Curriculum Subjects
Reading
Subject Mapping – Reading
The National Curriculum says: | ||
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
The programmes of study for reading at key stages 1 and 2 consist of 2 dimensions:
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. |
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How do we bring this to life? | ||
Role play, props and book hooks to bring texts to life when introducing new books. Using books as a stimulus to launch new learning activities. Experience of daily book sharing within the class to support children to develop a love of reading and engage in discussion to support a deeper level of understanding. Range of home school reading books to support developing phonic knowledge. Access to project related reading resources to enhance subject specific understanding. Regular visits to school library to pursue individual reading interests. Celebration of home reading. Book at bedtime whole school event. Links with local library for summer reading challenge. Online reading platform with interactive games and activities that children can access at home. |
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Knowledge Acquiring – explore, find out, discover, research, understand | ||
The programmes of study for reading at key stage 1 consists of two dimensions: word reading comprehension (both listening and reading).
Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics 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. |
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Skills Development – problem solve, justify, reason, evaluate, practise | ||
Mudeford Infants follows the Ruth Miskin Read Write Inc program which provides a structured, progressive and personalised synthetic phonics program. Starting with an introduction to phoneme grapheme correspondence children will learn to blend sounds to read words as well as recognising common exception words to be able to read short sentences and then books that are phonically appropriate to match children’s growing confidence. In order to broaden and deepen understanding Read, Write Inc books will be introduced using motivating and engaging images and artefacts that will help children to fully understand the information and vocabulary required to build knowledge. Children will deepen their love of reading by applying their developing skills to read fiction, non-fiction and poetry books of their choice. Where appropriate children will apply reading skills in books and online to further subject knowledge in projects throughout the year.
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Sequence of Learning – When and how do we facilitate this learning for … in our school? | ||
Reception | Year 1 | Year 2 |
Read Write Inc 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 Storymaker – currently under review Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
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Read Write Inc Children will continue to follow Read Write Inc according to their individual needs and teachers will pay close attention to identify those that may benefit from additional support such as early morning reading groups or one to one afternoon activities.We would expect a child working at the expected standard for the end of the year to be securely working in yellow group.Reading experiences Following the Pie Corbett reading spine (see attached) children will experience a wide range of high quality books and have the opportunity to discuss these in the class to support both their developing understanding and personal responses. In plan, work, recall children will have access to phonically appropriate texts including fiction, non-fiction, poetry and plays to support their subject specific knowledge and skills.Storymaker – currently under review Children will build on their repertoire of stories and rhymes from Reception with increasingly more sophisticated texts and beginning to use storymaker to support subject specific learning such as science in English country garden.Autumn 1 Dinosaur rumpus story Dinosaurs come from seeds letter Autumn poetryAutumn 2 Letter to pre-school Where’s my Teddy story Spring 1 Spring 2 Summer 1 Summer 2
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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 Storymaker – currently under review Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
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Aims of a reader leaving our school | ||
Children will have a developing love of reading for pleasure and feel confident identifying and talking about their likes and dislikes. They will also be able to: read easily, fluently and with good understanding, develop the habit of reading widely and often, for both pleasure and information, acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language, appreciate a range of styles and genres of literature and use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
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Writing
Subject Mapping – Writing
The National Curriculum says: | ||
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:
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. |
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How do we bring this to life? | ||
Use role play and first hand experiences to support children in their composition Use talk for writing to introduce actions and images that bring texts to life as a foundation for writing Have timetabled sessions to enjoy whole class discussion and immersion in different genres including vocabulary development Support children to follow their imagination in the creation of their writing Rehearse learning skills in a wide range of motivating project driven writing opportunities |
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Knowledge Acquiring – explore, find out, discover, research, understand | ||
The programmes of study for writing at key stage 1 is constructed similarly to those for reading: transcription (spelling and handwriting) composition (articulating ideas and structuring them in speech and writing). Teaching will develop pupils’ competence in these two dimensions. Children will 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 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. |
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Skills Development – problem solve, justify, reason, evaluate, practise | ||
At Mudeford Infants we use talk for writing to underpin children’s developing understanding of composition while the technical transcription skills are taught explicitly within Read Write Inc and English lessons. Children use storymaker to support an understanding of text structure and genre specific elements from which they imitate, innovate or invent according to their stage. Each half term children will complete two pieces of independent writing this will comprise one fiction and the second either non-fiction or poetry. In plan, work, recall children will apply their writing skills through purposeful, project related opportunities.
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.
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Sequence of Learning – When and how do we facilitate this learning for … in our school? | ||
Reception | Year 1 | Year 2 |
Once a month writing – currently under review
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Spelling
(see English Appendix 1)
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
Composition Write sentences by:
Vocabulary, grammar and punctuation
Once a month writing – currently under review
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Spelling Spell by:-
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
Composition Develop positive attitudes towards and stamina for writing by:
Consider what they are going to write before beginning by:
Make simple additions, revisions and corrections to their own writing by:
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:
Once a month writing – currently under review
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Aims of a writer leaving our school | ||
Children will feel confident in their use of the spoken and written word. They will have acquired a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for writing. They will write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. They will feel motivated to write to communicate their ideas. |
Spoken Language
Subject Mapping – Spoken Language
The National Curriculum says: | |
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised. The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken, use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas, are competent in the arts of speaking and listening. The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Teachers should therefore ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. | |
How do we bring this to life? | |
From the moment that children join the school an emphasis is placed on using language effectively to communicate, this includes adults modelling accurate and appropriate use of the English language and explicit planning for children to use talk as a learning tool socially and academically with their peers. Some examples include: talk partners, role play, recall opportunities, project outcomes, school council, school performances, Everywhere Bear (Reception), Box of me (Year One), Children’s assemblies (Year Two), storymaker. In Reception adults support children’s learning through play by introducing appropriate vocabulary in a range of contexts to build on children’s interests as well as develop identified language priorities. | |
Skills Development – problem solve, justify, reason, evaluate, practise | |
Children are taught to: listen and respond appropriately to adults and their peers, ask relevant questions to extend their understanding and knowledge, use relevant strategies to build their vocabulary, articulate and justify answers, arguments and opinions, give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings, maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments, use spoken language to develop understanding through speculating, hypothesising, imagining and exploring idea, speak audibly and fluently with an increasing command of Standard English, participate in discussions, presentations, performances and role play. | |
Sequence of Learning – When and how do we facilitate this learning for … in our school? | |
EYFS | Key Stage One |
Listening, Attention and Understanding:
Speaking:
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. |
Across the curriculum children are encouraged to build the vocabulary required to express their thoughts and ideas. Children use spoken language to explain, justify and reason about their learning including engaging in dialogue with their peers and presenting suggestions in whole class discussions. Learning to learn characters are used to promote the role of spoken language: Francesca Fox ‘Ask Questions’ Michelle Meerkat ‘Talk about what someone has said’ and ‘Get involved in pair, group and class discussions’ Olly Owl ‘Talk about what I have done and learnt’ and ‘Listen to others’.
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Aims of a speaker leaving our school | |
Children leaving our school will feel confident to express themselves using vocabulary and grammar appropriately and effectively. Children will be able to use spoken language to organise their own thoughts as well as to support their interactions with others in a range of contexts. Children will widen and broaden their vocabulary and be exposed to its richness and diversity. |
Mathematics
- Calculation Policy
- Learn Its Addition Flashcards
- Maths slides for parents
- NumBots Launch Parent Guide
Subject Mapping – Maths
The National Curriculum says: | ||
All pupils:
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. By the end of Key stage 1 children will:
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How do we bring this to life? | ||
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Knowledge Acquiring – explore, find out, discover, research, understand | ||
Number Children will acquire a secure understanding of number through place value activities such as counting, ordering and recognising patterns in the number system. Children will learn a range of strategies to answer questions involving all 4 operations through a systematic and progressive approach. Children will learn how to memorise and reason with number bonds and multiplication facts, and will deepen their understanding through problem solving activities. Children will be able to recognise, find and name fractions of shapes, objects and quantities including recognising equivalent fractions. Measure Children will acquire a secure understanding of measure from non-standard to standard units to describe and compare different quantities such as length, mass, capacity/volume, time and money. Appropriate language will be used confidently to support learning. Geometry Children will acquire a secure understanding of 2D and 3D shape using appropriate language to describe their properties. Children will understand how to describe position and direction using the appropriate vocabulary. |
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Skills Development – problem solve, justify, reason, evaluate, practise | ||
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Sequence of Learning – When and how do we facilitate this learning for mathematicians in our school? 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. |
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Reception | Year 1 | Year 2 |
Number:
Numerical Patterns:
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Number •count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
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Number •count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward •recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 •show that addition of 2 numbers can be done in any order (commutative) and subtraction of 1 number from another cannot
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Measurement •compare, describe and solve practical problems for: •lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]
•measure and begin to record the following: •lengths and heights •recognise and use language relating to dates, including days of the week, weeks, months and years |
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
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Geometry •Properties of shapes |
Geometry •Properties of shapes • Position and direction |
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1 + 1 = 2 2 + 2 = 4 3 + 3 = 6 4 + 4 = 8 5 + 5 = 10 2 + 1 = 3 + 2 = |
Revisit: all doubles to 5 Revisit: 2+1=3, 2 + 3 = 5
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10 x tables 5 x tables 2 x tables |
Aims of a mathematician leaving our school | ||
Children will leave Mudeford Infants School with a positive attitude towards maths so they are confident and can demonstrate mental fluency with whole numbers, counting and place value. The children will be able to work with numerals, words and the four operations, including with practical resources (for example, concrete objects and measuring tools) Children will demonstrate their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Children will know the number bonds to 20 with fluency and be precise in using and understanding place value. They will be able to reason and explain mathematical understanding and be able to apply skills in problem solving contexts. |
Science
Subject Mapping – Science
The National Curriculum says: | ||
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. 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 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. |
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How do we bring this to life? | ||
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Knowledge Acquiring – explore, find out, discover, research, understand | ||
Children will explore the world around them and raise their own questions. They will experience different types of scientific enquiries, including practical activities, and begin to recognise ways in which they might answer scientific questions.
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.
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Skills Development – problem solve, justify, reason, evaluate, practise | ||
Projects are constructed to facilitate scientific investigations that support children in using new knowledge and skills to realise successful outcomes.
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.
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Sequence of Learning – When and how do we facilitate this learning for a Scientist in our school? | ||
Reception | Year 1 | Year 2 |
Children in Reception will begin to explore the natural world around them.
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.
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In the project “Dinosaur Rumpus”, children will be introduced to identifying and classifying dinosaurs and common animals dependent upon whether they are omnivores, carnivores or herbivores. Children will deepen and develop their knowledge and understanding of and apply the key vocabulary of omnivores, carnivores or herbivores during the “English Country Garden” project work in the Summer term.
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. |
Children in Year Two will apply their knowledge of properties of materials in a river-crossing problem solving activity when learning about Brunel in the “Brilliant Britain” project. Through a range of exploratory activities children will investigate how materials can be changed through different processes, for example twisting, squashing, bending and stretching. Children will apply their knowledge of the properties of materials and their suitability for different uses in designing houses for the Great Fire of London.
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. |
Aims of a scientist leaving our school | ||
Children will leave Mudeford Infants using simple scientific language to talk about what they have found out, particularly (but not exclusively) around the subjects of plants, animals including humans, everyday materials, seasonal changes, and living things and their habitats. This will provide a strong foundation of skills and knowledge in working scientifically to build on as they enter KS2. They will be happy, confident scientists who can apply their understanding of working scientifically to different challenges and experiences, being prepared to have a go and see what happens. They will develop a sense of excitement and curiosity of the world around them as they experience, observe and question, looking more closely at the natural and humanly-constructed world around them in a first-hand practical manner. Children will learn that science is everywhere and that anybody can be a scientist, regardless of academic ability.
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Art
Subject Mapping – Art and Design
The National Curriculum says: | ||
Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. 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 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. |
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Aims of an Artist leaving our school | ||
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Knowledge Acquiring | ||
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Skills Development | ||
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Sequence of Learning – When and how do we facilitate this learning for Artists in our school? | ||
Reception | Year 1 | Year 2 |
Children will explore and create using a range of media and materials through their Plan-Work-Recall opportunities. Children will be taught to handle and use pencils, coloured pencils, crayons, felt tips, pastels and chalks effectively for drawing for a range of purposes in both directed and child initiated sessions. Children will explore paint for a range of purposes and will be able to use appropriate techniques for paintbrushes, rollers and printing materials.
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. |
Children will explore and create using a range of media and materials through their Plan-Work-Recall opportunities. During the Autumn and Harvest project children will learn about the work of Archimboldo and will recreate and design their own interpretation of his work focusing on form, shape and space. Children will apply their knowledge and skills of using pastels and paints to create their own composition of the solar system in the Destination Unknown project. They will be taught the techniques for using papier mache and charcoal and will use this to create their own moonscape. They will develop their knowledge of colours and mixing to include black and white for shade and tone. During The English Country Garden project, children will learn about the work of Van Gough focusing on ‘The Sunflowers’ piece. Children will explore texture and colour using paint to recreate his work. Children will carry out observational drawings of plants and flowers. They will look at the work of the designer Cath Kidston and will create their own piece towards a class project of bunting selecting their media e.g. fabric pens, pastels, paints. | Children will explore, create and respond using the skills and knowledge acquired in Reception and Year 1 making choices about the media and materials they wish to use in their Plan-Work-Recall sessions. During the Pirate Island project children will be shown the techniques for using mod roc alongside a range of other media for sculpture to create their own elements for their under the sea scene. Children will develop their skills in line, pattern and colour whilst designing their own creatures to inhabit the island. The Art Beat project will give children the opportunity to learn about a range of famous artists and their work including Monet (water colours, pastels and pencils), Warhol (printing), Lichenstein (printing and colour), Picasso (paint, line and colour), Goldsworthy (sculpture, space, colour and form), Clarice Cliff (pattern and colour), Miro (line, colour and space). Children will apply the skills they have developed selecting media to create their own representation of the work of these artists. They will be encouraged to use their knowledge of colour mixing and shading independently and for purpose. Children will explore aboriginal art and Batik (Miro) and use these techniques in the development of their own pieces. |
Design and Technology
Design and Technology
The National Curriculum says: | ||
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
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. |
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How do we bring this to life? | ||
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Knowledge Acquiring – explore, find out, discover, research, understand | ||
Design:
Make:
Evaluate:
Technical knowledge:
Cooking and Nutrition:
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Skills Development – problem solve, justify, reason, evaluate, practise | ||
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Sequence of Learning – When and how do we facilitate this learning for Designers in our school? | ||
Reception | Year 1 | Year 2 |
Initially children will communicate their design ideas through discussion with adults and peers, working towards pictorial representation and labelling by the end of the summer term. Children will design and make products based on their interests and experiences. They will be given opportunities to explore and create with a range of tools and equipment including scissors, hole punches glue and tape learning how to use these safely and responsibly. Exploration and accuracy of using tools and techniques will be supported by adults through continuous provision in the Creative Area. Children will have opportunities to explore, experience and design using a range of materials including wooden blocks, duplo, junk modelling and will be able to select and use appropriate materials for their own design criteria. Using ongoing discussion with adults and in Recall Time sessions children will be encouraged to evaluate and plan for the development and improvement of products. Through their own experiences they will begin to gain a basic technical understanding of design in building stable structures. Children will be given opportunities to sample different types of foods and discuss its role as part of a healthy diet during the Handa’s Surprise fruit tasting in the Around the World project. They will design and create their own pizza’s in the Pizzeria Role Play in the Around the World project. | Children will draw templates to communicate their design ideas, label key components and list tools and materials required. Children will be given design criteria to create purposeful, functional and appealing products such as instruments for pre-school children during the Shake, Rattle and Roll project. Children will be taught how to use tools effectively for a range of purposes including scissors, hole punches, staplers glue and tape. At Christmas children will be taught to use a drill safely and effectively in order to create a Christmas decoration. In science children will develop a sound knowledge of the properties of materials in order to design and build a bridge in The Troll project. They will explore and experiment with their constructions and choices in order to develop technical knowledge of how to make structures stronger, stiffer and more stable. During the design and build process children will have an opportunity to reflect and revise their ideas in ‘The Test Station’. Children evaluate products independently reflecting on success in relation to design criteria and areas they would choose to develop if they were to undertake the activities again. As part of The Mudeford Bake Off project children will further understand the basic principles of a healthy and balanced diet. They will acquire knowledge of where food comes from. They will design and create a competition entry for a healthy snack and will be able to identify the origin of the ingredients. Under adult supervision children will follow a recipe to make Easter Biscuits linking an understanding of Christian symbols with the technical skills of cooking. | Children will communicate their design ideas through drawing and labelling templates and justifying their choices for their selection of tools and materials. Children will explore and evaluate existing products that include mechanisms before being taught how to make these for themselves as part of their under the sea scene creation. Children will continue to develop an understanding of how to select and use tools effectively for a range of purposes including saws and glue guns when creating their sea scenes. As part of the Brilliant Britain project children will be expected to follow design criteria that enables them to apply their developing technical knowledge in creating bridges and tunnels during a problem solving river crossing activity. They will also apply their knowledge of the properties of materials to build houses for the Great Fire of London e.g. transparent windows and textile bedding. Children will develop their skills in making structures stronger, stiffer and more stable during their 3D map building of Christchurch during the Creepy Christchurch project to ensure that geographical features are free standing. Children will apply the characteristics of being an effective learner through the ongoing evaluation of product making as they solve problems in order to be successful in meeting design criteria. As part of the Food Glorious Food project children will continue to understand the basic principles of a healthy and varied diet including the role of protein, carbohydrates and vitamins in keeping the body healthy. They will use this knowledge to design a three-course menu for the Mudeford Italian Restaurant. Children will learn how to use peelers, knives and melon ballers safely during their preparation of the meal. |
Aims of a Designer leaving our school | ||
Children will:
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Geography
Geography
The National Curriculum says: | ||
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
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. |
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How do we bring this to life? | ||
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Knowledge Acquiring – explore, find out, discover, research, understand | ||
Locational knowledge:
Place knowledge:
Human and physical geography:
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Skills Development – problem solve, justify, reason, evaluate, practise | ||
Geographical skills and fieldwork:
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Sequence of Learning – When and how do we facilitate this learning for Geographers in our school? | ||
Reception | Year 1 | Year 2 |
Children in Reception will develop an awareness of other countries and cultures from around the world as part of their Around the World Project. Children will use maps, You Tube and Google Earth to locate countries and view traditions and experiences from the perspective of other children. Using the World Map display children will plot stories from other cultures, children’s holidays throughout the year and key age-appropriate current affairs e.g. World Cup, Olympics, Religious Festivals. Children will have first hand experiences of the local physical environment exploring the features of a woodland, farm and coastal location linked to key geographical vocabulary. Through story-telling, small world and construction play children will begin to develop an understanding of map skills and with adult support will developing mathematical skills of positional and directional language relating to maps. Children will develop basic coding skills using Bee Bots exploring maps and designing their own linked to projects. Children will visit the Learning Garden each month to explore seasonal changes and weather patterns and will record their observations in a whole class journal. Children will refer back to the previous months to make comparisons. | Children in Year 1 will begin naming and locating the continents and oceans of the world within their Destination Unknown Project. They will look at maps, atlases, globes, Google Earth and internet resources to view the earth from space then track the first voyage of Christopher Columbus. Children will create a map with adult support naming and labelling the continents and oceans. Using the World Map and UK Map display children will plot relevant aspects of projects e.g. key dinosaur find in the Dinosaur Rumpus project, children’s holidays throughout the year and key age-appropriate current affairs e.g. World Cup, Olympics, Religious Festivals. Children will be introduced to the four countries of the UK at the start of their In an English Country Garden project. Children will develop their knowledge of the features of a range of environments including visits to a forest and heathland area. Children will make comparisons between the new location visited and that of the coastal visit from Reception. Children will begin to understand the difference between human and physical features making explicit links during The Troll project designing maps using appropriate geographical vocabulary. In an English Country Garden project children will make comparisons of human and physical features using their visit to the forest and heathland, coastal visit from Reception and observations of their immediate locality in Mudeford. Children will continue to develop their knowledge of positional and directional language in maths and will be supported in using this accurately in map making activities and Purple Mash coding activities. Children will visit the Learning Garden each month to explore seasonal changes and weather patterns and will record their observations in a whole class journal, mapping key observations whole class. Children will have further opportunities to add their own key observations to the journal as part of Plan, Work Recall provision. Children will refer back to the previous months to make comparisons. | Children in Year 2 will use maps, globes and atlases to independently locate and name the continents and oceans of the world, equator and poles during the Pirate Island project. Using the World Map display children will plot relevant aspects of projects e.g. comparing Christchurch to Whistler in Canada, children’s holidays throughout the year and key age-appropriate current affairs e.g. sporting events, Religious Festivals, natural occurrences. During the Brilliant Britain project children will learn about significant features and the location of the four countries and capital cities of the UK and will be able to mark these independently on a map. Children will broaden their knowledge of human and physical features using aerial photographs, in a range of environments and apply this to creating 2D and 3D maps of Christchurch following a school visit. Children will expand and apply their knowledge of geographical vocabulary to design and label maps (including simple keys) during the Pirate Island project and begin to explain the significance of geographical features. Children will develop their knowledge of positional and directional language through use of a compass and apply these skills during Active Maths sessions and making simple programs in coding sessions. Children will visit the Learning Garden each month to explore and reflect on seasonal changes and weather patterns and will record their observations in an individual journal. During the Budding Botanist project children will use a plan perspective of the school grounds in a Learning Garden session to map the Summer Fayre stalls including their plant stall. |
Aims of a Geographer leaving our school | ||
Children will:
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History
History
The National Curriculum says: | ||
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
Pupils will:
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. |
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How do we bring this to life? | ||
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Knowledge Acquiring – explore, find out, discover, research, understand | ||
Pupils should be taught about:
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Skills Development – problem solve, justify, reason, evaluate, practise | ||
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Sequence of Learning – When and how do we facilitate this learning for Historians in our school? | ||
Reception | Year 1 | Year 2 |
Children will begin to develop a historical understanding as part of their learning about Knowledge and Understanding of the World. As part of the Celebrations project children will begin to develop an understanding of basic timelines thinking about key events in their lives so far e.g. birthdays, weddings, holidays. Using baby photos children will think about the changes that have taken place over time and the things they can do now that they couldn’t do then. Children will learn key vocabulary about the passing of time through SAFE Maths activities e.g. today, tomorrow, yesterday, day, morning, afternoon. Using the historical timeline display children will plot key events from their school year in Reception and of personal significance. As part of the RE curriculum children will mark ‘a long time ago’ as the Birth of Jesus on the timeline. | Children will learn about events beyond living memory and significant individuals as part of the Destination Unknown project comparing the first voyage of Christopher Columbus and the first moon landing by Neil Armstrong. Children will explore the relevance of these events in modern life and consider other significant individuals with in similar fields e.g. Tim Peake and Ellen McCarthy. Children will learn about the key finds by Mary Anning within the Lyme Regis area as part of the Dinosaur Rumpus project. Children will learn key vocabulary about the passing of time through SAFE Maths activities e.g. days of the week, months of the year. Using the historical timeline display children will plot key events from their school year in Year 1, the transition from Reception and key historical events taught as well as relevant national and international events of interest to the children (e.g. links to composers). | Children will build on their understanding of events beyond living memory and significant individuals as part of their Brilliant Britain project. Children will learn about the life and times of Samuel Pepys and changes in approaches to town planning and house building as a result of The Great Fire of London. Children will learn about individuals who have had a significant impact on modern life in Britain e.g. Brunel and Beatrix Potter. During the Creepy Christchurch project children will visit local sites of historical significance and learn about how and why they were important in their time. Through story mapping and drama children demonstrate their knowledge about The Battle of Mudeford and the role that significant individuals played. Using the historical timeline display children will plot key events from their time at Mudeford Infants and key historical events taught as well as relevant national and international events of interest to the children (e.g. links to composers and artists). In addition children will learn about the importance of Remembrance including Remembrance Day and Memorials e.g. The Monument. |
Aims of a Historian leaving our school | ||
Children will:
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Computing
Subject Mapping – Computing
The National Curriculum says: | ||
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
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.
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How do we bring this to life? | ||
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Knowledge Acquiring & Skills Development | ||
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Sequence of Learning – When and how do we facilitate this learning in our school? | ||
Reception | Year 1 | Year 2 |
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In Key Stage 1 children will develop their knowledge of computing in discrete lessons on a typically weekly basis. They will then continue to use and apply this knowledge to further unlock the benefits that technology can have across the curriculum and in their daily lives. | |
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Aims of a learner leaving our school | ||
Children will:
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Music
Music
The National Curriculum says: | ||
Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. 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 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. |
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How do we bring this to life? | ||
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Knowledge Acquiring – explore, find out, discover, research, understand | ||
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Skills Development – problem solve, justify, reason, evaluate, practise | ||
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Sequence of Learning – When and how do we facilitate this learning for Musicians in our school? | ||
Reception | Year 1 | Year 2 |
During each of the half termly projects, children will be exposed to the language and skills linked to the dimensions of music. Across the year children will have opportunities to learn about, respond, explore and experiment with pitch, duration, dynamics, tempo, timbre, texture and structure. Through continuous provision children will be taught skills during adult led sessions. They will have opportunities in both the outside and inside environments to explore and experiment with a variety of percussion instruments and develop the foundations of simple composition. They will learn a repertoire of songs and rhymes and be able to sing with enjoyment and confidence using their voices in different ways. Children will learn about Rimsky Korsakof as part of their Animal Adventure project responding through art to ‘The Flight of the Bumble Bee’. Children will learn how to sequence, organise and order sounds to accompany the story of Goldilocks and the Three Bears during their Teddy Bears Picnic project. | Children will continue to develop confidence in the language and skills relating to all dimensions of music across the year. Children in Year 1 will have a particular focus on the development and understanding of pitch, tempo and timbre. During the Shake, Rattle and Roll project, children will make untuned instruments and perform to an audience focusing on pitch and timbre in their presentation. The Magic Toys dance focus in Autumn 2 enables children to respond to music in movement. Tempo will be the focus for the Mudeford Bake Off project when children will be exploring instruments to make sound effects for the sounds of the kitchen e.g. whisking (fast) and rolling (slow) developing this for their own compositions. Children will learn about and respond to the music of Holst through art, focusing on ‘The Planets’ during their Destination Unknown project. Children will learn how to sequence, organise and order sounds recognising simple musical structures e.g. beginnings and endings to accompany the Dinosaur Stomp song during their Dinosaur Rumpus project. | Children will have a good understanding of the seven dimensions of music and will be able to use the language confidently and accurately. Children in Year 2 will have a particular focus on the development and understanding of texture, duration, dynamics and pitch. During the Brilliant Britain project children will develop playing techniques and create musical patterns. They will explore names and place names as starting points for musical patterns, exploring the sounds of transport for our musical journeys and creating whole class musical compositions on the classroom instruments. During this project children will also respond to music in movement through the story of Handa’s Surprise and learn about the music of Adele as a modern British composer. During the Art Beat project children will develop skills in duration and dynamics through pictorial notation to represent changes in volume and speed including opportunities for independent composition. The end of year performances will provide children with the opportunity to perform to an audience and demonstrate their skills in maintaining pitch. Children will learn how to sequence, organise and order sounds recognising simple musical structures e.g. beginnings, middles and endings to accompany the Sea Shanties during their Pirate Island project. |
Aims of a Musician leaving our school | ||
Children will:
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Physical Education
Subject Mapping – Physical Education
The National Curriculum says: | |
Purpose of study 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:
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:
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How do we bring this to life? | |
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.
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Knowledge Acquiring – explore, find out, discover, research, understand | |
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Skills Development – problem solve, justify, reason, evaluate, practise | |
The ‘real PE’ programme is based on a holistic approach, centred around the Multi-Ability cogs / six cogs (Personal, Social, Cognitive, Creative, Applying Physical, Health and Fitness) which recognise the key abilities children need to be successful both within PE and Sport and across the curriculum. Each fundamental movement skill (balance, coordination and dynamic balance to agility) has six progressive coloured levels. They experience a progressive programme that builds on, challenges and supports the development of fundamental skills at all ages, stages and abilities. | |
Sequence of Learning – When and how do we facilitate this learning for PE in our school? | |
EYFS | Key Stage 1 |
Children in Reception engage in a daily twenty five minute active time session primarily focussing on gross motor development using the core structure of Real PE. Through engaging themes linked to stories and songs children will develop their strength, balance and coordination. Children engage in activities that encourage participation, negotiating space and obstacles showing consideration for themselves and others. Children have exposure to the progressive fundamental skills and are supported to access appropriate levels. 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. |
Children in Key Stage 1 engage in two PE sessions a week, consisting of a one hour session and a half an hour session. The one-hour session follows the format outlined in Real PE (warm up, skills, skill application, review) and is underpinned by the principles of the six cogs. Sessions provide opportunities for children to practise and develop different skills. Children have exposure to the progressive fundamental skills and are supported to access appropriate levels. They apply these skills through games or short performances. Through self-assessment and peer assessment children evaluate the skills they are developing against the success criteria. 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. |
Aims of a child leaving our school | |
Children will leave Mudeford Infants with a willingness to take part in a range of physical activities and can demonstrate a good understanding of the benefits of a healthy lifestyle and the role that exercise and a balanced diet plays within this. They will demonstrate a positive attitude towards participation and self-challenge. 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. |
PSHE and REHE
Subject Mapping – PSHE and Relationships Education
The National Curriculum says: | ||||
Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum. PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription.
Relationships Education Statutory Guidance states (by the end of Primary School education):
Physical Health and Mental Well-Being Education Statutory Guidance states (by the end of Primary School education):
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Sequence of Learning – When and how do we facilitate this learning for children in our school? | ||||
Year R | Year 1 | Year 2 | ||
Core Theme 1: Health and Well-Being | Healthy Lifestyles (Physical Well-being) | Children will:
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Children will:
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Children will:
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Core Theme 1: Health and Well-Being | Mental Health | Children will:
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Children will:
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Children will:
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Ourselves, Growing and Changing | Children will:
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Children will:
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Children will:
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Core Theme 1: Health and Well-Being | Keeping Safe | Children will:
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Children will:
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Children will:
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Drugs, Alcohol and Tobacco |
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Core Theme 2: Relationships | Families and Close Positive Relationships | Children will:
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Children will:
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Children will:
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Friendships | Children will:
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Children will:
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Children will:
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Managing Hurtful Behaviour and Bullying | Children will:
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Children will:
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Children will:
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Core Theme 2: Relationships | Safe Relationships | Children will:
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Children will:
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Children will:
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Respecting Self and Others | Children will:
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Children will:
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Children will:
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Core Theme 3: Living in the Wider World | Shared Responsibilities | Children will:
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Children will:
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Children will:
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Communities | Children will:
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Children will:
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Children will:
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Core Theme 3: Living in the Wider World | Media Literacy and Digital Resilience | Children will:
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Through computing and e-safety sessions children will:
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Economic Well-being: Money | Children will:
In SAFE Maths lessons, children will explore money and develop skills in handling money for buying and spending. |
Children will:
In SAFE Maths lessons, children will explore money and develop skills in handling money for buying and spending. |
Children will:
In SAFE Maths lessons, children will explore money and develop skills in handling money for buying and spending. |
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Economic Well-being: Aspirations, Work and Career | Children will:
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Children will:
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Children will understand:
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Religious Education
Subject Mapping – Religious Education (RE)
The National Curriculum says: | ||
National Curriculum:
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.
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How do we bring this to life? | ||
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Knowledge Acquiring – explore, find out, discover, research, understand | ||
Christianity is taught in each year group using Discovery RE and the enquiry approach of this adds challenge, requiring children to retain knowledge and apply it to the big question using their critical thinking skills. Each enquiry addresses an aspect of Christian theology, sometimes explicitly using the theological language and sometimes laying foundations of experience and understanding which will later facilitate learning the explicit theology. Hinduism is explored in Year R alongside Judaism in Year 1 and Islam in Year 2. Children use the enquiry led approach for all aspects of RE and are encouraged to make links between faiths and cultures where they are observed. The school Golden Rules (linked to the British Values) play a significant role in RE provision and are central to the enquiry led approach. | ||
Skills Development – problem solve, justify, reason, evaluate, practise | ||
The Discovery RE Approach encourages:
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Sequence of Learning – When and how do we facilitate this learning about Religion in our school? | ||
Reception | Year 1 | Year 2 |
Children in Reception participate in our ‘Me and My Community’ project as part of their transition in to school. They develop their understanding of who they are, their likes and dislikes and what it is that makes them individuals. Introduction of the Golden Rules and the expectations around these are shared and discussed regularly as part of ongoing provision. During the Celebrations project, children use the enquiry question “How do people celebrate?” as a starting point to begin to understand how people within our school community and the wider groups celebrate including bonfire night and birthdays. They will consider ‘special places’ within our community including those symbolic to religious faiths. Children begin their understanding and experience of the Hindu Faith by exploring the festival of Diwali. The topic outcome for Celebrations is the response to the enquiry question “What is Christmas?” where children explore the Christian celebration of Christmas focusing on the key events and presenting their learning as a Nativity performance. In the Around the World topic, children continue their enquiry in to the experiences of children’s lives in other cultures and the similarities and differences to their own experiences. They continue to build their knowledge and understanding of the Hindu faith when exploring the celebration of Holi. They will explore the celebration of Chinese New Year and make comparisons to their own New Year celebrations. As the topic draws to a close before the Easter break, children will explore the Christian celebration of Easter thinking about signs of spring at Easter time and making links to new life. They will reflect on what they already know about Easter, who it is special for and what it is that makes it a special time of year. They will explore and retell the Easter Story making links to what they already know about Jesus including his birth at Christmas time.
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The Golden Rules continue to be discussed as part of ongoing daily provision and explicit links made to demonstrate where children and using these in their interactions and activities. As part of their ‘Autumn and Harvest topic, children in Year 1 will explore the question ‘Does God want Christians to look after the world?’. They will share the book ‘Wonderful Earth’ by Nick Butterworth and Mick Inkpen and will consider Christian and Humanist views on how the world was created. They will consider the celebration of Harvest time and the gathering and sharing of crops and food. Children will participate in a Harvest assembly lead by Andy Saunders and the Open the Book Team to share their learning and will collect donations for the local Food Bank. During their Winter Wonderland project, children reflect on what they know about the Christian story of Christmas. Using the enquiry question ‘What gifts might Christians in my town have given Jesus if he had been born here instead of in Bethlehem?’ children will consider what gifts might be meaningful for Jesus and why. Children will celebrate the Christmas story as part of the Key Stage One performance. At Easter time children will reflect on the story of Easter that they learnt about in Reception. They will consider the question ‘Why was Jesus welcomed like a king or celebrity by the crowds on Palm Sunday?’ to build upon their knowledge of why Jesus is special to Christians. Children will consider religious symbols from the Christian faith and how these are used in celebrations and worship. In the Summer term children in Year 1 consider the Jewish faith and why it is important for Jewish children. They use the enquiry questions ‘Is Shabbat important to Jewish children?’ and ‘Are Rosh Hashanah and Yom Kippur important to Jewish children?’ for consideration and reflection. Children will make links with their own goal setting, reflection and perseverance skills. Children will share a visit with a member of the local Jewish community (arranged through SACRE) who will speak about their faith. | Children are expected to be confident in their knowledge and understanding of The Golden Rules and be able to communicate ways in which they successfully demonstrate them. During the Christmas project, children consider the question ‘Why do Christians believe God gave Jesus to the world?’. They use their knowledge of the story from previous learning to explain why Christians think God gave Jesus to the world and consider how they could help solve a problem by showing love. During the Easter topic, children focus on the theme of ‘salvation’ as the consider the question ‘How important is it to Christians that Jesus came back to life after His crucifixion?’. Children will recall what Christians believe happened on Easter Sunday from previous learning. They will consider what they believe happens to you when you die and talk about how they remember people who were close to them. Children will make suggestions of a different explanation as to what happened to Jesus after the empty tomb and offer their opinion. In the summer term children will recall their studies of other faiths so far and share their understanding of Hinduism and Judaism using prompts. They will expand their learning to include the Islamic faith and will gain an understanding of the community and religious practices for Muslim children. Children will explore the ways they feel a sense of belonging and will develop an understanding of how meeting in a certain place can make you feel like you belong. They will consider the questions ‘Does going to a mosque give Muslims a sense of belonging?’ and ‘Does completing Hajj make a person a better Muslim?’ as they learn about the faith. Children will share a visit with a member of the local Muslim community (arranged through SACRE) who will speak about their faith. As part of their final half term at Mudeford Infants School and as they prepare for their transition to the Junior School, children will reflect on who they are, their likes and dislikes, what it is that makes them individuals and what their experience has been of belonging to the school community. |
Aims of a child leaving our school | ||
Children will:
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