall children will continue to access texts related to the projects as well as using on line reading resources for research such as historical research for the Great Fire of London.

Storymaker – currently under review
Children will continue to increase their repertoire of texts including having opportunities to select their own texts to review and share with peers and using storymaker to support learning across the curriculum such as retelling The Battle of Mudeford for history.

Autumn 1
Funny Bones
Christchurch Information leaflets

Autumn 2
Firework poem
Great Fire of London Information text
Polar express story

Spring 1
Revolting recipe Instructions
George’s marvellous medicine story

Spring 2
Pirate day recount
Magic box poem
Pirate Story

Summer 1

Summer 2

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

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

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

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.

In order to achieve this by the end of Key Stage One (Teaching Assessment Framework for the Expected Standard):

The pupil can, after discussion with the teacher: write simple, coherent narratives about personal experiences and those of others (real or fictional), write about real events, recording these simply and clearly, demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when required,  use present and past tense mostly correctly and consistently, use co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses, segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others, spell many common exception words, form capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters  and use spacing between words that reflects the size of the letters.

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting. Children recognise the four stages of writing using the reminder think it, say it, write it, read it making explicit the roles of composition and transcription.

Children should be able to compose individual sentences orally and then write them down. They should be able to spell many of the words correctly and make phonically plausible attempts to spell words they have not yet learnt. They should be able to form individual letters correctly and of a good size when writing across the curriculum, establishing good handwriting habits from the beginning. Children should be able to check back through their writing and edit their work for accuracy in spelling, grammar and punctuation as well as develop their ideas and vocabulary choices. Children should use writing skills to express thoughts and ideas across the curriculum and to demonstrate understanding.

• Write recognisable letters, most of which are correctly formed.
• Spell words by identifying sounds in them and representing the sounds with a letter or letters.
• Write simple phrases and sentences that can be read by others.

Once a month writing – currently under review

(see English Appendix 1)

• Spell: words containing each of the 40+ phonemes already taught, common exception words and the days of the week.
• Name the letters of the alphabet: naming the letters of the alphabet in order, using letter names to distinguish between alternative spellings of the same sound.
• Add prefixes and suffixes: using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs, using the prefix un–, using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest].

Apply simple spelling rules and guidance, as listed in English Appendix 1, write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

Handwriting

• Sit correctly at a table,
• Hold a pencil comfortably and correctly
• Begin to form lower-case letters in the correct direction, starting and finishing in the right place
• Form capital letters
• Form digits 0-9
• Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these

Composition

Write sentences by:

• saying out loud what they are going to write about, composing a sentence orally before writing it
• sequencing sentences to form short narratives
• re-reading what they have written to check that it makes sense
• discussing what they have written with the teacher or other pupils
• reading aloud their writing clearly enough to be heard by their peers and the teacher.

Vocabulary, grammar and punctuation

• Develop their understanding of the concepts set out in English Appendix 2 by:
• leaving spaces between words
• joining words and joining clauses using and
• beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.
• Using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
• Learn the grammar for year 1 in English Appendix 2
• Use the grammatical terminology in English Appendix 2 in discussing their writing

Once a month writing – currently under review

Spelling

Spell by:-

• segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
• learn new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones
• learn to spell common exception words
• learn to spell more words with contracted forms
• learn the possessive apostrophe (singular) [for example, the girl’s book]
• distinguish between homophones and near-homophones,
• add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly

Apply spelling rules and guidance, as listed in English Appendix 1. Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

Handwriting

• Form lower-case letters of the correct size relative to one another
• start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another are best left unjoined
• write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
• use spacing between words that reflects the size of the letters.

Composition

Develop positive attitudes towards and stamina for writing by:

• writing narratives about personal experiences and those of others (real and fictional)
• writing about real events
• writing poetry
• writing for different purposes

Consider what they are going to write before beginning by:

• planning or saying out loud what they are going to write about
• writing down ideas and/or key words, including new vocabulary
• encapsulating what they want to say, sentence by sentence

Make simple additions, revisions and corrections to their own writing by:

• evaluating their writing with the teacher and other pupils
• re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
• proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
• read aloud what they have written with appropriate intonation to make the meaning clear.·

Vocabulary, grammar and punctuation

 Develop their understanding of the concepts set out in English Appendix 2 by:

learning how to use both familiar and new punctuation correctly (see English Appendix 2) including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

Learn how to use:

• sentences with different forms: statement, question, exclamation, command
• expanded noun phrases to describe and specify [for example, the blue butterfly]
• the present and past tenses correctly and consistently including the progressive form
• subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
• the grammar for year 2 in English Appendix 2
• some features of written Standard English
• use and understand the grammatical terminology in English Appendix 2 in discussing their writing

Once a month writing – currently under review

• Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
• Make comments about what they have heard and ask questions to clarify their understanding.
• Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

Speaking:

• Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.
• Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.

Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

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

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. Pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

By the end of Key stage 1 children will:

• read scales* in divisions of ones, twos, fives and tens
• partition any two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus
• add and subtract any 2 two-digit numbers using an efficient strategy, explaining their method verbally, in pictures or using apparatus (e.g. 48 + 35; 72 – 17)
• recall all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive relationships (e.g. If 7 + 3 = 10, then 17 + 3 = 20; if 7 – 3 = 4, then 17 – 3 = 14; leading to if 14 + 3 = 17, then 3 + 14 = 17, 17 – 14 = 3 and 17 – 3 = 14)
• recall multiplication and division facts for 2, 5 and 10 and use them to solve simple problems, demonstrating an understanding of commutativity as necessary
• identify 14, 13, 12, 24, 34, of a number or shape, and know that all parts must be equal parts of the whole
• use different coins to make the same amount
• read the time on a clock to the nearest 15 minutes
• name and describe properties of 2-D and 3-D shapes, including number of sides, vertices, edges, faces and lines of symmetry.

• Use a HAPPY MATHS approach (hardwire, active, purposeful, positive, yet) so children feel confident with a positive growth mind set
• Big Maths jingles, rhymes and songs allow children to be highly engaged and motivated
• Active learning opportunities including the outdoor environment
• Providing opportunities for children to rehearse their mathematical skills through investigative play and Plan, Work, Recall opportunities
• Role play and real life scenarios
• Cooking

• Use a progressive approach to demonstrate understanding of key concepts from using concrete resources, to pictorial representation through to abstract application.
• Develop skills in measuring beginning with early comparative language, moving to non-standard measures through to standard measures including reading scales and understanding units.
• Children will be able to justify maths by using developing vocabulary and reasoning skills. They will be able to explain their answers in “how do you know?” and give examples to demonstrate their understanding through proving it.
• Maths lessons will follow a sequence of learning through counting, learn its, It’s nothing new and calculation to enable children to continually practise their skills and deepen their understanding of number. Plan work recall opportunities will allow children to problem solve and practise their skills through a range of contexts.

The national curriculum objectives for each year group (as highlighted below) are delivered in a progressive way throughout the year. Medium term plans support teachers to plan and assess using the Big Maths progress drives to develop appropriate personalised provision. Projects will be used as a purposeful context to support maths learning through CLIC lessons and plan work recall opportunities.

Number:

• Have a deep understanding of number to 10, including the composition of each number.
• Subitise (recognise quantities without counting) up to 5
• Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical Patterns:

• Verbally count beyond 20, recognising the pattern of the counting system.
• Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
• Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Number

•count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
•count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s
•given a number, identify 1 more and 1 less
•identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
•read and write numbers from 1 to 20 in numerals and words
•read, write and interpret mathematical statements involving addition (+), subtraction (−) and equals (=) signs
•represent and use number bonds and related subtraction facts within 20
•add and subtract one-digit and two-digit numbers to 20, including 0
•solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? – 9
•solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
•recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity
•recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity

Number

•count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward
•recognise the place value of each digit in a two-digit number (10s, 1s)
•identify, represent and estimate numbers using different representations, including the number line
•compare and order numbers from 0 up to 100; use <, > and = signs
•read and write numbers to at least 100 in numerals and in words
•use place value and number facts to solve problems
•solve problems with addition and subtraction: •using concrete objects and pictorial representations, including those involving numbers, quantities and measures
•applying their increasing knowledge of mental and written methods

•recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
•add and subtract numbers using concrete objects, pictorial representations, and mentally, including: •a two-digit number and 1s
•a two-digit number and 10s
•2 two-digit numbers
•adding 3 one-digit numbers

•show that addition of 2 numbers can be done in any order (commutative) and subtraction of 1 number from another cannot
•recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems
•recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
•calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs
•show that multiplication of 2 numbers can be done in any order (commutative) and division of 1 number by another cannot
•solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts
•recognise, find, name and write fractions 1/3  , 1/4  , 2/4 and 3/4 of a length, shape, set of objects or quantity
•write simple fractions, for example 1/2 of 6 = 3 and recognise the equivalence of 2/4  and ½

Measurement

•compare, describe and solve practical problems for: •lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] •mass/weight [for example, heavy/light, heavier than, lighter than] •capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] •time [for example, quicker, slower, earlier, later]

•measure and begin to record the following: •lengths and heights
•mass/weight
•capacity and volume
•time (hours, minutes, seconds)
•recognise and know the value of different denominations of coins and notes
•sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]

•recognise and use language relating to dates, including days of the week, weeks, months and years
•tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

Measurement

•choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
•compare and order lengths, mass, volume/capacity and record the results using >, < and =
•recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value
•find different combinations of coins that equal the same amounts of money
•solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
•compare and sequence intervals of time
•tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times
•know the number of minutes in an hour and the number of hours in a day

•Properties of shapes
•recognise and name common 2-D and 3-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] 3-D shapes [for example, cuboids (including cubes), pyramids and spheres] • Position and direction
describe position, direction and movement, including whole, half, quarter and three-quarter turns

•Properties of shapes
•identify and describe the properties of 2-D shapes, including the number of sides, and line symmetry in a vertical line
•identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces
•identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid] •compare and sort common 2-D and 3-D shapes and everyday objects

•             Position and direction
•order and arrange combinations of mathematical objects in patterns and sequences
•use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)
•interpret and construct simple pictograms, tally charts, block diagrams and tables
•ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity
•ask-and-answer questions about totalling and comparing categorical data

Revisit: 2+1=3, 2 + 3 = 5
2 + 8 = 10
3 + 7 = 10
4 + 6 = 10
Revisit all jigsaw numbers to 10
2 + 4 = 6
2 + 5 = 7
2 + 6 = 8
2 + 7 = 9
2 + 9 = 11
3 + 4 = 7
3 + 5 = 8
3 + 6 = 9
Spring 1    STEP 6
6 + 6 = 12         * use language of double and halve
7 + 7 = 14         * use language of double and halve
8 + 8 = 16         * use language of double and halve
9 + 9 = 18         * use language of double and halve
Spring 2    STEP 7
3 + 8 = 11
3 + 9 = 12
4 + 7 = 11
4 + 8 = 12
4 + 9 = 13
4 + 5 = 9 (STEP 8)
Summer 1   STEP 8
5 + 6 = 11
6 + 7 = 13
7 + 8 = 15
8 + 9 = 17  *strategy of add 10 subtract 1 also to be taught
5 + 9 = 14 (STEP 9) *strategy of add 10 subtract 1 also to be taught
6 + 9 = 15   (STEP 9) *strategy of add 10 subtract 1 also to be taught
Summer 2   STEP 9
7 + 9 = 16   *strategy of add 10 subtract 1 also to be taught
5 + 7 = 12
5 + 8 = 13
6 + 8 = 14

In order to achieve this by the end of Key Stage One at Mudeford Infant School:

Pupils will develop scientific knowledge and conceptual understanding of living things and their habitats, plants and seasonal change, animals and materials. They will develop understanding of the nature, processes and methods of science through different types of enquiry that help them to answer questions about the world around them. Children are equipped with scientific knowledge required to understand the uses and implications of science, today and for the future.

• Learning garden – focussing on plants and seasonal changes and weather, mini-beasts and their habitats, hibernation of animals
• Both whole class sessions and through relevant project focus in PWR
• Through collaborative learning, enabling children to explore their thoughts and ideas with a partner and/or small group as well as  the whole class
• Recognising British Science Week, STEM ambassadors and educational visits to enhance children’s science capital
• Practical and hands-on investigative experiences to support purposeful project outcomes

Through project-based opportunities children will use simple features to compare objects, materials and living things and will begin to decide how to sort and group them, observe changes over time and begin to notice patterns and relationships. Children will ask people questions and use simple secondary sources to find answers.

They use simple measurements and equipment to gather data, carry out simple tests, record simple data, and talk about what they have found out and how they found it out. Children will record and communicate their findings in a range of age appropriate ways beginning to use simple scientific language.

Through the Learning Garden opportunities children will observe and talk about changes in the weather and the seasons and begin to explore animal habitats. They will also observe how different plants grow and be introduced to the different requirements for growth and survival.  Children will understand that all living things have certain characteristics that are essential for keeping them alive and healthy. Children will learn to identify key materials and explore their properties including their suitability of everyday uses.

Through project learning children will develop a deeper understanding of living things and a range of animal habitats. Using their scientific knowledge children will apply their developing skills to make predictions and draw conclusions.

In the project “Autumn and Harvest” children walk around the local area, observing seasonal change, collecting Autumnal objects and use these across the curriculum as part of the continuous provision.

As part of “Crash Bang Boom” children will begin to develop their skills in working scientifically as part of their science wow day and ongoing activities including growing salt crystals and cress to observe changes. Children will make observations as part of whole class experiments and through discussion with adults will begin to draw conclusions. Through junk modelling and exploratory play the children will begin to explore properties of materials including floating and sinking, and test whether it is waterproof. The children will select appropriate materials for a particular purpose according to their properties.

In “Around the World” children will begin to explore similarities and differences between the natural world around them and those of children in other countries.

In the “Animal Adventures” project children will begin to develop an understanding of habitats through minibeast homes, the school pond environment and the farm. Children will observe changes in the life cycle of tadpoles and butterflies.

Learning Garden:

Children will enjoy monthly visits to the learning garden where they will have the opportunity to observe seasonal changes in their school environment including plants, animals and weather. They will record their observations through drawing of plants and animals, photographs and contributions to whole class discussions.

In the project “Autumn and Harvest” the children will record their observations of seasonal change through observational drawing and poetry.

As part of “Shake, Rattle and Roll” children will build on their knowledge and experiences of materials from Reception through naming and categorising. Children will apply this knowledge through their Design and Technology work in creating their preschool toy. In “The Troll” children will extend and apply their knowledge of properties of materials through testing in order to construct bridges.

In “English Country Garden” the children will identify and name a variety of common garden and wild plants within our local environment. Children will begin to use appropriate scientific vocabulary to describe and label to create their non-fiction book. In continuous provision the children will plant a bean and apply their knowledge of plant structure and use their observations to complete a bean diary. Children will learn about different animal groups and their features to support identifying and classifying as well as applying prior knowledge of omnivores, carnivores and herbivores. Children will identify, name, draw and label the basic parts of the human body and link to the parts of the body associated with each sense.

Learning Garden:

Children will enjoy monthly visits to the learning garden where they will have the opportunity to observe seasonal changes in their school environment including plants, animals and weather including day length. During the course of the year, the children’s individual observations will be recorded in a class learning garden journal, leading to the children recording their own observations. The children will explore opportunities for data gathering and recording to help answer questions as well as using simple equipment to support observations, e.g. hand lens.

In the project “Food Glorious Food” children will develop their understanding of basic needs of animals, including humans, to grow and be healthy including exercise, hygiene and nutrition. They will apply this knowledge to inform healthy choices when writing menus for their restaurant. Children will design and perform simple tests so that they can ask and answer questions about keeping their bodies fit and healthy. This will include gathering and recording data, using observations and recognising that questions can be answered in different ways. Children will learn about how they have changed since birth and consider how these changes will further develop into adulthood. They will further explore how this process relates to other common animals.

In “Pirate Island” children will deepen their understanding about a broader range of living things and their habitats and apply this knowledge when designing their island, including considering the food chain and the habitat needs of each animal. Children will develop identification and classification skills when comparing things which are alive, never alive and/or dead.

In “Budding Botanists” children will make predictions and perform simple tests to develop their understanding of the conditions needed for bulbs and seeds to grow into healthy, mature plants in order to compete in a sunflower growing competition.

Learning Garden:

Children will enjoy monthly visits to the learning garden where they will develop their skills in working scientifically through using observations to gather and record data and help answer questions. This includes looking at plant and minibeast diversity using a plot study. During the course of the year, the children will complete their own learning garden journal to record their own pictorial and written observations. Children will have practical opportunities in the learning garden to explore their understanding of things which are living, dead or never been alive as well as animal and plant habitats and food chains.

In order to achieve this by the end of Key Stage One at Mudeford Infant School:

Pupils will be able to appreciate, discuss and respond to a range of art using appropriate vocabulary. They will be confident in the selection and use of a range of media, materials and techniques effectively to enable them to express themselves creatively.

• Children will:produce creative work, exploring their ideas and recording their experiences
• develop proficiency in drawing, painting, sculpture and other art, craft and design techniques
• be able to reflect on their work using accurate vocabulary related to art and design
• be able to evaluate and develop their work through their knowledge of different art techniques
• know about the work of some great artists, craft makers and designers

• 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

• Using the principles of ‘Austin’s Butterfly’ children will select from a range of skills and techniques that they have experienced in order to develop and improve their ideas creatively.
• Children will reflect on the effectiveness of their approach in relation to their own design ideas and that of other artists, craft makers and designers
• Children will progress from exploratory opportunities with media and materials towards the development of specified skills and techniques in order to achieve their own creative outcomes

They will experiences and experiment with shape and form using resources including play dough, clay, junk modelling, construction e.g. poddley, lego, wooden blocks, weaving.   Children will name and explore colours in a variety of contexts and will begin to develop an understanding of colour mixing (primary and secondary colours). During the Animal Adventure project children will be introduced to the work of Matisse and will create their own interpretations of ‘The Snail’ as well as exploring and recreating animal patterns. Through colour mixing opportunities in the Around the World project, children will be introduced to the work of Mondrian and use their knowledge of colour mixing to create their own piece in the style of Modrian. During the Autumn and Harvest project children will explore the work of Andy Goldsworthy in the outside environment and will create their own sculptures.

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open 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.

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

In order to achieve this by the end of Key Stage One at Mudeford Infant School:

Pupils will be able to use their creativity and imagination to design and make products that meet specified criteria applying skills from a range of curriculum areas. Pupils will develop their skills as learners by being resourceful (Francesca Fox) and resilient (Tommy Tortoise). Through a variety of creative and practical activities, pupils will be taught the knowledge, understanding and skills needed to design and make purposeful products.

Pupils will develop a basic understanding of nutrition, healthy eating and food preparation to promote a lifelong love of cooking.

• Design and make products for a specified purpose and audience related to project outcomes.
• Visitors to the school who share their knowledge and experience within specified fields.
• Growing produce in ‘The Learning Garden’ for observing, tasting, selling.

• design purposeful, functional, appealing products for themselves and other users based on design criteria
• generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make:

• select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
• select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate:

• explore and evaluate a range of existing products
• evaluate their ideas and products against design criteria

Technical knowledge:

• build structures, exploring how they can be made stronger, stiffer and more stable
• explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Cooking and Nutrition:

• use the basic principles of a healthy and varied diet to prepare dishes
• understand where food comes from.

• Using technical knowledge in building structures and mechanisms children will design products to solve problems.
• Children will use skills in evaluation to develop and improve their designs according to set criteria.
• Children will have opportunities to perform practical tasks and practise skills across a range of project related contexts.
• Children will progress from exploratory opportunities with construction materials, textiles and ingredients towards the development of specified skills and techniques in order to achieve their own outcomes

• Be confident to use their technical knowledge in designing and making products
• Be able to evaluate their products and those of others against set design criteria
• Have a basic understanding of a healthy diet and be able to apply this in menu planning

In order to achieve this by the end of Key Stage One the National Curriculum says:

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

• Visits around the local area – coastline, marshlands, river, woodlands, town centre, leisure centre, harbour, farm
• Use the Learning Garden to explore physical changes
• Use Google Earth on the IFP to take children on journeys around the world
• Use YouTube to provide awe and wonder about places in the world
• Use 2D and 3D maps of our school, local areas and other places in the world to plot routes
• Interactive classroom displays to build on children’s experiences and interests
• Providing opportunities for children to rehearse their geographical skills through storytelling and Plan, Work, Recall opportunities

• 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

• 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 [for example, 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.

• Have a secure locational knowledge about the continents and oceans of the world and the countries and capitals of the UK, including be able to compare geographical features with contrasting locations.
• Be able to confidently talk about similarities and differences between local areas with contrasting geographical features using appropriate geographical vocabulary based on first hand experiences.
• Be able to accurately create and follow a simple map with a key.
• Have observed patterns of seasonal change and will be able to discuss the impact of these on their immediate environment.
• Be able to use positional and directional language in a geographical context.

Pupils will:

• 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, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
• gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

In order to achieve this by the end of Key Stage One the National Curriculum says:

Pupils should develop an 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. They 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 stages 2 and 3.

• Re-creating models and exploring artefacts from past times
• Introducing children to different composers and genre from different time periods in music teaching
• Watch performances and interact with key historical events through drama.
• Interactive classroom displays to build on children’s experiences and interests
• Use You Tube to create awe and wonder about historical events
• Visit to explore things of local historical importance around Christchurch (Y2)

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

• Use key artefacts and sources as stimulus to problem solve, reason and evaluate about the relevance of historical events
• Use language linked to the passing of time confidently and accurately
• Be able to use their knowledge of historical events to be able to reflect on the impact they have had on modern life

• Have an understanding of some key historical figures and events that have had an impact locally, nationally and internationally.
• Have a developing understanding of historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts and create their own structured accounts, including written narratives
• Have a basic understanding of fact and opinion when reviewing historical sources
• Have a historical perspective on change within their own life time and beyond

In order to achieve this by the end of Key Stage One at Mudeford Infant School:

Our children are continuously amazed by the many wondrous benefits computing technology can bring to their lives and society as a whole. Therefore, finding out all about simple programming allows our children to develop a wide range of knowledge and skills in using logic, problem solving, following algorithms and being creative. Our children understand the importance of connecting with others on digital platforms in a safe and positive way as well as knowing what to do if they see something that is not for them.

• By using the web based software PurpleMash that provides an entire suite of lessons for the national curriculum in computing
• By engaging with GoogleClassrooms & Tapestry (supported by adults including parents) to capture learning and present it where appropriate
• Devices and tablets will be used at meaningful opportunities throughout the day eg: Kindles, Beebots, iPads, Chromebooks

• understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
• create and debug simple programs
• use logical reasoning to predict the behaviour of simple programs
• use technology purposefully to create, organise, store, manipulate and retrieve digital content
• recognise common uses of information technology beyond school
• use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

• Children in Reception have regular access and exposure to a range of devices within their plan, work, recall sessions. Adults support children on their journey to independently use devices in a range of meaningful ways so they leave Reception with the necessary knowledge and skills that can be used to further develop their learning within computing. They will understand how technology can play an important role in their future learning. Through project based opportunities, adults will help children to learn to:
• look at web sites with the teacher and discuss what they see
• independently navigate simple educational apps or web based content (eg: Purplemash – minimash / Doodlemaths / BBC games)
• use art software (2paint) to create shapes and simple images describing how they did it and what they have drawn. (change colour, change brush and use an eraser according to the image being created)
• move images or icons on a screen (eg: as part of puzzle games) as a prerequisite to drag and drop
• On a keyboard, write their name and any log in details.
• use the spacebar, back space, enter
• add words to a picture (use 2story)
• When controlling and modelling, they understand forwards, backwards, up and down. (eg: beebots or computer alternatives within games on PurpleMash)
• put together at least 2 instructions to control a programmable toy.
• use technology for purpose in learning (eg: taking a photo, videoing a puppet show / small world, basic research with the support of an adult ie: animal images and facts)
• stay within the activities provided by the adult on the device
• tell an adult if I see something that I am unsure about

• Children can understand that an algorithm is a set of instructions used to solve a problem or achieve an objective. They know that an algorithm written for a computer is called a program.
• Children can work out what is wrong with a simple algorithm when the steps are out of order, (eg: The Wrong Sandwich in Purple Mash) and can write their own simple algorithm (eg: colouring in abird activity). Children know that an unexpected outcome is due to the code they have created and can make logical attempts to fix the code (eg: Bubbles activity in 2code)
• When looking at a program, children can read code one line at a time and make good attempts to envision the picture of the overall effect of the program. Children can, for example, interpret where the turtle in 2Go challenges will end up at the end of the program.
• Children are able to sort, collate, edit and store simple digital content eg: children can name, save and retrieve their work and follow simple instructions to access online resources, use Purple Mash 2Quiz example (sorting shapes), 2Code design mode (manipulating backgrounds) or using pictogram software such as 2count.
• Children understand what is meant by technology and can identify a variety of examples both in and out of school. They can make a distinction between objects that use modern technology and those that do not eg: a microwave vs a chair
• Children understand the importance of keeping information, such as their username and passwords, private and actively demonstrate this in lessons. Children take ownership of their work and save this in their own private space such as their My Work folder on Purple Mash.

• Children can explain that an algorithm is a set of instructions to complete a task. When designing simple programs, children show an awareness of the need to be precise with their algorithms so that they can be successfully converted into code.
• Children can create a simple program that achieves a specific purpose. They can also identify and correct some errors, e.g.Debug Challenges: Chimp. Children’s program designs display a growing awareness of the need for logical, programmable steps.
• Children can identify the parts of a program that respond to specific events and initiate specific actions. For example, they can write a cause and effect sentence of what will happen in a program.
• Children demonstrate an ability to organise data using, for example, a database such as 2Investigate and can retrieve specific data for conducting simple searches. Children are able to edit more complex digital data such as music compositions within 2Sequence. Children are confident when creating, naming, saving and retrieving content. Children use a range of media in their digital content including photos, text and sound.
• Children can effectively retrieve relevant, purposeful digital content using a search engine. They can apply their learning of effective searching beyond the classroom. They can share this knowledge, e.g. 2Publish example template. Children make links between technology they see around them, coding and multimedia work they do in school e.g. animations, interactive code and programs.
• Children know the implications of inappropriate online searches. Children begin to understand how things are shared electronically such as posting work to the Purple Mash display board. They develop an understanding of using email safely by using 2Respond activities on Purple Mash and know ways of reporting inappropriate behaviours and content.

• begin to understand and apply the fundamental principles and concepts of computer science, including abstraction (modelling), logic, algorithms and data representation
• analyse problems in computational terms (through coding lessons), and have repeated practical experience of writing computer programs (through coding lessons) in order to solve such problems
• become increasingly responsible, competent, confident and creative users of information and communication technology.

In order to achieve this by the end of Key Stage One at Mudeford Infant School:

Pupils will perform, listen to, review and evaluate music across historical periods, genres, styles and traditions, including the works of the great composers and musicians.  They will learn to sing and to use their voices, begin to create and compose music on their own and with others.  Children will understand and explore how music is created, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

• A vibrant musical curriculum, providing progression in the learning of musical skills, understanding and knowledge, linked to our creative curriculum where appropriate and supplemented by the online music education resource ‘Charanga’
• Weekly whole school singing assemblies where we sing songs we love!
• Half termly focus for the assembly entrance and exit music where we listen to a wide variety of music from different genres.
• Annual performance for every Year group at Christmas
• End of school performance for all Year 2 children each summer
• Annual visit from performers in the Bournemouth Symphony Orchestra (through SoundStorm Subscription) – whole school performance followed by question and answer sessions
• Opportunities for children to learn to play instruments and sing through Rock Steady

• develop their voices expressively and creatively by singing songs and speaking chants and rhymes
• explore technique and sound-making on tuned and untuned instruments
• listen with concentration and understanding to a range of live and recorded music
• experiment with, create, select and combine sounds using the inter-related dimensions of music

•  practise and develop technique and confidence when playing instruments and singing
• investigate and change sounds on instruments and those made with the voice
• play from simple notations e.g. pictorial
• listen with attention and respond to different kinds of music appropriately, using musical vocabulary and with an awareness of the needs of other listeners
• respond to music through other art forms, dance, painting etc.

• name some well-known composers and recognise some well-known pieces of music by those composers
• respond to different types of music in different ways and express an opinion on them, using appropriate vocabulary
• recognise and name a variety of classroom and other instruments
• explain the differences between different groups of musicians eg. pop band, orchestra using appropriate vocabulary
• explain how different sounds are made on different kinds of instruments

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Aims

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

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

Key stage 1

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils should be taught to:

• master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
• participate in team games, developing simple tactics for attacking and defending
• perform dances using simple movement patterns.

• We use REAL PE as our scheme of work for the discrete teaching sessions of PE which ensures progression in fundamental skills and physical literacy.

As a school we actively encourage children to take part in sports and competitions and have opportunities for children to take part in these both at school and through our local cluster.

• Sports day
• Mini-Marathon
• Christchurch School Sport Partnership
• Daily EYFS active time
• Outdoor continuous provision
• Extra-curricular opportunities e.g. after school football, dance, rugby, multi-skills, lunchtime football club
• In house competitions e.g. half term cycling
• Cross-curricular links – PSHE, D&T (Healthy Eating / Lifestyles)
• Visiting coaches offering sports specific enrichment sessions – e.g. Chance to Shine Cricket

• Children explore a range of skills and movements gradually progressing through the Real PE units of work.
• Children will explore various ways of moving and use these to further develop fundamental movements required for core stability and gross motor skills.
• Children will understand and explain the link between these fundamental movements and how this will help them actively engage in a variety of sports.
• Children will have a good understanding about the need for a healthy diet and regular exercise and how this contributes to a healthy lifestyle.
• They will be given time to consolidate and improve skills as well as be able to demonstrate advanced skills which may inspire others to challenge themselves further.

Children use Storycise and storymaker to actively engage in storytelling activities that provide further opportunities to develop fundamental skills.

Continuous provision in the outside learning environment provides opportunities for children to develop fundamental movement skills linked to gross motor development. Children work collaboratively using small sports equipment including tricycles, basketballs, footballs, balance beams.

Children engage in daily fine motor provision through funky fingers activities to support accuracy and strength in using tools for a purpose. E.g. scissors, mark making and cutlery.

Through Scarf sessions children are taught the importance of healthy lifestyle choices including healthy food choices and regular exercise.

The weekly half an hour session follows on from the previous learning and allows the children time to practise and develop the skills that they are focussing on. Children are encouraged to self and peer assess and discuss the specific elements that can help them be successful.

Through Scarf sessions children are taught the importance of healthy lifestyle choices including healthy food choices and regular exercise.

Children have access to the trim trail, tyre park and football pitch during playtimes and lunchtimes.

As part of our engagement with sports groups in the local community children are offered enrichment experiences led by visiting coaches to support them to understand and experiences different types of sport.

In year two during the Food Glorious Food project children complete an investigation into the impact of exercise and a healthy diet to explore the importance of exercise and diet as part of a healthy lifestyle.

Children will have learnt progressive skills through a range of physical activities and the principles of the six cogs that promote their own self-belief, social skills, creativity, resilience and empathy.

Relationships Education Statutory Guidance states (by the end of Primary School education):

• The focus in primary school should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.
• This starts with pupils being taught about what a relationship is, what friendship is, what family means and who the people are who can support them. From the beginning of primary school, building on early education, pupils should be taught how to take turns, how to treat each other with kindness, consideration and respect, the importance of honesty and truthfulness, permission seeking and giving, and the concept of personal privacy. Establishing personal space and boundaries, showing respect and understanding the differences between appropriate and inappropriate or unsafe physical, and other, contact – these are the forerunners of teaching about consent, which takes place at secondary.
• Respect for others should be taught in an age-appropriate way, in terms of understanding one’s own and others’ boundaries in play, in negotiations about space, toys, books, resources and so on.
• From the beginning, teachers should talk explicitly about the features of healthy friendships, family relationships and other relationships which young children are likely to encounter. Drawing attention to these in a range of contexts should enable pupils to form a strong early understanding of the features of relationships that are likely to lead to happiness and security. This will also help them to recognise any less positive relationships when they encounter them.
• The principles of positive relationships also apply online especially as, by the end of primary school, many children will already be using the internet. When teaching relationships content, teachers should address online safety and appropriate behaviour in a way that is relevant to pupils’ lives. Teachers should include content on how information and data is shared and used in all contexts, including online; for example, sharing pictures, understanding that many websites are businesses and how sites may use information provided by users in ways they might not expect.
• Teaching about families requires sensitive and well-judged teaching based on knowledge of pupils and their circumstances. Families of many forms provide a nurturing environment for children. (Families can include for example, single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures.) Care needs to be taken to ensure that there is no stigmatisation of children based on their home circumstances and needs, to reflect sensitively that some children may have a different structure of support around them; e.g. looked after children or young carers.
• A growing ability to form strong and positive relationships with others depends on the deliberate cultivation of character traits and positive personal attributes, (sometimes referred to as ‘virtues’) in the individual. In a school wide context which encourages the development and practice of resilience and other attributes, this includes character traits such as helping pupils to believe they can achieve, persevere with tasks, work towards long-term rewards and continue despite setbacks. Alongside understanding the importance of self-respect and self-worth, pupils should develop personal attributes including honesty, integrity, courage, humility, kindness, generosity, trustworthiness and a sense of justice. This can be achieved in a variety of ways including by providing planned opportunities for young people to undertake social action, active citizenship and voluntary service to others locally or more widely.
• Relationships Education also creates an opportunity to enable pupils to be taught about positive emotional and mental wellbeing, including how friendships can support mental wellbeing.
• Through Relationships Education (and RSE), schools should teach pupils the knowledge they need to recognise and to report abuse, including emotional, physical and sexual abuse. In primary schools, this can be delivered by focusing on boundaries and privacy, ensuring young people understand that they have rights over their own bodies. This should also include understanding boundaries in friendships with peers and also in families and with others, in all contexts, including online. Pupils should know how to report concerns and seek advice when they suspect or know that something is wrong. At all stages it will be important to balance teaching children about making sensible decisions to stay safe (including online) whilst being clear it is never the fault of a child who is abused and why victim blaming is always wrong. These subjects complement Health Education and as part of a comprehensive programme and whole school approach, this knowledge can support safeguarding of children.

Physical Health and Mental Well-Being Education Statutory Guidance states (by the end of Primary School education):

• The focus in primary school should be on teaching the characteristics of good physical health and mental wellbeing. Teachers should be clear that mental wellbeing is a normal part of daily life, in the same way as physical health.
• This starts with pupils being taught about the benefits and importance of daily exercise, good nutrition and sufficient sleep, and giving pupils the language and knowledge to understand the normal range of emotions that everyone experiences. This should enable pupils to articulate how they are feeling, develop the language to talk about their bodies, health and emotions and judge whether what they are feeling and how they are behaving is appropriate and proportionate for the situations that they experience.
• Teachers should go on to talk about the steps pupils can take to protect and support their own and others’ health and wellbeing, including simple self-care techniques, personal hygiene, prevention of health and wellbeing problems and basic first aid.
• Emphasis should be given to the positive two-way relationship between good physical health and good mental wellbeing, and the benefits to mental wellbeing of physical exercise and time spent outdoors.
• Pupils should also be taught the benefits of hobbies, interests and participation in their own communities. This teaching should make clear that people are social beings and that spending time with others, taking opportunities to consider the needs of others and practising service to others, including in organised and structured activities and groups (for example the scouts or girl guide movements), are beneficial for health and wellbeing.
• Pupils should be taught about the benefits of rationing time spent online and the risks of excessive use of electronic devices. In later primary school, pupils should be taught why social media, computer games and online gaming have age restrictions and should be equipped to manage common difficulties encountered online.
• A firm foundation in the benefits and characteristics of good health and wellbeing will enable teachers to talk about isolation, loneliness, unhappiness, bullying and the negative impact of poor health and wellbeing.

• How do we bring this to life?

• The aims of the school outline children will experience an ethos, curriculum, relationships and environments that enable them to become happy and confident learners who have an age appropriate understanding of the British Values that underpin effective relationships and interactions as they continue through life.
• The whole school ‘Golden Rules’ are based on the British Values of respect, honesty, fairness, kindness and lawfulness.  These underpin the schools behaviour management systems and staff are clear in their explanations to make links to expectations.
• We use SCARF as our scheme of work for the discrete teaching sessions of PSHE which ensures progression in knowledge, attitudes and values, and skills – including the key skills of social and emotional learning, known to improve outcomes for children.  The scheme is based upon the non-statutory PSHE Associations Programmes of Study for Key Stage 1 (https://www.pshe-association.org.uk/curriculum-and-resources/resources/programme-study-pshe-education-key-stages-1%E2%80%935), the statutory Physical Health and Mental Well-being Guidance (https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education/physical-health-and-mental-wellbeing-primary-and-secondary) and the statutory Relationships Education and Health Education Guidance (https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education).
• The ‘Learning to Learn’ characteristics that are embedded in whole school provision enable children to understand the key attributes of being resilient, being respectful, being resourceful, being reflective and demonstrate reasoning skills.  The way children demonstrate these skills across the school is progressive.
• Whole school and class assemblies are mapped to support the class based teaching of PSHE (through SCARF), the whole school Learning to Learn Characteristic, The Golden Rules and key relevant events e.g. anti-bullying week, Remembrance Day, etc.

• Have a developing awareness that we need to drink, exercise and sleep to keep healthy.
• Have an understanding about different food types – what foods are healthy and which are not.
• Engage in daily physical ‘Active Time’ sessions and recognise some of the physical changes that happen when we exercise.
• Have an understanding of and practise skills for maintaining hygiene (including ‘Healthy Ted’ talk from the School Nursing Team)
• Have a developing awareness of the importance of basic sun safety – wearing a sun hat, applying sun cream, staying in the shade, drinking water
• Engage in a range of different play activities

• Understand that the body gets energy from food, water and air (oxygen);
• Recognise that exercise and sleep are important parts of a healthy lifestyle.
• Recognise the importance of sleep in maintaining a healthy, balanced lifestyle;
• Recognise the importance or regular hygiene routines.
• Sequence personal hygiene routines in to a logical order.
• Identify simple bedtime routines that promote healthy sleep.
• Understand that medicines can sometimes make people feel better when they’re ill;
• Explain simple issues of safety and responsibility about medicines and their use.
• Recognise the importance of fruit and vegetables in their daily diet;
• Know that eating at least five portions of vegetables and fruit a day helps to maintain health.
• Recognise that they may have different tastes in food to others;
• Select foods from the Eatwell Guide (formerly Eatwell Plate) in order to make a healthy lunch;
• Recognise which foods we need to eat more of and which we need to eat less of to be healthy.
• Understand how diseases can spread;
• Recognise and use simple strategies for preventing the spread of diseases.

• Understand and give examples of things they can choose themselves and things that others can choose for them.
• Explain things they like and dislike, and understand that they have choices about these things.
• Understand and explain that some choices can be either healthy or unhealthy and can make a difference to their own health.
• Understand that medicines can sometimes make people feel better when they’re ill;
• Give examples of some of the things that a person can do to feel better without use of medicines, if they are unwell;
• Explain simple issues of safety and responsibility about medicines and their use.
• Explain how germs can be spread;
• Describe simple hygiene routines such as hand washing;
• Understand that vaccinations can help to prevent certain illnesses.
• Explain the importance of good dental hygiene;
• Describe simple dental hygiene routines.
• Understand that the body gets energy from food, water and oxygen;
• Recognise that exercise and sleep are important to health
• Name major internal body parts (heart, blood, lungs, stomach, small and large intestines, brain);
• Describe how food, water and air get into the body and blood.

• Have an understanding of the their own needs, thoughts and feelings and an awareness of the needs, thoughts and feelings of others
• Build good relationships with staff that enable them to feel confident to express their emotions
• Have an understanding of who they can talk to if they have worries
• Have an age appropriate understanding of growth mindset and resilience (through Learning to Learn Characters)

• Identify a range of feelings;
• Identify how feelings might make us behave
• Recognise how others might be feeling by reading body language/facial expressions;
• Understand and explain how our emotions can give a physical reaction in our body (e.g. butterflies in the tummy etc.)
• Suggest strategies for someone experiencing ‘not so good’ feelings to manage these.
• Recognise how a person’s behaviour (including their own) can affect other people).
• Recognise that people’s bodies and feelings can be hurt;
• Suggest ways of dealing with different kinds of hurt.
• Recognise emotions and physical feelings associated with feeling unsafe;
• Identify people who can help them when they feel unsafe.
• Recognise that learning a new skill requires practice and the opportunity to fail, safely;
• Understand the learning line’s use as a simple tool to describe the learning process, including overcoming challenges.
• Recognise the range of feelings that are associated with loss.

• Recognise, name and understand how to deal with feelings (e.g. anger, loneliness);
• Explain where someone could get help if they were being upset by someone else’s behaviour.
• Explain, and be able to use, strategies for dealing with impulsive behaviour
• Recognise and explain how a person’s behaviour can affect other people.
• Identify special people in the school and community who can help to keep them safe;
• Know how to ask for help.
• Explain the stages of the learning line showing an understanding of the learning process;
• Help themselves and others develop a positive attitude that support their wellbeing;
• Identify and describe where they are on the learning line in a given activity and apply its positive mindset strategies to their own learning.
• Recognise the range of feelings that are associated with losing (and being reunited) with a person they are close to.

• Name parts of the body, linked to their learning e.g. through action songs such as Heads, Shoulders, Knees and Toes.
• Understand the idea of growing from young to old. (Look at the changes from babies in themselves as part of the Celebrations project).
• Links to Understanding the World teaching.
• Experience supportive transitions in school that focus on well-being

• Identify the differences and similarities between people;
• Empathise with those who are different from them;
• Begin to appreciate the positive aspects of these differences.
• Name major internal body parts (heart, lungs, blood, stomach, intestines, brain);
• Understand and explain the simple bodily processes associated with them.
• Understand some of the tasks required to look after a baby;
• Explain how to meet the basic needs of a baby, for example, eye contact, cuddling, washing, changing, feeding.
• Identify things they could do as a baby, a toddler and can do now;
• Identify the people who help/helped them at those different stages.

• Identify some of the physical and non-physical differences and similarities between people;
• Know and use words and phrases that show respect for other people.
• Identify different stages of growth (e.g. baby, toddler, child, teenager, adult);
• Understand and describe some of the things that people are capable of at these different stages.
• Identify which parts of the human body are private;
• Explain that a person’s genitals help them to make babies when they are grown up;
• Understand that humans mostly have the same body parts but that they can look different from person to person.

• Make simple choices between activities, foods, etc.
• Identify dangers in pictures e.g. around the home.
• Shows awareness of keeping safe within the indoor and outdoor classroom.
• Recognise when they feel well or unwell.
• Supported by visitors from the community, children will receive information about fire safety, street safety, online safety and how to raise the alarm in an emergency

• Recognise emotions and physical feelings associated with feeling unsafe;
• Identify people who can help them when they feel unsafe.
• Understand and learn the PANTS rules;
• Name and know which parts should be private;
• Explain the difference between appropriate and inappropriate touch;
• Understand that they have the right to say “no” to unwanted touch;
• Start thinking about who they trust and who they can ask for help.
• Identify parts of the body that are private;
• Describe ways in which private parts can be kept private;
• Identify people they can talk to about their private parts.
• Supported by visitors from the community, children will receive information about fire safety, street safety, online safety and how to raise the alarm in an emergency

• Identify situations in which they would feel safe or unsafe;
• Suggest actions for dealing with unsafe situations including who they could ask for help.
• Identify situations in which they would need to say ‘Yes’, ‘No’, ‘I’ll ask’, or ‘I’ll tell’, in relation to keeping themselves and others safe.
• Recognise that body language and facial expression can give clues as to how comfortable and safe someone feels in a situation;
• Identify the types of touch they like and do not like;
• Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable.
• Recognise that some touches are not fun and can hurt or be upsetting;
• Know that they can ask someone to stop touching them;
• Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable.
• Identify safe secrets (including surprises) and unsafe secrets;
• Recognise the importance of telling someone they trust about a secret which makes them feel unsafe or uncomfortable.
• Identify how inappropriate touch can make someone feel;
• Understand that there are unsafe secrets and secrets that are nice surprises;
• Explain that if someone is being touched in a way that they don’t like they have to tell someone in their safety network so they can help it stop.
• Explain what privacy means;
• Know that you are not allowed to touch someone’s private belongings without their permission
• Give examples of different types of private information.
• Supported by visitors from the community, children will receive information about fire safety, street safety, online safety, how to raise the alarm in an emergency and basic first aid training

• Medicines will be discussed at an age appropriate level emphasising the need for them to be stored safely and used appropriately.

• Medicines will be discussed at an age appropriate level emphasising the need for them to be stored safely and used appropriately.

• Medicines will be discussed at an age appropriate level emphasising the need for them to be stored safely and used appropriately.
• Children will have an understanding about things that people can put into their body or on their skin and how these can affect how people feel.

• Explore who is in their family, as part of the ‘Celebrations’ project
• Explore the communities/groups to which they are part of e.g. Rainbows, Messy Church, Swimming groups, Dance lessons, Football clubs, etc
• Positive relationships underpins the ethos of the school with high expectations set of all children, staff and parents.

• Recognise that they belong to various groups and communities such as their family;
• Explain how these people help us and we can also help them to help us.
• Identify some of the people who are special to them;
• Recognise and name some of the qualities that make a person special to them.

• Identify people who are special to them;
• Explain some of the ways those people are special to them.
• Explain how it feels to be part of a group;
• Explain how it feels to be left out from a group;
• Identify groups they are part of;
• Suggest and use strategies for helping someone who is feeling left out.

• Be supported by staff to develop social relationships with other children and will begin to understand what ‘friendship’ means and how it makes them feel.
• Staff provide learning opportunities based on real life experiences and help children to explore the feelings associated with friendship and how to ensure we are acting as positive friends.

• Identify a range of feelings;
• Identify how feelings might make us behave:
• Suggest strategies for someone experiencing ‘not so good’ feelings to manage these.
• Identify simple qualities of friendship;
• Suggest simple strategies for making up.

• Use a range of words to describe feelings;
• Recognise that people have different ways of expressing their feelings;
• Identify helpful ways of responding to other’s feelings.
• Recognise that friendship is a special kind of relationship;
• Identify some of the ways that good friends care for each other.
• Recognise, name and understand how to deal with feelings (e.g. anger, loneliness);
• Explain where someone could get help if they were being upset by someone else’s behaviour.

• Be supported by staff in conflict resolution and will actively be encouraged to take a lead in finding ways to find resolutions.
• Be encouraged to demonstrate kind actions and kind words as part of the ethos in Reception, and with support from staff, will explore how unkind actions and words can make them and others feel.

• Recognise that people’s bodies and feelings can be hurt;
• Suggest ways of dealing with different kinds of hurt.
• Explain the difference between unkindness, teasing and bullying;
• Understand that bullying is usually quite rare.
• Explain the difference between teasing and bullying;
• Give examples of what they can do if they experience or witness bullying;
• Say who they could get help from in a bullying situation.

• Define what is meant by the terms ‘bullying’ and ‘teasing’ showing an understanding of the difference between the two;
• Identify situations as to whether they are incidents of teasing or bullying.
• Understand and describe strategies for dealing with bullying:
• Rehearse and demonstrate some of these strategies.
• Explain the difference between bullying and isolated unkind behaviour;
• Recognise that that there are different types of bullying and unkind behaviour;
• Understand that bullying and unkind behaviour are both unacceptable ways of behaving.

• Have an understanding of who they can talk to if they are worried or need help.

• Explain the difference between a secret and a nice surprise;
• Identify situations as being secrets or surprises;
• Identify who they can talk to if they feel uncomfortable about any secret they are told, or told to keep.
• Identify parts of the body that are private;
• Describe ways in which private parts can be kept private;
• Identify people they can talk to about their private parts.

• Identify situations in which they would feel safe or unsafe;
• Suggest actions for dealing with unsafe situations including who they could ask for help.
• Identify situations in which they would need to say ‘Yes’, ‘No’, ‘I’ll ask’, or ‘I’ll tell’, in relation to keeping themselves and others safe. Recognise that body language and facial expression can give clues as to how comfortable and safe someone feels in a situation;
• Identify the types of touch they like and do not like;
• Recognise that some touches are not fun and can hurt or be upsetting;
• Know that they can ask someone to stop touching them;
• Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable.
• Identify safe secrets (including surprises) and unsafe secrets;
• Recognise the importance of telling someone they trust about a secret which makes them feel unsafe or uncomfortable.
• Identify how inappropriate touch can make someone feel;
• Understand that there are unsafe secrets and secrets that are nice surprises;
• Explain that if someone is being touched in a way that they don’t like they have to tell someone in their safety network so they can help it stop.

• Develop their active listening skills.
• Explore Respect as part of ‘The Golden Rules’ and develop an understanding of what it means and how we can demonstrate it to ourselves and others.

• Recognise and explain what is fair and unfair, kind and unkind;
• Suggest ways they can show kindness to others.
• Demonstrate attentive listening skills;
• Suggest simple strategies for resolving conflict situations;
• Give and receive positive feedback, and experience how this makes them feel.

• Recognise and describe acts of kindness and unkindness;
• Explain how these impact on other people’s feelings;
• Suggest kind words and actions they can show to others;
• Show acts of kindness to others in school.
• Demonstrate active listening techniques (making eye contact, nodding head, making positive noises, not being distracted);
• Suggest strategies for dealing with a range of common situations requiring negotiation skills to help foster and maintain positive relationships
• Demonstrate simple ways of giving positive feedback to others.

• Be introduced to the ‘Golden Rules’ and through modelled behaviour and positive recognition will understand how and when they are achieving these.
• Take responsibility for the belongings they bring in from home.
• Show respect for resources and learning environments they use for their learning.

• Understand that classroom rules help everyone to learn and be safe;
• Explain their classroom rules and be able to contribute to making these.
• Explain some of their school rules and how those rules help to keep everybody safe.
• Identify what they like about the school environment;
• Recognise who cares for and looks after the school environment.
• Demonstrate responsibility in looking after something (e.g. a class pet or plant);
• Explain the importance of looking after things that belong to themselves or to others.

• Suggest actions that will contribute positively to the life of the classroom;
• Make and undertake pledges based on those actions.
• Take part in creating and agreeing classroom rules.
• Describe and record strategies for getting on with others in the classroom.
• Identify what they like about the school environment;
• Identify any problems with the school environment (e.g. things needing repair);
• Make suggestions for improving the school environment;
• Recognise that they all have a responsibility for helping to look after the school environment.

• Be welcomed in to the school community and begin to understand this as one of the communities they are part of.

• Recognise that they belong to various groups and communities such as their family;
• Explain how these people help us and we can also help them to help us.

• Explain how it feels to be part of a group
• Understand about the different roles and responsibilities people have in their community – Links to Creepy Christchurch project

• Learn the rules and expectations for handling devices in school making links to their behaviours at home also.

• Understand about how the internet and digital devices can be used safely to find things out and to communicate with others
• Understand about the role of the internet in everyday life
• Understand that not all information seen online is true

• Through computing and e-safety sessions children will:Understand about how the internet and digital devices can be used safely to find things out and to communicate with others
• Understand about the role of the internet in everyday life
• Understand that not all information seen online is true

• Experience role play opportunities to explore and use money in a range of familiar contexts, e.g. shops, train station, etc
•  Have an understanding that everything costs money and therefore we must look after our resources.

In SAFE Maths lessons, children will explore money and develop skills in handling money for buying and spending.

• Explain where people get money from;
• List some of the things that money may be spent on in a family home.
• Recognise that different notes and coins have different monetary value;
• Explain the importance of keeping money safe;
• Identify safe places to keep money;
• Understand the concept of ‘saving money’ (i.e. by keeping it in a safe placed and adding to it).

In SAFE Maths lessons, children will explore money and develop skills in handling money for buying and spending.

• Understand that people have choices about what they do with their money;
• Know that money can be saved for a use at a future time;
• Explain how they might feel when they spend money on different things.
• Recognise that money can be spent on items which are essential or non-essential;
• Know that money can be saved for a future time and understand the reasons why people (including themselves) might do this.

In SAFE Maths lessons, children will explore money and develop skills in handling money for buying and spending.

• Begin to be able to recognise their strengths.

• Be able to identify their strengths and the strengths of others and how these may be different of the same.
• Understand the roles of the adults in school e.g. teachers, cleaners, office staff, etc and what they do for us.

• that everyone has different strengths
• that jobs help people to earn money to pay for things
• different jobs that people they know or people who work in the community do
• about some of the strengths and interests someone might need to do different jobs

All state schools are required to make provision for a daily act of collective worship and must teach religious education to pupils at every key stage

Promoting Fundamental British Values as part of SMSC in Schools:

All maintained schools must meet the requirements set out in section 78 of the Education Act 2002 and promote the spiritual, moral, social and cultural (SMSC) development of their pupils. Through ensuring pupils’ SMSC development, schools can also demonstrate they are actively promoting fundamental British values. Meeting requirements for collective worship, establishing a strong school ethos supported by effective relationships throughout the school, and providing relevant activities beyond the classroom are all ways of ensuring pupils’ SMSC development. Pupils must be encouraged to regard people of all faiths, races and cultures with respect and tolerance. It is expected that pupils should understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law. The school’s ethos and teaching, which schools should make parents aware of, should support the rule of English civil and criminal law and schools should not teach anything that undermines it. If schools teach about religious law, particular care should be taken to explore the relationship between state and religious law. Pupils should be made aware of the difference between the law of the land and religious law.

In order to achieve this by the end of Key Stage One at Mudeford Infants School:

Children engage in daily collective worship as a whole school, year group or class and are offered opportunities for reflection and development in their Spiritual, Moral, Social and Cultural understanding.  Religious Education plays a key role in knowledge acquisition and understanding of SMSC which leads to tolerance and respect for others and their beliefs. Children will use enquiry questions to find out about and create understanding of different religions and be taught to demonstrate respect for the views, opinions and beliefs of others whilst holding regard for their own.  The whole school Golden Rules (linked to the British Values) are embedded in expectations and provision across the school and underpin the expectations for children in RE.

• Use of Discovery RE as a planning tool and resource ideas for RE sessions
• Links through Standing Advisory Council on Religious Education (SACRE) at BCP with members of faiths within the local community who visit to share views and experiences as part of projects
• Links with Andy Saunders through Lighthouse Ministries who facilitates links with the local churches in Mudeford through ‘Open the Book’ assemblies and opportunities and through RE focus days and assemblies linked to stories from the Bible.
• Daily Collective Worship offering opportunities for reflection and development in children’s Spiritual, Moral, Social and Cultural understanding.  Largely linked to PSHE focus learning and The Golden Rules.
• Enquiry led approach with key questions for children to explore in all year groups
• Whole school Golden Rules linked to the British Values of Fairness, Respect, Honesty, Kindness and Lawfulness are embedded in expectations and provision across the school.

• Enquiry led exploration
• Questioning
• Explaining
• Self-awareness
• Reflection
• Respect
• Tolerance
• Through RE focus activities children are taught to not simply passively accept what is being shared but are encouraged to use evaluation and critical thinking when considering belief positions they encounter.

• Be able to talk about what concepts like belonging, commitment, kindness, forgiveness mean to them in their world can verbalise and express their own thoughts.
• Can recall facts about the religions / beliefs they have studied, using accurate religious vocabulary they can explain the significance and meaning of the facts, practices etc.
• Be able to think through enquiry questions using some facts and are beginning to see there could be more than one answer.
• Have a strong sense of who they are as an individual and what it means to belong to a range of communities, e.g. school, religious groups, sports and interest groups, family, etc
• Demonstrate kindness, fairness, respect, honesty and lawfulness in their interactions with others.