Intent:

Our English curriculum promotes and facilitates spoken and written fluency, ensuring that pupils have the skills and confidence to communicate their ideas and emotions in a variety of ways. Reading fuels development in all other aspects of language ability and skill.  It enriches pupils culturally, emotionally, intellectually, socially and spiritually. Engagement with high quality contemporary and classic literature is integral to this endeavour.  Through reading, pupils are able to acquire knowledge, make connections and further build on what they know.  For pupils to engage fully in society, it is essential that they develop fluency in literacy.  Fluency and confidence in written and spoken communication support the development of knowledge and skills across all other areas of the curriculum. 

The ‘Big Ideas’:

The ‘Big Ideas’ in our English curriculum are: fluency, comprehension, communication, expression and enrichment.  These form an integral part of the development of skills and the learning of key concepts in this area of the curriculum.

Implementation:

Learning and teaching across the English curriculum are delivered with the support of the following programmes and resources: Phonic Fairy, Primary Education (CLPE) teaching sequences and book banded levels for reading. English lessons are taught and planned as sequences of lessons based on ‘expertly-chosen, quality children’s books’ that promote high levels of engagement with the text.  A range of reading, writing and speaking/listening opportunities are provided over the course of a sequence of lessons that can last between two and five weeks.  These sessions are complemented by small-group phonics sessions in KS1 (following the Phonic Fairy programme), regular handwriting sessions, additional spelling sessions, focused grammar-based tasks and regular opportunities for sustained independent reading to foster fluency, stamina and enjoyment of reading.  While a range of skills are developed outside of English lessons, careful planning and delivery ensure that they are applied and consolidated in the context of both English lessons and opportunities to write at length in other curriculum areas.  Fluency, technical accuracy and creativity are key foci in all written and verbal communication. 

Impact:

Our intended impact is that:

• Children will achieve age-related expectations in Reading at the end of their cohort year.
• Children will develop fluency, stamina and pleasure in reading.
• Children will acquire a broad and enriched vocabulary.
• Children will Bawdsey CEVC Primary school with a level of reading fluency and skill that will equip them for the demands of secondary school learning and beyond.
• Children will achieve age-related expectations in Writing at the end of their cohort year.
• Children will learn about the difference between standard and non-standard English and tailor their use of both appropriately to match their audience both in speech and in writing.
• Children will learn to write fluently and skilfully for a range of purposes and audiences.
• Children will be inspired to engage with and produce written and spoken language that is technically accurate, purposeful and imaginative.
• Children will leave Bawdsey CEVC school with a confident, fluent handwriting style and pace.

Intent:

Our maths vision has evolved as our staff training has grown on our mastery journey since 2018. In it, we have identified the following Intent:

Develop positive habits of mind towards mathematics – become mathematicians, not just arithmeticians.

Problem solving and reasoning are to be an integral part of the curriculum.

Emphasis is placed upon developing students’ mathematical vocabulary and presenting a mathematical justification and proof.

The ‘Big Ideas’:

The ‘Big Ideas’ in our Mathematics curriculum are: fluency, reasoning and problem-solving.  These form an integral part of the development of skills and the learning of key concepts in this area of the curriculum.

Implementation:

Children work in mixed ability classes, learning the curriculum content of their year group through a variety of engaging tasks and questions. Our goal is to seek mastery of concepts and skills through exploring concrete, pictorial and abstract models.

Teachers follow the White Rose Scheme of Learning, which was chosen as it provides small steps guidance to develop varied fluency, problem solving and reasoning tasks.  It promotes the use of concrete, pictorial and abstract representations in conjunction with each other and sets a level of challenge for all learners.  As a further resource, Classroom Secrets materials, that also have an emphasis upon varied fluency, representations and reasoning, are also used to help with differentiation within the class. Other resources include:  NRICH,  NCETM, and  Maths Of The Day. Numicon is used school wide as a manipulative to develop a variety of concepts but is used largely in EYFS along with Numberblocks – produced in conjunction with NCETM.

Summative Assessments used at the end of each term to gain a standardised score against which to track our students against national scores. Objective level data is recorded at the end of each unit to inform teacher assessment and planning. White Rose end of block assessment questions are used to provide summative and formative information about each unit and inform TA.

Staff training has included: Maths Mastery, White Rose (Shanghai method)

Impact:

Our intended impact is that:

• Children will achieve age-related expectations in Maths at the end of their cohort year;
• Children will reason mathematically
• Children will become mathematicians not just arithmeticians
• Children will be fluent in the fundamental areas of Maths
• Children will be able to solve problems and apply their knowledge creating transferable skills.
• Children will understand that it is ok to make mistakes – understanding that this is an important process in tackling a problem and developing as a learner
• Children will have a deep understanding of each area
• Children will understand and apply Maths strategies to other subjects / experiences in life (science, technology, engineering, financial and most forms of employment).

Intent:

Our Science Curriculum enables our children to develop their knowledge and understanding of themselves and the world around them.  They will develop the skills associated with science as a process of enquiry.  It will develop the natural curiosity of the child, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence.  

The ‘Big Ideas’:

The ‘Big Ideas’ in our Science curriculum are: investigation, exploration and observation.  These form an integral part of the development of skills and the learning of key concepts in this area of the curriculum.

Implementation:

Our Science curriculum is planned to provide opportunities for investigation, both in the classroom in the outside learning environment.  Beach Schools in a valuable vehicle for the exploration and observation of the natural world.  Through discussion, first hand experiences and secondary sources of information, children will be enabled to relate science to their everyday lives and comment upon this using scientific language.  The Science curriculum will support a deeper understanding of wider environmental issues. 

Impact:

Our intended impact is that:

• Children will achieve age-related expectations in Science at the end of their cohort year.
• Children will retain knowledge that is pertinent to Science with a real life context.
• Children will be able to question ideas and reflect on knowledge.
• Children will work collaboratively and practically to investigate and experiment.
• Children will be able to explain the process they have taken and be able to reason scientifically.

Intent:

Our RE Curriculum demonstrates the commitment we have to provide a breadth of experience and learning around the most prominent world religions.  Children learn from and about the key concepts underpinning religion and in so doing come to a deeper understanding of the world and their place within it.  They learn about Christianity and the ethos that underpins our practices as a Church School.  They develop also their knowledge, understanding and awareness of the beliefs, values and traditions of other individuals, societies, communities and cultures both locally and globally.  Through exploration and enquiry, children are encouraged to ask questions about the world and reflect on their own beliefs, values and experiences.       

The ‘Big Ideas’:

The ‘Big Ideas’ in our RE curriculum are: Text, community practice and life. These form an integral part of the development of skills and the learning of key concepts in this area of the curriculum.

Implementation:

Our RE curriculum is built around the Emmanuel Project Curriculum.  This programme of study provides a comprehensive approach to learning about the key teachings and messages of Christianity, giving rise to a deeper understanding of the Christian way of life.  Learning and teaching about Christianity becomes the firm foundation upon which all other learning about faith, belief and world religions is built.  Children meet themes from Christianity, Islam and Hinduism every year, as well as meeting themes from Judaism, Sikhism and Buddhism every two years.  They will also encounter Humanism or another non-religious world view during their time at school.  In this way, the children engage with a wide variety of different faiths.  This learning is complemented by visitors from different faith backgrounds and visits to other places of worship in our local area.  Our school maintains very close links with Bawdsey Church and the Just42 organisation, with whom we work closely throughout the year, sharing important celebrations and festivals in the Christian calendar. 

Impact:

Our intended impact is that:

• Children will achieve age related expectations in RE at the end of their cohort year.
• Children will be able to express what they have learnt about a religion and from a religion.
• Children will be able to compare similarities and differences between different world faiths
• Children will have an understanding of how different faiths are intertwined with culture.
• Children will be able to draw comparisons between the beliefs of world faiths and our British Values
• Children will understand viewpoints of others and be able to adjust their own thinking in the light of others’ opinions.
• Consider the thoughts and points of view of others including people beyond their own immediate contact.

Intent:

Our Computing curriculum aims to reflect the fact that computing and the use of computer technology has become a significant and largely unavoidable part of everyone’s daily life.  It is our aim that children are enabled to stay at the forefront of development and change in this area of modern life, inspired and excited about the potential and scope of all that the world of computing can offer.  The curriculum is designed to increase the children’s knowledge and understanding of technology and to develop the fundamental and transferable skills required to engage with technology not only in computing lessons, but across the curriculum and in their lives outside of school. We aim to make the children aware of how to keep safe when accessing IT. 

The ‘Big Ideas’:

The ‘Big Ideas‘ in our Computing curriculum are: computational thinking, creative problem-solving and safe, informed communication.  These form an integral part of the development of skills and the learning of key concepts in this curriculum area.  

Implementation:

We provide children with the opportunity to learn how computers and computer systems work, to design and build programs, to develop their ideas using technology and create a range of content.  As part of this, children learn ‘computational thinking’ and ‘coding’ which are essential skills for engaging with the digital world. Learning and teaching should facilitate progression through the core strands of digital literacy, information technology and computer science.  All of this is underpinned by consistent and continual input on online safety so that children can learn to use computer technology safely, responsibly and respectfully.

Impact:

Our intended impact is that:

• Children will achieve age-related expectations in Computing at the end of their cohort year. Children will be digitally literate and able to join the rest of the world on its digital platform. 
• They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely.  They will understand the consequences of using the internet and be aware of how to keep themselves safe online.
• As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical thinking and self-evaluation become second nature.

Intent:

Our PE Curriculum is designed to enable children to become physically confident in a way which supports their health and fitness.  We provide opportunities to compete in sport and other activities that build character and help to embed values such as fairness and respect.  We inspire all pupils to succeed and excel in competitive sport and other physically-demanding activities.

The ‘Big Ideas’:

The ‘Big Ideas’ in our PE curriculum are: fair and inclusive play, resilient participation and health and fitness.  These form an integral part of the development of skills and the learning of key concepts in this area of the curriculum.

Implementation:

We have a platinum award in school sports and we are aiming to be a gold rated healthy school.

Our PE curriculum is delivered by class teachers and a team of professional sports coaches from ‘Education Through Sport’.  Through a programme of gymnastics, dance, games and athletics we encourage children to develop practical skills, physical confidence and the values of fair play and sportsmanship.  The children are given the opportunity to develop and hone these skills and attitudes through PE lessons and put them to practical use through a variety of inter-school tournaments and after-school clubs.  PE and Sport’s Premium Funding is used to enhance the quality of teaching and provision in PE and to increase the opportunities for children to be active.  A two-term programme of swimming tuition is provided for all children from year 2 to Year 6 – funded in part by the PE and Sport’s Premium funding. We also use a local school’s pool for younger year groups to start swimming. We offer a wide range of sports clubs such as; hockey, athletics and dance for reception to year 6 children. We have developed lots of links with local sports clubs/athletes so the children are trained by highly skilled people.

Impact:

Our intended impact is that:

• Children will achieve age-related expectations in PE.
• Children will demonstrate enjoyment and a sense of achievement in sporting activities.
• Children will seek additional sports-related extra-curricular activities both in school and externally.
• Children will participate fully and with growing confidence in PE lessons.
• Children will show a good understanding of healthy eating.
• Children will access the free fruit snack provided or bring their own fruit.
• Children’s packed lunches indicate an awareness of healthy eating and a balanced diet.

Intent:

Our French curriculum is designed to build pupils’ confidence and competence in communicating in French.  Rich, authentic language experiences provoke interest and curiosity, while deepening pupils’ cultural understanding of the world.  Our French curriculum lays the foundation for children to continue with language learning in the future. 

The ‘Big Ideas’:

The ‘Big Ideas’ in our French curriculum are confident communication, curiosity and cultural awareness.   The curriculum reflects our school vision ‘Love other people…as we love ourselves’ as the pupils are given the opportunity to learn about the lives of people from other cultures and in particular those living in France and to make connections to their own lives.

One of the main benefits to the children of learning a modern foreign language at primary school level is a social one. Those children who have difficulty in reading and writing, but who have good aural skills, will often find that they excel at speaking in foreign languages. This success breeds confidence, which in turn increases self-esteem and gives them a more positive attitude to school in general.

To help children develop passion for languages and an understanding of diversity in our global world.

Implementation:

At Bawdsey CVEC Primary School we have designed the French scheme of work to enable pupils to develop the confidence to express themselves in the target language and to understand and respond to speakers of the target language, both in speech and in writing.  Learning and Teaching is built around CPG Salut, with elements of Rigolo incorporated to ensure accurate pronunciation and correct use of grammar.  However, our aim is that children have access to authentic resources and experiences of the French language and therefore French lessons are complemented by a variety of authentic materials to maximise curiosity and engagement.

Impact:

Our intended impact is that:

• To develop curiosity and appreciation for language learning, including their mother tongue.
• To provide a low threat, enjoyable introduction to another language.
• To encourage confidence and resilience.
• To develop an awareness of the structure of language (that structure is necessary to support ease of communication and that structure varies across languages).
• To provide an opportunity to explore similarities and difference between cultures, starting from the premise of respect and appreciation.
• To develop listening, speaking, reading and writing skills.
• To lay the foundations for future language learning.

Intent:

Our History curriculum is designed to develop knowledge and understanding of chronology and of significant local, national and global events.  The curriculum enables children to develop an understanding of the lives and experiences of different people in the context of broader historical narratives.  It enables them to think critically about the challenges facing peoples of the world during different periods of history, appraising decisions made and considering how we can learn from history’s mistakes. 

The ‘Big Ideas’:

The ‘Big Ideas’ in our History curriculum are: chronology, innovation and equality. These form an integral part of the development of skills and the learning of key concepts in this area of the curriculum.

Implementation:

History learning and teaching takes place in the context of an overarching ‘Topic’ and has been mapped out to help pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. Our aim is to inspire pupils’ curiosity to know more about the past, equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Through the teaching of history we help pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.  When Topic sessions have a History focus, this will be made explicit to pupils so that they can discern the difference between the disciplines of History and Geography.

Impact:

Our intended impact is that:

• Children will achieve age-related expectations in History at the end of their cohort year.
• Children will retain knowledge that is pertinent to History with a real life context.
• Children will understand how History ‘happens’ in their local area.
• Children will conduct investigations that help them to understand historical connections, contrasts and trends over time.
• Children will have a good understanding about the local, national and global ‘world around them’ and how it has been shaped.
• As historians children will learn lessons from history to influence the decisions they make in their lives in the future.

Intent:

Our Geography curriculum has been designed to enable the children to gain an understanding of both the Earth’s physical processes, including the formation of landscapes and environments, and the place of people within these. They will develop an understanding of local, national and global locations and have the opportunity to compare these.  To develop their understanding and recognise their responsibility as citizens of the world, the children will also explore the impact of humanity on the environment.

The ‘Big Ideas’:

The ‘Big Ideas’ in our Geography curriculum are location, interpretation, Global Citizenship and comparison.  These form an integral part of the development of skills and the learning of key concepts in this area of the curriculum.  The curriculum reflects our school vision ‘We Have God’s World in our Hands’ as the pupils are given the opportunity to learn about the lives of people from other cultures and to appreciate and celebrate the diversity of human experience on a global scale. 

Implementation:

Geography learning and teaching takes place in the context of an overarching ‘Topic’ and has been designed to spark interest and inspire in pupils an enduring curiosity and fascination about the world and its people.   The curriculum will develop pupils’ knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.  They will also engage with their own locality, understanding the key human and physical features of this environment and make comparisons with the world as a whole.  They will note how these features are interconnected and how they change over time and develop an understanding of human influence over this change.   As part of this learning, they will develop the skills needed to analyse data and how to interpret and communicate geographical information.   When Topic sessions have a Geography focus, this will be made explicit to pupils so that they can discern the difference between the disciplines of Geography and History.

Impact:

Our intended impact is that:

• Children will achieve age-related expectations in Geography at the end of their cohort year.
• Children will retain knowledge that is pertinent to geography with a real life context.
• Children will understand how geography ‘happens’ in their local area.
• Children will have a good understanding about the local, national and global ‘world around them’ and how it has been shaped.
• Children will be able to access a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
• Children will be able to communicate geographical information in a variety of ways including writing at length.

Intent: Our Music curriculum is designed to equip children with an appreciation of a range of creative techniques, enabling them to compose music and perform for an audience.  Our children will develop knowledge of the works of musicians from local, national and global backgrounds. It is our vision that every child adopts an understanding and love of music which they can carry with them for the rest of their lives. An appreciation of music enables children to be happy, well-adjusted and cooperative adult.

The ‘Big Ideas’:

The ‘Big Ideas’ in our Music curriculum are: engagement, appreciation and culture. These form an integral part of the development of skills and the learning of key concepts in this area of the curriculum.

Implementation:

Our Music curriculum is planned and delivered using Music Express and  the Charanga online resource.  This resource engages and inspires pupils to develop both a love of music and the skill and talent as musicians.  An emphasis on modelling and practical application ensures that pupils build the confidence to perform, the creativity to innovate on exemplar pieces and the motivation to compose their own material.  Throughout the programme, children are encouraged to critically engage with music past and contemporary, share their preferences and to become familiar with a wide range of musicians and musical influences.  Children will experience and use a range of musical instruments with a particular focus in years 4, 5 and 6 on becoming proficient at playing brass instruments..

The profile of music is enhanced by a rolling participation in the Young Voices festival in London, a visit to the Youth Proms at the Albert Hall, performing at Snape Schools Concert, Music Shares for the local community and the celebration of singing in weekly singing assemblies.  Singing is an integral part of collective worship in our school.  We also have a weekly music club for Early Years Children and their adults

Impact:

Our intended impact is that:

• Children will achieve age-related expectations in music at the end of their cohort year.
• Children will retain knowledge that is pertinent to music.
• Children will have the opportunity to foster their instrumental flare and use this as a form of expression.
• Children will participate in wider musical activities.
• Opportunities for improved well-being and confidence will be increased.
• Children will gain wider audience performance experience.
• Children will have heightened awareness of musical opportunities available in and outside of school in the hope that access will be increased.

Intent:

Our Art and Design curriculum aims to furnish children with the knowledge and experience of a range of creative techniques, and the opportunity to explore and refine these through their own creative expression.   The children will explore and respond to a range of works from artists at a local, national and global level.   They will interpret and reproduce their own versions of these works.  Opportunities for self-expression and the acknowledgement and appreciation of the artistic expression of others are fundamental to our intent for this subject.

The ‘Big Ideas’:

The ‘Big Ideas’ in our Art and Design curriculum are: techniques, appreciation and self-expression.  These form an integral part of the development of skills and the learning of key concepts in this curriculum area. 

Implementation:

Children have a variety of opportunities to learn and become proficient in different techniques, using a range of different media. We follow the Suffolk Art Scheme as a starting point and this equips them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.  These experiences become the vehicle for their creative expression, which they will learn to do with increasing confidence and competence. 

Children are also introduced to the work of ‘great artists’, encouraging pupils to be inspired, think critically and develop a fuller understanding of art and design. They will develop a greater understanding of the links between art and design and the history, culture and creativity of our nation.

Impact:

Our intended impact is that:

• Children will achieve age-related expectations in Art at the end of their cohort year.
• Children will develop knowledge about their focus artists for each unit of work.
• Children will develop an understanding of what being an ‘artist’ means.
• Children will have the opportunity to express themselves uniquely and creatively.
• Children will reflect critically on the creative expression of others.

Intent:

Our Design and Technology curriculum enables children to understand how imagination, innovation, testing and refinement help to develop a product that is fit for purpose.   Through exploration and critical appraisal of past and present design and technology, children will deepen their knowledge of some of the significant design innovations that we use and that benefit us in our daily lives.

The ‘Big Ideas’:

The ‘Big Ideas’ underpinning the Design and   Technology curriculum in our school are: purpose, problem-solving and evaluation.  These form an integral part of the development of skills and the learning of key concepts in this area of the curriculum.

Implementation:

To ensure quality and rigour in the learning and teaching of skills in this subject, our Design and Technology curriculum is delivered using the Project on a Page planning resources.   This resource provides practical suggestions for classroom organisation, tips for techniques and a comprehensive glossary of terms to facilitate pupils to use their creativity and imagination to design, make and appraise products that ‘solve real and relevant problems with a variety of contexts.’   Through learning in Design and Technology the children will have the opportunity to apply knowledge from across a range of other disciplines such as mathematics, science, computing and art.  Through the evaluation of past and present design and technology, pupils will develop a critical understanding of its impact on daily life and the wider world.

Impact:

Our intended impact is that:

• Children will achieve age-related expectations in Design and Technology at the end of their cohort year.
• As designers children will develop skills and attributes they can use beyond school and into adulthood.
• Children will understand the principles of nutrition and learn how to cook simple recipes.