Art and Design Aims:
The national curriculum for Art and Design aims to ensure that all pupils:
- produce creative work, exploring their ideas and recording their experiences.
- become proficient in drawing, painting, sculpture and other art, craft and design techniques.
- evaluate and analyse creative works using the language of art, craft and design.
- know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Intent:
At Boughton Primary School, we would like to produce pupils who are confident and proficient artists. Pupils will be able to use a variety of techniques and skills to create their own art work. We want pupils to have an interest and curiosity about art and artists, through our lessons. The lessons also offer a chance for children to develop their emotional expression through art to further enhance their personal, social and emotional development.
Implementation:
The lessons and our teaching will guide children through different themes while acquiring new skills and knowledge. The pupils will develop their techniques, including their control and use of materials, experimenting with different art, crafts and designs. Lessons will also teach pupils about how art and design has shaped our history and contributed to cultures.
Art Progression Document
Computing Aims:
The national curriculum for computing aims to ensure that all pupils:
- can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
- can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
- can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
- are responsible, competent, confident and creative users of information and communication technology.
Intent:
Boughton Primary School understands the importance of computing and the value of computing skills. We follow Kapow Primary, which is accessible scheme of work for all pupils whilst also providing steady progression and opportunity for challenges. Our curriculum aims to create pupils that are confident in their use of computers as well as learning to understand and generate algorithms and code. Our computing curriculum ensures pupils become digitally literate at a suitable level for the future workplace as well as having the knowledge to stay safe as active participants in increasingly digital world. Online Safety is an essential and important part of our computing curriculum.
Implementation:
Our lessons and teaching follow the Kapow Primary scheme, guiding the children through different themes while acquiring new skills and knowledge. A typical computing lesson would recap taught knowledge, develop and experiment with new skills either on a Chromebook or through unplugged methods. ‘Unplugged’ refers to lessons where a computer is not used. Each year group will access five units across the year, with the online safety unit being taught in term 3, across the school, to coincide with the UK’s Internet Safety Week.
Computing Progression Document
Design Technology Aims:
The national curriculum for Design Technology aims to ensure that all pupils:
- develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
- build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
- critique, evaluate and test their ideas and products and the work of others.
- understand and apply the principles of nutrition and learn how to cook.
Intent:
At Boughton Primary School, we aim to inspire children through a broad range of practical experiences to create innovative designs for real life contexts. The design process taught encourages pupils to identify real and relevant problems, evaluate existing products and take risks when designing solutions to those problems. We hope during the evaluation opportunities children can see how design technology has had a real impact on the wider world around them.
Implementation:
Skills and understanding are built into lessons following an iterative process. However our units allow for flexibility of teaching, revising ideas and building on prior knowledge. This ultimately will deepen the pupils’ understanding.
Key vocabulary is an important component of the lessons themselves, with opportunities for pupils to use, revise and repeat this vocabulary.
Boughton Primary School Reading Policy
Introduction
At Boughton Primary School, we believe that reading is a fundamental life skill and the key to unlocking learning across the curriculum. We aim to foster a lifelong love of reading by providing all pupils with high-quality teaching, engaging texts, and opportunities to develop confidence, fluency, and understanding as readers.
Our reading curriculum is designed to ensure that every child develops the skills required to become an accurate, fluent, and enthusiastic reader. We recognise the importance of strong early reading foundations, alongside the continued development of comprehension, vocabulary, and critical thinking throughout the primary years.
Early Reading and Phonics: Sounds-Write
At Boughton Primary School, we use Sounds-Write as our whole-school systematic synthetic phonics programme. Sounds-Write is a structured and evidence-informed approach that teaches children the essential skills required for reading and spelling.
The main objective of the teaching and learning of Phonics is to enable all children to access reading and writing at an age-appropriate level. This is best achieved when there is:
- A consistent whole school approach to the teaching of Phonics throughout Foundation Stage, KS1 and KS2.
- Rigorous planning, assessment, and tracking.
- Sufficient training provided to enable the implementation of Sounds-Write based teaching of Phonics by all teaching staff involved in the teaching of Phonics.
Through daily phonics lessons, children are taught to:
- Recognise the relationship between sounds (phonemes) and their written representations (graphemes).
- Blend sounds together to read words accurately.
- Segment words into sounds to support spelling.
- Develop confidence and automaticity in decoding unfamiliar words.
Phonics teaching begins in the Early Years Foundation Stage and continues into Key Stage 1. Additional phonics support is provided for pupils in Key Stage 2 who require further intervention to ensure they can access the wider reading curriculum.
Reading Practice and Fluency
Children are provided with regular opportunities to practise and apply their developing reading skills through carefully selected texts that are appropriately matched to their stage of reading development. Regular reading at school and at home is encouraged, with a strong partnership between teachers, pupils, and families to support reading progress.
We place a strong emphasis on developing reading fluency, including accuracy, pace, expression, and understanding, so that children can focus their attention on making meaning from what they read.
Reading Comprehension: Comprehension Crushers
From Year 1 to Year 6, pupils develop their comprehension skills through the Comprehension Crushers programme from Grammarsaurus. This structured approach provides high-quality texts and carefully designed questions that support children to deepen their understanding of what they have read.
Through Comprehension Crushers, children develop a range of reading skills including:
- Retrieving information from a text.
- Making inferences and justifying their ideas with evidence.
- Predicting what might happen next.
- Exploring vocabulary and understanding the impact of an author’s language choices.
- Summarising key ideas.
- Identifying themes, purpose, and the viewpoints of characters and authors.
Teachers use these materials to provide consistent, progressive reading instruction across Key Stage 1 and Key Stage 2, ensuring that all children are challenged and supported appropriately.
Reading for Pleasure
At Boughton Primary School, we are committed to developing a culture where reading is valued and enjoyed. Children have access to a wide range of high-quality fiction, non-fiction, poetry, and diverse texts through classroom reading areas and the school library.
Teachers regularly share high-quality texts through story time and class reading sessions, helping pupils to discover new authors, genres, and interests. We encourage children to talk about books, recommend texts to their peers, and develop their own reading preferences.
Assessment and Monitoring
Assessment of reading is ongoing and informs teaching and intervention. Teachers regularly monitor pupils’ progress in phonics, fluency, and comprehension to identify strengths and areas for development.
Phonics assessments are carried out regularly in line with the Sounds-Write programme and national expectations, including preparation for the Year 1 Phonics Screening Check. Reading comprehension and fluency are assessed throughout the school to ensure pupils make strong progress.
Inclusion and Equal Opportunities
At Boughton Primary School, we believe every child can become a successful reader. Teaching is adapted to meet the needs of all pupils, including those with special educational needs and disabilities (SEND), pupils who require additional support, and those who need greater challenge.
Appropriate interventions, targeted support, and high-quality teaching ensure that all children have the opportunity to achieve their full potential as readers.
The Role of Parents and Carers
Parents and carers play a vital role in supporting reading development. We encourage families to read regularly with their children, discuss books, and celebrate reading at home. Guidance and support are provided to help families understand our approach to phonics and reading.
Writing Policy
Vision and Intent
At Boughton Primary School, we believe that every child should develop the confidence, knowledge and skills to communicate effectively through writing. We aim to inspire pupils to become enthusiastic, independent writers who can write for a range of purposes and audiences. Through a carefully sequenced curriculum, children develop their transcription, composition, grammar, punctuation and spelling skills, enabling them to express themselves creatively and accurately.
Our writing curriculum is designed to:
- Foster a love of writing and storytelling.
- Develop fluent, confident and purposeful writers.
- Build strong foundations in transcription skills, including handwriting and spelling.
- Enable pupils to write effectively for a range of genres, audiences and purposes.
- Develop pupils' vocabulary and understanding of grammar to enhance communication.
- Support pupils in becoming reflective writers who can edit and improve their work.
Aims
The writing curriculum aims to ensure that all pupils:
- Write clearly, accurately and coherently.
- Adapt their writing for different audiences and purposes.
- Develop a rich vocabulary and understanding of language.
- Use grammar, punctuation and spelling accurately.
- Build stamina and resilience as writers.
- Take pride in the presentation of their work.
- Become confident in planning, drafting, editing and publishing written work.
Implementation
Early Years Foundation Stage (Reception)
In Reception, writing is taught through a balance of adult-led teaching, continuous provision and purposeful play-based opportunities. Children develop the foundations for writing through:
- Speaking and listening activities.
- Storytelling and oral rehearsal.
- Fine and gross motor development.
- Early mark-making and drawing.
- Phonics teaching and early transcription skills.
- Opportunities to write for meaningful purposes across the learning environment.
By the end of Reception, children are expected to achieve the Early Learning Goals in Literacy and be ready to access a structured writing curriculum in Key Stage 1.
Writing Curriculum from Year 1 to Year 6
From the end of Reception and throughout Years 1–6, the school follows the Grammarsaurus Writing Scheme as the core vehicle for writing instruction.
From Year 2, we begin each year by teaching the children the Place Value of Punctuation and Grammar. This ensures that they have a strong basis for their learning in the upcoming year, providing a deep and thorough understanding of what makes a sentence. This allows them to build on this learning throughout the year, and apply their knowledge of grammar and punctuation to correct their writing, and write towards age related expectations.
The Grammarsaurus Writing Scheme provides:
- A progressive and sequenced curriculum from Year 1 to Year 6.
- High-quality model texts and engaging stimuli.
- Explicit teaching of vocabulary, grammar and language structures.
- Opportunities for speaking and listening prior to writing.
- Structured planning, drafting, editing and publishing processes.
- Coverage of a wide range of fiction and non-fiction.
- Clear progression in writing knowledge and skills.
Teachers can use the scheme flexibly to meet the needs of their pupils while ensuring full coverage of the National Curriculum objectives for English.
Grammar, Punctuation and Spelling
Grammar and punctuation are taught explicitly through the writing curriculum and are embedded within the Grammarsaurus Writing Scheme from Year 1 to Year 6. Pupils are taught to understand, apply and manipulate grammatical structures appropriate to their age and stage of development, enabling them to write with increasing accuracy, cohesion and effect.
Spelling is taught progressively through a combination of phonics and structured spelling lessons. In Reception and Key Stage 1, children learn spelling through the Sounds-Write phonics programme, developing a secure understanding of the relationship between sounds and spellings. As pupils become secure in their phonics knowledge, typically during Year 2, they begin to access the Grammarsaurus Spelling Scheme. From Years 3 to 6, all pupils follow the Grammarsaurus Spelling Scheme, which provides systematic coverage of the National Curriculum spelling requirements, including spelling patterns, rules, morphology and etymology.
Opportunities to apply grammar, punctuation and spelling knowledge are incorporated across the curriculum, ensuring that pupils can transfer these skills into their independent writing.
Handwriting
At Boughton, handwriting is taught through the Kinetic Letters programme. Kinetic Letters is a whole-school approach that develops both handwriting fluency and the physical skills required for successful writing. The programme has four threads: making bodies stronger, holding the pencil, learning the letters and flow and fluency.
Children are taught handwriting explicitly and progressively from Reception onwards, learning letters through movement-based activities and practising correct formation from the outset. As pupils move through the school, they develop increasing fluency, consistency and legibility, enabling them to write efficiently and with confidence. Within the Kinetic Letters approach, pupils will be introduced to letter joins when they demonstrate secure, legible letter formation and can write with ease and appropriate fluency. Handwriting skills are regularly reinforced across the curriculum, and pupils are encouraged to take pride in the presentation of all written work.
For children who experience handwriting difficulties due to fine motor development and those with special educational needs, the appropriate additional support will be put into place in the form of interventions.
Children will be assessed using the National Curriculum objectives for their year group throughout the year. Teachers will use their professional judgement to determine whether a child is working within age-related expectations, above or below. They will base their judgements on the quality of writing that pupils produce at the end of each unit, and determine to what extent pupils have met the agreed success criteria for that genre of writing. Teachers will refer to the Teacher Assessment frameworks.
Geography Aims:
The national curriculum for geography aims to ensure that all pupils:
- develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
- understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- are competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Intent:
In order to raise children’s curiosity about the world, we are enthusiastic about Geography and encourage the children to explore and ask questions. We follow the Kapow scheme of work that is tailored to suit the needs of our children and locality. This spiral curriculum revisits essential knowledge and skills with increasing complexity, allowing pupils to revise and build on their previous learning. Locational knowledge, in particular, will be reviewed in each unit to coincide with our belief that this will consolidate children’s understanding of key concepts, such as scale and place, in Geography. Our curriculum has a clear progression of skills and knowledge focusing on locational knowledge, place knowledge, human/physical geography and geographical skills/fieldwork. We are passionate about providing children with plenty of opportunities to explore outdoor learning environments, both within school grounds and within our local community.
Implementation:
By the time children leave Boughton Primary School, they will be able to use a variety of Geographical information to interpret the world; this includes maps and globes as well as technical. Children will have a curiosity of the wider world as well as the local area that surrounds them and will have developed a sense of how environmental issues may affect their future. We hope to inspire our children to have respect and appreciation of the world around them and how human and physical geography are interconnected helping them to develop an understanding of the environmental issues that may impact them in the future.
Geography Progression Document
History Aims:
The national curriculum for history aims to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
- gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
Intent:
In order to raise children’s curiosity about the world, we are enthusiastic about History and encourage the children to explore and ask questions. We follow the Kapow scheme of work that is tailored to suit the needs of our children and locality. This spiral curriculum revisits essential knowledge and skills with increasing complexity, allowing pupils to revise and build on their previous learning. Our curriculum has a clear progression of skills and knowledge focusing on how history has shaped our country and the influence that the wider world has had as well as making connections across different time periods. They will appreciate the impact of significant individuals, inventions and events through time. Children at Boughton will be able to study the reasons why interpretations of the past have been constructed using evidence from a variety of sources.
Implementation:
By the time children leave Boughton Primary School, they will be able to use a variety of historical enquiry skills and have an understanding of both British and world history and be able to make links where appropriate. Children will have a curiosity about history and will be able to interpret sources to create their own views of the past. We hope to inspire our children to develop an interest about events in the past and develop a lifelong interest in how the past shapes our future.
History Progression Document
Maths Aims:
The national curriculum for maths aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
- Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Intent:
At Boughton Primary School, we recognise the importance of maths and our intent is to help children to fulfil their potential and become fluent mathematicians with an appreciation and enjoyment of the skill. We intend to engage all children in high quality learning experiences in order to foster a passion for maths. This document outlines all that is important to our school in the teaching and learning of our maths curriculum. Our aim is that all staff teach maths in the most effective way possible through the implementation of the White Rose small steps using the objectives taken from the National Curriculum 2014. This will allow our children to develop confidence, competence and understanding with regards to all fundamental maths skills.
- To promote enjoyment and curiosity of learning through exploration, investigation, discussion and mastery of skills.
- To understand the importance of mathematics in everyday life.
- Develop children’s ability to move between concrete and pictorial representations fluently and confidently.
- To promote confidence and competence with understanding and using numbers and the number system.
- To develop the ability to solve problems through decision making in a range of contexts, and across other curriculum areas.
- To develop a practical understanding of ways in which information is gathered and presented.
- To explore features of shape and space and develop measuring skills in a range of contexts.
- To enable children to select and use a range of mathematical tools effectively.
- To equip children with the mathematical language needed to understand problems and explain their methods and reasoning.
- To promote and provide opportunities for children to develop the character strengths of confidence, motivation, curiosity, aspiration, co-operation, independence, communication and listening.
Implementation
To provide adequate time for developing a range of mathematical concepts, skills and processes, each class teacher teaches a daily lesson. Every lesson follows the mastery approach which we developed as part of the Maths Hubs programme. We have developed our own scheme of work using the research-based approach to teaching called Same Day Intervention. Each lesson follows the same process, enabling the pupils to have confidence, knowing what is about to happen. The lessons look like this:
I do … you do. The teacher models the skill being taught in that lesson, with pupils then do a question straight afterwards on their mini whiteboards.
Diagnostic. The pupils then complete a mini assessment called a diagnostic. These have 5 questions, with the first three being the types of questions modelled during ‘I do … you do’.
Tasks. After the diagnostic has been marked. Pupils are given the appropriate task to complete. Bronze, Silver or Gold. Pupils can complete their task and move on to the next one during the lesson.
Some advantages of Same Day Intervention are: pupils are confident sue to each lesson having the same process and with the skill being modelled; there is no glass ceiling for any pupil – they all have the same opportunity to get to Gold; and each lesson builds on from past learning; questions are designed to give pupils the chance to show their mastery of the subject.
We also use fluent in five, Flashback 4 and morning work to support recall of maths facts and skills we have been teaching. Times Table Rocks Stars and Mathletics is used to set homework and further support pupils’ learning.
Multiplication tables are set as weekly homework using Times Tables Rock Stars as well as being taught in lessons. By the end of Year 4 it is expected that children will be able to recall multiplication and division facts for multiplication tables up to 12 x 12.
Maths Long Term Overview
Maths Progression Document
Maths Calculation Policy
Modern Foreign Languages Aims:
The national curriculum for modern foreign languages aims to ensure that all pupils:
- pupils make substantial progress in one language
- understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters using their knowledge of phonology, grammatical structures and vocabulary.
Intent:
At Boughton Primary School, we aim to instil a love of language learning and an awareness of other cultures. We want pupils to develop the confidence to communicate in French for practical purposes, using both written and spoken French.
Through our scheme of work, we aim to give pupils a foundation for language learning that encourages and enables them to apply their skills to learning further languages, developing a strong understanding of the English language, facilitating future study and opening opportunities to study and work in other countries in the future.
Implementation:
At Boughton Primary School we use Kapow scheme of work to teach our pupils to:
- listen attentively to spoken language and show understanding by joining in and responding
- explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
- engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
- speak in sentences, using familiar vocabulary, phrases and basic language structures
- develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
- present ideas and information orally to a range of audiences
- read carefully and show understanding of words, phrases and simple writing
- appreciate stories, songs, poems and rhymes in the language
- broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
- write phrases from memory, and adapt these to create new sentences, to express ideas clearly
- describe people, places, things and actions orally and in writing
- understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.
French Progression Document
Music Aims:
The national curriculum for Music aims to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
Intent:
Our Music curriculum is designed so that our learners:
- Learn to appreciate music and develop a life-long love of music.
- Develop their skills, knowledge and understanding, to enable them to be become confident performers, composers and listeners
- Are introduced to a variety of genres of music from around the world and across generations, recognising the multicultural nature of society and how we can use music as a medium to explore and appreciate British and other cultures
- Develop their musical skills through singing, playing tuned and untuned instruments, composing music and responding to music
- Develop transferrable skills (our character strengths) which are key in their development as learners and have a wider application in their lives both inside and outside of school e.g.: team-working, leadership, creative thinking, decision-making and performance skills.
Implementation
Our Music curriculum is taught:
- Progressively, beginning in the Early Years, where the children’s musical awareness is developed to support their imagination and creativity. This early love of music is then developed throughout the school, where children are encouraged to perform, rehearse, sing and explore their own musicality
- Sequentially, so that children's knowledge is built upon year-on-year, and they are taught how to sing fluently and expressively, play tuned and untuned instruments with accuracy and control. They learn to recognise and name the interrelated dimensions of music: pitch, duration, tempo, timbre, structure, texture and dynamics and use these in their own composition and improvisations expressively
- Cohesively, so that the strands of music are interwoven in lessons to create engaging, enriching learning that progresses through the years and throughout the key stages. Music lessons comprise of: performing, listening, composing, the history of music and the interrelated dimensions of music.
- Using Kapow Primary’s Music scheme of work, ensuring that previous skills and knowledge are returned to and built upon. This allows pupil progress to be developed as they will be able to undertake more complex tasks, whilst tackling simple tasks with greater ease and accuracy. As pupils’ skills are practised each lesson, their understanding of the history of music, composition skills and interrelated dimensions of music is also developed.
- So that pupils actively participate in a range of musical activities and tasks that are drawn from a range of musical styles and traditions to develop their musical skills and their understanding of how music works. Pupils take part in weekly singing assemblies where they are able to hone their performance skills, celebrate diversity by learning new songs from other cultures as well as learning new key vocabulary.
- So that the cross curricular value of music and the enjoyment that it can bring are used in other subjects to strengthen long term memory of key facts such as number bond songs/rhymes or historical facts
- If pupils wish to learn how to play a musical instrument, they are enabled to do this with the direction of specialised music teachers who visit the school to deliver lessons.
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Music Progression Document
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Music Development Plan
Physical Education Aims:
The national curriculum for PE aims to ensure that all pupils:
- develop competence to excel in a broad range of physical activities
- are physically active for sustained periods of time
- engage in competitive sports and activities
- lead healthy, active lives.
Intent:
At Boughton Primary School the intent of our physical education is:
- Stimulate and maintain pupil interest and enjoyment in PE and to promote health and fitness for current and future lifestyles.
- Enable pupils to be familiar with a body of knowledge, principals and vocabulary related to PE. This will help them to see what they learn in PE as a major feature in their lives, related to employment, leisure and culture and also as part of a wider body of interpersonal and problem-solving skills. Pupils will be able to understand and use safe practise and to appreciate its importance to PE. They will be able to recognise the impact of both long and short term exercise on the body and its role in maintaining a healthy lifestyle.
- Enable pupils to develop a range of desirable personal qualities such as creativity, safety awareness, politeness, perseverance, concern for others, initiative and independence. We also strive to establish and build self-esteem and resilience through the development of physical confidence / physical literacy.
- Enable pupils to work independently, as part of a group and as a team in a variety of activities. This will help the development of core communication skills in different forms.
- Employ teaching methods and resources (adapting them whenever necessary) that will allow all pupils to have equal access to PE and to experience success and enjoyment in their PE work.
Implementation:
At Boughton Primary School, we passionately believe that all children should have access to a thoroughly planned, progressive and inspiring physical education programme. We place an emphasis on developing a wide range of physical competences while encouraging healthy competition and teamwork.
The staff at Boughton Primary School aim to deliver a fun, high-quality Physical Education Curriculum which inspires children to succeed in competitive sport and also targets success in developing children’s health, fitness and wellbeing.
PE is taught in class groups. With the exceptions of swimming, the Class Teacher or HLTA is responsible for teaching all aspects of PE. The teacher will be provided with details for the programme of learning to be covered during each unit of work and for each term. The school follows a progressive scheme of work, PE Hub. It is supported by planned CPD & training identified with staff through a PE skills self-audit and the PE Subject Leaders monitoring. We ensure that pupils receive an entitlement to 2hours of focussed physical education per week on top of other opportunities to be physically active such as lunchtime Freestyle activities, Hotshots, Freestyle after school clubs and other clubs run by staff at Boughton.
Our Curriculum Map (Long Term Plan) is attached. This plan shows the sequencing of the learning and planned progression.
Lesson Routine
- On their specified PE days, children should arrive ready for PE, wearing appropriate PE uniform. Boughton Primary School has a PE Uniform Policy that should be followed.
- Where possible, jewellery should be removed for safe practice. In cases where children are unable to remove jewellery, the lesson will be adapted appropriately.
- Stimulus, questions and ideas are provided to introduce the lesson
- The learning objective should be shared with the pupils prior to starting the lesson and reinforced throughout.
- They should then line up in silence in the classroom, ready to be escorted to the area of work.
- Once in the hall they should sit quietly in a space waiting for instructions.
- On the playground or field they should stand as instructed ready to begin the lesson.
- When going swimming pupils will be escorted to the coach. At the pool, once changed, they will be expected to sit quietly on the poolside, until told to enter the water and follow all instructions. After swimming, once changed, pupils will be required to line up in the pool foyer until the class is ready to return to the coach.
PE Progression Document
Personal Social Health Education Aims and Intent:
At Boughton Primary School, we teach Personal, Social, Health Education (PSHE) as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity.
The Jigsaw Programme offers us a comprehensive, carefully thought-through Scheme of Work which brings consistency and progression to our children’s learning in this vital curriculum area.
This also supports the “Personal Development” and “Behaviour and Attitudes” aspects required under the Ofsted Inspection Framework, as well as significantly contributing to the school’s Safeguarding and Equality Duties, our own Boughton Primary Core Values, 36 Character Strengths and our approach to teaching about British Values, and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children.
We include the statutory Relationships and Health Education within our whole-school PSHE Programme. Jigsaw’s update policy ensures we are always using the most up to date teaching materials and that our teachers are well supported.
Implementation:
Jigsaw 3-11 offers a comprehensive Programme for Primary PSHE including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others.
Term 1: Being Me in My World
Term 2: Celebrating Difference (including anti-bullying)
Term 3: Dreams and Goals
Term 4: Healthy Me
Term 5: Relationships
Term 6: Changing Me (including Sex Education)
Jigsaw consists of six half-term units of work (Puzzles), each containing six lessons (Pieces) covering each academic year. PSHE is taught weekly in all classes, with the exception being in Term 6 where the Changing Me Puzzle is often taught during a single week.
Puzzles are launched with a whole-school assembly containing an original song, with each year group studying the same unit at the same time (at their own level), building sequentially through the school year, facilitating whole-school learning themes.
The various teaching and learning activities are engaging and mindful of different learning styles and the need for differentiation and the Early Years (EYFS) planning is aligned to the National Early Years Framework (England).
Each lesson is built upon a Charter which underpins the behaviour and respect that is the basis for each lesson.
Please see the PSHE policy section of this website for more information.
PSHE Progression Document
The National Curriculum 2013 states the legal requirement that:
“Every state-funded school must offer a curriculum which is balanced and broadly based, and which:
- promotes the spiritual, moral, cultural, mental and physical development of pupils; and
- prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
There is no National Curriculum for R.E. At Boughton Primary School we use the Kapow Religion and Worldviews scheme, as it fulfils the requirements of the Curriculum Framework for Religious Education in England, which the Northamptonshire Agreed Syllabus for Religious Education was based upon. These scheme reflects that the UK’s religious tradition is, in the main, Christian, with the other principle organised worldviews in Great Britain covered and also including non-religious worldviews.
Intent
Kapow Primary’s Religion and worldviews curriculum aims to develop deep thinkers who are open-minded about religion and worldviews. Our curriculum is relevant to pupils, reflecting and preparing them for life in modern Britain. Through the scheme, children will secure a deep understanding of concepts in order to be able to make connections, ask and respond to challenging questions, learn to respect and appreciate worldviews that are different to their own and consider their personal preconceptions, responses and views.
Children will build their conceptual knowledge through studying religions and worldviews locally, nationally and globally in our progressive curriculum, enabling them to make links and connections between worldviews, develop disciplinary skills and build on their understanding of their positionality in relation to their learning . By revisiting key ‘big questions’ and building on prior knowledge, pupils will learn about how religion and worldviews are lived experiences across the world, consider the impact of worldviews on society and have opportunities to consider their personal worldviews.
For EYFS, the lessons allow pupils to work towards targeted ‘Understanding the world’ Development matters statements and Early learning goals, while covering foundational knowledge that will support them in their further Religion and worldviews learning in Key stage 1.
Right to Withdraw
We believe RE at Boughton Primary School is important and inclusive for all children who come from a religious background or non-religious worldview. Parents do, however, have the right to withdraw their children from RE, which should be discussed with the class teacher initially.
Implementation
Reflecting the findings of the Ofsted Research review series: religious education (May 2021), the scheme has the following three strands running through it:
- Substantive knowledge (conceptual and worldviews related).
- Disciplinary knowledge.
- Personal knowledge.
These strands are interwoven across all units to create lessons that build children’s conceptual knowledge and understanding of religion and worldviews (substantive knowledge) and use a range of disciplinary lenses (ways of knowing). Children will also be equipped to explore and express their preconceptions, personal worldviews and positionality (personal knowledge) through varied and engaging learning experiences.
The Kapow Primary Religion and worldviews scheme follows the spiral curriculum model, where units and lessons are carefully sequenced so that previous conceptual knowledge is returned to and built upon. Children progress by developing and deepening their knowledge and understanding of substantive and disciplinary concepts by experiencing them in a range of contexts. This can be seen in the Progression of Key Skills document.
In EYFS, children begin to talk about the beliefs of their immediate family and community, recognising that people have different beliefs and celebrate special times in different ways. They listen to religious and modern day stories and compare and contrast characters, including figures from the past. Children develop their awareness of religion and worldviews in Key stage 1, focusing on conceptual knowledge through the study of a limited range of religions and worldviews represented in the UK, including Christianity. This will support children in building knowledge they can refer to throughout their learning in Key stage 2 while encountering a greater range of religions and worldviews and considering further the diverse nature of religious and non-religious lived experience.
Each unit includes overarching ‘big questions’ which will be revisited throughout key stage 1, lower key stage 2 and upper key Stage 2, allowing children to apply the breadth and depth of their learning across various concepts. These ‘big questions’ are:
Why are we here?
Why do worldviews change?
What is religion?
How can worldviews be expressed?
How do worldviews affect our daily lives?
How can we live together in harmony if we have different worldviews?
RE Progression Document
Science Aims:
The national curriculum for science aims to ensure that all pupils:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
- develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
- are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future. The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace.
Intent:
Boughton Primary School recognises and values the importance of science and scientific enquiry. Science at Boughton Primary School aims to develop a fun, practical and engaging high-quality curriculum that inspires the next generation to succeed and excel in science. We do this through fully adhering to the aims of the national curriculum and fostering a healthy curiosity and interest in the sciences. At the heart of our progressive science curriculum is scientific investigation. Wherever possible we intend to deliver lessons where children learn through varied investigations, leading to them being equipped for life to ask and answer scientific questions about the world around them. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments and investigation, building arguments and explaining concepts confidently, being familiar with scientific terminology and, most importantly, to continue to ask questions and be curious about their surroundings.
Implementation:
We teach science through a scheme of work called Grammarsaurus, within this the acquisition of key scientific knowledge is integral. Linked knowledge organisers enable children to learn and retain the important, useful and powerful vocabulary and knowledge contained within each unit. The progression of skills for working scientifically are developed through the year groups and scientific enquiry skills are of key importance within lessons. At Boughton, teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following:
• Science will be taught in planned units by the class teacher. Our strategy is to enable all children to be catered for through adapted planning suited to their abilities
• We plan for problem-solving and real-life opportunities that enable children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom.
• Our curriculum is progressive. We build upon the learning and skill development of the previous years.
• Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career, and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in keeping with the units.
• Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning.
Science Progression Document