Subject information

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.

DT Progression Document

 

 

 

 

 

 

Whole class reading structure

VIPER whole class reading sessions take place 4 times a week for 15-20 minutes, these are additional to our English lessons. Sessions may vary depending on the needs of the children but there is a general rule that each VIPER is worked on over a term and any additional time is spent focusing on gaps in the children’s learning or revisiting where needed. 

 

 

 

 

 

 

 

 

Recording and assessment during VIPERS sessions

We encourage children to orally talk through their answers and ensure it is the best they can give before writing anything down. We also acknowledge it is good for children to also be able to formally record an answer because it is already second nature when statutory assessments come along. Children can do this in a variety of different ways such as discussing the answer first with peers and/or an adult and then writing their best answer, working individually and then editing their answer accordingly after discussion or orally discussing 1 or 2 of the questions and writing down the others working individually.

Home reading

We work in partnership with parents, so pupils develop a love of books and reading. Daily reading at home and at school ensures children make good progress in developing reading skills, whatever their age/stage. Encouraging children to read widely, in and out of school, across both fiction and non-fiction, helps 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. At Boughton we have designed bespoke reading records to try and support children and their parents with reading at home.

 

 

 

Phonics

Intent

At Boughton Primary School we believe that the teaching of Phonics plays a vital role in teaching children to read, write and spell. We follow the ‘Sounds-Write’ Phonics Scheme which is a high-quality program that is endorsed by the Department for Education. Our aim is for the vast majority of children to be confident readers by the end of Key Stage 1. High quality Phonics teaching enables children to decode new words confidently and independently and leads to improved understanding. This will enable the children to read for pleasure and develop their comprehension skills. Sounds-Write phonics also teaches children how to spell words and help them to become confident writers.

Objectives

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.

 

Sounds-Write has four key concepts that must be followed. They are:

1. Letters are symbols or spellings that represent sounds from left to right, across the page
2. A sound can be spelt with 1, 2, 3 or 4 letters
3. The same sound can be spelled in more than one way
4. Many spellings can represent more than one sound

Sounds-Write is a quality first Phonics Programme that offers the classroom teacher an instructional method that works because it is a structured, multi-sensory, progressive and co-ordinated approach to teaching children to read and spell. The principal attainment targets are:

• The majority of children to have completed the Initial code by the end of Foundation Stage.
• Higher achieving children (in Foundation stage and KS1) to be identified and moved through the planning progression at a more rapid pace.
• The majority of Year 1 children to pass the Year 1 Phonics Screening test.
• The majority of children to have completed the Extended code by the end of KS1.
• All children who did not meet these targets in KS1 to continue to follow the Sounds-Write programme in KS2.

Children failing to meet the principal attainment targets will receive targeted intervention which will be tracked and monitored.

 

 

Implementation

Planning

The teaching of Phonics in Foundation Stage, KS1 and KS2 (for those who did not meet the attainment targets by the end of KS1) will be planned in accordance with our Phonics Policy and will include:

• Daily instruction in dedicated phonic lessons.
• Lessons planned by the class teacher using the Sounds-Write programme.
• Intervention groups which target the needs and ability of the children and make effective use of support staff.
• Appropriately-paced lessons that provide children with suitable tasks to demonstrate their learning using the Sounds-Write support materials.

Planning should reflect and build upon children’s prior learning. Staff must ensure that all children are given sufficient exposure to the letter sound correspondences that will be presented to them in the Year 1 phonics screening assessment, where children must use their phonic knowledge to correctly read 40 words; both real and nonsense words. If the children do not achieve the allotted pass rate, they will receive targeted intervention before re-taking the test in Year 2. Children will be matched to an appropriate book level that matches their phonic knowledge. For children learning the Initial code, Sounds-Write and Dandelion reading books will be used alongside other appropriate phonic based reading schemes. For children learning the Extended code Sounds-Write and Dandelion reading books will be used to help children practise and consolidate their phonics skills.

 

 

Teaching and learning

• The approach to the teaching of phonics across EYFS & KS1 will be consistent; and show progression of skills and knowledge.
• When teaching a new sound spelling, ensure children are seeing how the sounds are represented in written form through adult modelling and through opportunities to practice writing in the air and on whiteboards. In addition, phonics based written work should to be recorded in books on a regular basis.
• Ensure every lesson gives children opportunities to see, say, blend and segment sounds spellings to make words and also to practise writing words.
• Use fingers to segment sounds and make sure you show the blend.
• Children to be taught as a whole class with Teaching Assistants used to support children within the lesson – keep up before catch up.
• Interventions will be delivered by trained staff to consolidate learning and challenge misconceptions.

Management

The Phonics Leader will monitor and evaluate the planning and teaching of Phonics within the school thorough observations, learning walks, scrutiny of work, displays and on-going discussions with class teachers. All teachers and Teaching Assistants will receive Sounds-Write training to ensure that lesson delivery is a high quality and consistent with the School Phonics Policy.

 

 

 

Writing

Intent

Our aim at Boughton Primary School is that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their speaking and writing and discover that through their reading, others can communicate with them. Our aim is for children to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school. We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a good, joined, handwriting style by the time they move to secondary school. All good writers refine and edit their writing over time, so we want children to develop independence in being able to identify their own areas for improvement in all pieces of writing, editing their work effectively during and after the writing process. We do not put ceilings on what pupils can achieve in writing and we do not hold pre-conceptions about any pupils’ ability to make progress. We want children to acquire an interest and excitement in words and their meanings, enriching their expressive language use and enhancing their vocabulary. Our goal is to inspire children’s imagination and ignite their curiosity, opening the door to a lifelong enjoyment of literature and language.  

Implementation

Within the Early Years Foundation Stage, writing is taught through the ‘Communication and Language’ and ‘Literacy’ areas of learning. The ‘Physical Development’ strand also ensures that the children are provided with plentiful opportunities to build up the muscle strength they need to enable them to hold a pencil with control. Children in Reception are taught spelling, and the conventions of a sentence through daily Sounds Write phonics lessons. Through the use of our checkpoints and our carefully planned provision, children in EYFS will develop the required skills to ensure they are Year One ready.

From Year 1, 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.

We use Talk for Writing strategies to support the teaching of writing from Year 1 through to Year 6. Across school, we have a bank of quality model texts which are written towards age related expectations. These ensure that children are repeatedly exposed to genres as they move throughout the school, but as they are written towards age related expectations, they become more challenging in their vocabulary, punctuation, and sentence structure. Where the children have sufficient background knowledge that has been taught through other lessons such as history and science, the texts are written to provide cross curricular links. This gives children the opportunity to share and embed their knowledge of topics such as World War II or the digestive system, while focussing on the literacy skills they need to communicate this knowledge effectively. Other texts are written based on stories children have read, or studied during reading lessons.

We teach English as whole class lessons, so that all children have access to the age-related skills and knowledge contained in the National Curriculum. Within lessons, teachers target support for children who need it to enable them to achieve at an age-related level wherever possible. This may involve a greater level of scaffolding and access to additional support materials such as word banks or a greater level of modelling. High attaining children are given opportunities to extend their writing in a variety of ways, including through showing greater control in their writing, a deeper understanding of the impact that their writing has on the reader and by using a higher level of vocabulary and grammar features. 

 

From Reception to Year 2, spelling is taught through daily Sounds Write lessons. From Year 1, spellings are also taught according to the rules and words contained in Appendix 1 of the English National Curriculum.

 

Grammar and punctuation knowledge and skills are taught through English lessons. Teachers plan to teach the required skills through the genres of writing that they are teaching, linking it to the genre to make it more connected with the intended writing outcome. Teachers sometimes focus on particular grammar and punctuation skills as stand-alone lessons if they feel that the class need additional lessons to embed and develop their understanding or to consolidate skills. 

 

We use Kinetic Letters to teach handwriting from Reception. By the end of Key Stage 2 all pupils should have the ability to produce fluent, legible and, eventually, speedy joined-up handwriting, and to understand the different forms of handwriting used for different purposes. Pupils experience coherence and continuity in the learning and teaching of handwriting across all school years and are encouraged to take pride in the presentation of their work. The programme has four threads: making bodies stronger, holding the pencil, learning the letters and flow and fluency.

For children who experience handwriting difficulties due to fine motor development, including those who are left-handed 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

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.

• Music Progression Document

  Music Progression Document

  Updated: 06/01/2025 1.64 MB

  Music Progression Document

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:

1. Stimulate and maintain pupil interest and enjoyment in PE and to promote health and fitness for current and future lifestyles.
2. 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.
3. 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.
4. 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.
5. 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

Religious Education Aims:

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.

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