The Howard School Curriculum Brochure

Educating for ‘life in all its fullness.’ Contents

• Introduction and Curriculum Vision

• A Broad and Balanced, Local Curriculum

• Global Citizens

• Christian Distinctiveness

• Personal Development

• The Early Years

• Mathematics

• English

• Science

• Religious Education

• PSHE

• History

• Geography

• Computing

• Physical Education

• Design Technology

• Art & Design

• Music

• Foreign Language

• Curriculum Impact Introduction Curriculum Vision

Our mission is to ensure that the message of living life to the full, of loving and of learning permeate all we do in school. And to be encouraged by the language of our vision which speaks of developing the whole child through opportunities to develop the mind body and spirit ensuring confidence, growth, transformation and community, all essential qualities in enabling people to flourish – both adults and children!

Educating for ‘life in all its fullness.’ Providing opportunities for growth in mind, body and spirit through inspirational and innovative education underpinned by a deeply Christian ethos. Those who learn and work here will develop confidence, embrace creativity and enhance their knowledge and skills so that they can experience ‘life in all its fullness.’ (John 10:10) Mind High expectations and aspirations in all areas of school life create an inspirational learning environment where knowledge is acquired through discovery. Creativity, the development of academic habits and skills, and broadening children’s hopes and aspirations help to engender an enjoyment for learning and secure excellent pupil outcomes. Learners are well prepared for any future path they choose.

Body Safety and wellbeing of learners is paramount, where every child matters and, crucially knows they matter. Learners are welcome to explore who they are, develop confidence and emotional intelligence thus ensuring that they become the best versions of themselves within an accepting and understanding community.

Spirit Supporting spiritual growth for learners, wherever they are on their faith journey, is central to our community life. Prayer and worship are supported by an innovative curriculum where ideas are expressed creatively to develop the spirit and contribute to life in all its fullness. The Christian values of COMPASSION, FORGIVENESS, FRIENDSHIP and TRUST empower learners to lead by example. A Broad and Balanced, Local Curriculum A Broad and Balanced, Local Curriculum

Guided by our vision, we have developed a curriculum that is well sequenced, coherently planned and builds upon the crucial knowledge, understanding and skills that pupils must learn.

Our definition of ‘The Curriculum’ is all the activities that we plan, organise and deliver in order to facilitate the development of our pupils, their learning, their personal growth, their spiritual development and an understanding of British values. Whilst our curriculum includes the formal requirements of the National Curriculum, it also aims to provide a range of experiences to enhance and enrich learning and development for all in relation to our school setting and local area. We broaden children's horizons through 'character education' and 'social actions' which we believe are essential in instilling the values we hold dearly.

Early Years Foundation Stage (EYFS) Our Nursery and Reception classes follow the framework laid down in the EYFS statutory framework which aims to support children's development in seven areas of learning and development. The three prime areas are: • Communication and language • Physical development • Personal, social and emotional development

There are also four specific areas through which the prime areas are strengthened and applied: • Literacy • Mathematics • Understanding the world • Expressive arts and design

The EYFS is underpinned by four overarching principles which acknowledge that each child is a unique and constant learner and needs to grow and develop through forming positive relationships in an enabling environment. In addition, children develop and learn at different rates and thus the framework supports the learning of all children including those with special needs and disabilities.

Key Stage 1 and Key Stage 2 As the children progress through the school, the subject areas of the National Curriculum become more distinct. Religious education and worship in assemblies are an integral part of the children’s experience and school life.

The school’s defined essential knowledge, which is deeper and broader than the National Curriculum expectation, is taught coherently across all subjects. Reading is key to the curriculum offer and underpins the fabric of the curriculum with high quality and challenging texts utilised across all subjects.

Using the national curriculum and our school vision and values, subject leaders have developed the ‘Howard Knowledge Essentials,’ criteria which we aspire for all our children to achieve during their time at Ackworth Howard. We strive for all children to leave our school equipped with the essential knowledge they need to succeed at secondary school and in future life. For each subject and year group a set of non-negotiables have been established to enable learners to sustain strong progress as they move through our school.

These knowledge essentials influence planning by the teachers and ensure that our children ‘Know more, remember more and can do more.’

At the heart of the curriculum are a core set of threads, underpinned by our P4C approach, all of which ensure the development of socially aware citizens who engage with the wider world and the issues within it: Diversity, Values and Perceptions, Social Justice, Health and Wellbeing, Resilience and Aspirations. Character development punctuates this curriculum.

The curriculum is tailored to meet the needs of our pupils specifically incorporating: purposeful and rich links to local heritage and community, research based pedagogy and in depth knowledge of the school’s setting.

This culminates in children who know more, remember more and can do more, ready to experience ‘life in all its fullness.’ A Broad and Balanced, Local Curriculum

Our School Values

Our aim is to provide a holistic curriculum that seeks to engage all aspects of the learner, including mind, body and spirit. Its philosophy is based on the premise that each person finds identity, meaning and purpose in life through connections to their local community, to the natural world and to Christian values. All essential qualities in enabling people to flourish – both adults and children!’

Our school values consist of two strands: Our Christian Values and our Global Citizen Threads.

Christian Values Our core values of Friendship, Forgiveness, Compassion and Trust reflect the aspirations we have for each child, to inspire a high level of spiritual and moral reflection and to challenge our learners to take responsibility for their own actions. Christian values are inherent to all we do in school and the children are encouraged to live them through a range of vehicles.

Global Citizen Threads At the heart of the curriculum are a core set of threads, all of which ensure the development of socially aware citizens who engage with the wider world and the issues within it: Diversity, Values and Perceptions, Social Justice, Health and Wellbeing, Resilience and Aspirations. Character development punctuates this curriculum.

Our Core Christian Values Our Global Citizen Threads

Compassion Diversity

Forgiveness Values and Perceptions

Friendship Resilience

Trust Aspirations

Health and Wellbeing

Social Justice Academic Christian Achievement Character Values Education

Global Citizens ‘Developing the whole child through opportunities to develop the mind body and spirit ensuring confidence, growth, transformation and community, all essential qualities in enabling people to flourish – both adults and children!’ Global Citizens

Social Justice Values and Perception

Health & Diversity Wellbeing

Resilience Aspirations At the heart of the curriculum are a core set of threads, all of which ensure the development of socially aware citizens who engage with the wider world and the issues within it: Diversity, Values and Perceptions, Social Justice, Health and Wellbeing, Resilience and Aspirations. Character development drives our curriculum. Our curriculum is designed with three goals in mind: 1. To provide a well sequenced, coherently planned curriculum that builds upon crucial content and leads to sustained mastery for all and a greater depth of understanding for those who are capable. Each subject has an individual curriculum planning document ‘Howard Essentials,’ which has been carefully designed by subject leaders to include a progressive balance of knowledge and skills. These essentials are our expected standard for children to be ready for each year group and inform our planning and assessment. 2. To give pupils learning experiences that are relevant, purposeful and interconnected. Our children will experience a broad and balanced, local curriculum where cross-curricular links are purposeful and where not subjects are taught distinctly. 3. To provide experiences that develop confident, reflective and aspirational global citizens. Our six threads allow children to explore current global themes and develop their own mind, body and spirit. Each thread allows children to broaden their understanding of the world, engage in topical discussion and in the long term develop the understanding of how to be a valued member of the community. The lead questions are developed further through our PSHE curriculum, our Christian values, worship and school reading spine. Global Citizens Whole School Threads

This is why we have developed 6 whole school threads that we believe enable pupils to become positive global citizens. Our curriculum is designed to put character education and PSHE at the very centre of what we do. The 6 threads are all characteristics of human beings who make moral informed choices and aspire to make a difference in the world. Interwoven with our PSHE scheme they provide opportunities for our pupils to broaden their understanding of global topical issues, help them understand the world and evaluate choices people make. These 6 threads also feed into our whole school reading spine. Christian Distinctiveness Supporting spiritual growth for learners, wherever they are on their faith journey, is central to our community life. Prayer and worship are supported by an innovative curriculum where ideas are expressed creatively to develop the spirit and contribute to life in all its fullness. The Christian values of COMPASSION, FORGIVENESS, FRIENDSHIP and TRUST empower learners to lead by example. Our Christian Ethos

As a Church of England school we are committed to and proud of our Christian distinctiveness and offer an environment that ensures all children experience the highest quality of teaching and learning opportunities. We actively support the spiritual growth of learners wherever they are on their faith journey. Religious Education has a high profile in school life with lessons providing fully for the needs of all learners. Community Links As a Church of England School, we have strong links with our local church, St Cuthbert’s and the local community where we engage and lead in many projects. There are many ways in which these links are forged, including school services at the church, community gatherings, after school activity clubs and regular visitors from the church to lead and take part in worship and events. As well as St Cuthbert’s where we hold our annual Harvest, Christmas, Easter and Leavers Services we also have close links with other churches in Ackworth: Methodist Church, All Saints and The Community Church. The Hidden Curriculum The curriculum, in its wider sense, offers exceptional opportunity for spiritual development. Quality opportunities for pupils to explore situations of injustice and equality so opening pupils’ horizons and broadening first-hand experience, gives them a concern for others and a desire to practically undertake actions that challenge these identified injustices through meaningful social actions. A prominent vehicle for this is through the strong partnerships that we have developed. A broad range of enrichment activities enable pupils to flourish and they are supported to be the change they want to see in the world. In addition to the range of enrichment experiences for our pupils and the experiences of our ‘hidden curriculum,’ older pupils benefit from two contrasting residential visits which have been carefully planned for specific purposes to meet the needs of our context and vision. The Year 6 residential to Robinwood offers opportunity to develop leadership skills such as team work. Pupils also learn new skills, gain self-confidence and independence, develop their social and interpersonal skills and learn to appreciate the countryside and outdoor opportunities. Year 5 children experience our now established Northumberland residential which directly promotes the school’s distinctiveness as a Church of England school, following in the footsteps of St. Cuthbert and making meaningful links, connection and experiences that promote the Christian vision and values. Diocese We follow the Leeds Diocese and Wakefield Local Authority curriculums in RE, exploring the stories and themes of the Old and New Testaments and core Christian values. As part of the National Curriculum we also teach children about world faiths and perspectives. Our link with the Diocese also provides learning opportunities for pupils and staff. Global Link The school has a strong and established link with Tanzania. First hand experiences from the Headteachers visit have been utilised within school. The partnership is highly valued by all and is now an integral part of worship, affirming the Christian values we hold dear. Pupils are able to articulate their thoughts and relate globally about life, therefore developing an understanding of disadvantage, deprivation and the exploitation of the natural world in its truest forms. The school is ‘working with and learning from’ their global Tanzanian friends. We are proud of our partnership with Mshikamano (Solidarity) Primary School - Bega Kwa Bega (Shoulder to Shoulder) Worship As a Church of England school our daily act of Collective Worship is a special time that brings together members of the school community. Our Worship Committee Ministries take an active role in in our worship. The children are very independent when undertaking this responsibility. Worship is led by teachers, children and visitors. During class assemblies, families are invited into school and we are extremely grateful for the tremendous parental support that we have. Groups of children are encouraged to prepare, lead and evaluate worship based on one of our themes. These opportunities allow them to gain valuable leadership experience and extend their ability to think and reflect on a wide range of global issues. Our worship is further enhanced by fortnightly visits from Reverend Charlene Smith. The children are further challenged to think, ask questions and share their views about the world around them. Pupil Leadership Pupil leadership is the heartbeat of the school. A recent focus on handing over accountability and genuine advocacy of this has led to pupils living our vision and demonstrating associated attributes such as opportunities to be agents of change, for demonstrating courageous advocacy and affirming what is right, to challenge injustices and to offer radical hospitality. Learners are ambassadors who can make a positive contribution. This focus has also led to pupils feeling more valued as members of the school community, enabling opportunities for children to flourish and for their character development to impact on wider society. Pupils understand that the school advocates that the future is in their hands and we ask them to lead and have accountable independence. They understand that they don’t have to wait to give service to others. Values School Prayer As a church school we promote Christian values in everything we do in school. This is our school, We like to achieve an extended family atmosphere in school to promote a Where trust burns bright. feeling of belonging to a caring community, which in turn creates confidence and Let compassion and forgiveness begin security for the children. We encourage all our parents to have regular contact with me and discussions with us about all aspects of their children’s education. Our core And friendship lay in the depths of our values of Friendship, Forgiveness, Compassion and Trust reflect the aspirations hearts, we have for each child, to inspire a high level of spiritual and moral reflection Let us love one another each day. and to challenge our learners to take responsibility for their own actions. Amen Worship – Christian Values Driven by the vision and values and deeply Christian in its delivery, worship is invitational, inspiring, ACKWORTH HOWARD delivered using a variety of approaches and is an integral part of life and the culture of school. COLLECTIVE WORSHIP JOURNEY Learners encounter the teachings of Jesus and the Bible and develop their understanding of the 2020-2021 Christian belief in the trinitarian nature of God and ‘Providing opportunities for growth in mind, its language. A carefully planned programme of THE HEARTBEAT OF THE SCHOOL worship has been developed which links with the body and spirit.' church and the wider community to ensure diversity, relevance in today’s society and R – Church Visit- opportunities to engage. Pupils recognise that Y6 Leavers Musical Y6 Worship Service – St Extravaganza Production worship provides meaningful opportunities to Cuthbert’s contribute to their spiritual development and engage thoughtfully in the process. There are varied and interactive prayer and reflection activities on offer to all pupils which they find Don’t Forget to Using our Senses to Carers of Creation – The prodigal son – An Artist’s Eye The Miracle of helpful and supportive. Links are strong with the Celebrating the Let Love in – Enjoy Creation Psalm 8 unconditional love on Creation – creation – The Summer 2 local church community and pupils are enabled to creation of God’s voice Genesis 1:31 Creation Ch 2 v11-12 new life – John 3:16 tells us that God loved the world so much, engage in the Eucharist in creative and innovative of love God saw all that he had made, (Genesis 1, 2) Psalm 139 he sent his only son to die for us. ways, supported by our local incumbent. The school and it was very good. v13-16 community appreciates the relevance of faith in today’s world. Worship is invitational offering Be creative Have hope Show service Y1 Class Worship Tanzania – – Parents Invited St. Cuthbert everyone the opportunity to engage whilst allowing Comparisons / Service – Holy the freedom for those of other faiths and none to Reception Class Creativity / Island be present with integrity. All those who wish to be Worship – Parents Christian Value – Be Creative Global Citizenship Thread – Aspirations Inspiring People / Invited so are actively engaged in worship. Prayer is a Schools / • Creativity EYFS – What can I be? • Inspiration natural and valued part of the culture of the school. Agricultural Project Y1/2 – Who should we admire? ‘No Way Through’ • Originality It is not compulsory or forced. Y6 - Methodist Y3/4 – Who do I want to be and what do I want to achieve? isn’t True – • Imagination Church- Worship Y5/6 - How do I become the person I want to be? Have hope in Worship – Global Citizenship Threads • Inventions your heart. DIVERSITY – Exploring the importance of others • Artistry and how to love them well is discovered. There is a focus on empathy and exploring the importance of Facing Our Fears with Facing Bullies with Philippians 4:13 ‘I am able to do all Courage to Make Encouraging others and how to love them well. ‘No Way Courage – St George Courage – David and things through Him who the First Move Y4 Class Worship Others (Acts Through’ isn’t and the Dragon Goliath (1 Samuel 17) strengthens me.’ – Parents Invited VALUES AND PERCEPTIONS – Understanding how Summer 1 25-27) True - Believe to process negative emotion and choose The Courage to Stand Firm – Easter Events there is a way 2 Chronicles 15:7, ’Be strong. Don’t give up, because forgiveness to restore relationships is taught. The Daniel and the Lions (Daniel 6) – Easter you will get a reward for your good work.’ focus is forgiveness and learning how to process Bonnets, negative emotion, including disappointment and Show Decorated Be courageous Have wisdom Rev Charlene - A Tanzania – hurt. perseverance Challenging Eggs and The celebration of the SOCIAL JUSTICE - Unpicking how to bravely Great Egg Race Injustice / Radical Eucharist with church communicate truth and be proud of who we are is Global Citizenship Thread - Resilience Christian Value – Be Courageous ministries included. Hospitality / EYFS – What do I need to do next? • Courage Children have engaged Prophetic Voice / the focus. Here we explore identity and learn how Y1/2 – How do we recognise problems? • Steadfast in this process. Stories of Courage to be authentic and having the courage to tell the Y3/4 – What strategies do we use to solve problems? • Strength truth when we need to. Y3/4 Easter Y5/6 - I understand how to apply problem solving strategies in various • Boldness Y4 - Visit Hindu HEALTH AND WELLBEING - Understanding the Matthew 22: 36- Service – St. situations no matter how impossible they may seem? • Fearless Temple - power of looking after our mind, body and spirit to 40, If we want Cuthbert's • Valiant Worship stay physically and emotionally healthy is taught to live well we focusing on wholeheartedness, we learn what it is need to love Using our Gifts Managing our Taking Taking to be HeartSmart and how we can Power ON to well. Taking Responsibility for Get HeartSmart – Responsibly – Parable Anger – A Responsibility Get HeartSmart – Responsibility love ourselves and others well. our Family Members – Making ourselves of the Servants House of Prayer for our Time – Love others for What we Tanzania – RESILIENCE - Knowing there is a way through every The Man who Grew strong and (Matthew 25) (Matthew 21) Proverbs 6.68 and ourselves Spring 2 Working with and situation no matter how impossible it may seem is Feathers understanding love Say (James 3) Proverbs 4:23, “Guard your heart for everything you Learning from / taught. We learn how to develop and maintain a do flows from it.” Dance / Singing / growth mindset. Love / Community / ASPIRATIONS - Learning how important, valued and Children have the Schools / Health Y2 Class Worship Be responsible Be generous Be peaceful opportunity to be and Wellbeing / loved we are is explored. Children consider self- – Parents Invited admitted to the Environment worth and learn how to love and value themselves Eucharist at a special Christian Value – Be Responsible Global Citizenship Thread – Health and Wellbeing Compassion for well. service conducted by • Responsibility EYFS – How can I look after myself? the Poor – Bishop Tony Robinson. Rev Charlene - A Leading Worship They will then be ready • Accountable Y1/2 – What do I need to be healthy? celebration of the Kind Dorcas Worship is led by a variety of people including: to receive their first • Leadership Y3/4 – Can I recognise ways to improve my physical and emotional well- Eucharist as a (Acts 9) • The Headteacher teaching communion at the • Conscience being? Fake is a Mistake • A member of staff Eucharist in May. opportunity. Y2 - Visit • Thoughtful Y5/6 - Can I understand the impact of positive and negative health – The best • A visitor: e.g. the Local Rector/Leaders of other Mosque - • Reliable choices? me is the Christian denominations. true me Worship Compassion for the Elderly – Local • Children. ‘Truth will last forever’ 1 John 3:1, ’See what Showing Compassion Compassion for KS2 Carol God’s love the Father has to others by Sharing Community / Social Actions (Ruth Worship Opportunities Compassion Proverbs 12:19 Neighbours in Service – St. given us, that we What we Have – 1) A variety of whole school and more intimate Cuthbert’s for His People ‘clothe yourselves with compassion, Need – The Kind Fake is a Mistake – should be called Loaves and Fish / Stranger (Luke worship experiences are offered such as: Truth will last kindness, humility, Spring 1 children of God; and Howard Food Bank 10) Tanzania – Safe • Whole class worship linked to the Christian forever that is what we are.’ etc (Matthew 14) gentleness and patience.’ (Colossians House / Schools / values, global citizenship curriculum threads, 3:12) Disadvantage / the school vision, celebration, singing and the Y5 Class Worship Be Deprivation / school’s Tanzania link. Don’t Rub it in – Parents Invited Promote Justice Be truthful Challenging compassionate • A variety of worship enhancements such as Injustice / Rub it Out – visitors from other Christian denominations, My heart Global Citizenship Thread - Social Justice Christian Value – Be Compassionate Prophetic Voice / Social Action charity groups and identified personal hurts EYFS – What makes a good friend? • Compassion development needs of the children. Y1/2 – Do I understand and value fairness? • Helpfulness • Varied class worship – Key Stage, House Groups Forgive, he said, Y3/4 – Do I recognise that actions have intended and unintended • Sympathetic etc. ‘seventy School’s consequences? • Empathy • Worship delivered in the Peace Garden. times Community Y5/6 - Can I challenge injustice and develop a prophetic voice? • Mercy Y1 – Synagogue • Varied delivery approaches – child led, drama Christmas – St. seven’ • Loving - Worship etc. Cuthbert’s (Matthew 18:21) The Cross – Symbol of Forgiveness Forgive us our sins as Amazing Grace – A Being Forgiven and Don’t Rub it in Saying Sorry and Pupil Leadership / The Emmaus Road (Luke 24) we forgive those Story of Starting Again Rub it Out – Being Forgiven Collective times are an opportunity for pupil who sin against us Forgiveness Give – The Lost Sun ownership and to demonstrate the ‘living of the EYFS/KS1 1 Peter 5:7 says, we can take our cares – The Lords Prayer Ephesians 4:32 reminds us ‘Be kind to one another, yourself the (Luke 15) vision.’ In addition to this, worship contributes to Christmas to God and tell Him how we are (Matthew 2, Luke tender-hearted, forgiving one another, as God in gift of Autumn 2 our extensive pupil leadership offer. Ministries are Productions feeling because He loves us. 11) Christ forgave you.’ forgiveness in place, led by our Worship Committee, adding another dimension to pupil leadership. Pupils have Y3 Class Worship wide ranging opportunities to plan, lead and Be forgiving Show humility Build Trust – Parents Invited Remembrance evaluate worship. Services – Including Tanzania –Society Global Link Y5 War Memorial Global Citizenship Thread – Values and Perceptions / Radical Hospitality Christian Value – Be Forgiving The school has a strong and established link with Service / Disadvantage / • Forgiveness EYFS – How do we celebrate special events? Harvest Respect and Tanzania. First hand experiences from the Deprivation / • Repentance Y1/2 – Can I understand that people have different values? Worship Reverence for Headteachers visit have been utilised within school. Culture / Cathedral • Apologise Y3/4 – Can I understand how our values affect the way we live? Others – Mother The partnership is highly valued by all and is now an • Y5/6 - Can I understand how collective values build society? Unfailing integral part of worship, affirming the Christian • Teresa Freedom School Heritage values we hold dear. Pupils are able to articulate • Pardon Worship their thoughts and relate globally about life, Too Much Selfie isn’t therefore developing an understanding of Mark 12:31, “Love your neighbour as yourself” Respect and Reverence for Healthy - #Unselfie Respect and disadvantage, deprivation and the exploitation of Respect and Reverence God - Blessings. Challenge Results / Reverence for School’s the natural world in its truest forms. The school is for God’s Creation – Respect and Reverence Romans 12:10 Empathy Autumn 1 Too Much Selfie isn’t Animals – St Community Harvest ‘working with and learning from’ their global Life of St Hilda and for Scared Objects – Healthy – The Francis and the Be devoted to one another in brotherly – St. Cuthbert’s Tanzanian friends. Caedmon The Last Supper Good Samaritan wolf of Gubbio love. Honour one another above Throughout the Year (Matthew 26) yourselves The Anglican Calendar • School Vision thread. The liturgical calendar indicates the festivals and Y6 Class Worship • COVID – 19 recovery focus / wellbeing / community etc. seasons of the Anglican Church. We follow the Global Citizenship Thread - Diversity Christian Value – Be Respectful – Parents Invited • Worship led by leaders of other Christian denomination churches. EYFS – What makes us special? • Respect calendar which shows the major festivals and • Charity and fundraising worships. Y1/2 – Can I recognise the beauty of different people and places? • Responsibility saints’ days. The liturgical colours for each festival • Opportunities to grow spiritually through experiences of prayer, Y3/4 – Can I find out what draws groups of people to certain places? • Reverence and season are and displayed in school. stillness, worship and reflection throughout the school day. Tanzania – • Communities / • Guest speakers, inspirational speakers and other visitors. Y5/6 - Can I appreciate different perspectives of global issues? Courtesy Other World Faiths • Pupil led worship opportunities including class liturgies. • Dignity Radical Hospitality / Disadvantage / In addition to the liturgical calendar, other key • ‘Celebrating Us’ weekly worship. festivals celebrated by other World religions are • Weekly singing worship (praise and prayer) Palm Sunday Story Simple Christmas stories Deprivation / Be Be thankful Show friendship Inspiring People incorporated into our provision. • Worship led by Rev. Charlene (Ackworth Parish) respectful • Cultural enrichment. • Personal development opportunities. • Special events linked to our vision, curriculum and worship plan. • Song throughout worship linked to themes/values. • Composer of the month.

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Personal Development Personal Development

Effective provision supports spiritual, moral, social and cultural (SMSC) development:

Spiritual development: • Ability to be reflective about their own beliefs (religious or otherwise) Why is personal development important? and perspective on life • Knowledge of, and respect for, different people’s faiths, feelings and “The time is always right to do what’s right.” values - Martin Luther King Jnr. • Sense of enjoyment and fascination in learning about themselves, others and the world around them Educating for ‘life in all its fullness,’ by providing opportunities to • Use of imagination and creativity in their learning develop the mind, body and spirit is our core approach in everything • Willingness to reflect on their experiences we do. We aspire to develop the whole child so that they are well prepared for life in modern Britain and able to contribute positively Moral development: to society. • Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal Effective provision develops: boundaries and, in doing so, respect the civil and criminal law of England • Responsible, respectful and active citizens who are able to play • Understanding of the consequences of their behaviour and actions their part and become actively involved in public life as adults • Interest in investigating and offering reasoned views about moral and • Pupils’ understanding of the fundamental British values of ethical issues and ability to understand and appreciate the viewpoints of democracy, individual liberty, the rule of law and mutual respect others on these issues and tolerance • Pupils’ character, a set of positive personal traits, dispositions Social development: and virtues that informs their motivation and guides their • Use of a range of social skills in different contexts, for example working conduct so that they reflect wisely, learn eagerly, behave with and socialising with other pupils, including those from different religious, integrity and cooperate consistently well with others ethnic and socio-economic backgrounds • Pupils’ confidence, resilience and knowledge so that they can • Willingness to participate in a variety of communities and social settings, keep themselves mentally healthy including by undertaking social actions, offering service to others, • Pupils’ understanding of how to keep physically healthy, eat cooperating well with others and being able to resolve conflicts healthily and maintain an active lifestyle, including giving ample effectively opportunities for pupils to be active during the school day and • Acceptance of and engagement with the fundamental British values of through extra-curricular activities democracy, the rule of law, individual liberty and mutual respect and • Pupils’ age-appropriate understanding of healthy relationships tolerance of those with different faiths and beliefs. They will develop through appropriate health and relationships education. and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain Effective provision promotes: • Equality of opportunity so that all pupils can thrive together, Cultural development: understanding that difference is a positive, not a negative, and • Understanding and appreciation of the wide range of cultural influences that individual characteristics make people unique that have shaped their own heritage and that of others • An inclusive environment that meets the needs of all pupils, • Understanding and appreciation of the range of different cultures in the irrespective of age, disability, gender reassignment, race, religion school and further afield as an essential element of their preparation for or belief, sex or sexual orientation. life in modern Britain • Ability to recognise, and value, the things we share in common across Effective provision enables/supports: cultural, religious, ethnic and socio-economic communities • Pupils to recognise online and offline risks to their well-being – for • Knowledge of Britain’s democratic parliamentary system and its central example, local safeguarding issues such as grooming, criminal role in shaping our history and values, and in continuing to develop exploitation, domestic abuse, substance misuse, gang activity, Britain county lines, radicalisation and extremism – and making them • Willingness to participate in and respond positively to artistic, musical, aware of the support available to them sporting and cultural opportunities • Pupils to recognise the dangers of inappropriate use of mobile • Interest in exploring, improving understanding of and showing respect technology and social media for different faiths and cultural diversity and the extent to which they • Readiness for the next phase of education, training or understand, accept, respect and celebrate diversity. This is shown by employment so that pupils are equipped to make the transition their respect and attitudes towards different religious, ethnic and socio- successfully economic groups in the local, national and global communities ACKWORTH HOWARD

Safety and wellbeing of learners PERSONAL DEVELOPMENT Supporting spiritual growth for is paramount, where every child learners, wherever they are on matters and, crucially knows ‘Providing opportunities for growth in their faith journey, is central to they matter. Learners are JOURNEY our community life. Prayer and welcome to explore who they mind, body and spirit.' worship are supported by an are, develop confidence and innovative curriculum where ideas emotional intelligence thus Tudor Times (1603 – 1616) During the War (1939 – 1945) Ancient Greece (800BC – 146BC) are expressed creatively to ensuring that they become the EXIT CONSIDERATIONS Do our children: develop the spirit and contribute best versions of themselves Chronology – Parallel Chronology – Parallel timelines Chronology – Parallel Show Have high Show they are fully equipped Show they are Know how to create to life in all its fullness. The within an accepting and timelines Evidence – Use critical thinking timelines Achieve well Christian values of COMPASSION, acceptance expectations of Challenge with the tools to live an capable of and maintain Live the Christian understanding community. Evidence – Use critical to discuss reliability Evidence – Userounded critical positive thinking FORGIVENESS, FRIENDSHIP and and tolerance themselves and injustice emotionally and physically overcoming positive and healthy vision and values thinking to discuss reliability Significance – Inter-racial to discuss reliabilityoutcomes TRUST empower learners to lead of people others healthy lifestyle obstacles relationships Pupil leadership has been Significance- Henry VIII & relations (i.e. Holocaust & Significance – Democracy, by example. enhanced by the school’s Pupil Voice Church of England - Religion Windrush); role of women in philosophy (Plato, Aristotle, commitment to advocating Assemblies “Be the one who nurtures and builds. Be the one who has an understanding and a forgiving Our school vision and approach Health and Viewpoints Land Army Socrates), sport (Olympics) genuine pupil leadership, heart; one who looks for the best in people. Leave people better than you found them.” ensures that the cultural capital of opportunity and accountability. wellbeing support pupils is excellent. It strives to This is interweaved in all we do. ― Marvin J. Ashton ensure aspirations are celebrated, Online Safety Many leadership opportunities Covid-19 Response Covid-19 Response Parish/Community focused upon and realised through exist across school linked to Reactive online Modern Supporting pupils to ‘catch up’ and Supporting pupils with Links the curriculum, wider enrichment, safety Modern Ancient pupil’s passions and areas of addressing gaps, re-establishing approaches to improving their Community the character and moral measures interests. Encouragement is also strong progress in the essentials physical and mental wellbeing support development of pupils and provided for children to develop engagement in the wider world. As their own ‘initiative roles’ and to Learning MentorAncient Support Egypt (3100BC –30BC) DevelopmentPCSO Support of ModernFuturesComputing in Mind During the War Transition(1914 – 1918) a result of this broad focus, pupils lead by example. These are Tailored programmes to Responding(1936 –to2020) CAMHs Primary Additional transition for demonstrate strong and sustained recognised within school. The support children across a P4C any emerging Practitioner link – EAL pupils where YEAR resilience and where barriers exist impact of this can be seen in the range of needs Philosophy 4 Workshops and 1-1 Specific appropriate Chronology – Parallel needsChronology we have – Parallel timelines LearningChronology – Parallel for learners, support is put in place excellent behaviour and Children sessions and tailored Pupil Leadershiptimelines Evidence – Explore a range of Environmenttimelines to remove them ensuring attitudes of pupils. Their consultations resources Including Anti-BullyingEvidence Ambassadors – Explore a range The sourcesBoxall Profile based on differing SupportEvidence and – Explore a range of perseverance to overcome barriers leadership skills are developed, Interventions and Foundationof sourcesFriends based on Completedperspectives by/with Inclusion Meetings resourcessources based on differing to their own learning and to make they are listened to and feel safe involvement from Range of positive choices. differing perspectivesPeer Buddy Systems Significance- Alan TuringRegular & team the meetings to perspectives 6 and their wider experiences the class teacher academic WellbeingSignificance Interventions- Alphabets,Including reading and computer. Mechanisationdiscuss supportto for pupils Significance- Emancipation promote their wellbeing for interventions Accessmaths to wellbeing and toothpaste playground buddies electronic of women; civil rights; animal The school has a strong and today and the future. Pupil interventions established link with Tanzania. leadership is the heartbeat of Teachers welfare, impact of war SEND Support Covid-19 Response First hand experiences from the the school creating positive, Class teachers raise Target setting, Covid-19 Response Headteachers visit have been tangible contributions to the life concerns and Addressing and equipping support, review consider with Support to rebuild Modern utilised within school. The of the school and the wider Modern pupils with the tools to and SENDCo/Learning Ancientfriendships and social respond to issues linked to partnership is highly valued by all community. implementation. Mentor engagement coronavirus Referral to External and is now an integral part of Agency worship, affirming the Christian Through the school’s vision, Wakefield Safeguarding Children Industrial Revolution in Britain (1760- Nelson Mandela – ApartheidSouth Anglo-Saxon &Utilise Viking the closeInvasions of values we hold dear. Pupils are curriculum, philosophy 4 Learning Mentor Support Partnership relationships with able to articulate their thoughts children approach, pupil Parent surgeries – support 1840)Behaviour Policy Africa (1948-1994) Britain (450AD– 1066) YEAR Polices, procedures and support guidance external partners and relate globally about life, for behaviour, social and leadership, staff training, ChronologyThe rule of– Createlaw – British a timeline values Chronology – Createadhered a to Chronology – Create a therefore developing an charitable events and guest emotional welfare Pastoral Evidence – Make comparisons timeline timeline Inclusive Inter understanding of disadvantage, speakers: diversity and equality concerns Inspiring Hope Choir in the betweenArtist primary in and secondary EvidenceRevolution – Make Young Writers Evidence – MakeSchool Sports deprivation and the exploitation of are promoted and human Week Mayor Visit Residence Community Song Events the natural world in its truest Support sources comparisons between Children submit Pupilcomparisons leaders between identity, in all its forms, is Space Launch Opportunity to Exploring, Social action – Raising the School links forms. The school is ‘working with 5 Significance- Changing role of primary and secondary entries to be takeprimary part in a and secondary celebrated ensuring dignity and Inspiring future see careers in highlighting and singing for the profile of the women; impact of advancement sources published in a debatesources in the and learning from’ their global respect. astronauts action debating global residents of global warming Citizenship book. council Tanzanian friends. of mechanics issues. Townend AvenueSignificanceissue.- Civil Rights Significance- infrastructureCeremony chambers The development of the school’s Opportunities Pupil leadership is the heartbeat Inclusion Provision Map has to take part in a Palace of Modern of the school. Genuine advocacy of ensured all vulnerabilities are Westminster WMDC Modern Citizenship this has led to pupils living our highlighted to all staff in a live School Council Medieval or Ceremony vision and demonstrating document. Because of this, members have Middle Ages regular Inclusion Meetings are associated attributes such as undertaken a opportunities to be agents of undertaken to ensure tour – British Ackworth Gala Foodbanks Cricket World Cup Howard Harriers Safeguarding Visits change, for demonstrating collaboration of staff, clear values Participation in local events Supporting local food Experiencing world Taking part in the For example: NSPCC, Paired courageous advocacy and communication between The Boer War (1899 – 1902)banks including our classThe events British - EmpireJunior in Parkruns Africa (1897Anti – 1957)-Bullying, YEAR Reading affirming what is right, to members of the Inclusion Team Y4 Resilience Day own initiative aspirations Barnardos, Police etc. Social and wider school workforce Ackworth School Other challenge injustices and to offer development Chronology – Create a timelineRHE Chronology – Create a timeline Pupil Voice radical hospitality. Learners are where appropriate. All pupils’ Safeguarding across phases Evidence – Define theRelationships term and Evidence – Define the term primary and Discussions, needs are monitored continually Advice Pupil 50 Things… PCSO ambassadors who can make a health education debates and Examples through this system. Leadershipprimary and secondary sources Supportingsecondary sourcesAssembly/Workshops Mindfulness positive contribution. This focus Regular sharing of questionnaires 4 Competitions Practicing has also led to pupils feeling more resources such as SEND Support A rangeSignificance of roles -CompetitionsInter-racial relations childrenSignificance to - Power,Safeguarding glory, – Localinter -racial relations mindful valued as members of the school As a result of specific training, online safety etc. Including and Recognition of Recognition of experience all Issues (Age techniques Enterprise community, enabling staff are informed and equipped parent coffee experiences various talents various talents on offer Appropriate) Activities using with the knowledge of how to Sports mornings opportunities for children to initiative protect pupils from Competitions flourish and for their character Modern development to impact on wider vulnerabilities to certain current and coaching Modern PCSO Support issues/barriers. Wider Responding to society. Pupils understand that the Opportunities any emerging school advocates that the future is A consistent behaviour policy is Music Local Heritage needs we have in their hands and we ask them to embedded and applied by all lead and have accountable Participation P4C Inspire! Behaviour After School Community Engagement in staff in school. This is enhanced Makerspace Weekly singing local culture independence. They understand YEAR Philosophy 4 Family Recognition Activity Clubs Engagement further by the culture of the RE worship Peripatetic / that they don’t have to wait to 'if we can Children workshops Afternoon Tea A variety of Including litter school through its commitment Multi-faith Praise and Forest School Wider give service to others. imagine it, we clubs on offer picks and choir to delivering the vision. activities can make it.' prayer Outdoor learning Curriculum House Teams Protected visits Lessons Initiatives such as Family Dining Fundraising promoting positive Our curriculum is supported by the Participation Characteristics Opportunity to are now established and have RE Celebrating Us! Guest Speakers and Charitable Curriculum wellbeing Philosophy 4 Children approach. Curriculum links Themed learn an led to improved social Curriculum 3 Weekly Events Enrichment This has developed the skills and inspirational School Vision Lunches instrument interaction, fostering positive links celebratory Frequent School trips, Eucharist dispositions that enable pupils to speakers and Informing all Including relationships through school. assemblies. throughout the workshops and Engagement in Global Citizen other visitors. we do celebrating contribute as responsible citizens year creative ways Threads Schools Pupil leadership, such as the role Eco- visitors other cultures of the future. It supports the Our curriculum Community of the Howard Ambassadors, has Schools Council school’s ethos and values of also ensured exceptional drivers Making a Pupils working creating a caring school and attitudes and standards for Modern Medieval or difference together across classroom environment where behaviour. The Howard Middle Ages schools for the children learn to listen to and Opportunities Ambassadors have received good of the respect each other. The majority to grow training in order to promote the Pupil Led community of pupils who enter school do so spiritually vision, particularly in relation to Worship Varied Worship with confidence and high levels of Experiences of Awards Fundraising diversity and equality ensuring Pupil led Character Easter Events Global Links self-esteem, the P4C approach prayer,A Brief History of Time Including My FamilyRegular Tree (1950and Charitable– TheDevelopment British RoyalFamily Space Travel (1969Values– for Life that learners understand that we worship worship led by Including the Including our YEAR provides strategies for pupils to stillness, st awards, Events Including Our inherent are all created equally in God’s (15000myaopportunities – 21 century) leaders of other present) (1930 – present)Great Egg Race Tanzaniapresent) link become efficient in their dialogue worship and celebrations Frequent opportunities for Christian values image. Pupil’s impeccable including class Christian and Easter whilst developing and extending reflection Chronology – Locate Chronologyand throughout – the social actionChronology – Chronology – Locate Annual / conduct reflects the school’s liturgies. denomination Bonnets Teaching Approaches Attendance tier 3 vocabulary, ensuring concise throughout the on a timeline recognitionComplete a familyyear Complete a family tree on a timeline effective strategies to promote school day. churches. Child led initiatives Including High profile and effective interactions. EvidenceOnline Safety– Introduce tree (3 generations) (3 generations) Evidence – Introduce high standards of behaviour. P4C Including playground Metacognition Ongoing Curriculumterm and ‘sources’ reactive measures Evidence – Introduce Evidence – Introduce term ‘sources’ 2 Every child matters and, crucially, Philosophy 4 Children buddies and the healthy Transition The curriculum, in its wider sense, Significance- How old term ‘sources’ term ‘sources’ Significance- knows they matter. Pupils tuck shop Sports Day and Preparation for the offers exceptional opportunity for is the earth? World DownsSignificance - Significance- Societal Realisation of a actively support the well-being of NSPCC Syndrome Day Family BBQ new school year spiritual development. Quality other pupils and consistently Relationships changes dream Speak out, stay Raising awareness School community opportunities for pupils to explore have highly positive attitudes PCSO safe. event situations of injustice and equality and commitment to their Assembly/Workshops Modern so opening pupils’ horizons and education. Online safety Heartsmart / PSHE Heartsmart / PSHE Heartsmart / PSHE broadening first-hand experience, Knowing there is a way Safer Understanding the power of ModernLearning how important, gives them a concern for others and The school promotes equality of Modern through every situation no Internet Day looking after our mind, body and valued and loved we are. a desire to practically undertake opportunity and diversity spirit to stay physically and matter how impossible it Raising actions that challenge these effectively through its emotionally healthy. may seem. identified injustices through aspirational vision, curriculum awareness YEAR Traditional Nursery Rhymes Stories Passed through the My Family – linked to ‘OwlBabies’ meaningful social actions. A and wider opportunities. As a prominent vehicle for this is result, pupils understand, Young Voices Ages through the strong partnerships appreciate and respect Choir participation ChronologyMacMillan – Coffeedistinguish Morning Pupil Leadership Elections that we have developed. A broad difference in the world and its Heritage Day range of enrichment activities people, celebrating the things we betweenFundraising past and opportunity present Democracy PCSO Assembly Sports/Comic Languages Christmas Learning from our enable pupils to flourish and they share in common across cultural, 1 Evidence – use items to talk Harvest Road safety Relief Day Fair PCSO Christmas Jumper Remembrance school/community are supported to be the change religious, ethnic and socio- about the past School harvest awareness Fundraising Studying Using Assembly Day Service history they want to see in the world. Significance - ask questions service economic communities. Pupils opportunity other cultures initiative Anti-Bullying Save the Children Pupil led first hand experiences are about the recentpast recentpast utilised and disseminated to all World Book Heartsmart / PSHE Heartsmart / PSHE Heartsmart / PSHE within the school community Day Unpacking how to bravely Understanding how to Exploring the importance of ensuring all are accepting and A range of communicate truth and be process negative emotion Whole activities others and how to love caring towards each other. proud of who we are. and choose forgiveness to them well. restore relationships. Pupils develop their Mothers Day School Service understanding of the Poppy Appeal School Pantomime Children in Need Big Me Day Children showcase fundamental British values. Fundraising opportunity M&M Theatrical Productions Fundraising opportunity Raising aspirations – Action Aid EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD

The school engages directly and PERSONAL DEVELOPMENT effectively with the local A ‘family dining’ approach to lunchtime has infiltrated all community through a broad ‘Providing opportunities for growth in aspects of school life and has programme of events and JOURNEY mind, body and spirit.' become a key component to initiatives. This has led to strong achieving our aspirational vision. links within the community and Tudor Times (1603 – 1616) During the War (1939 – 1945) Ancient Greece (800BC – 146BC) As a result of our family dining the parish, high parental approach, older pupils support engagement and support, well Chronology – Parallel Chronology – Parallel timelines Chronology – Parallel younger pupils and foster positive attended showcase timelines Evidence – Use critical thinking timelines relationships throughout the events/workshops in school and Christian ValuesEvidence – Use criticalAcademic Achievementto discuss reliability Character EducationEvidence – Use critical thinking whole school. The initiative confidence in pupils when thinking to discuss reliability Significance – Inter-racial to discuss reliability provides a dynamic tier to pupil interacting with a range of Significance- Henry VIII & relations (i.e. Holocaust & Significance – Democracy, leadership and offers broad people in their community. As a WMDC Road School opportunities to develop the PCSO Workshop Church of England - Religion PCSO WorkshopWindrush); role of women in philosophy (Plato, Aristotle, result, learners, including staff, Leavers Service Safety Team Community mind, body and spirit ensuring St. Cuthbert’s High school transition Crime Landand Army Be Socrates), sport (Olympics) build enduring relationships with Be Courageous Transition to Christmas pupils thrive in a shared punishment Q&A Compassionate PCSO Workshop external communities through a Leavers Picnic high school St. Cuthbert’s community, understand radical Anti-social behaviour / strong ethos of thriving in a Celebration hospitality and engage in the Drugs and alcohol Christian values we hold so dear. shared society. Resilience Social Justice Modern Modern Aspirations Ancient Robinwood The school actively engages in a All children have access to a rich Health and Values & Diversity Residential number of fundraising activities. programme of activity clubs Wellbeing Perceptions Team building Reasons for these and the impact which have recently included Ancient Egypt (3100BC –30BC) DevelopmentY6 Production of ModernComputing During the War (1914 – 1918) of any charitable activities, which examples such as kick boxing, Be Creative Be Responsible Y6 Class is not always financial, but always Musical End of year show!(1936 – 2020) fencing, forest schools, yoga, Worship YEAR linked to the vision and values, is Extravaganza School Nurse coding, choir, multisport, Parents invited YEAR made explicitly clear to the ShowcasingChronology –PCSOParallel Workshop HealthChronology and – Parallel timelines Chronology – Parallel gardening and many others. children. This has led to pupils timelinestalents – Safeguarding – Local wellbeingEvidence - – Explore a range of timelines These have a strong take up by who demonstrate courageous parentsEvidence invited – Exploreissues a range Pubertysources based on differing Evidence – Explore a range of pupils including the most Northumberland Residential of sources based on perspectives sources based on differing advocacy, stand for their truth, disadvantaged. The impact of School Nurse Tanzania Big Sing Christian values / St. Cuthbert who are committed to justice and differing perspectives Workshop Significance- Alan Turing & the perspectives service 6 this has ensured the Junior Road Safety Other school PCSO Workshop are genuine agents of change Significance- Alphabets, Health and computer.Be Mechanisation to Significance- Emancipation 6 development of cultural capital Officers invited – Crime and punishment making positive contributions. maths and toothpaste Wellbeing Compassionateelectronic of women; civilBe Courageous rights; animal for those who most need it. Making a positive collaboration Q&A PCSO welfare, impact of war contribution Workshop Opportunities are provided for all Safeguarding – children to engage in social The school has developed an Remembrance Social Justice Resilience Aspirations experienced pastoral team, who Modern Local issues actions however it has been Community war Diversity Modern have developed procedures to Ancient Values & Health and impressive to see that since the memorial service Perceptions Tanzania visit, and how this has ensure that they are proactive in Wellbeing been used as a model, children identifying and offering timely WMDC Road Musical Extravaganza have challenged their own intervention and support to IndustrialPCSO Workshop Revolution in Britain (1760- Nelson Mandela – ApartheidBikeabilitySouth Anglo-Saxon & Viking Invasionsof Safety Team Showcasing talents – parents invited injustices and taken their own address barriers to learning for Anti-social 1840) BeAfrica Responsible(1948-1994)Cycling Britain (450AD– 1066) YEAR Cycle safety powerful actions. This is always all pupils. Our Learning Mentor YEAR behaviour / course Chronology – Create a timeline Chronology – Create a ChronologyMicah 6:8 – Create a shared ensuring an ever-improving supports families as well as Drugs and Y5 Class Worship Do what is right to other people. Love being spiral of desired behaviours. This alcohol Evidence – Make comparisons timeline timeline individual pupils. Swimming Parents invited kind to others. And live humbly trusting exemplary behaviour and insight between primary and secondary Evidence – Make Evidence – Make Learn to swim at least your God. into the world the children live in The school works effectively 25m sources School Nurse comparisons between comparisons between compliment the aims of the school 5 Significance- Changing roleEaster of Workshop primary and secondary 1 primaryCorinthians and 13:4secondary-5 with partnerships and other 5 Love does not count up wrongs that have vision. The link also helps pupils women; impact of advancementProduction Healthy sourcesBe sources external agencies to support the Be Courageous Be Forgiving been done. and adults to appreciate the extensive personal development of mechanics St. Cuthbert’s Lifestyles CompassionateSignificance- Civil Rights Significance- infrastructure relevance of faith in today’s world, of pupils. This includes working WMDC Road to encounter the teachings of closely with a local police PCSO Workshop Safety Team Jesus and the Bible in different AspirationsModern Resilience Social Justice officer, the school nursing team Safeguarding – Local In car safety School scenarios and contexts and to Modern Community develop their understanding of and the Futures in Mind project, issues Health and Values &Medieval orDiversity ensuring mental health is a Wellbeing PerceptionsMiddle Ages Harvest the Christian belief in the Trinitarian nature of God and its priority. The Futures in Mind St. Cuthbert’s Y4 Class language. project provides the opportunity Musical Be Responsible to work with a CAMHs Worship Extravaganza The Boer War (1899 – 1902) The British Empire in Africa (1897 – 1957) YEAR Many opportunities for children to practitioner and as a result of Parents invited Showcasing YEAR talents – learn about nature and the role these links, staff are well Philippians 1:3 they play in protecting our world Chronology –parentsCreate inviteda timeline Chronology – Create a timeline equipped to deal with anxiety Every time I think of you, I give thanks to Musical are provided. As a Church School, and other mental health issues my God. Evidence – Define the term Evidence – Define the term primary and Extravaganza this is especially important. The and received training to do so. primary and secondary sources secondaryWMDC Roadsources Showcasing school has an active Eco Safety Team talents – 4 Mark 12:31 Significance- Inter-racial relations Significance- Power, glory, inter-racial relations 4 Committee and Gardening Club. Love your neighbour as yourself Be Pedestrian parents invited Mindfulness techniques are Be Forgiving Be Courageous Chickens live on site and the utilised in school, these are also Compassionate safety children take an active part in available on the website for Y3 Class caring for them. Through science parents to use at home. These and topic work, children learn Worship Social Justice ResilienceModern Aspirations impact on pupil’s body and Modern about the world and how they can Parents invited Diversity Health and care for living things. The school emotional regulation, insight Values & Wellbeing has been awarded the Eco Schools (self-knowing awareness), Perceptions attunement with others, Green Flag Award. empathy, impulse Easter School Nurse First Aid Driven by the vision and values control/response flexibility, fear YEAR Production Dental care Training Proverbs 19:20 YEAR Be Responsible and deeply Christian in its delivery, modulation, intuition, attention St. Cuthbert’s Listen to advice and accept correction, and in the end you will be wise. worship is invitational, inspiring, span and morality. delivered using a variety of Isaiah 41:10 approaches and is an integral part Outdoor experiences are utilised So don’t worry, because I am with you. of life and the culture of school. A as not only a teaching tool but 3 Emergency Services WMDC Road Don’t be afraid, because I am your God. I 3 recent focus has ensured that this also to support pupils. The Visit Safety Team will make you strong and will help you; I is driven by the pupils. Ministries Be will support you with my right hand that school offers dedicated Forest Be Courageous Police, fire service or Be bright be Be Forgiving are now in place, adding another School teaching sessions as well health professional. seen Compassionate saves you. dimension to pupil leadership, as providing opportunities for with opportunities to plan, lead pupils to experience the and evaluate worship. Plans link Modern Resilience outdoors and become involved Aspirations Social Justice Medieval or with the church and the wider in the school’s allotments and Health and MiddleValuesAges & Diversity community to ensure diversity, the rearing of chickens. This Wellbeing Perceptions relevance in today’s society and gives pupils a sense of well- opportunities to engage. Pupils recognise that worship provides being and belonging which has Y2 Class Be Responsible led to children being more A Brief History of Time My Family Tree (1950 – The British RoyalWorshipFamily Space Travel (1969 – meaningful opportunities to contribute to their spiritual resilient, self-confident and st Parents invited YEAR (15000mya – 21Luke century)6:31 present) (1930 – present) present) YEAR development and engage more effective when working in Do for othersChronology just what – youLocate want them to Chronology – Chronology – Chronology – Locate thoughtfully in the process. There teams. The element of risk do for you. are varied and interactive prayer on a timeline Complete a family Complete a family tree on a timeline taking afforded by Forest School and reflection activities on offer to EvidencePhilippians – Introduce 2:4 tree (3 generations) (3 generations) Evidence – Introduce education has meant that all pupils which they find helpful Do not be terminterested ‘sources’ only in your own life, Evidence – Introduce Evidence – Introduce term ‘sources’ 2 children are making healthier but be interested in the lives of others. 2 and supportive. Links are strong behaviour choices in the Significance- How old term ‘sources’ term ‘sources’ Significance- Y1 Class with the local church community Worship playground. is the earth? Significance- Significance- Societal Realisation of a and pupils are enabled to engage Relationships Be changes PCSO Workshop dream Parents invited in the Eucharist in creative and Be Forgiving Be Courageous Following the Christian ethos, in Compassionate Stranger Danger innovative ways, supported by our Christmas Production particular the message from the Modern local incumbent. Developing talents Parable of the Talents, the and providing Social Justice Resilience Diversity Aspirations Through developed strong links school strives to nurture and opportunities Modern Modern with the local church community, develop pupil’s talents and Values & Health and interests through a range of Perceptions Wellbeing partnerships are extremely strong initiatives and activities such as a and forward thinking. Church YEAR leaders regularly lead worship and broad academic curriculum TraditionalEmergency Nursery ServicesRhymes Y1 Phonics Stories Passed through the My Family – linked to ‘OwlBabies’ YEAR Be Responsible are involved in the annual allowing children to gain solid Visit Workshop Ages planning of the school’s foundations and to discover and Police, fire service or Parents invited programme also offer practical develop their talents, health professional. Chronology – distinguishChristmas Production between past and Developingpresent talents and providing support and encouragement. As Celebrating Us assemblies, well as school led events at St. 1 EYFS Class Worship Evidence – use items to talkopportunities Howards Got Talent 1 Cuthbert’s Church, the school also PCSO Workshop Big Bird Watchabout the past competition, supporting and Parents invited Be attends church planned events Be Courageous Significance - ask questions Be Forgiving celebrating outside Stranger Danger Environmental work Compassionate throughout the year in addition to achievements. Pupils with about the recentpast recentpast this and events across the intense and challenging training community. Diversity and/or rehearsal commitments Resilience Social Justice Aspirations outside of school are also Health and Values & supported. Wellbeing Perceptions EYFS Emergency Services Visit Balanceability Police, fire service or health professional. Be Responsible Cycling course Be Respectful EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ 50 things to experience before

1. Take part in the 2. Have your art work you leave Ackworth Howard… school sports day and displayed in the win house points. classroom or corridor.

3. Be a pupil leader on 4. Compete for a 5. Raise money for our 6. Grow vegetables in 7. Perform, sing and 8. Decorate an Easter 9. Visit a castle as 10. Learn to swim 25 one of our many pupil school sport team in partner school in our garden and cook dance in the Year 6 bonnet or build an part of your learning metres and basic life leadership groups and any sport. Tanzania. them in our kitchen. end of year egg race vehicle. in history. saving skills. make a difference! production.

11. Visit the theatre 12. Learn how to 13. Dress up for 14. Listen to an 15. Show resilience 16. Sing your heart 17. Join the school 18. Attend a school to see a play or build a fire and toast World Book Day and author during a visit and learn strategies out at Sheffield Arena code club and learn church service for pantomime. marshmallows on it. share your book to school and write to solve maths for Young Voices. how to program and Christmas or Easter. reviews. creatively. problems. code.

19. Complete one of 20. Learn map 21. Attend a 22. Perform in the 23. Have your writing 24. Write a letter to a 25. Compete in a class 26. Take a leap of our many reading reading and apply remembrance day Key Stage 1 Christmas published in a book as celebrity or someone Times Tables faith on the Giant challenges. your skills on our service in Ackworth. Nativity play. a young author. you aspire to be. Rockstars battle. Swing at Robinwood orienteering course. Residential.

27. Care for and feed 28. Take part in a 29. Use your right to 30. Earn a certificate 31. Visit the houses of 32. Learn about Luke 33. Learn how to ride 34. Have a visit from the school chickens, community litter pick democracy and vote for completing the parliament with the Howard the namer of a bike through our the police, fire service guinea pig and to support the village. in a school election. social action school council. the cloud types. balanceability lessons. or health tadpoles. challenge. professional.

35. Join one of our 36. Compete in 37. Become a 38. Donate food to 39. Begin to learn the 40. Play a musical 41. Earn afternoon 42. Work together to many after school Howard’s Got Talent. playground buddy and the school Food Bank language of Spanish instrument in a tea for excellent build a shelter in the activity clubs and take look after others. and offer service to through our lessons. musical extravaganza. behaviour and forest school area. part. others. attitude.

43. Visit a place of 44. Visit a museum to 45. Learn to speak 46. Work together 47. Retrace the steps 48. Take part in 49. Listen to live 50. Be nominated for worship on a trip for enhance your learning some Swahili the with your parents in of St Cuthbert on our Howard Day to music by visiting living the Christian Religious Studies. in a topic. language of Tanzania. inspire mornings. Northumberland celebrate the history musicians or a school values. residential. of our school. trip. The Early Years The Early Years

Why are the Early Years important? Mind In Early Years we plan our environment to support “Every child deserves the best possible start in life and the our chosen topic. Our thematic approach allows support that enables them to fulfil their potential. Children children to explore links across the curriculum; develop quickly in the early years and a child’s experiences enhancing and exciting their learning. Our between birth and age five have a major impact on their future curriculum values promote all areas of learning, life chances. A secure, safe and happy childhood is important in cradling and nurturing all talents; art, sport, its own right. Good parenting and high quality early learning mathematics and literacy. The curriculum is together provide the foundation children need to make the designed to recognise children’s prior learning most of their abilities and talents as they grow up” from previous settings and their experiences at (2017 Statutory Framework for the Early Years Foundation home, provide first hand learning experiences, Stage (EYFS) whilst allowing the children to build resilience, ambition and integrity. Positive experiences in their early years can benefit children in Body developing their social skills and their ability to learn, and good The learning environment in Early Years allows quality childcare has been shown to benefit children right children to access the curriculum in a safe and through primary school. The Early Years is called the supported manner. The environment reflects the Foundation Stage because it gives a secure foundation for current needs of the children and constantly future learning. Childhood is important and we want all adapts to ensure it meets their ever changing children at Ackworth Howard to have many enjoyable, needs. Every child is recognised as a unique successful and satisfying learning experiences. We aim to individual and we celebrate and welcome develop positive attitudes to learning in all our children. differences within our school community. The ability to learn is underpinned by the teaching of All children learn best from experiences that are suitable for basic skills, knowledge, concepts and values. We their stage of development. At the heart of the EYFS is the provide enhancement opportunities to engage principle that young children need to play in order to have fun, learning and believe that our first experiences of make friends and to begin to learn and understand about the school should be happy and positive, enabling us world around them. Through play children can develop their to develop a lifelong love of learning. confidence for learning, social skills needed for personal development, and skills needed for writing, counting and Spirit exploring their environment. In that way children become In Early Years we promote values which enable more independent and are able to tackle simple problems. children to develop life skills such as: determination, teamwork, independence, respect, kindness, gratitude and consideration. Throughout Our aims their time in EYFS, the children develop a sense of belonging to our school community. They have the In the Early Years at Ackworth Howard we aim for all children to confidence and skills to make decisions and self- access a broad and balanced curriculum that gives them the evaluate, make connections and become lifelong broad range of knowledge and skills needed for good progress learners. through school and life. We will ensure quality and consistency in teaching and learning so that every child makes good progress and no child gets left behind. We will develop close partnership working between practitioners and with parents and/or carers. Every child will be included and supported through equality of opportunity and anti discriminatory practice

Together we will create a culture of innovation and challenge which will enable our youngest children to flourish and grow into independent, creative and confident learners. ACKWORTH HOWARD ‘Providing opportunities for growth in EARLY YEARS mind, body and spirit.' RECEPTION - NURSERY

PSHE

• Exploring the importance of others looking after our mind, body and • Exploring the importance of others looking after our mind, body and and how to love them well. spirit to stay physically and and how to love them well. spirit to stay physically and • Understanding how to process emotionally healthy. • Understanding how to process emotionally healthy. negative emotion and choose • Knowing there is a way through negative emotion and choose • Knowing there is a way through forgiveness to restore every situation no matter how forgiveness to restore every situation no matter how relationships. impossible it may seem. relationships. impossible it may seem. • Unpacking how to bravely • Learning how important, valued • Unpacking how to bravely • Learning how important, valued communicate truth and be proud of and loved we are. communicate truth and be proud of and loved we are. who we are. who we are. • Understanding the power of • Understanding the power of

Personal, Social and Emotional Development

• Resolving conflicts group • Relationships • Adapting behaviour • Confidence to speak to others • Collaboration • Independence • Relationships • Boundaries and behavioural • Showing sensitivity • Feelings • Personal needs • Responding to others • Behavioural expectations expectations. • Confident to try new activities • Communicate about home • Explains knowledge and asks • Initiates conversation • Behaviour and consequences • Independence questions • Self image • Positive relationships • Taking turns and sharing • Resolves conflicts • Effect of own actions • Asking for help • Initiates play • Self image • Find a compromise • Changes in routine • Responsibility • Effect of own actions • Confidence • Tolerate delay • Extend and elaborate play • Negotiate and problem solve • Confidence • Turn taking • Confidence to speak in a

Communication and Language

• Maintains attention • Introduce storyline into play • Listen to others in a small group • Begin to understand why and how • Responds to two part • Listen attentively • Respond to instructions questions instructions • Answer how and why • Use familiar vocabulary • Question why things happen • Joins in with repeated refrains • Maintains attention • Uses language for play questions • Understands the use of objects • Listens and responds to others • Maintains attention • Awareness of listeners needs • Retell past events in correct order • Use language in play • Follow a story without props • Anticipate key events • Listens to stories with increasing • Attention span • Links statements to theme • Follow instructions for several attention and recall • Responds to instructions • Attention span ideas • Understand prepositions • Introduces storyline into play • Listens and responds • Use past, present and future • Uses talk to connect ideas • Focusing attention • Talk to organise and clarify forms accurately thinking • Can listen and do • Follow instructions Physical Development

• Experiments with movement • Move confidently and • Moves freely • Shows increasing control • Shows increasing control negotiate space • Washing and drying hands • Jumps and lands appropriate • Uses pencil to form • Manage basic hygiene and • Runs skilfully • Experiment with movement recognisable letters personal needs. • Draws lines and circles • Transports equipment safely • Dresses with help • Eats a range of food • Transports equipment safely • Handle equipment and tools • Mounts climbing equipment • Travels with confidence • Negotiates space effectively • Walks downstairs carrying small • Handles tools safely • Travels with confidence • Importance of good health object • Shows preference for dominant • Uses simple tools • Control and coordination • Tells adult their needs hand • Follows safety measures • Manage basic hygiene and • Can catch a ball • Begins to form letters • Jumps and lands appropriately personal needs. • Holds pencil between thumb and • Need for safely when tackling new two fingers challenges • Handles tools safely • Copies some letters • Eat a range of healthy food • Observes effect of activity on their • Safety and risk taking bodies

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD ‘Providing opportunities for growth in EARLY YEARS mind, body and spirit.' RECEPTION - NURSERY Literacy

• Hears and says initial sounds words which match spoken sounds • Enjoys rhyming activities • Gives meaning to marks they make • Links sounds to letters • Read and write some common • Listens to stories and poems • Continues a rhyming string • Give meaning to marks they make irregular words • Sometimes gives meaning to marks • Can segment the sounds in simple • Can segment sounds in simple • Read and write some common • Awareness of rhyme and words words irregular words alliteration • Knows information can be retrieved • Begins to read words and simple • Write simple sentences that can be • Joins in with repeated phrases from books and computers sentences read by themselves and others • Interest in illustrations and print in • Writes own name • Uses some clearly identifiable • Uses some clearly identifiable environment letters to communicate meaning letters to communicate meaning • Handles books carefully • Write own name/captions • Sometimes gives meaning to marks • Uses vocabulary influenced by • Recognises rhythm in spoken words books • Listens to stories with increasing • Knows information can be retrieved attention and recall from books • Holds books correctly • Uses some clearly identifiable • Ascribes meaning to marks they see letters to communicate meaning • Suggests how a story might • Write own name/captions end • Use phonic knowledge to decode • Describe story setting regular words • Recognise familiar words • Break the flow of speech into words • Ascribes meaning to marks they see • Write short sentences • Hears and says initial sound in • Read and understand simple words sentences • Links sounds to some letters • Talk about what they’ve read • Use phonic knowledge to write

Mathematics

• Recognising numerals • Addition by counting on • Use number names environment • Counts objects which can’t be • Recreate patterns • Show interest in shape and space • Talks about shape of everyday moved • Recognise characteristics of shape • Recites numbers in order to 10 objects. • Counts objects to 10 and beyond • Subtraction by counting back • Knows numbers identify how many • Recognises numbers of personal • Finds the total • Solve problems involving doubling objects in a set significance • Says one more • Use everyday language related to • Compares two groups of objects • Recognises numbers 1-5 • Begins to use 2D/3D shapes time and money • Use shapes for tasks • Count up to 10 objects names • Solve problems involving halving • Shows interest in number problems • Count out up to 6 objects from a • Estimate and sharing • Separates a group of objects in larger group • Use addition vocabulary • Use everyday language related to different ways • Orders items by length, height, • Orders items by length and height weight and capacity • Shows interest of numerals in the weigh etc. • Recognise patterns environment • Counts objects that cant be moved • Use subtraction vocabulary • Uses positional language • Select the correct numeral 1-10 • Count reliably 1-20 • Represents numbers in different • Count irregular arrangements • Place numbers in order ways • Find one more and one less • Marches numeral and quantity • Shape names • Understands anything can be • Order familiar events counted • Interested in shape in the

Understanding of the World

• Family customs and routines • Recognise range of technology • Familiar people • Changes over time • Similarities and differences • Past and present • Shows care and concern for • Information can be retrieved from • Completes a simple program on • Similarities and differences environment computers a computer • Patterns and change • Interest in technological toys • Enjoys family customs and routines • Family customs and routines • Environmental features • Significant events • Similarities and differences • Similarities and differences • Technology use for particular • Different occupations • Complete simple program on the • Interact with age appropriate purposes • Talk about observations computer computer software • Past and present • Operates simple equipment • Enjoys family customs and routines • Family customs and routines • Similarities and differences • Recognise special times • Similarities and differences • Similarities and differences • Patterns and change • Ask questions about the world • Age appropriate computer software • Interact with age appropriate • Environmental features • Making toys work computer software • Technology use for particular • Similarities and differences • Shows sensitivity to differences purposes • Why things happen/How things • Make observations and talk work about change

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD ‘Providing opportunities for growth in EARLY YEARS mind, body and spirit.' RECEPTION - NURSERY

Art and Design

• Experiments to create different • Plays cooperatively in a group • Ring games • Make up rhythms textures • Think about uses and purposes of • Constructs using different materials • Create props for role play • Understands that different media materials • First hand role play • Build up repertoire of songs and can be combined • Experiment with colour, design • Builds stories around toys dances • Creates simple representations and texture • Sing familiar songs • Explore different instruments and • Builds a repertoire of songs and • Represent own ideas, thoughts • Captures experiences using a range sounds dances and feelings of media • Explore colour mixing • Manipulates materials • Explore tools, techniques and • Makes enclosure and space using • Construct with purpose • Constructs with a purpose materials construction • Create simple representations • Choose colours for purpose • Represent own ideas, thoughts • Moves rhythmically • Choose particular colours for • Plays alongside others and feelings • Moves in response to music purpose • Constructs with a purpose • Joins construction pieces together • Experiments to create different • Uses simple tools and techniques • Movement to express feeling textures competently • Imitate adults • Combines different media • Selects appropriate resources • Taps out repeated rhythms • Uses simple tools and techniques • Explores how sound and colour can • Selects appropriate resources be change • Introduces storyline into play • Initiates new combination of • Understands lines can be used to • Plays cooperatively movement enclose a space • Introduce storyline or narrative • Make up simple songs into play • Selects tools and techniques to shape, assemble and join • Sing songs, make music and dance

Religious Education

• Why is the word God so • Which places are special and • God and Me Focus important to Christians? why? • Why do Christians perform • Where do we belong? Nativity plays? • Which stories are special and why? • Why do Christians put crosses in the Easter garden?

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Mathematics Mathematics

Mind Why is Mathematics important? Mathematics at Ackworth Howard school is carefully designed to inter-connect, coherently progress and provide solutions to intriguing ‘A person who never made a mistake never problems. Children develop critical thinking skills tried anything new.’ throughout their time in school, through becoming Albert Einstein fluent in the fundamentals; having regular opportunities to reason and solve problems. This leads to a better understanding of the world around Mathematics is a fundamental part of human thought and them; an enduring curiosity and ambition to logic, and integral to attempts at understanding the world and improve continuously. The carefully mapped ourselves. It provides an effective way of building mental opportunities for learning across other subjects, discipline and encourages logical reasoning and mental rigor. ensures a deep-rooted understanding of In addition, mathematical knowledge plays a crucial role in Mathematics within real contexts. understanding the contents of other school subjects such as science, design technology and even music and art. Body Science, technology and engineering, so essential to the The Mathematics curriculum is designed to enable future success of our country, cannot thrive without people learners to build a resilient nature and persevere having a solid mathematics foundation. with challenging problem-solving and reasoning skills that can be applied to all aspects of their The importance of a solid mathematics education goes much learning and life. It will enable children to develop beyond the current conversation of improved proficiency on their emotional intelligence as well as their logical test scores. Mathematics provides the critical ability to learn capability, to equip them with the tools for life- and think logically in any field of endeavour. The skills of long learning. learning today are more important than knowledge, which is so readily available on the Internet. Spirit Studying mathematics will not only develop more engineers Through a challenging and engaging Mathematics and scientists, but also produce more citizens who can learn curriculum, learners will thrive in the community and think creatively and critically, no matter their career of their class, demonstrating how to work with choices. The workforce of tomorrow, in all fields, will demand others to achieve the best possible outcomes it. through supporting themselves and others. They will be confident to embrace change and welcome challenges as a result of their resilient natures. Our aims At Ackworth Howard J&I School, we believe that our Mathematics curriculum should develop: the mind (creative Careers and critical thinkers, continuous improvement, foundations Careers that include the use of Mathematics: for understanding the world and curiosity of it); body • Research Scientist (emotional intelligence and the ability to persevere with a • Finance Industry resilient nature to any problems); and spirit (understanding • Accountancy how to thrive in the community of their class, working with • Statistician each other to embrace change and challenge) of each child. • Meteorologist • Maths Teacher • Software engineer • Quantity survivor • Research Scientist Y6 ADDITION Y6 SUBTRACTION Y6 Y6 DIVISION Y6 CALCULATING WITH ACKWORTH HOWARD MULTIPLICATION FRACTIONS & DECIMALS LEARNING JOURNEY ‘Providing opportunities for Column Column method with Column multiplication • Short division • Addition & subtraction of fractions with addition: range regrouping: range of • Long division different denominators and mixed growth in mind, body and of large large numbers/decimals (up to 4 numbers MATHS spirit.' numbers/ digits by 2 • Multiplication of pairs of proper decimals digit inc. fractions - answer in its simplest form remainders) • Multiplication and division of numbers by 10, 100 and 1000 -answers up to 3dp • ‘Flip and kiss’ to divide fractions by whole numbers • Short division method with decimal numbers

Y6 ADDITION/ Y6 MULTIPLICATION/ DIVISION Y6 FRACTION KNOWLEDGE Y6 SHAPE &GEOMETRY Y6 STATISTICS Y6 MEASURES Y6 ALGEBRA Y6 RATIO &PROPORTION SUBTRACTION KNOWLEDGE • Compare and order fractions, including fractions >1. • Compare & classify geometric shapes based on their • Interpretand • I can calculate, estimate and compare volume of • Express missing • Solve problems involving the KNOWLEDGE • Identify common factors, common • Use common factors to simplify fractions;use properties/sizes construct: cubes and cuboids using standardunits. number problems relative sizes of twoquantities • Perform mental multiples and prime numbers. common multiples to express fractions in the same • Find unknown angles in triangles, quadrilaterals, & regular pie charts; • Convert between miles & km. algebraically and where missing values can be calculations, with • Perform mental calculations, denomination. polygons. line graphs • Convert between standard units, of length, mass, use simple found by using integer mixed operations Use including mixed numbers and • Recall and use equivalences between simple • Draw 2D shapes using given dimensions & angles. and use volume and time formulae. multiplication and division • knowledge of the large numbers. fractions, decimals and percentages • Describe positions on the full coordinategrid these to • Solve problems involving the calculation and • Find pairs of facts. order of operations • Multiply 4dnumbers by 2d whole • Add and subtract fractions with different • Draw & translate simple shapes on the coordinate plane solve conversion of units of measure to 3dp. numbers that • Solve problems involving the calculation of percentages of Y6 NUMBER &PLACE to carry out numbers using long multiplication. denominators and mixed numbers, using the and reflect them in the axes problems • Recognise when it is possible to use the formulae for satisfy number whole numbers or measures VALUEKNOWLEDGE calculations • Divide 4d numbers by 2d whole concept of equivalent fractions. • Recognise, describe, build simple 3D shapes & make nets . • Calculate & area & volume of shapes. sentences with sucas 15% of 360 and the use • Read, write, • Use estimationto numbers using long division; • Multiply simple pairs of proper fractions, writing the • Recognise angles where they meet at a point, on a straight interpret the • Recognise that shapes with the same areas can have twounknowns. check answers to interpret remainders as whole mean as an different perimeters and viceversa. of percentages for comparison. order and answer in the simplestform. line, or are vertically opposite, and find missing angles. calculations Solve number remainders, fractions, or • average • Calculate the area of parallelograms and triangles. compare Divide proper fractions by whole numbers. • Illustrate and name parts of circles, including radius, diameter • addition& by rounding • Calculate decimal fraction equivalents, for simple numbers up to and circumference; know that the diameter is twice the subtraction multi- fractions radius. 10,000,000and step problems in determine the contexts, deciding value of each which operations& digit. methods • Use negative numbers in context and Revision and calculate Investigations – intervalsacross YEAR consolidation – prep for KS3 zero informed by GAP • Round any whole number analysis to the required degree of accuracy 6 Y5 ADDITION Y5 Y5 Y5 DIVISION Y5 CALCULATING WITH FRACTIONS SUBTRACTION MULTIPLICATION Place value Column Column multiplication • Short division • Part whole models lead to addition & subtraction of fractions with the same denominator & counters leading method with (up to 4 digits multiples of thatnumber to column regrouping: by 1 digit inc. • Bar models lead to converting mixed numbers to improper fractions addition: THTO.TH THTO.TH remainders • Repeated addition of fractions, leading to multiplication of proper fractions and mixed numbers by whole numbers

Y5 NUMBER & PLACEVALUE Y5 ADDITION/ Y5 MULTIPLICATION/ DIVISION KNOWLEDGE Y5 FRACTION KNOWLEDGE Y5 SHAPE &GEOMETRY KNOWLEDGE • Identify multiples & factors including • Know angles are measured in degrees; estimate SUBTRACTION • Identify, name & write equivalent fractions Y5 STATISTICS Y5 MEASURES • Count forward/back in powers of finding all factor pairs of a number and & compare acute, obtuse & reflex angles. KNOWLEDGE represented visually, inc. tenths &hundredths. • Complete, read • Measure & calculate the 10 to to 1,000,000. • common factors of two numbers. • Identify angles at a point on a straight line & ½ a Add &subtract • Read & write decimal numbers as fractions, e.g. and interpret perimeter of composite rectilinear Count in thousandths • Multiply and divide numbers mentally turn (total 180 ), at a point & one whole turn • mentally 0.71 = 71/100. information in: shapes (cm and m) • drawing upon known facts. (total 360 ) and identify other multiples of 90 . • Interpret negative numbers, Add & subtract4d • Convert mixed numbers to/from improper tables,including • Calculate & compare the area of • Establish whether a number up to 100 is • Draw given angles, & measure them in degrees count forward/back through whole numbers fractions timetables rectangles using cm2 & m2: prime and recall prime numbers up to 19. • Identify, describe and represent the position of a zero. using column • Compare and order fractions whose denominators • Solve comparison, estimate the area of irregular • Multiply and divide 4d numbers by a 1- shape following a reflection or translation, • Read Roman numerals to1000 method are all multiples of the samenumber. addition & shapes. • digit or 2-digit number using a formal • Distinguish between regular & irregular and recogniseyears Use rounding to • Round decimals with 2dp to the nearest whole difference • Estimate volume (e.g. using 1 cm3 methods and interpret any remainders polygons • Read, write, order andcompare check answers number and to one dp. problems using blocks to build cubes, including • Solve multi-step appropriately • Identify 3D shapes, inc. cubes & other cuboids, numbers to 1,000,000 • Read, write, order and compare numbers with up information cuboids) & capacity (e.g. using problems in • Multiply and divide whole and decimal to 3dp from 2D representations water). • Round any number up to presented in aline context, deciding numbers by 10, 100 and 1000. • Recognise %; understand that % represents • Use the properties of rectangles to deduce • Convert between different units of 1,000,000 to the nearest 10,100, graph which operations& • Recognise and use square and cube parts/hundred. Write % as a fraction with related facts & find missing lengths &angles. metric measure (km/m; cm/m; 1000, 10000 or 100000 methods to use numbers, includingnotation. denominator 100, & as a decimal. cm/mm; g/kg; l/ml). • Solve problems inv. converting between units of time. • I understand & use approx. equivalences between metric units and common imperialunits YEAR 5

Y4 ADDITION Y4 SUBTRACTION Y4 MULTIPLICATION Y4 DIVISION Y4 CALCULATING WITH FRACTIONS

Place value Column method Column • Division with a remainder • Part whole models leading to addition and subtraction counters leading with regrouping: multiplication • Short division (up to 3 digits of numerators beyond one whole with the same to column THTO introduced with by 1 digit) denominator addition: THTO place value counters

Y4 NUMBER &PLACE Y4 ADDITION/ SUBTRACTION Y4 MULTIPLICATION/ DIVISION KNOWLEDGE Y4 FRACTIONKNOWLEDGE Y4 SHAPE & GEOMETRY Y4 STATISTICS Y4MEASURES VALUE KNOWLEDGE KNOWLEDGE • Recall multiplication & division facts > 12x12. • Show, using diagrams, families of common equivalent • Classify geometric shapes, inc. quadrilaterals & • Interpret and • Read, write and convert time • Count back through • Add and subtract numbers • Use factor pairs and commutativity in mental fractions. triangles, based on their properties/sizes. presentdiscrete between analogue and digital zero to include with up to 4 digits using calculations. • Add & subtract fractions with the same denominator. • Describe positions on a 2D grid as coordinates in and continuous 12- and 24-hour clocks. negative numbers column methods where • Multiply & divide 2-digit and 3-digit numbers • Divide 1-digit or 2-digit number by 10 & 100 the first quadrant data using bar • Measure and calculate the • Count in multiplesof 6, appropriate. by a 1-digit number using formal written • Count up and down in hundredths; recognise that • Identify lines of symmetry in 2D shapes charts & time perimeter of a rectilinear figure 7, 9, 25 and 1000. • Estimate and use inverse methods (no remainder) hundredths arise from dividing into one 100 equal presented in different orientations. graphs (including squares) in cm and m. • Read Roman operations to check answer•s Use place value, known and derived facts to parts/dividingquantities by 100. • Complete a simple symmetric figure along a line • Solve comparison, • Find the area of rectilinear shapes by counting squares. numerals to 100 to a calculation. multiply and divide mentally, including • Write decimal equivalents of any number of tenths or of symmetry sum & difference hundredths • Describe movements between positions as problems frombar • Convert between different units • Find 1000 more/less • Solve addition and multiplying by 0 and 1; multiplying three • Recognise and write decimal equivalents to ¼, ½ and ¾. translations charts, pictograms of measure (e.g. km to m; hr to • Compare/ order subtractiontwo-step numberstogether. problems in contexts, • Round decimals with one decimal place to the nearest • Plot specified points and draw sides to complete & tables min) numbers beyond1000 • Find the effect of multiplying a number with deciding which operations up to 2 d.p. by 10 &100 whole number. given polygon • Round numbers to the and methods to use andwhy • Compare numbers with the same number of d.p. (up to 2) • Identify acute and obtuse angles: compare and nearest 10, 100 or order angles 1000

YEAR 4

Y3 ADDITION Y3 SUBTRACTION Y3 MULTIPLICATION Y3 DIVISION Y3 CALCULATINGWITH FRACTIONS

Place value counters Column method with regrouping: • Arrays • Division with a remainder • Part whole models leading to leading to column HTO • Grid Method • 2digit divided by 1digit addition and subtraction of addition: HTO using base 10 or place numerators within onewhole value counters

Y3 NUMBER & PLACE VALUE Y3 ADDITION/ SUBTRACTION KNOWLEDGE Y3 MULTIPLICATION/ DIVISION Y3 FRACTION KNOWLEDGE Y3 SHAPE & GEOMETRY Y3 STATISTICS Y3MEASURES KNOWLEDGE • Add & subtract mentally with 3-digits and ones/ KNOWLEDGE • Recognise and show, using diagrams•, Recognise 3D shapes in different • Interpret and • Measure the perimeter of simple 2D shapes. • Count from 0 in tens/hundreds • Recall x & / facts for 3, 4 equivalent fractions orientations, describe and make these present data • Read time to the nearest minute from a 12/24-hour digital multiples of 4, 8, 50 and • Add & subtract with 3 digits using column methods and 8 tables. • I can recognise, find and write fractio•ns Draw 2D shapes using: bar clock and an analogue clock, including using Roman 100. (including with measures) • Calculate multiplication & of a discrete set of objects:unit • Recognise angles as a property of charts; numerals from I to XII • 10/100 more orless. • Estimate and check answers using the inverse Count division statements using fractions and non-unit fractions. shape or a unit of turn. pictogramsand • Measure, compare, add and subtract: lengths (m/cm/mm); • Read/write/compare/or • up and down in tenths; recognise that tenths arise known tables (2d x 1d) • Compare and order unit fractions, an•d Identify right angles and relate these to tables mass (kg/g); volume/ capacity (l/ml). der to 1,000 from dividing and object into ten equal parts and in using mental and written fractions with the same denominators. units of turn • Solve 1-step • Record and compare time in seconds, minutes, hours. methods including • Identify angles > or < than a right angle • Place value of 3 digit dividing numbers or quantities by 10. • Add and subtract fractions with the and 2-step • use vocabulary such as o’clock, am/pm, morning, afternoon, • Solve word problems including missing numbers. reasoning with money and same denominator within onewhole•. Identify horizontal and vertical lines questionsusing noon and midnight. number length and pairs of perpendicular and parallel information • Know the numbers of seconds in a minute and the number lines. presented of days in each month, year and leap year. • Compare durations of events

YEAR 3

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD LEARNING JOURNEY ‘Providing opportunities for growth in mind, MATHS body and spirit.'

Y2 ADDITION Y2 SUBTRACTION Y2 MULTIPLICATION Y2 DIVISION Adding three single digits Partitioning to bridge 10 Using number lines to Divisionas show repeated groups grouping Use of base 10 to Counting back in ones using a numberline combine two numbers: Arrays- Division within - partitioning tens & ones Part wholeconnections: finding the difference showing arrays- linked to to add commutative multiplication - adding 10 and adjusting Use of base 10 withand without exchange multiplication - bridging through 10 Repeated subtraction

Y2 MEASURES Y2 Y2FRACTION Y2 SHAPE & GEOMETRY Y2 STATISTICS • Compare and order lengths, mass, and record the results MULTIPLICATION/DIVISION KNOWLEDGE • Identify and describe the • Interpret and using >, < and =. KNOWLEDGE • Recognise, find, properties of 2D shapes, construct: • Recognise and use symbols for pounds (£) and pence (p); • Recall and use name and write including the number of sides pictograms;tally combine amounts to make a particular value. multiplication and factions 1/3, 1/4, and line symmetry in a vertical charts; block • Tell and write the time to quarter past/to the hour and division facts for the 2, 5 2/4, 1/2, 3/4 of a line. • diagrams and draw the hands on a clock face to show these times. Y2 NUMBER & PLACE and 10 tables, including length, shape, set o•f Identify and describe the simple tables • Compare and order volume/capacity and record the VALUE KNOWLEDGE Y2 ADDITION/SUBTRACTION recognising odd and objects, or quantity. properties of 3D shapes, • Ask andanswer results using >, < and =. • Count in steps of 2, KNOWLEDGE even numbers • Write simple including the number of edges, simple • Solve simple problems in a practical context involving 3 and 5 from 0, and • Recall and use addition and • Calculate the fractionsand vertices and faces. questions by addition and subtraction of money of the same unit, in tens from any subtraction facts to 20 fluently and mathematical recognise the • Identify 2D shapes on the counting the including giving change. number, forward derive and use related facts up to statements for equivalence surface of 3D shapes. number of • Choose and use appropriate standard units to estimate and backward. 100. multiplication and • Order and arrange objects in each and measure: length/height in any direction (m/cm); • Read and write • Add and subtract numbers mentally, division within the combinations of mathematical category and mass (kg/g) to the nearest appropriate unit, using rulers numbers to at least including: 2-digit numbers and ones; multiplication tables and objects in patterns and sorting the and scales, 100 in numerals and 2-digit numbers and tens; two 2-digit write them using the x ÷ sequences categories by • Tell and write the time to five minutes, including quarter in words. numbers; adding three 1-digit = signs. • Use mathematical vocabulary quantity past/to the hour and draw the hands on a clock face to • Compare and order numbers • Show that multiplication to describe position, direction • Ask and answer show these times. numbers from 0 up • Show that addition of any two of two numbers can be and movement, including questions about • Choose and use appropriate standard units to estimate to 100; use < > and numbers can be done in any order one in any order movement in a straight line and totalling and and measure: temperature ( C); capacity (l/ml) to the =signs. (commutative) and subtraction of (commutative) and distinguishing between compare nearest appropriate unit, using, thermometers and • Recognise the place one number from another cannot. division of one number rotation as a turn and in terms categorical data measuring vessels. value of each digit • Recognise and use the inverse by another cannot. of right angles for quarter, half • Compare and sequence intervals of time. in a 2 digit number relationship between addition and • Recognise that division is and three-quarter turns • Find different combinations of coins that equal the same subtraction and use this to check the inverse of (clockwise and anti-clockwise) amounts of money. calculations and missing number multiplication and use to • Compare and sort common 2D • Solve simple problems in a practical context problems check calculations. and 3D shapes and everyday • involving addition and subtraction of money of the same objects. • unit, including giving change.

YEAR 2

Y1 ADDITION Y1 SUBTRACTION Y1 MULTIPLICATION Y1 DIVISION

Combining two parts to make a whole: Partitioning to bridge 10 Doubling Sharing objects into groups part-whole model Counting back in ones using Repeated addition of equal groups Division as grouping e.g. I have 12 Starting at the bigger number and a number line sweets and put them in groups of 3, counting on- using cubes, Numicon and Counting in multiples: use cubes, how many groups? Numbers number lines Part wholeconnections: Numicon and other objects in the finding the difference classroom 1-100 Regrouping to make 10 using ten frame

Y1 NUMBER &PLACE Y1 MEASURES Y1 ADDITION/SUBTRACTIONKNOWLEDGE Y1 SHAPE & GEOMETRY Y1 Y1 FRACTIONKNOWLEDGE VALUE • Compare, describe & solve practical • Read, write and interpret mathematical • Recognise and name MULTIPLICATION/DIVISION • Recognise, find and • Count to and across problems for: Lengths/heights, statements + - = common 2D shapes, KNOWLEDGE name a half as one of 100, forward and mass/weight, capacity/volume • Represent & use number bonds & including: 2D, e.g. circles, • Solve one-step problems two equal parts of an backward, beginning • Recognise, count and know the value of related subtractions facts within 20 triangles, rectangles involving multiplication object, shape or with 0 or 1, or from different denominations of coins & • Add and subtract 1- digit and 2-digit including squares and division, by quantity. any given number notes. numbers to 20, including zero. • Describe position, direction calculating the answer • Recognise, find and • Read and write • Sequence events in chronological order • Solve one-step problems that involve and movement, including using concrete objects, name a quarter as one numbers to 100 in • Recognise & use language relating to addition and subtraction, using concrete half, quarter and three pictorial representations of four equal parts of an numerals dates, including days of the week, weeks, objects and pictorial representations, quarter turns and link to and arrays object, shape or • Count in multiples of months, years. and missing number problems shapes quantity. 2s, 5s and 10s • Tell time to the hour, explore • Given a number, minutes, seconds, hours. identify 1 more or 1 less. • Read and write numbers from 1 – 20 YEAR Numbers 1-50 in numerals and words • Compare and order numbers to 100. 1 Numbers 1-20

YR ADDITION YR SUBTRACTION YR MULTIPLICATION YR DIVISION

Numbers 1-20 Combining two parts to make a Take away ones:part Doubling Sharing objectsinto whole: part whole model whole model groups

Starting at the bigger number Counting back in ones and counting on- using cubes, using a numberline numicon and number lines

YR ELG SHAPE, SPACE & MEASURE YR ELG NUMBER Children count reliably with numbers from one to 20, place them in • Children use everyday language to talk about size, weight, order and say which number is one more or one less than a given capacity, position, distance, time and money to compare number. Using quantities and objects, they add and subtract two quantities and objects and to solve problems. They recognise, single-digit numbers and count on or back to find the answer. They create and describe patterns. They explore characteristics of solve problems, including doubling, halving and sharing. everyday objects and shapes and use mathematical language to describe them. Numbers 1-15 & 1-20 Continuous provision provides opportunities to: • practise and improve their skills in counting numbers, calculating simple addition and subtraction problems EYFS Numbers 1-10 • describe shapes, spaces, and measures

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ English English

Why is English important? Mind The English curriculum at our school offers a high quality learning experience for learners. Children On a basic level, studying English allows pupils to access a are taught to speak and write fluently so that they wider range of subjects, opening the door to a wider range of can confidently, coherently and efficiently careers and it gives children the important skills needed to communicate ideas to others and through their navigate through each stage of their lives. reading and listening, others can communicate with them. Reading underpins the fabric of the Through English, children learn to read, write, speak, perform, curriculum with high quality and challenging texts listen, imagine and create. Children are provided with utilised across all subjects so pupils have the opportunities to learn about other peoples’ lives, cultures, chance to acquire knowledge and build on what opinions and experiences, real or imagined; they discuss, they already know. argue and persuade; compare characters’ emotions and feel compassion, empathy and anger for the people they read Body about. English is also a channel for creative minds as they get Based on first hand experiences, our curriculum to experiment with various text types and genres, from the builds confidence and encourages children to Literary Cannon, to the more modern modes of writing. develop their independence, communication skills and collaborative working whilst taking risks in a safe The world our children now find themselves in is full of environment. The unique talents of every child are information; the skill of reading enables them to think embraced. critically and teaches them how to infer and evaluate what is being directed towards them. Reading broadens our Spirit vocabulary and increases our understanding of the English Trust and imagination, the ability to think, reflect Language. It helps us recognise spellings and allows our long- and grow morally and socially and cognitively are the term memory to store these spellings for life. bedrock of our curriculum where we aim to create a safe place for children to learn and express their Through phonics, drama, role-play, arguments and debates inner most thoughts. Through the study of a range of children develop their confidence to speak and listen to stimulating texts, children develop a critical others. These are important life skills which we use everyday understanding of their impact on daily life, society to interact with others, socialise, work collaboratively and live and the wider world around them. our daily lives.

Each and every aspect of English creates the foundations of a Careers child's future. It opens up opportunities and equips them with Careers that include the use of English: the life skills to take their learning and future in any direction • Actor they wish. • Editor • Copywriter • Journalist Our aims • Lawyer • Librarian At Ackworth Howard J&I School, we believe that English • Marketing should develop: the mind (speaking, reading, writing, • Personal Assistant knowledge acquisition); body (communicating emotion); • Politician and spirit (communicating socially and spiritually) of each • Proof-reader child. • Screenwriter • Teacher The Basis of Novel Study ACKWORTH HOWARD Why Novel Study? LEARNING JOURNEY - Challenging and encouraging for all children ENGLISH - Develops and supports a ‘Providing opportunities for growth in mind, creative and stimulating curriculum body and spirit.' - Based on 1st hand experiences Handwriting - Builds confidence, • The pupil can maintain joined legible handwriting in all of their writing. • They write legibly, fluently and with increasing speed by choosing which shape of a independence and risk taking letter to use when given choices and deciding whether or not to join specific letters. • They independently select the writing implement that is best suited for a task (e.g. quick notes, letters). • Adapt style to suit the text / genre, recognising when to use an unjoined style (e.g. for labelling a diagram, for writing an email address or for algebra) and capital What does Novel Study developat letters (e.g. for filling in a form). its core?

Y6 WORD READING Y6READING Y6READING - All forms of communication Y6WRITING Y6 WRITING • Read most wordscontaining • Use knowledge of prefixes to explain the • Draw inferences such as inferring characters’ feelings, • The pupil can write effectively for a range of purposes and • Use a range of devise to build cohesion (e.g. taught suffixes meaning of most words containing them thoughts and motives from their actions, and justifying - Oracy and language audiences selecting language that shows good awareness of conjunction, adverbials of time and place, pronouns, • Read and comprehend most • Retrieve, record and present information from inferences with evidence the reader synonyms) within and across paragraphs. - Imagination – the ability to words from Y5/6 statutory lists non-fiction • Provide reasoned justifications for their views • In narratives, describe settings, characters and atmosphere • Use verb tenses consistently and correctly Y6 READING • Summarise the main ideas, identifying key details • Make predictions from details stated and implied • Integrate dialogue in narratives to convey character and throughout their writing think, reflect and grow • Check a text makes sense and and using quotations for illustrations • Appraise a text quickly and gather its overall meaning advance the action • Use punctuation taught at KS2 mostly correctly self-correct when appropriate • Explain and discuss their understanding of what • Evaluate how authors use language, including figurative morally, socially and • Select vocabulary and grammatical structures that reflect • Spell correctly most words from the Y5/6 spelling list • Work our the meaning of they have just read, drawing reasons inferences language, considering the impact on the reader what the writing requires, doing this mostly appropriately. and use a dictionary to check unknown words from the and justifying these with evidence • Make comparisons within and across texts cognitively context • Discuss their understanding of, - Deep analysis and explore, the meaning of Autumn : World War 2/Diversity/Values & Spring: Tudors/Ancient Greece/Social Justice/Health Summer: Global Warming/North - Trust – creates a safe place for words in context & Wellbeing Perceptions Writing America/Resilience/Aspirations children to express their inner SP&G Writing Writing • Ready to Write – • Diary – Anne Frank SP&G SP&G • Narrative – Alternative Ending • Explanation – Global Warming most thoughts Book bands – Ruby Recap of Year 5 • Non Chronological Report – The • Punctuation 1 • Consolidation • Leaflet – Greece Tourist SPAG Holocaust • Active and • Formal Letter – Global Brochure • Synonyms and • Narrative – Blitz Passive Warming • Balanced Argument – Corporal What is the pedagogy behind it? Antonynms • Poetry – War Poems • Formal and • Information Text – North • Word Classes Punishment America YEAR • Informal Letter – Evacuation Informal - Immersive – engagement • Subjunctive Form • Punctuation 2 • Biography – Henry VIII • Narrative – Grand Canyon • Discussion – Was it right to • Hyphens • Poetry – Sonnets Mystery evacuate? Book bands – Emerald - Reader Response Theory • Newspaper - Macbeth • Poetry - Narrative - Mastery – deep analysis and

Handwriting questioning, reasoning with • The pupil can maintain joined legible handwriting in all of their writing. evidence 6 • They increase the speed of their handwriting so that problems with forming letters do not get in the way of - AfL – develops alongside the writing down what they want to say. • They understand what standard of handwriting is children’s reactions appropriate for a particular task, e.g. quick notes or a Summer Term: World War 1 final handwritten version. - 4 Cs – Communication, /Sustainability/Resilience/ • They confidently use diagonal and horizontal joining strokes throughout their independent writing in a Collaboration, Critical thinking Aspirations legible, fluent and speedy way. and Creativity Writing - Holistic – covers allgenres, • Letter / Diary in role Y5 WORDREADING Y5 READING – in age appropriate Y5 READING – in age appropriate text Y5 READING – in age Y5 WRITING Y5 WRITING Y5 WRITING • Discussion/P4C – Do the means • Read many words text • Explain and discuss their understanding appropriate text • Write for a range of purposes and • Integrate dialogue in • Verb forms used writing process develops justify the end? containing taught • Discuss their of what they have just read, drawing • Discuss and audiences narratives to convey accurately and appropriate tense • Newspaper Report suffixes understanding of, and reasoned inferences and justifying these evaluate how • Some evidence of selecting character and/or advance naturally, responses explore, the meaning of action choice maintained • Biography – Women/Space • Read andcomprehend with evidence authors use vocabulary and grammatical many words from the words in context • Understand aspects of narrative language, including structures that reflect what the • Using some cohesive devices, including use of modal - reflect deeper understanding • Poems on a theme – Y5/6 statutory word • Use knowledge of taught structure including how chapters link figurative writing requires (e.g. using including use of adverbials verbs Aspirations/dreams Use the full range of of language and context list prefixes to explain the together and how the passing of time is language, contracted forms in dialogue in (time, place and number), • • Recount – UFO / Aliens punctuation taught in Y5 READING – in age meaning o most words conveyed to the reader considering the narrative; using passive verbs to within and across sentences appropriate text • Retrieve ad record • Draw inferences such as inferring impact on the affect how information is • and paragraphs Use of lower KS2 mostly • Check text makes information from non- characters’ feelings, thoughts and reader presented; using modal verbs to complex structures including correctly: Full stops; SP&G sense, self correcting fiction texts motives from their actions, and • Explore howwrites suggest degrees of possibility) the use of relative clauses. Capital letters; • Summarise the main Exclamation Marks; • Commas, when appropriate justifying inferences with evidence use language fro • In narratives, describe settings, • Sentence structures are ideas drawn from more Question Marks; • cohesion. • Work out the meaning • Provide reasoned justifications for their comic and characters and atmosphere varied throughout text. than one paragraph, • Apostrophes for • Prefixes, of unknown words views dramatic effects • Some use of adverbs, preposition Using a wider range of identifying key details singular and plural • Suffixes from the context • Make predictions from details stated • Make comparisons phrases and expanded noun conjunctions (Subordinating that support the main and implied within and across phrases effectively to add detail, and co- ordinating) to join possession; Inverted ideas sentences with morethan commas; Commas used • Appraise a text quickly and gather its text qualification and precision • Book bands – Ruby overall meaning one clause to mark fronted adverbials and in a list • Inverted commas used Spring Term: Industrial Revolution/Rainforests/Social Justice/Health & Wellbeing Autumn Term: Kingdom of Benin/Brazil/Diversity/Values & Perceptions mostly correctly Writing Writing SP&G SP&G YEAR • Play scripts / Drama • Parenthesis • Stories from Faraway places – • Ready to Write • Classic poetry – Narrative • Expanded Noun Africa / South America • Relative Clauses poems Phrases • Performance Poetry • Modal Verbs • Persuasive writing • Tenses • Non-chronological reports • Adverbs • Narrative – Adventure (Benin / Brazil) • Information – Rainforests • Blogs – Travel writing /Recount Book bands – Topaz • Persuasion – Sources of energy • Short stories 5 Summer: Romans/ Earthquakes/ Handwriting • Ensure that the downstrokes of letters are parallel and Resilience/Aspirations equidistant and that lines of writing are spaced sufficiently so that the ascenders and descenders of Writing letters do not touch. • Instructions: Staying • Understand which letters should be left unjoined safe • Increase the legibility, consistency and quality of their handwriting • Letters • Confidently use diagonal and horizontal joining strokes • Narratives throughout their independent writing to increase fluency. • Newspaper reports • Fluent, joined handwriting should be used throughout • Play scripts independent writing. • Myths • Poetry Y4 WRITING Y4WORD Y4 READING – in age Y4 READING – in age Y4WRITING Y4 READING – in age appropriate text Y4WRITING • Commas used to mark fronted READING appropriate text • Using a range of conjunctions SP&G • Identify main ideas drawn from more than appropriate text • Write effectively for a range of purposes. adverbials – mainly correctly. • Readmost • Check that the • Explore how (Subordinating and co- • Standard English one paragraph and summarise these • Features of text type or genre are appropriate • Using different verb forms words text makes sense, different texts ordinating) to join sentences • Paragraphs to • Retell main points, discuss characters for task e.g. layout, verb form and which are mostly accurate self correcting appeal to with more than one clause organise idea containing feelings, behaviour, relationship and make • formality. (present and past progressive, whenappropriate readers by • Capital letters, full stops, around a theme taught judgements • In narratives, describe settings and characters. present perfect and ing verbs). • Explain the using varied question marks and • Determiners suffixes • Explain what they have read, drawing • Use expanded noun phrases, adverbs and Spelling KS1 common meaning of many sentence exclamation marks • Suffixes: -ation, -ly, - • Read and inferences characters’ feelings, thoughts adjectives for precision, clarity and • exception words correctly. words in context structuresand consistently used accurately. ous, -tion, -sion, - comprehend and motives from their actions, and • impact. Spelling most words correctly Use knowledgeof descriptive (Correct sentence boundary ssion, -cian most words • justifying inferences with evidence • Some use of dialogue to convey character. • (year 3/4). taught prefixes to language demarcation) fromthe • Predict what must happen from details • Use of fronted adverbials and pronoun Letters are consistent in size explain the stated and implied • Make referencing to link within and between • Apostrophes for singular and Y3/4 • and proportion with both meaning of many comparisons plural possession used mainly Book bands – Topaz paragraphs. letters and words evenly statutory words within texts correctly. Inverted commas • Variation of sentence structure through a spaced. wordlist • Retrieve and range of openings (Fronted adverbials, subject used mainly correctly. recordinformation reference and speech).

Autumn: Settlements/Vikings/Diversity/Values & Perceptions Spring: Apartheid/Tourism/Social Justice/Health & Wellbeing Writing Writing YEAR SP&G SP&G • • • ‘Ready to Write’ Non-chronological reports • Apostrophes for possession Persuasive writing: Advertising • Conjunctions • Explanation with plural nouns • Balanced Argument • Subordinate clauses • Persuasive writing: Estate • Grammatical difference • Persuasive writing: speeches between plural and possessive • Present perfect tense Agency • Non-fiction: Biographies -s • Pronouns for cohesion and • Narrative: Fantasy story • Direct speech • Poetry • to avoid repetition • Poetry: Epic poems • Fronted Adverbials • Noun phrases by addition of • Fables 4 • Commas after fronted modifying adjectives, nouns adverbials Book bands – Copper and preposition phrases, Suffixes Summer: British Empire in Africa/Pollution/ Handwriting • All letters must be formed correctly, beginning and ending in the correct Resilience/Aspirations place. • Letters must be of the correct size in relation to each other. SP&G • Children will begin to use fluent, joined handwriting throughout their • Nouns independent writing ensuring that they use the diagonal and horizontal • Paragraphs strokes that are needed to join letters and understand which letters should be left unjoined. • Word families • Use a neat, joined handwriting style with increasing accuracy and speed. • Prefixes

Y3 WORD READING Y3 READING – in age appropriate texts Y3 READING – in age Y3WRITING Y3WRITING Y3WRITNG Writing • Read independentlyusing • Check that the text makes sense, discuss appropriate texts • After discussion with the teacher, • Some use of simple adverbials and pronouns • Commas used correctly in lists • • Recount - Trip phonics including a full their understanding and explain the Makeplausible write for different purposes to link sentences, sections or paragraphs • Apostrophes for singular range of digraphs and meaning of many words in context predictions • Features of writing mainly • Variation of sentence structure through use possession used mostly correctly • Persuasion - Should • Use knowledge of taught prefixes to based on what appropriate to the selected task of sentences with more than one clause • Spelling KS1 common exception animals be kept in trigraphs to decode explain the meaning of some words has been read • In narratives, describe settings • Some use of subordinating and co-ordinating words correctly captivity unknown words • Read many words • Retrieve and record information • Discuss words and characters. conjunctions to join sentences with more • Spelling many words correctly* • News report containing taught prefixes • Identify main ideas drawn from more and phrases that • Some use of expanded noun than (year 3/4) • Poetry – Ode than one paragraph and summarise these capture the phrases to describe adding • one clause (eg and, but, so, or, because, • Read many words • Letters are consistent in size and • Retell main pints, discuss character reader’s interest relevant and meaningful detail when, if • Fact file – African containing taught suffixes proportion with both letters and animals feelings, behaviour, relationships and and imagination • Some evidence of adjectives • Tense choice mostly consistent and words evenly spaced • Read and comprehend make judgements. • Make being used for precision, clarity grammatically accurate including present • Letters are joined using diagonal • Narrative – many words from year ¾ • Draw inferences such as inferring comparisons and impact perfect tense and horizontal strokes where • letter statutory word list characters feelings, thoughts and motives within and • In narratives, some appropriate • Capital letters and full stops consistently used appropriate from their actions, and justifying across texts use of speech to convey character accurately Book bands – Copper inferences with evidence • Some correct use of inverted commas World Book Day Spring: Egyptians/Water Cycles/Social Justice/Health & Wellbeing Autumn: Stone Age/Great British Countries/Diversity/Values & Perceptions YEAR Parent Library Sessions Writing Writing SP&G SP&G • Narrative - extended write and Workshops / Inspire • Adverbs • Non- Chronological Report - • Ready to write – KS1 changing the setting • Prepositions Narnia consolidation Mornings • Speech • Narrative – • Determiners • Description – setting • Tenses • Character description • Conjunctions • Poetry – Imagery Intervention • Description – setting Author visit Children not meeting year 2 • Narrative– Extended story • Instructions - linked to STEM. expectations in handwriting, Book bands – Lime • Recount - Diary entry 3 spelling and phonics are Book bands – White Theatre visits • Poetry • Recount - newspaper report provided with intervention. Reading Challenges

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Early Reading at Ackworth Handwriting ACKWORTH HOWARD • The children should continue to sit comfortably at the Howard table with two feet on the floor and the non-writing hand resting on the paper. • They should demonstrate a comfortable tripod grip, LEARNING JOURNEY Phonics in Reception being able to manipulate their pencil in order to correctly form letters and write with developing • Autumn 1 & 2 – Phase 1 activities fluency. . ENGLISH • form capital letters and digits of the correct size, ‘Providing opportunities for growth in mind, and baseline assessments orientation and relationship to one another and to lower-case letters • Phase 2 discrete phonics sessions • form lower case letters of the correct size, relative to body and spirit.' delivered in small groups one another. • use spacing between words that reflects the size of the • Spring 1 & 2 – Phase 3 discrete letters. • begin to use some horizontal and diagonal joins as phonics sessions. Delivered in small soon as letter formation is secure. • Regular, focussed lessons enable the children to groups with ‘keep up’ interventions. practise correct letter formation. • Once letter formation is secure, the lead strokes • Summer 1 & 2 – Phase 3/4 discrete required to enable joining will begin to be taught. phonics sessions. Delivered in small groups with ‘keep up’ interventions. • Phonetically plausible book closely Instructions Narrative – matched to taught sounds. Letters and Classic Poems Persuasion – Sustainability, why Narrative – Narrative Narrative – – How to Alternative Postcards Narrative bother? Traditional Extended Assessments carried out termly: prepare for a – Adventure version – toys Summer: Our Local Area/ Grammar Story Settings Should Tom go to sea? story / story sounds, blending & segmenting journey story Argument – Sentence Further comparing Non-chron Habitats/Resilience/Aspirations Narrative – Setting description - Setting structure – adventures texts Narrative- (P4C) – Recount- Tom’s journey description - Farming Writing Poetry – The Narrative – Recounts Protecting Comprehension development Further habitats postcards Sea alternative - Character Instructions adventures description Recount – in Reception Recounts – version – Recipe Poetry - Persuasion RSPB visit • Letters to Character Recount – Individual colour band book linked to Aliens Stole… Poetry - Birds Book bands – Gold/White teacher descriptions Farm Visit benchmarking assessments –can be Explanatio Instructions - poems changed regularly . ns. Recipes • Assessments carried out termly: SP&G benchmarking and Pira in the • Nouns using ness summer term. • Adverbs ending - • ly Y2 WORD READING Y2 READING – in a familiar book they can Y2WRITING • Segment spoken words into phonemes Guided Reading started when • Forming • Read accurately most words of 2 or more syllables already read fluently • After discussion with the teacher, write simple, coherent and represent these by graphemes, children pass pink level adjectives using - • Read most words containing common suffixes • Check that it makes sense to them, narratives about personal experiences and those of spelling many of these words correctly ful and- less (e.g. s, es, ing, ed, er, est, y, ment, ness, ful, less, correcting any inaccurate reading others and making phonically-plausible (summer term) • Consolidation of ly) • Explain what has happened so far in • Write about real events, recording these simply and attempts at others • Whole class reading daily. skills. • Read common exceptionwords what they have read clearly • Spell many common exception words • Read most words accurately without overt • Answer questions and make some • Demarcate most sentences in writing with capital letters • Form capital letters and digits of the Phonics in Y1 blending and sufficiently fluently to allow them to inferences and full stops, and use question marks correctly when correct size, orientation and • Autumn 1 – Phase 3 /4 focus on their understanding rather than decoding • Predict what they think may happen required relationships to one another and to individual words and why • Use present and past tense mostly correctly and lower-case letters consolidation taught in discrete • Sound out most unfamiliar words accurately consistently • Use spacing between words that reflect phonics sessions delivered in without undue hesitation • Use co-ordination (e.g. and/or/but) and some the size of letters subordination (e.g. when/if/that/because) to join clauses differentiated groups with regular Spring: Fighting Phase 6 – Year 2 ‘keep up’ interventions. The suffixes –ment, –ness, –ful , Fit/Explorers/Social •The suffixes –less and –ly • Begin phase 5 discrete phonics •Words ending in –tion Handwriting Justice/Health & •Contractions • Children should sit comfortably at the table with two sessions. Wellbeing •The possessive apostrophe (singular nouns) feet on the floor and the non-writing hand resting on Common Exception Words: the paper. • Autumn 2 onwards– Phase 5 discrete any, many, clothes, water, pretty, Christmas, busy, beautiful, poor, kind • They should adopt a comfortable tripod grip. •Homophones and near-homophones • Know where to place their pencil correctly to begin phonics sessions. Delivered in small •Conjunctions each letter and start and finish in the right place. •Months of the year / time • Know which letters belong to which handwriting family groups with daily ‘keep up’ •Question words / SP&G Terms – who, why, what, how, which, where, when, adjective, verb, adverb and are formed in similar ways and practise these. interventions. Book bands – Purple/Gold • Write lower case and capital letters in the correct or direction, starting and finishing in the right place with • Phonetically plausible book closely a good level of consistency. SP&G Autumn: Great Fire of SP&G YEAR • Form letters in the correct direction. matched to taught sounds changed • Using commas to separate items in a • Ready to Write - What is a sentence? • Form capital letters correctly ensuring that they are list. London/Oceans and • Correctly demarcate sentences. the correct size. regularly by the teacher. • Past and Present Tense Seas/Diversity/Values & • Grammatical terminology - revise nouns and • Form the digits 0 to 9 correctly. • Assessments carried out termly: • Adjectives with er and est - Perceptions verbs • comparative/superlative • Adjectives, adverbs Summer: Africa/Our Local Area/ sounds, blending & segmenting incl. • Spelling: • Types of sentence phonics screening materials • Forming the Progressive Tense • Questions and commands Resilience/Aspirations • • Tracking sheets for sounds • Compound Words Writing and identifying statements and Phase 6 – Year 1 Summer • Forming nouns using er exclamations. Adding -s and -es to words (plurals of nouns and taught Book bands – • Adjectives and expanded noun phrases 2 the third person singular of verbs) • Noun Phrases • Conjunctions Orange/Turquoise • Coordination / subordination Adding -er and -est to adjectives where no Comprehension development -Y1 change is needed in the root word. Adding the endings -ing and -er to verbs (where • Individual colour band book linked to no change is needed to the root word). Adding the ending -ed to words where no change benchmarking assessments –can be is needed to the root word. Spelling the days of the week. changed regularly by the child. Adding the prefix un- and spelling compound • Assessments carried out termly: words. Pira, Salford in the summer SP&G • Questions: term. Introductions to • Guided Reading – daily group activities questions and how to • Whole class reading daily linked to Labels, lists and signs Narrative – from Dave’s point of view. Letters and Narrative – retell the story of Information text – report about use a question mark. Poetry – Animals Narrative -Stories with Drama postcards Jack and the beanstalk. Queen Victoria • Singular and plural: reading spine. Interview and TV report on a Non Chronological report on An African animal Familiar settings Performance poetry Instructions Different versions, authors Using regular single and play script. real life Superhero. Extended stories – character of Anna • Whole class reading comprehension Character and setting descriptions Recount – school trip noun suffix -s and -es. Make tickets and information, leaflets for the Local author and poet Narrative – an adventure story Stories from other cultures. • Prefix/Suffix How the taught discretely using the class text. Poetry - rhyming in London Toy Museum. (Roger Hargreaves and prefix un changes the Conrad Burdekin) meaning of verbs and • Reading characters introduced to Y1 WORD READING Y1 READING – in a familiar book that is read to Y1WRITING • Spell many Y1 CEW and some Y2 • Formlower-case adjectives. support teaching. • Read accurately by blending the sounds in them, • After discussion with the teacher, write sentences CEW letters of the • Sequencing sentences. words that contain the common GPCs for all 40+ • Discuss word meanings, linking new that are sequenced to form a short narrative • Segment spoken words into correct size Phonics in Y2 phonemes meanings to those already known • After discussions with the teacher, write sentences phonemes and represent these relative to one Book bands – • Throughout Y2 – Phase 5 revision • Read accurately some words of 2 or more • Identify story language. about real events by taught (phase 5) graphemes, another in some Orange/Turquoise syllables that contain the dame GPCs. • Find specific information in simple texts • Use co-ordinating conjunctions ‘and’ to join some spelling some of these words writing and discrete lessons of ‘Support for • Read many common exceptionwords • Ask and answer questions in discussion main clauses correctly and making phonically • Use spacing Spelling’. • Read aloud many words quickly and accurately with the teacher and make simple • Use present and past tense correctly and consistently plausible attempts at others betweenwords without overt sounding and blending. inferences • Demarcate some sentences in writing with capital • Form lower-case letters in the that mainly • Children who didn’t pass Phonics • Sound out many unfamiliar words accurately • Link what is heard to their own experiences letters and full stops. Some correct use of question correct direction, starting and reflects the size Book bands – Green/Orange Screen in Y1 access daily discrete • Read most words containing taught Y1 suffixes • Explain what has happened and discuss marks when required finishing in the right place of the letters (-s, -es, -ing, -ed, -er, -est plausible predictions with an adult Phase 5 – Year 1 Autumn Term phonics sessions with Y1. Week 8-30 • •Practise recognition and recall of graphemes and Ongoing tracking sheets for Phase 5 – Year 1 Autumn Term Phase 5 – Year 1 Autumn Term different pronunciations of graphemes as they are Week 1-4 Week 5-7 sounds taught learned •Practise recognition and recall of Phase Two, •Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned •Teach alternative spellings of phonemes for Three and Five graphemes as they are learned •Teach alternative pronunciations of graphemes for reading (about four per week) /i/ /o/ /c/ /g/ /u/ /ow/ /ie/ /ea/ /er/ /a/ /y/ /ch/ /ou/ • Assessments carried out termly spelling: •Teach new graphemes for reading (about •Practise reading and spelling words with adjacent consonants and words with newly learned graphemes Summer 2: Our Local Area Autumn Term: /ai/ /c/ /ee/ /ch/ /igh/ /f/ /oa/ /m/ and as part of writing. four per week) /ay/ /ou/ /ie/ /ea/ /oy/ /ir/ •Teach reading the words water, where, who, again, thought, through, work, mouse, many, laughed, because, different, any, eyes, friends, once, Spring Term: /oo/(y)/oo/ /n/ /ow/ /ng/ /oi/ /r/ /ue/ /aw/ /wh/ /ph/ /ew/ /oe/ /au/ /ey/ please /ar/ /s/ /ear/ /sh/ /air/ /v/ /ow/ /w/ /ur/ /e/ • Weekly buddy reading with Y4. /a_e/ /e_e/ /i_e/ /o_e/ /u_e/. •Teach spelling the words little, one, do, when, what, out SP&G Summer Term: /er/ /i/ /ure/ /o/ /zh/ /u/ •Practise reading and spelling words with •Practise reading and spelling high-frequency words Practise reading and spelling polysyllabic words • Conjunctions: Joining words and clauses •Practise reading and spelling words with Comprehension Development -Y2 adjacent consonants and words with newly •Practise reading sentences adjacent consonants and words with newly learned graphemes •Practise writing sentences using and. SP&G learned graphemes • Individual colour band book linked to •Learn new phoneme /zh/ in words such as • Introduction to exclamation marks. • Ready to write: Finger spaces, letters •Teach spelling the words oh, their, people, Mr, treasure Teach reading the words oh, their, • Capital letters: Using capital letters for benchmarking assessments –can be and words Mrs, looked, called, asked people, Mr, Mrs, looked, called, asked Autumn: proper nouns - names of people, places •Practise reading and spelling high-frequency •Teach spelling the words said, so, have, like, • Punctuation changed daily by the child. YEAR Toys/Queens/Diversity and days of the week. words Practise reading and spelling some, come, were, there • What is a capital letter? polysyllabic words • Assessments carried out termly: •Practise reading and spelling high-frequency • /Values & Perceptions Where does a Full stop go? •Practise reading sentences words Practise reading and spelling • Sentences: How words combine to make Spring: Superheroes/Plants/Social •Practise writing sentences Pira. Salford October and May. polysyllabic words a sentence. •Practise reading sentences – Practise writing Book bands – Blue and • Guided Reading – daily group activities sentences • Capital letter for the personal Justice/Health & Wellbeing • pronoun I. Green • Whole class daily reading linked to 1 reading spine. YR ELG READING YR ELG WRITING • Whole class reading comprehension Children read and understand simple sentences. They use phonic Children use their phonic knowledge to write words in ways which match taught discretely once a week from knowledge to decode regular words and read them aloud their spoken sounds. They also write some irregular common words. They Summer 2 accurately. They also read some common irregular words. They write simple sentences which can be read by themselves and others. Some the spring term. Summer 2: Cycle 1 – Minibeasts • They use phonic knowledge to demonstrate understanding when talking with others about what decode regular words and read words are spelt correctly and others are phonetically plausible. • Reading characters used to support Cycle 2 –The Farm them aloud accurately. they have read. • They also read some common teaching irregular words. • Weekly buddy reading with Y5.

Summer 1 Reading Development Book bands – Yellow • Children read and understand simple sentences Cycle Reading in KS2 • They demonstrate an understanding • In Lower KS2 guided reading is taught when talking with others about what 1 they have read. daily In differentiated groups moving • Children use their phonic knowledge Baseline to write words in ways which match towards daily whole class their spoken sounds. Assessments • They also write some irregular comprehension which is taught Summer 1: Cycle 1 – Traditional Tales common words. • They write simple sentences which discretely. Cycle 2 –Traditional Tales can be read by themselves and Cycle 2 • others. Some words are spelt Whole class reading daily linked to correctly and others are phonetically reading spine. plausible. (ELG) • Reading characters/VIPERS used to

Phase 4 Summer Term support teaching Spring 2 Phase 3 Spring Term Phase 2 Autumn Term Phase 1 - Taught throughout the year •They use phonic knowledge to The main aim of this phase is to consolidate • Individual colour band books linked decode regular words and read the children's knowledge and to help them Set 6: j, v, w, x Set 1: s, a, t, p Set 2: i, n, m, d Set 3: • them aloud accurately. They also Aspect 1:General Sound Discrimination – Environmental learn to read and spell words which have Set 7: y, z, zz, qu g, o, c, k Set 4: ck, e, u, r Set 5: h, b, to benchmarking assessments along read some common irregular Sounds adjacent consonants, such as trap, string and Consonant digraphs: ch, sh, th, ng f, ff, l, ll, ss • Aspect 2:General Sound Discrimination – Instrumental Sounds words. (ELG) with carefully selected free readers – milk. Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, • Begins to break the flow of Aspect 3: General Sound Discrimination – Body Percussion er Tricky Words: to, the, no, go, I, into • speech into words. Aspect 4: Rhythm and Rhyme can be changed regularly by the Tricky Words: • Aspect 5: Alliteration Attempts to write short said, have, like, so, do, some, come, were, Tricky Words: he, she, we, me, be, was, you, they, all, are, my, • child. sentences in meaningful Aspect 6: Voice Sounds there, little, one, when, out, what. her • contexts. (40 – 60 mths) Aspect 7: Oral Blending and Segmenting • Assessments carried out termly: •Children use their phonic knowledge to write words in Spring 1 Autumn 2 Autumn 1 benchmarking, Salford Reading ways which match their spoken • Can segment the sounds in simple words • Can segment the sounds in simple words and • Continues a rhyming string. sounds. and blend them together. blend them together and knows which letters • Hears and says the initial sound in words. tests and Pira. (ELG) • Links sounds to letters, naming and represent some of them. • Links sounds to letters, naming and sounding • Teachers analyse and record sounding the letters of the alphabet. • Begins to read words and simple sentences. the letters of the alphabet. YEAR • Uses some clearly identifiable letters to • Uses vocabulary and forms of speech that are • Enjoys an increasing range of books. assessments using the Ackworth Spring 2: Cycle 1 – Under the Sea communicate meaning, representing increasingly influenced by their experiences of • Gives meaning to marks they make as they Cycle 2 –At the Zoo some sounds correctly and in sequence. books. draw, write and paint. Howard Reading Assessment • Writes own name and other things such • Continues a rhyming string. • Hears and says the initial sound in words. as labels, captions. • Can segment the sounds in simple words and • Links sounds to letters, naming and sounding framework. blend them together. the letters of the alphabet. Book bands – Red • Uses some clearly identifiable letters to • Writes own name and other things such as communicate meaning, representing some labels, captions. R Spring 1: Cycle 1 – Knights, Princesses & Dragons sounds correctly and in sequence. Cycle 2 –Pirates & Mermaids Autumn 2: Cycle 1 - Celebrations Autumn 1: Cycle 1 - Me. My Family and My World Book bands – Pink Cycle 2 –Fabulous Food Cycle 2 -Woodland EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Science Science

Why is science important? Careers Careers that include the use of Science: We are surrounded by technology and the products of science • Archaeologist every day. And, of course, the immensely complex natural world • Astronomer that surrounds us illustrates infinite scientific concepts. Children • Audiologist are naturally curious and science should nurture this curiosity • Botanist and allow them to ask questions and develop the skills they • Chemist need to answer those questions. As children grow up in an • Ecologist increasingly technologically and scientifically advanced world, • Energy Engineer they need to be scientifically literate to succeed. • Food Scientist • Forensic Scientist Science and the study of the key concepts allow us to develop • Laboratory Technician understanding of the world we live in and how we, animals, • Land Surveyor plants and organism interact with it. It allows for investigation • Meteorologist and problem solving through the study of physics and chemistry • Palaeontologist and we learn about how the world was formed and has adapted • Pharmacist over time. • Sport Scientist • Toxicologist Primary science helps pupils to: • Vet • investigate problems • learn how science works • discover why science matters in the world

Our aims At Ackworth Howard J&I School, our children are natural scientists who are keen to explore, enquire and understand the world around them.

Mind To encourage growth in mind, we investigate life processes, materials, physical processes and concentrate on developing children's scientific skills, encouraging them to question, investigate and test appropriately.

Body To encourage growth in body, we focus on group work and collaboration, with lots of practical work and experimentation. Through scientific investigations, we aim to build resilience by showing the children that they can learn from their mistakes, and that it is okay to get things wrong!

Spirit To encourage growth in spirit, we support their learning in a variety of ways including school trips and fieldwork. Our children will, through their scientific studies, garner a curiosity about the world around them. They will learn the skills and essential knowledge they need to become a fully contributing member of society. ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS Science

Concept Key Stage What understanding and using that concept looks like…

Life EYFS Identify and name common animals and plants: talk about change. . The condition that distinguishes animals and plants from inorganic Year 1 Recognise and describe the differences and similarities in plants and animals (i.e. matter carnivores/herbivores/omnivores, fish, reptiles, mammals, amphibians, birds, deciduous and evergreen)

Year 2 Identify what living things needs to survive and flourish (i.e. food, water, exercise etc.) Recognise and describe how living things differ to non-living things, and how they change as they grow (including plants and animals). Construct and interpret food chains, identifying predators, producers and prey

Year 3 Identify and describe the role of skeletons and the circulatory system in animals Describe the life cycle and process of reproduction in plants Explain the specific nutritional needs of plants, animals and humans Explain how different plants’ needs vary

Year 4 Sequence the simple functions of the digestive system, including the role of teeth Distinguish the functions of the heart, vessels, and blood Use classification keys to group living things Explain the impact of the environment on specific habitats.

Year 5 Describe the interdependence of organisms, including food webs and insect-pollinated crops. Describe reproduction in humans, including the development of male and female reproductive organs and systems Discern the differences in the life cycles of a mammal, amphibian, reptile, bird and fish. Discern the processes of reproduction in plants and animals

Year 6 Explain the mechanism of breathing and how this links to the circulatory system Describe the effects of diet, exercise, drugs and lifestyle on the way bodies function and the consequences of imbalance in the diet (i.e. drug abuse, eating disorders, the impact of maternal lifecycle on a foetus) Reason about the classification of living things according to common observable characteristics Explain the concept of ‘natural selection’ and adaptation Explain how fossils provide information about the changes to living things over time

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS Science

Concept Key Stage What understanding and using that concept looks like…

Energy EYFS Explore the effect of simple forces (i.e. pushes and pulls, magnets) through continuous provision Power derived from the use of physical or chemical resources Year 1 Identify and describe simple forces, including pushes and pulls. Recognise that dark is the absence of light Observe the features associated with season change

Year 2 Describe the effect of applying a greater or lesser force to object (i.e. pushing/pulling harder) Recognise that light is reflected from surfaces Describe the features associated with season change

Year 3 Compare and contrast the movement of objects across surfaces and explain this using knowledge of friction. Explain how magnets attract and repel one another using knowledge of poles; use this to make predictions Identify the effect of the force of gravity Identify the effect of air resistance and water resistance on movement Recognise that light travels in straight lines and explain the effect of the position of an object in relation to a light source on its shadow. Explain that objects are seen because they give out or reflect light into the eye.

Year 4 Describe the role of components in a circuit through construction and make predictions about components. Recognise the impact of common conductors and insulators Recognise that sounds are made from vibrations and that these travel through different mediums to the ear: explore the impact of distance on volume Compare and contrast the pitch of sounds made by different materials

Year 5 Explain the effect of the force of gravity, including its impact on the moon, planets and solar system Relate knowledge of air and water resistance to make predictions about the speed of movement Compare and contrast how pulleys, levers and gears enable a smaller force to have a greater effect Explain the effect of the earth’s rotation, tilt and movement around the sun (i.e. day and night/movement of sun across sky/seasons)

Year 6 Compare and explain the effects of changes to voltage and position of components in an electrical circuit: Represent circuits using recognised symbols Describe the concept of absorption linked to the transmission of light through material Explain imaging in mirrors using a ray model

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS Science

Concept Key Stage What understanding and using that concept looks like…

Matter EYFS Experience, explore and describe a range of common materials. Physical substance which occupies space and possesses rest Year 1 Describe, compare and group a variety of materials and their uses on the basis of their simple mass physical properties

Year 2 Compare the suitability of materials for particular purposes Explore the how the shapes of materials can be changed by the application of force

Year 3 Compare and group rocks on the basis of their simple physical properties Recognise that soils are made from rocks and organic matter Describe in simple terms how fossils are formed

Year 4 Compare and group materials together according to whether they are solids liquids or gas. Describe the impact of temperature on a range of materials. Explore and describe the concepts of evaporation and condensation linked to the water cycle.

Year 5 Demonstrate that dissolving, mixing and changes of state are reversible changes Use knowledge of solids, liquids and gases to separate materials Explore and identify reversible and irreversible changes on the basis of temperature Justify the grouping of everyday materials based on evidence from comparative and fair tests.

Year 6 Explain changes of state in terms of particle model Use and explain simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS Science

Concept Key Stage What understanding and using that concept looks like…

Being scientific EYFS Explore, describe and question the world around them. . Investigating in a systematic and methodical way KS1 Ask simple questions and recognise that these can be answered in different ways Observe closely using simple equipment Carry out simple tests Identify and classify Gather and record data to help answer simple questions Use observations and ideas to suggest answers to questions

LKS2 Ask relevant questions and use different types of scientific enquiry to answer them Carry out simple practical enquiries, comparative and fair tests. Observe systematically and carefully; where appropriate take measurements using standard units Identify differences, similarities or changes related to simple scientific ideas or processes Gather, record, classify and present data to answer questions. Report on findings of investigations Use scientific evidence to answer questions, draw simple conclusions, make predictions, suggests improvements and raise further questions

UKS2 Plan different types of scientific enquiries to answer questions, including recognising and controlling variables. Use test results to make predictions and to set up further comparative and fair tests. Take measurements using a range of scientific equipment; record data and results accurately. Report and present findings from enquiries Use scientific evidence to support or refute ideas or arguments.

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD

‘Providing opportunities for growth in mind, body and spirit.' LEARNING JOURNEY - SCIENCE

CELLS EVOLUTION & INHERITANCE DIET & LIFESTYLES LIGHT ELECTRICITY SUSTAINABILITY • Give reasons for the classification of animals, using examples as a • Identify inherited traits and adaptive traits. • Demonstrate prior knowledge of • Explain how light travels to enable us to see. • Identify inherited traits • Describe and explain guide • Understand that adaptations are random systems within the human body. • Understand that all objects reflect light. and adaptive traits. what everyday materials • Classify living things using the Linnaean system mutations. • Explain the specific functions of • Identify the angles of incidence and reflection. • Understand that are made from. • Match groups of animals to their characteristics • Examine fossil evidence supporting the idea of the lungs in the circulatory • Understand refraction as light bending or changing adaptations are random • Know the definition of • Classify creatures based on their characteristics evolution. system. direction. mutations. recycling explain why • Design a creature that has a specific set of characteristic, using • Identify the difference between selective and • Understand the processes of • Explain how a prism allows us to see the visible • Examine fossil evidence recycling plastic is prompts cross-breeding. how water and nutrients are spectrum. supporting the idea of important to the • Describe the useful and harmful effects of different • Develop an understanding of the development transported in the body. • Understand that colours are a result of light evolution. environment. microorganisms of evolutionary ideas and theories over time. • State the beneficial impact of a reflecting off an object. • Identify the difference • Compare reusable and • Identify the variables in an investigation into harmful • Explain how human evolution has occurred and healthy diet and exercise on the • Explain Isaac Newton’s experiments about light and between selective and one use plastic bags over microorganisms compare modern humans with those of the human body. colour cross-breeding. their lifetime. • Draw conclusion based on their results same genus and family. • Describe how smoking • Understand how shadows change size. • Explain what global • Describe the characteristics of different microorganisms • Understand that adaptation and evolution is cigarettes impacts negatively on • Understand that shadows are the same shape as warming is and its • Describe the characteristics of groups of organisms, using images not a uniform process for all living things. the body. the object that casts them. causes. as prompts • Give examples of selective and crossbreeding. • Describe climate change.

YEAR

Evolution and 6 Cells Inheritance Diet and Lifestyle Light Electricity Sustainability EARTH IN SPACE FORCES PHYSICAL AND CHEMICAL REPRODUCTIVE CYCLES HUMAN DEVELOPMENT SEPARATING CHANGES MIXTURES • Describe the Sun, Earth and Moon • identify and explain balanced and • Follow instructions to test a • Explain the function of the parts of a • Order the stages of human • Describe what a as spherical. unbalanced forces material’s properties. flower. development. pure substance is • Name the planets in the solar • explain the difference between weight • Explain the uses of thermal • Give two differences between sexual • Demonstrate understanding and give examples. system independently. and mass and electrical conductors and asexual reproduction. of how babies grow in height.• Know what a • Distinguish between heliocentric • explain the link between the weight and and insulators. • Identify the features of plants • Describe the main changes mixture is and geocentric ideas of planetary mass of an object • Order materials according pollinated by insects or the wind. that occur during puberty. • Describe examples movement. • make generalisations about how to to their electrical • Describe the stages of sexual • Explain the main changes of mixtures with • Explain that day and night is due to increase the effects of air resistance conductivity. reproduction. that take place in old age. substances in rotation of the Earth. • explain the conclusions and implications • Explain and investigate • Describe the differences between the • Name the 6 stages of human different states • Support the idea that different of Galileo’s ‘Tower of Pisa’ experiment dissolving. three types of mammals. development. • Describe and Separating places on Earth experience night • explain how to minimise the effects of • Explain the processes used • Give four facts about Jane Goodall. • Give reasons why changes explain why and day at different times with water resistance to separate mixtures. • Describe the stages of the life cycles of occur during puberty. formulations are Mixtures evidence. • make generalisations about the • Explain irreversible mammals, birds, insects and useful • Explain how the Moon moves properties of materials that create the changes. amphibians. relative to the Earth. most friction • Identify the variables in an • Identify similarities and differences • explain how a mechanism they have investigation. between the life cycles of different designed alters force and motion to plants and animals. achieve a purpose YEAR Human Development Physical and Chemical Reproductive Cycles Changes Forces Earth in Space 5 ELECTRICITY SOUND STATES OF MATTER HUMAN ANATOMY CLASSIFICATION & ADAPTATIONS RAW & SYNTHETIC MATERIALS • identify electrical and • Explain how sound sources vibrate • Describe the properties of solids, • Identify parts of the • Generate criteria to use to sort • Explain what a raw material nonelectrical appliances. to make sounds. liquids and gases. digestive system. living things. is • explain, with support, how • Explain how vibrations change • Explain that melting and freezing are • Match the parts of the • Sort living things into a Venn • Describe the uses of some a circuit works. when the loudness of a sound opposite processes that change the digestive system with their diagram. raw materials • name at least two electrical changes. state of a material. functions. • Sort living things into a Carroll • explain what a synthetic conductors and insulators. • Explain how sounds travel to reach • Identify the melting and freezing point • Match the types and diagram. material is • create a simple series our ears. of several different materials. functions of teeth. • Use questions to sort animals using • Explain that the raw circuit both with and • Describe the pitch of a sound. • Explain that heating causes • Construct and interpret a a key. materials change properties Raw and Synthetic without a switch. • Describe patterns between the evaporation and cooling causes food chain. • Use a key to identify invertebrates when made into synthetic Materials • Sort appliances based on pitch of a sound and the features of condensation. by looking at their characteristics. material whether they use mains or the object that made the sound. • Explain that evaporation and • Use the characteristics of living • Describe how the properties batteries. • Explain how sound travels through condensation are opposite processes things to sort them using a of sand change to the • explain how a switch turns a string telephone. that change the state of a material. classification key. properties of glass, and how the electric current on and • Identify the best material for • Explain that the higher the • Show the characteristics of living wood is changed to paper. off. absorbing sound. temperature, the quicker water things in a table. • Explain the negative impact • Create a musical instrument that evaporates. • Identify dangers to wildlife in the of using raw materials. can play high, low, loud and quiet • Explain what happens to water at the local and wider environment. • Explain some difficulties with sounds. different stages of the water cycle. living sustainably YEAR Classification and Adaptations Human Electricity 4 Sound States of Matter Anatomy PRACTICAL SKILLS EXAMINING ROCKS PLANTS ANIMAL ECOSYSTEMS LIGHT FORCES AND MAGNETS • Define a dependent, • Children will be able to name the • Identify the • Understand that plants and animals obtain food in different • Identify light sources. • Identify forces as pushes and pulls. independent and control three different types of rocks. different parts of ways. • Understand that we need light to see. • Describe friction as a force that slows variable • They will handle and examine rocks flowering plants. • Identify the right types and demonstrate they understand • Know that light travels in a straight line. objects down. • Know how to plan a ‘fair test’ to identify their properties, with • Identify the main the right amounts of nutrients for animals including • Identify reflective surfaces. • Feel the pulling force of a magnet. • Can follow the instructions in a support. stages of the life humans. • Know that the Sun can damage their eyes.• Sort materials according to whether they method • They will be able to state the four cycle of flowering • Name the different types of skeletons as well as identify and • Know how to protect their eyes from the are magnetic or not. • Can write a method for an different types of matter that soil is plants. categorise animals based on the type of skeleton it has. Sun. • Identify the different poles of a bar investigation composed of. • Explain the • Identify the main bones in the body and how a skeleton • Understand that a shadow is formed magnet. • Identify good scientific diagrams • Children will learn to make careful functions of the protects, supports and helps the body to move. when a solid object blocks light. • Use a magnetic compass with four • Draw a range of scientific observations. different parts of • Explain how pairs of muscles work together to enable • Understand that dark is the absence of points. diagrams • Children will be able to give plants. movement. light. • Identify the type of force required to • Can use scientific diagrams to examples of natural and human- • Identify different • Explain the different ways that plants and animals including • Understand how surfaces reflect light. carry out an action. identify an organism or object made rocks. parts of a flower. humans obtain food. • Recognise that a mirror appears to • Investigate the force of friction • Describe how to collect results • They will be able to group rocks by • Identify and • Explain the difference between food groups and nutrient reverse an image. produced by different surfaces. Forces and • Can draw a results table their properties and identify simple describe the stages groups. • Identify some parts of the eye. • Explain that magnets produce an • Know how to present results similarities and differences. of the life cycle of • Explain what the right type and amounts of nutrition are for • Understand how the Sun can damage invisible pulling force. Magnets • Know how to interpret results • Children will be able to explain the flowering plants. human beings as well as some of the consequences related parts of the eye. • Identify magnetic materials. • Can write a conclusion difference between a bone and a to eating the wrong type of diet. • Identify opaque, translucent and • Identify different types of magnet. fossil. • Use the scientific names for the main bones in the human transparent objects. • Investigate the strength of different • They will be able to explain, using body and explain how the skeleton protects, supports and • Know how shadows change size. magnets. simple scientific language, how soil is helps the body to move. • Identify when magnets will repel or formed. attract based on their poles. YEAR

Light Animal 3 Plants Ecosystems Examining Rocks Practical Skills

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD LEARNING JOURNEY ‘Providing opportunities for growth in mind, body and spirit.' SCIENCE

Life Energy Matter Being scientific The condition that Power derived Physical Investigating in a distinguishes from the use of substance which systematic and animals and plants physical or occupies space methodical way. from inorganic chemical and possesses matter resources rest mass

HABITATS LIVING THINGS PLANTS HEALTHY LIVING RECYCLING Everyday Materials • Identify some of the plants • Say what is different about • Label the main parts of • Say how an animal will • Identify and name • Observe the effects of Everyday and animals in a familiar things that are living, dead or plants and trees change as it grows. everyday materials. climate change on melting Materials habitat. have never been alive. • Describe the stages in the • Collect and interpret • Identify different uses of ice. • Find microhabitats. • Sort objects into categories. life cycle of a plant. results. everyday materials. • Identify and classify litter • Describe the conditions in a • Describe the characteristics of • Explain that plants need • Say how an animal gets • Demonstrate and explain in to recycling groups. habitat. some plants and animals. water, light and a suitable air, food and water. how shapes of objects • Describe different energy • Ask questions about different • Explain some of the life temperature to grow well. • Say what is healthy about made from some materials types. habitats. processes. • Make observational their diet. can be changed. • Plan and carry out surveys • Name some sources of food. • Ask questions to decide if a drawings of plants. • Say how they could • Explain what recycling on energy use. • Identify some plants and thing is living, dead or has • Record the growth of my improve their diet. means. • Identify the resources animals in global habitats. never been alive. plants in a bar chart. • Give a reason why humans • Compare the uses of rainforests offer humans. • Draw a map of a local habitat. • Draw a simple food chain. • Use observations to need to exercise. different everyday • Compare water usage and • Sort objects into categories explain how we can tell • Name one effect that materials. how to save resources. and give reasons for their that plants are living exercise has on the human • Compare the suitability of • Discuss and identify choices. things. body. different everyday endangered animals. • Identify and name minibeasts • Set up a simple • Record information about materials. • Persuade people to look in microhabitats. comparative test. exercise. • Explain the basic progress after one aspect of the • Suggest how an animal is able • Use information to of recycling. environment. to survive in their habitat. answer questions. • Explain the advantages of • Answer questions about • Give reasons why humans recycling. Recycling habitats they have researched. should keep themselves • Name the process • Explain why the animals in a clean. invented by John habitat need the plants. McAdam.

YEAR

Healthy Living Living Things Habitats 2 Plants

PLANTS ANIMALS FOUR SEASONS OUR BODIES EVERYDAY MATERIALS • Write instructions to describe how to plant • identify and name a range of common • Name the four seasons. • name the basic parts of the • Identify and name everyday a bean. animals • Name different types of weather. body materials. • Identify some garden plants that they see in • describe the structure of common • Make observations about the • name the senses and say which • Describe simple properties of photographs or in the garden area of school animals, including some parts of the weather. body part is associated with everyday materials. • Name some garden plants from memory. body that are specific to animals • Describe the weather associated each sense • Distinguish between an object • Identify some common plants on the school • say something that is the same and which each season. • use their senses to perform and the material it is made Everyday field or forest school area something that is different about two • Make simple observations about simple tests. from. • Label the parts of a plant. animals changes across the seasons by looking • draw and label parts of their • Sort objects 3 ways. Materials • Sort leaves into groups of deciduous and • understand that animals have around school body evergreen. different diets • name an event or occasion which • describe activities that use each • Collect information on a Wild Plant Hunt in • sort animals into simple groups, happens in each season of the five senses the forest school area including groups based on animal diets • describe how day length varies • Generate questions about plants. • describe animal bodies using relevant between two seasons • Measure the growth of a bean plant with a vocabulary • make a more detailed comparison ruler. • understand the difference between between two seasons carnivores, herbivores and omnivore • identify and classify animals by suggesting groups that they belong to

Our Bodies

YEAR

The Seasons The Seasons Plants Animals Spring and Summer Autumn and 1 Winter YR LIFE YR ENERGY YR MATTER YR BEING SCIENTIFIC 1. Identify and 1. Explore the effect of 1. Experience, 1. Explore, describe and name common simple forces (i.e. explore and question the world around them. animals and pushes and pulls, describe a range plants: talk magnets) through of common about change continuous provision materials. EYFS ELG Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Reception cover the full range of concepts over the course of the year; the timing of this is guided by children’s interests. This is planned and delivered through ongoing EYFS continuous provision opportunities.

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Working Scientifically

Chemistry Biology Physics

Progression in Working Scientifically

Early Years • Explore, describe and question the world around them.

Year 1 • Use their observations to give reasons for their answers to questions. • Collect and record simple data. • interpret simple data • gather and record information and use it to answer a puzzle. • Make a prediction. • Perform simple tests. • Use their observations to answer simple questions. Year 2 • Gather and record information. • Record in a bar chart. • Research the answer to a question.. • Use information to answer questions. Year 3 • Predict what will happen in an investigation. • Make observations. • Set up an investigation and make predictions. • Make observations and conclusions. • Be able to answer questions based on their learning. • Set up a simple practical enquiry and write an explanation for their findings. • Take part in and contribute towards an oral presentation of their observations. • They will make and record observations accurately • Construct a bar chart on labelled axes. • Form a conclusion from their results • Explain their predictions and conclusions using key words or prompts Year 4 • Create a classification key. • Record observations in a table. • Write a report. • Present findings to the class. • Generate relevant scientific questions. • Identify differences related to scientific ideas. • Make predictions and suggest equipment. • Make careful observations, record findings using labelled diagrams and use results to make predictions for new values. • Make observations and conclusions. • Be able to answer questions based on their learning. • report their findings and conclusions orally. Year 5 • Compare and present data using bar and line graphs. • Report findings in oral form. • Compare graph types and select which is most appropriate for my data. • Analyse and report findings in written explanations. • Make observations and conclusions. • Be able to answer questions based on their learning. • Report and present findings from enquiries. • identify dependent, independent and controlled variables • set up reliable and accurate investigations • make and explain predictions • make and record accurate observations • use scientific language to explain their findings • use their results to make generalisations and further predictions • be able to ask and answer questions based on their learning using scientific language Year 6 • Decide on the most appropriate type of investigation for their question. • Take repeat readings if necessary. • Report the degree of trust they have in their results. • Make observations and conclusions. • Be able to answer questions based on their learning

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Religious Education Religious Education

Why is religious education important? Spirit RE in our school has a significant role for the In Church of England schools, where pupils and staff come from development of pupils’ spiritual, moral, social all faiths and none, religious education (RE) is a highly valued and cultural development. We promote academic subject that enables understanding of how religion respect and open-mindedness towards others and beliefs affect our lives. At the heart of RE in church schools with different faiths and beliefs and we is the teaching of Christianity and pupils also learn about other encourage pupils to develop their sense of faiths and world views. identity and belonging through self-awareness and reflection. Religious Education: • Is relevant for all children, whatever their religion or beliefs Careers • Teaches understanding of world religions and beliefs Careers that include the use of Religious • Shows how religion influences individuals, families, Education: communities and cultures • Religious Leader • Explores the political and social impact of religion • Teacher • Encourages reflection on issues of justice and truth • International or Community Aid Worker • Provokes questions about the meaning of life • Hospital Doctor • Offers opportunities for personal reflection • Doctor • Develops and affirms personal identity and responsible • Community Worker citizenship • Charity Fundraiser • Social Worker Prepares children for adult life RE can help: • Counsellor • Promote respect for self and others • Contribute to an understanding of history and culture • Enhance our understanding of global affairs • Develop personal well-being and happiness • Safeguard ethical standards in public life • Generate social and community cohesion • Tackle extremism and religious discrimination

Our aims At Ackworth Howard J&I School, we believe that in RE we should develop the children’s skills so that they can explore people’s beliefs and asks questions about life. Children should learn to understand the differences and similarities between people and how they live, based on their beliefs. Through RE children will learn to reflect and respond to their own ideas. Mind RE at our school engages pupils in an enquiry approach where they can develop an understanding for the expression of beliefs, cultural practices and influence of principle religions and world views in the local, national and wider global community.

Body We encourage our children to be inspired by moments of awe and wonder and respond to God through worship and seek solace and support from their faith. Through our inspiring curriculum will give children the opportunity to respond creatively to their life experiences. ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS RELIGIOUS EDUCATION

Concept Key Stage What understanding and using that concept looks like..

God EYFS Know that God is a name Fundamental to Christian belief is the existence of God, KS1 Know that Christians believe in God, and that they find out about God in the Bible. Father, Son and Holy Spirit Recognise that Christians believe God is loving, kind, fair and also Lord and King; and there are some stories that show this (UC) Remember that Christians worship God and try to live in ways that please him.

LKS2 Explain that Christians believe God is Trinity: Father, Son and Holy Spirit (see Incarnation) Give examples of Bible stories show how God keeps his promises. Discuss how Christians find that understanding God is challenging; people spend their whole lives learning more and more about God Relate symbols, similes and metaphors to God , in song, story, poems and art.

UPKS2 Understand Christians believe that God is omnipotent, omniscient and eternal, and that this means God is worth worshipping. Explore why Christians believe God is both holy and loving, and Christians have to balance ideas of God being angered by sin and injustice (see Fall) but also being loving, forgiving, and full of grace. Consider why ChristiansJes believe God loves people so much that Jesus was born, lived, was crucified and rose again to show God’s love. Debate about what God is like. Christians do not all agree what God is like, but try to follow his path, as they see it in the Bible or through Church teaching. Discuss why Christians believe getting to know God is like getting to know a person rather than learning information.

Concept Key Stage What understanding and using that concept looks like..

Creation & Fall EYFS Understand that Christians believe God is Creator of the universe The universe and human life are God’s Discuss Christians believe God made our wonderful world and so we should look after it good creation. KS1 Recognise that God created the universe and the Earth and everything in it are important to God Humans are made in the image of God but Ask questions about the relationship between God and with human beings they have a tendency Illustrate how Humans should care for the world because it belongs to God. to go their own way; LKS2 this attitude is called Show how God wants to help people be close to him. sin. Examine the Bible account of how humans spoiled their friendship with God.

(UC) PKS2 Compare and contrast the poetic account of creation from the Bible and contemporary scientific accounts.

‘Providing opportunities for growth in mind, body and spirit.' EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS RELIGIOUS EDUCATION

Concept Key Stage What understanding and using that concept looks like..

People of God EYFS Listen to stories about the People of God People who will model a restored relationship with KS1 Discuss stories about the People of God God, who will attract all other people back to God LKS2 Understand that the Old Testament tells stories about the children of Israel and their relationship with (UC) God. Explain the benefits of having a relationship with God UKS2 Trace the people of God throughout the Bible: Abraham, Jacob to David Explore stories from the Bible and analyse how Christians today apply these ideas to living today Explore how Christians see the Christian Church as part of the ongoing story of the People of God, and try to live in a way that attracts others to God, for example as light in the world.

Concept Key Stage What understanding and using that concept looks like..

Incarnation EYFS Know that Christians believe God came to Earth in human form as Jesus Jesus is God’s answer – the Messiah and Christians believe Jesus came to show that al people are precious and special to God Saviour, who will KS1 Recount the story of Jesus’ extraordinary birth in Bethlehem repair the effects of sin and the Fall and Know that Christians celebrate Jesus’ birth, and that Advent for Christians is a time for getting ready for offer a way for Jesus’ coming humans to be at one LKS2 with God again Understand that Christians believe Jesus is one of the three persons of the Trinity: God the Father, God the Son and God the Holy Spirit. (UC) Investigate how Christians worship God as Trinity.

UPKS Understand that Jesus was Jewish. Discuss Christians believe Jesus is the Messiah and that his birth, life, death and resurrection were part of God’s plan to restore the relationship between humans and God. Contrast this belief with the Jewish faith which does not think Jesus is the Messiah Analyse why Christians see Jesus as their Saviour

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS RELIGIOUS EDUCATION

Concept Key Stage What understanding and using that concept looks like..

Gospel EYFS Know that Christians believe that God loves everyone Jesus’ life, teaching and ministry which embodies what it is KS1 Know that Christians believe Jesus brings good news for all people including being loved by God, and like to be one of the being forgiven for bad things. People of God. Talk about how Jesus is a friend to the poor and friendless. (UC) Consider Jesus’ teachings about how to live the right way LKS2 Examine how Jesus’ life shows what it means to love God (his Father) and love your neighbour. Identify how Christians try to put the teaching and example of Jesus into practice every day UKS2 Analyse how ‘good news’ is not just about setting an example for good behaviour and challenging bad behaviour: Christians believe that Jesus offers a way to heal the damage done by human sin. Explore how Christians believe that they should bring this good news to life in the world

Concept Key Stage What understanding and using that concept looks like..

Salvation EYFS Know that Christians believe Jesus came to show God’s love and remember Jesus’ last week at Easter Jesus’ death and Recognise that Christians try to show love to others. resurrection effect the rescue or KS1 Know that Easter is important in the ‘big story’ of the Bible. salvation of humans Jes Remember that Christians believe Jesus showed that he was willing to forgive all people ad builds a (UC) bridge between God and humans Know that Christians believe Jesus rose from the dead, giving people hope of a new life.

LKS2 Describe how Christians celebrate and see Holy Week as the culmination of Jesus’ earthly life, leading to his death and resurrection. Explain how events of Holy Week were important in showing the disciples what Jesus came to earth to do. Understand that Christians trust that Jesus really did rise from the dead, and so is still alive today

UKS2 Consider why Christians read the ‘big story’ of the Bible, including Gospels and the New Testament Discuss the different ways that Christians interpret Jesus’ death and explore how Christians remember Jesus’ sacrifice through the service of Holy Communion Know that belief in Jesus’ resurrection confirms to Christians that Jesus is the incarnate Son of God, but also hope for life with God, starting now and continuing in a new life (Heaven). Explore how Christians believe that Jesus calls them to sacrifice their own needs to the needs of others

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS RELIGIOUS EDUCATION

Concept Key Stage What understanding and using that concept looks like..

Kingdom of God EYFS Listen to parables and stories from the Bible The idea of the ‘Kingdom of God’ reflects God’s ideal KS1 Know that parables often try to teach Christians lessons about how to live their life for human life.

(UC) LKS2 Discuss Christian beliefs that Jesus’ whole life was a demonstration of his belief that God is king, not just in heaven but here and now. Discover the meaning of the Pentecost and the importance of the Holy Spirit to Christians

UKS2 Explore the parables about the Kingdom of God and consider what they mean. Consider why many Christians challenge unjust social structures in their locality and in the world.

Concept Key Stage What understanding and using that concept looks like..

Islam KS1 Know some simple ideas about Muslim beliefs about God, making links with some of the 99 Names

(AS) of Allah Know a story about the life of the Prophet Muhammad Remember some objects used by Muslims and suggest why they are important Give examples of some ways Muslims mark Ramadan and celebrate Eid-ul-Fitr and how this might make them feel

KS2 Discuss the connections between Muslim practice of the Five Pillars and their beliefs about God and the Prophet Muhammad Explain the significance of the Holy Qur’an to Muslims Recognise the forms of guidance a Muslim uses Understand the key functions of the mosque and the beliefs of Muslims

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS RELIGIOUS EDUCATION

Concept Key Stage What understanding and using that concept looks like..

Judaism KS1 Know how the mezuzah in the home reminds Jewish people about God

(AS) Explain how Shabbat is a special day of the week for Jewish people, and give some examples of what they might do to celebrate Shabbat Talk about a story that shows what Jewish people at the festivals of Sukkot, Chanukah or Pesach might think about God, suggesting what it means

KS2 Describe Jewish beliefs about God Explore examples of some texts that say what God is like and explain how Jewish people interpret them. Talk about clear connections between Jewish beliefs about the Torah and how they use it Clear connections between Jewish commandments and how Jews live (e.g. in relation to kosher laws Explain how Jewish people put their beliefs into practice in different ways (e.g. some differences between Orthodox and Progressive Jewish practice). Understand and knowJes and consider and weigh up the value of e.g. tradition, ritual, community, study and worship in the lives of Jews today, and articulate responses on how far these ideas are valuable to people who are not Jewish

Hindusim Discuss examples of what Hindus do to show their faith, and make connections with some KS2 (AS) Hindu beliefs and teachings about aims and duties in life Describe ways in which Hindus express their faith through puja, aarti and bhajans Explore reasons why being a Hindu is a good thing in Britain today, and reasons why it might be hard sometimes Identify links between the actions of Hindus in helping others and ways in which people of other faiths and beliefs, help others

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD LEARNING JOURNEY ‘Providing opportunities for growth in mind, RELIGIOUS EDUCATION

body and spirit.' KS2 Carol Service YEAR Making sense ofthe text: Psalm 8 The Resurrection Parable of the Connections between Beliefs about Life Evidence that Jesus Developing skills of Luke 24 Unforgiving Art and Actions After Death was the Messiah Servant reading and interpreting Biblical texts Y6 Leavers’ Y6 6 Service 2b.4 Was Jesus the messiah? Understanding the U2.3 What do religions say to us when life gets hard? U2.5 Is it better to express your beliefs in arts and architecture or Impact: Y5Harvest in charity and generosity? 2b.8 What kind of king is Jesus? Examining ways in which Service 2b.7 What difference does the resurrection make for Christians? Christians respond to YEAR 2b.2 Creation and Science: conflicting or complimentary? Moses & the Exodus Biblical texts and how they put their beliefs into

’ action in diverse ways Function of Psalms, Letters & Commandments: Love God Stations of Islam: Expression of Places of Worship Proverbs & Love Thy Neighbour the Cross Faith within the Christian 5 community and in the Y5 U2.4 If God is everywhere, why go to a place of worship? world. 2b.1 What does it mean if God is holy and loving? Making Connections: 2b.5 What would Jesus do? 2b.6 What did Jesus do to save human-beings? Evaluating, reflecting on Adam and U2.6 What does it mean to be a Muslim in Britain today? Eve 2b.3 How can following God bring freedom and justice? and connecting the texts/ YEAR concepts studied with pupils’ own lives.

Pentecost: Holy Trinity: Matthew Acts 2 Rituals & Hinduism: Expression Parables of Kingdom of Christian Values: Commitment of Faith 3, 2 Corinthians Heaven & Forgiveness Year A 4 Aut 1: Be respectful Y4 L2.3 Why is Jesus inspiring to some people? Aut 2: Be forgiving Y4 Easter 2a.3 What is the trinity? Service L2.8 What does it mean to be a Hindu in Britain today? Spr 1: Be compassionate L2.6 Why do some people think that life is like a journey Spr 2: Be responsible and what significant experiences mark this? 2a.6 When Jesus left what was the impact of Pentecost? Sum 1: Be courageous 2a.1 What do Christians learn from the Creation story? Sum 2: Be creative Christianity: Expression YEAR of Faith Year B Aut 1: Be thankful

Practice of prayer Aut 2: Show humility Noah and the Parables of Lost The Good Holy Spr 1: Promote Justice Covenant Coin and Lost Samaritan Week Y3Easter Sheep Service Spr 2: Be generous 3 Y3 Sum 1: Have wisdom 2a.2 What is it like to follow God? Key Sum 2: Have hope Serving & L2.2 Why is the Bible so important for Christians today? Leeds and York Diocese supporting 2a.4 What kind of world did Jesus want? Syllabus 2a.5 Why do Christians call the day Jesus dies ‘Good Friday?’ Understanding Christianity Year C L2.4 Why do people pray? Syllabus L2.7 What does it mean to be a Christian in Britain today? Aut 1: Show friendship Aut 2: Build Trust Signs, Symbols and artefacts KS1 Nativity YEAR Spr 1: Be truthful Performance Spr 2: Be peaceful Sum 1: Show perseverance Stories from Scared Texts Sum 2: Show service Islam: Beliefs, Objects, Christmas story: Parable of the (Christianity. Islam, Judaism) Stories, Festivals The Gospel of Luke Lost Son

Y2 1.1 What do Christians believe God is like? 2 ChurchServices held at St 1.3 Why does Christmas matter to Christians? 1.2 Who is Muslim and what do they believe? Cuthbert’s Church: 1.4 What can we learn from sacred books? Aut: Harvest 1.5 What makes some places sacred? Visit to Synagogue 1.8 How should we care for others and the world and why does it Aut: Christmas matters? Welcoming Spr: Easter 1.6 How and why do we celebrate special and sacred times? YEAR Ceremonies Sum: Leavers’ KS1 Nativity Weddings Performance

Genesis 1: Multifaith Learning: Jonah and the Judaism: Beliefs, Matthew the Tax Creation Story Rec: Judaism, Islam, Hinduism Whale The Easter Story 1 Objects, Festivals Collector Year 1: Judaism Y1 EYFS Year 2: Islam, Judaism 1.1 Who is a Christian and what do they believe? F1 Why is the word ‘God’ so important to Christians? 1.3 Who is Jewish and what do they believe? F2 Why do Christians perform nativity plays at Year 3: Islam 1.4 What is the good news that Jesus brings? Christmas? Year 4: Hinduism, Judaism, 1.5 Why does Easter matter to Christians? F1 Which stories are special and why? Baptism & 1.2 Who made the world? Humanist Welcomes F3 Why do Christians put a cross in an Easter garden? 1.7 What does it mean to belong to a faith community? F3 Which places are special and why? into Year 5: Islam, Hinduism, Judaism, 1.6 How and why do we celebrate special and sacred F5 Where do we belong? Different times? Year 6: Humanists, Hinduism, Faiths FS Nativity Islam Performance EYFS

Simple look at Sacred Texts, Keeping How God created the Places of Worship Palm Sunday Story Simple Christmas stories Promises & Saying Thankyou World

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ PSHE PSHE

Why is PSHE important? Our Aims

The PSHE Association describes it as, ‘learning through which At Ackworth Howard J&I School, we believe that our PSHE children and young people acquire the knowledge, curriculum is at the centre of developing the mind body and understanding and skills they need to manage their lives, now spirit. Through quality, interweaved concepts we create and in the future.’ For us, it’s about making sure children have global citizens, ready and prepared for any future path they the skills they need to grow up as healthy individuals who can choose. We believe our PSHE curriculum should develop: the make informed decisions about their lives. We strive to deliver a mind (aspirational expectations of themselves and others, ‘curriculum for life’ that helps children deal with modern issues well-prepared learners and purposeful relationships in the and contributes significantly to our personal development community), the body (emotionally intelligent, tolerant and provision. respectful citizens) and spirit (empowered with ability to lead by example, ambassadors of change, with a prophetic The curriculum we deliver is age appropriate for all children. voice and radical hospitality) Relationships and health education forms a key part of this, as does learning about physical, mental and emotional health. A Mind dedicated space for PSHE is allocated within the school Through engaging and cross-curricular lessons, timetable using the HeartSmart curriculum which builds pupils will develop high expectations of resilience, school climate and healthy relationships and enables themselves and others in all aspects of school children to explore issues such as consent, staying safe and life, including how they apply their knowledge to healthy relationships. PSHE is a key driver for our whole become excellent learners. They will continue to curriculum. build and foster purposeful relationships in the classroom, school and community through understanding their role in themselves, their school, the community and the wider world.

Body Through exploring a range of complex and broad What is HeartSmart? values and issues, the pupils will develop emotional intelligence, gaining a wider view of HeartSmart is a creative approach that we use to build themselves, others and the wider world. Across character, emotional health and resilience in children. Equipping discrete PSHE lessons and other subjects they will children with foundational principles and skills that will improve encounter a diverse and varied selection of their mental health and relationships and academic people and cultures, embedding complete achievement, at our school, we want everyone to know that tolerance for all and enabling them to become they are loved, cared for and valued. We recognise the value of aspirational and respectful citizens. educating the heart alongside educating the mind. We use HeartSmart to do just that! Spirit They will encounter opportunities to develop their leadership skills and strive to obtain the attributes needed for greatness, including radical hospitality, enabling them to become the leaders of the future. Through an enlightened understanding they will become the ambassadors of change to achieve the visionary goals they set for themselves and others. ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS PSHE

Concept Key Stage What understanding and using that concept looks like..

Diversity EYFS Identify the feelings of others and develop awareness and respect for differences in people and families.

KS1 Demonstrate how to love others and respect differences in people.

KS2 Demonstrate and encourage acceptance and tolerance of all.

Values and EYFS Develop awareness of their own and other’s feelings and needs, adapting their behaviour Perceptions accordingly.

KS1 Demonstrate how to mend and maintain relationships with peers and family.

KS2 Confidently understand how to create and maintain positive and healthy relationships.

Social Justice EYFS Identify their own and other’s likes and dislikes.

KS1 Develop understanding of different risks and how to look after themselves and others.

KS2 Use their understanding to challenge injustice and make informed decisions.

Health and EYFS Identify a range of emotions and work cooperatively with others. Wellbeing KS1 Recognise factors that affect their emotional and physical wellbeing in positive and negative ways.

KS2 Show they are fully equipped with the tools to live an emotionally and physically healthy lifestyle

Resilience EYFS Begin to show perseverance when completing tasks and challenges, and understand that making mistakes is normal.

KS1 Describe ways to overcome challenges, offer and accept encouragement.

KS2 Confidently use a range of strategies to overcome obstacles and tackle challenging situations. Aspirations EYFS Explore the affirmation that each one of them is loved, special and important.

KS1 Identify their strengths and achievements and describe themselves in a positive way.

KS2 Have high expectations of themselves and others.

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ 3 1 YEAR YEAR 5 YEAR

YEAR 4 ‘Providing opportunities for growth in mind, N/R YEAR 2 YEAR 6 Show acceptanceand Show

Key learning Key learning Key learning peopleof tolerance

✓ ✓ ✓ ✓ ✓ Key learning and differences in people. Consider special people, families ✓ ✓ ✓ ✓ ✓ ✓ ✓ Diversity / Too much selfie isn’t Diversity / Too much selfie Diversity / Too much Diversity / Too much selfie selfie isn’t healthy devices responsibly. suggest ways to usetheir listening and negotiating). skills (clear communication, shared goal, good teamwork Work together achieveto a heroes of their community are. Suggest who theunseen language. from their expression and body Suggest how a person is feeling aware of thosearound them. Being observant and being same. they are all the different and ways are ways they are all Understand there they do. important work that appreciate the recognise and their community, people who work in Find out about people’s needs. ‘look out’for other Suggest ways to media. benefits of social the dangers and Identify and explain benefit from today. challenges that they have overcome gone before them generations that have Explore how the feedback. others and offer Listen carefully to they are the same. are different and ways there are ways they Acknowledge that isn’t healthy isn’t healthy healthy Q: What strategies do we use to solve solve to use we do strategies What Q: Q: Do I understand how to apply problem problem apply to how understand I Do Q: solving strategies in various situations no no situations various in strategies solving matter how impossible they may seem? may they impossible how matter body andspirit.' ✓ ✓ ✓ Values Values and Perceptions / Don’t Rub it in Q: How do I become the person I want want I person the become I do How Q: ✓ ✓ ✓ ✓ recognising recognising negative emotion. Working cooperatively, kindly and YEAR 1 Values and Perceptions / Don’t Rub it bullying. themselves and others from and suggesting ways to protect bullying can harm another person teasing or bullying, explaining how Explore the consequencesof to handle hurt or disappointment. Explore and suggest different ways betweenfriends. sorry and offering forgiveness Explain the importance of saying Values Values and Perceptions / Don’t YEAR 3 ✓ ✓ ✓

Key learning Values and Perceptions / Don’t know is being bullied. help if they, or someonethey can have and explain how to get Understand theimpact bullying than words. language communicatesmore Understand that tone and body consider thebarriers forgiving.to forgiving for their own benefit and Explore the importance of conflict and disputes. Refine strategies to resolve Have Have high expectations of

✓ ✓ ✓ Key learning YEAR 4 Rub Rub it in Rub it out! themselves and others Q: What do I need to do next? next? do to need I do What Q: collective values build build society? collective values Rub Rub it out! Diversity / Too much selfie values affect the way we live? we way the affect values Rub Rub it in Rub it out! perspectives of global issues?global of perspectives ✓ ✓ ✓ ✓ Q: Can I understand how our our how understand I Can Q: who to report it to. online abuse and knowing life and online, recognising healthy boundaries both in Recognise and implement manage negative stress. and explore ways they can different types of stress Understand that there are the benefits forgiveness.of forgiveness is and explain Understand what Q: Who do I want to be and and be to want I do Who Q: Q: Can I understand that people that understand I Can Q: Q: Can I appreciate different different appreciate I Can Q: what do I want to achieve? to want I do what Q: Can I find out what draws draws what out find I Can Q: in in Rub it out! problems? groups of people to certain certain to people of groups

Q: Can I recognise the beauty beauty the recognise I Can Q: Key learning Q: Can I understand how how understand I Can Q: Diversity / Too much selfie isn’t healthy Q: Who should we admire? we should Who Q: ✓ ✓ ✓ ✓ Q: What can I be? I can What Q: themsafe online. simple rules keepto Suggest and create have beenhelped. others and how they Suggest ways to help around them Take noteof others Q: Diversity / Too much selfie isn’t healthy isn’t healthy of different people and and people different of have different values? different have personal information private and explain why it is important to keep List what information identifies them and respect each other’s views. together, listen to one another's ideas Complete a task where they work kindness can have on another person. Recognise and celebrate the impact respond in an emergency. Understand and demonstrate how to to be? to How do we we do How should and shouldn’t postonline. Show awareness of what they honour. ways they can demonstrate treated with honour and suggest Suggest people who deserve to be well. skills neededlisten to to others Understand and demonstrate the them if they feel lonely. can do and people who can help Understand there are things they Pupil problems? places? . places? recognise goals for the end of their Ackworth for journey... of Ackworth learning Howard end goalstheir the of lies. of impactidentify tobegin others, and themselves for thankfulbeing andlies, truth Identifying ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Social Social Justice / Fake is a Mistake! Values Values and Perceptions / Don’t Social Social Justice / Fake is a Mistake! Social Social Justice / Fake is a Mistake! understand the importance sunof safety. Demonstrate ways stay to safe in the sunand person. and explore different ways to greet another Suggest ways to demonstrategood manners describe a time they have felt them. Describe how different emotionsfeel and something unique about themselves. and never will be another me,’and identify Understand thestatement ‘There never has associated risks of smoking. Find out the facts and say no. the consequencesand ways to dares Explore peer pressure through courage tell to thetruth. to tell thetruth and develop the Discuss times when it is difficult they see themselves. chooseto listen to affect how Understand that the words they Social Social Justice / Fake is a Mistake! drug drug taking drugs and suggest ways to avoid health risks associated with taking Identify physical and mental online is credible. ways to discern if information from credible sources and suggest Find out facts about vaccinations can have respectful friendships how using boundaries meansthey Define boundaries and explain they want to be. Describe thekind of friend negative emotion. Suggest ways to handle amends. Suggest ways to make forgiveness. Explore the importance of Rub Rub it in Rub it out! - when they are not fun, Challengeinjustice ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Values Values and Perceptions / Don’t Rub it in Rub Values Values and Perceptions / Don’t Rub it stereotypes. Recognise and challenge of a betrayal of trust. betweenfriends and theeffects Talk about how buildto trust understand how to let go of hurt. hurt can make themunhappy and Talk about ways holding onto not. difference betweenforgiving and Think about and describe the find strategies for dealing with bullying. Recognise bullying in all its forms and to their mistakes. Develop strategies for responding well emotions. and recognise the importance of Describe how different emotionsfeel teaches themabout forgiveness. Explain what Nelson Mandela’s life conflict. Develop simple strategies resolveto in in Rub it out! it out! ✓ ✓ ✓ Q: Can I recognise ways to improve my physical and and physical my improve to ways recognise I Can Q: Q: Do I recognise that actions have intended and and intended have actions that recognise I Do Q: ✓ ✓ ✓ ✓ ✓ Q: Can I challenge injustice and develop a prophetic prophetic a develop and challenge injustice I Can Q: Social Social Justice / Fake is a Q: Do I understand and value fairness? value and understand I Do Q: Q: Can I understand the impact of positive and and positive of impact the understand I Can Q: ✓ ✓ ✓ Q: Can I understand the impact of positive and and positive of impact the understand I Can Q: read facial facial readexpressions. and emotions explaindifferenttoway, beginown in their are differentall they and special how Discuss Q: Do I recognise that actions have intended intended have actions that recognise I Do Q: teeth. How to look after their friendships. ‘see Understand how to be themselves. needto lie about Explain why they donot Health and Wellbeing / Health and Wellbeing / Q: What do I need to be healthy? be to need I do What Q: negatively affect their mental wellbeing. Recognise things that positively and characteristics a of healthy family life. Understand that there are many different someone. Explain how they theyknow can trust to cultivate thosecharacteristics. see in their classroom and suggest ways Suggest characteristics they would like to and unkind words. Describe theconsequences using of kind Q: Can I recognise ways to improve my my improve to ways recognise I Can Q: Q: Do I understand and value fairness? value and understand I Do Q: Mistake! - through’ in healthy foods. understanding of balanced meal, using Plan a healthy, people to each other. commitmentof two marriage is a Understand that should be shared. and when secrets right keepto a secret Recognise when it is Q: Can I challenge injustice and develop a a develop and challenge injustice I Can Q: physical and emotional well emotional and physical ✓ ✓ ✓ HeartSmart Q: What do I need to be healthy? be to need I do What Q: the toolsto livean emotionally and Health and Wellbeing / and unintended consequences? unintended and Q: How can I look after myself? after look I can How Q: Q: What makes a good friend? good a makes What Q: unintended consequences? unintended Showthey are fully equipped with Health and Wellbeing / negative health choices? health negative negative health choices? health negative choices to contribute to a healthy diet Understand how to makehealthy of love and security different but they should all be places Understand that families may all look build it. reputation they would like and ways to can affect their reputation, suggest the Understand that decisions they make emotional well emotional ✓ ✓ ✓ ✓ physicallyhealthy lifestyle Social Social Justice / Fake is a Mistake! ✓ ✓ ✓ ✓ prophetic voice? prophetic suggest suggest ways to avoid allergens . Explain what an allergy is and build a friendship. Explain why truth is important to they are concerned. suggest safe people to talk to if inappropriate types of touchand Suggest appropriate and shame is and spotshame phrases. Give a simple explanation of what HeartSmart Social Social Justice / Fake is a Mistake! voice? ✓ ✓ ✓ alcohol use in young people. Find out the risks associated with vulnerability. identify qualities that build trust for Describe what vulnerability is and they needto hide how they really feel. Explain what to do whenthey feel like unrealistic images can make themfeel. not always real and discuss how on social media and in magazines are Understand that the images they see Health and Wellbeing / ✓ ✓ ✓ ✓ ✓ HeartSmart HeartSmart minds and bodies healthy. List choices that keep their expressing their feelings. emotionsby describing and Begin to understand their ways. power in positive / negative Describe ways they can use Resilience / No Way Through isn’t True! - being? go go through adolescence. Describe thechanges in the brain as they comfort zone. Explore coping with stepping out their of Explain the effectof having hope. what they need. they feel, why they feel that way and Establish self practice. yet’ and explain the importance of thinking from ‘I can’t do it’ to ‘I can't do it Describe theimpact of changing their ACKWORTH HOWARD ACKWORTH - ✓ ✓ ✓ being? Resilience / No Way Through LEARNING JOURNEYLEARNING - awareness to work outhow HeartSmart as as puberty begins. changes that take place and describe key physical Define what puberty is going. encourage us to keep needpeople to Understand that we all goals. order to achieve their to develop or lose in Identify habits they need about change. about feel theyhow andexpress task challenging keeptoways for Look ✓ ✓ ✓ Resilience / No Way Through isn’t True! isn’t True! Resilience / No Way Through ✓ ✓ ✓ conserving energy. environment by for their school Suggest how to care phrases. phrases with positive Replace ‘worry’ to a problem. alternative solutions Use resilience to find Health and Wellbeing / lifestyle. risks of an unhealthy healthy lifestyle and the Identify the benefits of a themon. encourage and cheer people in their lives that for and recognise the Understand, be grateful ‘meant to betreated’. Describe how others are isn’t True! ✓ ✓ ✓ ✓ ✓ ✓ HeartSmart Health and Wellbeing / PSHE Show they are capable of going through a a throughgoing Resilience / No Way Through isn’t True! health. sleep is important for their Understand that good quality themfeel and show thanks. them,how that has made has supported or encouraged Explain how another person watch. they should and shouldn’t Suggest ways to what know people lead others. Understand how powerful person, pet or toy. they miss and sharing a memory of that feelings by thinking of a person, pet or toy that Explore change, loss and theassociated makes themfeel uncomfortable. someone asks themto keep a secret that shouldn’t keepand know what to doif Differentiate betweensecrets they should and overcoming obstacles ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Aspirations / Don’t forget to let love in Aspirations / Don’t forget to let love in Suggest ways to spotearly signs of illness. grateful for. Consider and explain things they are person and story is unique. their lives so far and recognise that every Recall significant events and people in encouragement from others. positive words and accept Encourage oneanother with kind and their value as an individual. Consider their self others. washing in loving themselves and others of theimportance of hand create a rhyme/song or rap to remind Suggest ways bacteria spreads and their bodies can do. Show gratitude for the amazing things achievements. Identify their strengths and they had beenloved in this way. and give an example of a time when Identify ways they feel themostlove Q: Can I understand that people have have people that understand I Can Q: HeartSmart of different people and places? and people different of Q: Can I appreciate different different appreciate I Can Q: Q: Do I understand how to apply problem problem apply to how understand I Do Q: ✓ ✓ solving strategies in various situations no no situations various in strategies solving Q: How do we celebrate celebrate we do How Q: Q: Who should we admire? we should Who Q: Q: Can I recognise the beauty beauty the recognise I Can Q: collective values build build society? collective values matter how impossible they may seem? may they impossible how matter ✓ ✓ ✓ ✓ Q: Who do I want to be and and be to want I do Who Q: what do I want to achieve? to want I do what Q: How do I become the the become I do How Q: Q: What makes us us makes What Q: Q: Can I find out what draws draws what out find I Can Q: Aspirations / Don’t forget to let perspectives of global global of perspectives groups of people to certain certain to people of groups values affect the way we live? we way the affect values Q: Can I understand how how understand I Can Q: and likes / / dislikes. andlikes Identify andimportant. is loved, special themof each how Explore Resilience / No Way Through isn’t True! Q: Can I understand how our our how understand I Can Q: Q: What strategies do we use to solve solve to use we do strategies What Q: person I want to be? to want I person Q: How do we recognise recognise we do How Q: special events? special physical activity. how they feel after their pulse and describe physical activity, find their heart rate after Notice the difference in gratitude attitude. helps them develop a have and who they are, thankful for what they Understand that being change well. Describe ways to manage first aid skills. injured and demonstrate basic help others when they are Talk about simple ways they can when we fail and trying again. importance of getting back up Explore and understand the times of setbacks. times of making progress and Understand that in life there are Aspirations / Don’t forget to let love in special? - worth worth and recognise different values? different issues? love love in ✓ ✓ ✓ ✓ problems? places? Resilience / No Way Through up. wellbeing as they grow after their health and Describe ways to look the menstrual cycle. Explain key facts about live lives full of hope. tools that can help them Describe sometheof toward a goal. theysuccess can grow Give examples of internal problems? isn’t True! their talents, skills skills talents,their ✓ ✓ ✓ Knowhow to createand maintainpositive and Aspirations / Don’t forget to let love in healthyrelationships of themselves every day. Explore different ways they can take care that from comessaving. spending and saving and there is a reward Explore the idea that there is a choice in negative examples of touch. of touchand suggest positive and Understand that there are different types EYFS ✓ ✓ ✓ ✓ ✓ ✓ ✓ Aspirations / Don’t forget forget forget to let love in Aspirations / Don’t physical health. affect their they make will some choices Understand that person. can make to a ‘letting love in’ difference Understand the from others. they are given encouragement accept the others and to encourage Think of words to let love in go go whento needed. suggest people to they needhelp and Recognise when scenarios. pressured respond in different different ways to Demonstrate can make themfeel. about themselves words they listen to Consider how the purpose. they have value and Appreciate that 6 YEAR 2 YEAR 4 YEAR LET LOVE IN! IN! LOVE LET are we loved and valued ASPIRATIONS TRUE ISN’T THROUGHWAY NO seem may it impossible how matter no situation every RESILIENCE healthy emotionally and physically stay to spirit and body mind, our after looking of power WELLBEING AND HEALTH are we who of proud be and truth communicate JUSTICE SOCIAL OUT! RUBIT IN, IT RUB relationships restore to forgiveness choose and emotion negative process to how PERCEPTIONS AND VALUES HEALTHY! ISN’T SELFIE MUCH well them love to how and others DIVERSITY PSHE PSHE / PSHE – FAKE IS A MISTAKE! IS FAKE - HEARTSMART / – Don’t Don’t it in, rub rub it out! Values Perceptions and / healthy! Diversity / Too much selfie isn’t love in! Aspirations / Don’t forget to let isn’t true! Resilience / No through way HeartSmart Health Wellbeingand / mistake! Social Justice - HeartSmart Exploring the importance of importance the Exploring HeartSmart Knowing there is a way through through way a is there Knowing - Learning how important, important, how Learning - Unpicking how to bravely bravely to Unpicking how – - / Fake is a a is / Fake DON’T FORGET TO FORGET DON’T Understanding the the Understanding – Understanding Understanding Literature Concepts – – TOO DON’T History History

Why is history important? Spirit By immersing themselves in sensitive topics History ignites children’s curiosity about the past in Britain and the throughout history, children will understand the wider world. Pupils consider how the past influences the present, complexity of people’s lives, the diversity of what past societies were like, how these societies organised their societies and the relationships between different politics, and what beliefs and cultures influenced people’s actions. groups of people. Children will have a greater History provides an explanation of why things are the way they are understanding of the wider world beyond their today. Pupils are fascinated with people and desire to understand locality. We encourage our children to celebrate their ancestry and origins, as well as the origins of their country. their history through events such as our Heritage This in turn develops an interpretation for what we have. As they Day where the children embrace the history of do this, pupils develop a chronological framework for their our school and immerse themselves in this. knowledge of significant events and people. They see the diversity of human experience, and understand more about themselves as individuals and members of society. Careers Careers that include the use of History: What they learn can influence their decisions about personal • Legal profession choices, attitudes and values. In history, pupils find evidence, • Journalism weigh it up and reach their own conclusions. To do this they need • Media researcher to be able to research, sift through evidence, and argue for their • Archivist point of view – skills that are prized in adult life. • Writer • Archaeologist Our aims • Media • Museum curator At Ackworth Howard J&I School, we believe that History should • Politics develop: the mind (curiosity, critical thinking, analysis and • Business and commerce perspective), the body (locality, identity and challenges of their • Teaching time) and the spirit (knowledge of the wider world, understanding • Curator of diversity, understanding of relationships and empathy) of every • Heritage Manager child. • Academic Librarian Mind History at our school aims to inspire and captivate children’s curiosity about the world around them and how past events have led to the way they live today. Children are given the opportunity to build up coherent knowledge and an understanding of the chronology of History through a variety of challenging and interesting History topics. Pupils will use critical thinking skills to analyse evidence from the past, questioning its reliability and developing their own perspective and judgement.

Body With a strong focus on our local area in our local history studies, our children are encouraged to understand their community and the changes it has been through, and celebrate these. Children will consider their own identities and the challenges that modern day life holds, comparing these to different time periods from the past. History topics are high profile throughout school and our welcoming environment showcases our children’s hard work and collaboration through displays. ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS History

Concept Key Stage What understanding and using that concept looks like..

Chronology EYFS To be able to correctly use simple terms to talk about chronology, including old, new, today, tomorrow and yesterday.

KS1 To be able to use an increasing range of terms including week, month and year to talk about chronology.

KS2 To be able to correctly use the terms ancient, modern, AD, BC, century and decade to talk about chronology and create timelines to show how these relate to one another.

Evidence EYFS To be able to use items to talk about the past .

KS1 To introduce the term ‘sources’, and synthesise these, to talk about what has happened.

KS2 To define a range of primary and secondary sources. To use critical thinking to discuss the reliability of sources by exploring perspectives of people and times from the past and present.

Significance EYFS To ask questions to find out what happened.

KS1 To ask questions about how a person or event changed the immediate future and how it/they impact on our lives today (cause and effect).

KS2 To explain why a person or event changed the immediate future and how it/they impact on our lives today (cause and effect).

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Rationale Our Themes

Ackworth – Our Local Area Through the study of our local area, children are given the opportunity to understand how and why their local community has developed in the way it has. In KS1, children will explore the people that have lived in our local area - such as Luke Howard of the Howard Family who named the cloud formations - and the impact they have had on our locality and the wider world. Through this, they will develop a sense of historical curiosity about their local area and sense of place in the world; the starting point of historical enquiry. In KS2, pupils will explore Pontefract’s role in the Magna Carta and Baron John De Lacy played a key role in forcing King John to seal the charter meaning that no one was above the law – not even the king. Through studies of war and industry in KS2, children will build upon this knowledge to understand how Ackworth was involved in, responded to and was affected by regional, national and international events and actions including its role in WW1 and WW2. Monarchy Our children explore the process and effects of change within our islands in KS1 through their focused study of Queen Victoria and Queen Elizabeth I. In KS2, our children will explore the way our monarchy has expanded to the wider world, the impact of colonisation and the beginnings of the Church of England religion. Our children will learn how the monarchy acts as an overarching government and has hugely impacted the way our nation has developed and changed in the past

Civil Rights We challenge our children to explore sensitive topics in our school and use history to empower our children to become well rounded, accepting global citizens. Our children will understand discrimination, segregation and diversity and the impact of key events in the world’s history on how we live today. Through exploring relationships between different groups, children will understand the complexity of people’s lives and develop and articulate their own perspective, judgement and opinions based on the interpretation of historical evidence.

War In the studies of WW1 and WW2, our children in KS2 will consider and reflect on the roles and responsibilities of individuals, groups and nations when confronting the abuse of power and civil and human rights violations. Our children will use historical evidence to understand that events such as the Holocaust were not accidents and were not inevitable, and investigate the events in history that led up to these. We will explore the impact of war on our local area to understand the sacrifices that were made.

The Role of Women The changing role of women is a prevalent theme in both key stages where the process of change and key events in our history has led to the importance of equality in our lives today. Our children will understand how cause and consequence led women to step into roles previously only inhabited by men, and how the drive and determination for social justice has changed women’s rights today.

Entertainment From the earliest civilisations to modern history, entertainment has always been an important way to understand the lives of people during the time periods studied. Our children in KS1 will gain an understanding of changes through time and their sense of self within this chronology through their study of toys. In KS2, our pupils will explore the cultures of the earliest civilisations, the way technology influenced our concept of entertainment, and how even through the challenges of modern history, time was still set aside to have fun. The order in which we teach: Pupils in Key Stage 1 study historical topics that allow them to gain a fundamental understanding that the passing of time creates history. In Key Stage 2, children learn historical topics from the changes in Britain from the Stone Age to the Iron Age and earliest civilisations beginning in Year 3, through to modern history in Year 6. Topics are planned in a way that the chronology of events is clear and coherent, and opportunities for connections to be made and contrasts to be explored are plentiful. This ensures pupils are able to make direct links between historical time periods, understanding the reasons for the demise in one period and the rise/start of another.

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Why is geography important? Spirit The teaching of geography provokes and answers questions Children will study diverse places, people and resources about the natural and human worlds, using different scales of and compare these to different environments around enquiry to view them from different perspectives. It develops the world. Through their developing understanding of knowledge of places and environments throughout the world, an other landscapes, environment and cultures, children understanding of maps, and a range of investigative and will have a greater understanding of the world they live problem-solving skills both inside and outside the classroom. As in and successfully live in a shared society. such, it prepares pupils for life beyond the primary years.

Geography is a focus within the curriculum for understanding Careers and resolving issues about the environment and sustainable Careers that include the use of Geography: development which is promoted through our Eco-Schools work. • Financial services It is also an important link between the natural and social • Planning sciences. As pupils study geography, they encounter different • Working in the environment societies and cultures. This helps them realise how nations rely • Environmental law on each other. It can inspire them to think about their own place • Town planning in the world, their values, and their rights and responsibilities to • Environmental engineering other people and the environment. • Travel and tourism • International charities A high-quality geography education should inspire in pupils a • Retail curiosity and fascination about the world and its people that will • International relations remain with them for the rest of their lives. Teaching should • GIS equip pupils with knowledge about diverse places, people, • Management resources and natural and human environments, together with a • Environmental Health Technician deep understanding of the Earth’s key physical and human • Transport processes. • Environmental Adviser • Sales Recruitment Consultant Our aims At Ackworth Howard J&I School, we believe that Geography should develop: the mind (physical and human geography, process of the world and changes over time), the body (locality, fieldwork and safety) and the spirit (diversity, comparisons and thriving in a shared society) of every child... Mind Geography at our school aims to promote inspiration, curiosity and fascination in our children about the world around them that will remain with them throughout their lives. Through the teaching of physical geography and human geography, children will develop a deep understanding of the Earth’s key features and processes. Linked wherever possible to our History topics, children will understand that Earth’s features have developed and changed over time. Body Through a strong focus on our local area and that of our partner school in Tanzania, children will have the opportunity to compare and consider the use of landscapes and environments around the world and closer to home. Children will use sources including maps, diagrams, globes, photographs and technology to immerse themselves in their community and enable them to gather data from fieldwork, apply their geographical knowledge into everyday situations, and explore the world around them safely. ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS Geography

Concept Key Stage What understanding and using that concept looks like..

Place EYFS To describe places which are important to them e.g. home, classroom, school and local places.

KS1 To be able to locate particular places on simple maps and atlases e.g. UK countries, capital cities, world continents and oceans.

KS2 To compare the position of two places in relation to one another using maps, diagrams, globes and aerial photographs e.g. countries, regions and time zones across the world.

Space EYFS To identify large and small spaces in relation to their size e.g. small tunnel, big playing field.

KS1 To describe the features of an environment e.g. name physical and human features in the jungle, the ocean, a town, a city.

KS2 To explain how the features of an environment/space affect its use e.g. people settle near natural resources.

Sustainability EYFS To recognise that classroom/home resources must be taken care of in order for us to use them in the future.

KS1 To describe how people take care of resources and spaces e.g. planting trees, water butts, litter picking and recycling.

KS2 To analyse the impact of human use of natural resources and determine if this an be maintained e.g. impact of plastic use on the world’s oceans; landfill sites; global warming.

Change EYFS To identify physical and human changes in the local area e.g. weather and new buildings.

KS1 To relate the link between depleting physical features and increasing human features e.g. less forests and woodland but more homes.

KS2 To explain how human use of natural resources have impacted the Earth e.g. the impact and implications of burning fossil fuels on world temperatures.

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ KS2 Key Concepts ACKWORTH HOWARD LEARNING JOURNEY Place Compare the position ‘Providing opportunities for growth in mind, of two places in GEOGRAPHY relation to one another body and spirit.' using maps, diagrams, Y6 PLACE Y6 SPACE Y6 SUSTAINABILITY Y6 CHANGE History Links globes, aerial photographs and GIS ie Locate and compare the position Explain how global Analyse the impact Explain how global warmingis World War 2 countries, regions and ofat least two places in the same warming is impacting of global warming on changing global landscapes time zones across the continent: North America on the features of fertile land globally (desertisation). world. fertile land and (desertisation) and Locate and compare the position of contributing to global determine if this can Explain how bombing raids during at least two places across the world Space desertisation. be maintained. WWII changed landscapes in Britain on a world map: countries involved and the wider world i.e. Hawaii Explain how the in WWII features of an environment/space affect its use ie people settle near natural resources. North America Sustainability & Change Impact of War Sustainability Analyse the impact of Y5 PLACE Y5 SPACE Y5 SUSTAINABILITY Y5 CHANGE History Links human use of natural Locate and compare the Explain how the location Analyse the impact of Explain the impact of humans Benin YEAR resources and position of two places in and climate of Benin & humans using natural on natural resources in the determine if this an the world on aglobe: Brazil has formed resources from the rainforests world (rainforests). Industrial Revolution be maintained ie Benin & Brazil. rainforests. and suggest more sustainable Consider the impact on the impact of plastic use Explain the natural ways to acquire the resources world if this trend does not that humans need. slow down. 6 on the world’s resources that can be oceans; landfill sites; sourced there. global warming.

Change Explain how human use of natural Location, Location, Location resources have Rainforests Trade Links impacted the Earth Y4 PLACE Y4 SPACE Y4 SUSTAINABILITY Y4 CHANGE History Links i.e. impact of burning YEAR fossil fuels on world Locate and compare the position Explain how natural and Analyse the impact the Explain how land use patterns Anglo-Saxons, Vikings and Scots temperatures and the of two places within a country on human resources impact on tourism industry in regions have changed over time. implication of that. a map of that country: Rome & a where people choose to settle of the UK and Europe. Romans tourist seaside resort. in the UK. KS1 Key Concepts 5

Place To be able to locate particular places on simple maps and atlases ie UK countries, capital Tourism Earthquakes & Volcanoes Settlements & Land Use cities, world continents History Links Y3 PLACE Y3 SPACE Y3 SUSTAINABILITY Y3 CHANGE and oceans. Stone Age to the Locate and compare the position of two places Explain how natural and human Analyse the impact of Explain how YEAR Space Bronze Age. within a country on a map of that country: resources impact on what people pollution on the ocean, pollution has Describe the features Ackworth & Robin Hoods Bay. choose to do in the local urban people and wildlife, British Empire in affected of an environment ie area. determine if this can be Africa people, name physical and Locate and compare the position of two places ona maintained and offer world map: UK & SouthAfrica Explain how natural and human suggestions on how to wildlife and 4 human features in the resources impacton how people improve this. the oceans. jungle, the ocean, a Define a county and identify their purpose. live and lived in South Africa. town, a city.

Sustainability Describe how people take care of resources and spaces ie planting Great British Counties Water Cycles Pollution trees, water butts, Y2 PLACE Y2 SPACE Y2 SUSTAINABILITY Y2 CHANGE History Links litter picking, recycling YEAR Locate theworld’s Describe the human Describe how people can take Relate the link between increased Great fire of London Change oceans and and physical features care of the world’s oceans. building (e.g. new housing) and continents on a of a city and a coastal reduced farmland and woodland. Explorers and Pioneers Relate the linkbetween world map. town. depleting physical 3 Describe the human features and increasing Relate the link between plastic and and physical features pollution in the world’s oceans. human features. of an ocean.

EYFS Key Concepts

What makes up our world? Oceans and Seas Place Towns and Cities Describe places Y1 PLACE Y1 SPACE Y1 SUSTAINABILITY Y1 CHANGE History Links which are Locate UKcountries Describe the human and physical features of a Describe the impact Identify the changes Howard Family YEAR important to them and capital cities on a village. that we have on our in Ackworth based on ie home, UK map. local area and photos from the past suggest ways we (i.e. less farm land, classroom, school Describe the human and physical features of a town. and local places. can improve it. more housing and Locate Ackworth more shops.) 2 Identify and compare the weather in Ackworth and our local area on Space and Mara, Tanzania and recognise the significance map. Identify large and of the equator. small spaces in relation to their size ie small tunnel, big playing field. The United Kingdom Our Local Area What is the weather? Sustainability Recognise that YEAR classroom/home YR/N PLACE YR/N SPACE YR/N SUSTAINABILITY YR/N CHANGE Context resources must be Describe places that Identify the features Recognise that it is Identify that rain Autumn: Me, My Family & My taken care of in order are important to of the immediate important to saveour brings water World for us to use them in them i.e. school. school environment world by looking after (flooding) and Spring 1: Polar Regions the future. 1 and polar regions. it as best we can. sunshine brings dry Spring 2: Under the Sea weather (drought) Summer 2: Minibeasts Change Identify physical Minibeasts and human changes in the local area – Weather, EYFS new buildings Tanzania Under the Sea Polar Regions Me, My Family and My World

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ World and Local Geography Coverage

Year 1 – The United Kingdom Year 3 – Water Cycle The countries which make up our A study of coastal erosion, climate zones United Kingdom, the capital cities of and understanding the water cycle. the four countries and the surrounding seas.

Year 1 – Our local Area Year 4 – Settlements and Land Use (History Link – Howard Family) (History Link – Anglo-Saxons, Viking and Scots) Land use patterns and their changes in our local area and the Holy Islands of Lindisfarne. Year 3 – Great British Counties (History Link – Stone Age to the Iron Age) To define what a county is and explain which county our local area is part of. To study, locate and compare the features of Robin Hoods Bay to Ackworth.

Year 2 – Towns and Cities (History Link – Great Fire of London) To describe the physical and human features of cities and towns, including coastal towns.

Year 6 – Impact of War Year 4 – Tourism Year 2 – What makes up Year 4 – Earthquakes and (History Link – World War 2) (History Link – Romans) our world? Year 6 – Climate Change Volcanoes To locate and compare the A comparison of Ancient Rome, Modern Rome and (History Link – Explorers and To define desertisation and To explain how volcanoes form, positions of countries involved in Sorrento examining human Pioneers explain how global warming define tectonic plates and explain WW2. What impact did fighting and physical geography Naming the 7 continents and 5 and climate change is changing how earthquakes occur. The study have on landscapes in Europe. changes and the impact of oceans in the world. Using a world global landscapes. To research of Iceland, Pompeii and New tourism on European places. map or atlas to locates them. climate change effects and Zealand. observe and measure its effects Year 6 – North America on our local area. A study of North America and its states, examining Year 3 – Pollution vegetation, climates and Analysing the impact of landscapes. pollution on the ocean and Great Barrier Reef. How Year 2 – Oceans and Seas pollution has affected people, Locate the worlds ocean and wildlife and the oceans already. seas and knowing the difference between the two. With sustainability of these a key All Pupils – Tanzania issue. Global Link Year 5 – Location, Location, Location Through worship and curriculum Eco-systems, biomes and trade. Land uses in links, our global link covers key South America and Benin. The natural concepts across the age range resouces, weather, climare and biomes and (place, space, sustainability and the impact this has on their economy. change). Pupils are able to articulate their thoughts and relate globally about life, Year 5 – Rainforest therefore developing an Structures of rainforest, the impact of understanding of disadvantage, deforestation, human uses of the deprivation and the exploitation rainforests and there effect. Comparing Year 5 – Trade Links Year 1 – What is the weather? of the natural world in its truest levels of deforestation in two areas. (History Link – Benin and Industrial Revolution) A comparison of weather in Ackworth forms. The school is ‘working What is an economy and how has it adapted through and the weather in Tanzania looking at with and learning from’ their the British Empire and Industrial revolutions in the the proximity to the equator. global Tanzanian friends. Kingdom of Benin. Computing Computing

Why is computing important? Mind To encourage growth in mind, we offer opportunities to develop leadership skills through our Digital “Those who can imagine anything, can Leaders programme, whereby children are trained to create the impossible.” - Alan Turing take on leadership roles and to support others in computing across the school. Creativity is Computing allows us to solve problems, design systems, and encouraged throughout the curriculum, such as understand the power and limits of human and machine during our Christmas Hackathon or during cross- intelligence. It is a skill that empowers, and one that all pupils curricular work such as retelling the story of should be aware of and develop competence in. Pupils who Boudicca's rebellion through Scratch. can think computationally are better able to conceptualise, Body understand and use computer-based technology, and so are To encourage growth in body, we aim to equip our better prepared for today’s world and the future. children with the knowledge and resilience to use digital technologies responsibly and safely, not only Developing computational thinking in learners needs to be during Safer Internet Week, but throughout the year done from an early age and will help them make sense of and in response to current events and changing trends in contribute to the society they will live in as adults. However, our children’s online activities. as educators we take care to ensure that our teaching is focused on the learners’ development and not on the Spirit technology. To encourage growth in spirit, we encourage our children to embrace change, particularly in response Our aims to new technologies. We aim to nurture responsible digital citizens, for whom ‘society’ is global, not just The children at Ackworth Howard J&I School are digital local. natives – they are as adept at navigating a touch screen as they are at using a pencil and paper. Growing up in an Careers increasingly digitized world, we understand the Careers that include the use of computing: importance of giving our children exceptional learning • Mobile Application Developer opportunities in Computing. • Software Engineer • Video Game Designer Having invested heavily in tech across school, we are • Game Developer committed to delivering an innovative curriculum which • IT Security offers our children the chance to grow their • Web Developer understanding of digital technology, how to develop • Technology Manager computational thinking, and how to stay safe online. • Data Analyst • Forensic Computer Analyst Our children are familiar with new tech, and use it across • IT Consultant the curriculum to support their learning. Our facilities, • Web Designer integrated into all the classrooms, include interactive whiteboards and computers, laptops and iPads as well as other experimental tech. ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS Computing

Concept Key Stage What understanding and using that concept looks like…

Safety EYFS Use online activities with the support and permission of adults. The condition of being protected from or unlikely to KS1 Ask adults before sharing information about themselves online cause danger or risk online Know that people sometimes behave differently online Understand the interconnected nature of the internet and how sharing information can be a good thing, but must be done so with boundaries to keep us safe

LKS2 Understand their responsibilities as a digital citizen. Recognise risk by thinking critically about the information they read on line

LKS2 Think critically about the information they share with others (e.g. though social media, apps and games)

Creation EYFS Select and use technological devices to capture images, sounds and mark making. Using technology to bring something into existence KS1 Combine media from multiple sources (within the classroom) to create a new piece of work digitally.

LKS2 Select and create digital media from pre-selected sources (by the teacher) to create a representation of a concept or data set

UKS2 Select, manipulate, edit and create digital media from a wide range of sources to create a representation of a concept or data set

Coding EYFS Understand that technology plays a role in our lives. Understand cause and effect Computational thinking to compose a program which KS1 Compose a simple set of instructions to complete a set task/purpose (algorithm). achieves a specific goal. Understand when these instructions need to be altered or changed (debug).

KS2 Combine algorithms to complete more complex tasks.

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Whole School E-Safety Week Content ACKWORTH HOWARD - Understand the benefits of the internet - Year group safety focus LEARNING JOURNEY - Identify where and how to report concerns and getsupport COMPUTING ‘Providing opportunities for growth in for issues online mind, body and spirit.'

Kodu Programming - Create a race Filmmaking – Delivery:whole Online safety – track with an end Plan and Spreadsheets - Cyberbullying and personal goal for a game Scratch: Animated stories - class lessons. produce a Online Safety will be taught information. Online Enter formulae utilising available Create a sequence of story short film. YEAR presence. into cells tools. scenes with added audio. progressively throughout school, with each year group allocating a half term to the 6 issue. However, when specific online Y5/6 SAFETY Y5/6 CREATION Y5/6 CODING Online safety issues occur within a safety – particular class, the teacher will Think critically about the information Select, manipulate, edit and create digital Combine algorithms Spam emails they share with others (e.g. through media from a wide range of sources to to complete more and strong adjust lessons to tackle that passwords. social media, apps and games createa representation of a concept/data complex tasks. issue directly. Delivery: set whole Pillar 1: Think Before You class Share lessons. YEAR Is it OK to share? Whose profile is this, anyway?

Radio station - Plan and How do others see us? Scratch: Questions Internet research & Programming 3D modelling – record appropriate audio Keeping it private 5 and quizzes - webpage design - Turtle Logo - Use tools to content for a podcast Program an Create a new Flowcharts draw and algorithm as a webpage with a manipulate Delivery:whole sequence of game chosen layout and shapes. Pillar 2: Check it’s For Real instructions with format text in the class lessons. actions and webpage. Don’t bite that phishing hook! consequences. Controlling devices - Scratch: Developing games - Phishing examples Write procedures using Write a program which Word Processing – Utilise more simple algorithms. accomplishes a specific goal. Animation advanced formatting skills. Who are you, really? Online safety – YEAR Digital Citizenship and Cyberbullying Pillar 3: Protect Your Stuff How to build a strong password 4 Shh… Keep it to yourself! Taking care of yourself and Y3/4 SAFETY Y3/4 CREATION Y3/4 CODING others Understand their responsibilities as a Select & create digital media frompre- Combine algorithms Internet Research and Communication - Understand computer networks digital citizen. selected sources (by the teacher) to create to complete more including the internet; how they can Pillar 4: Respect Each Other Delivery:whole Recognise risk by thinking critically about a representation of a concept or dataset complex tasks provide multiple services and the How can I stand up to others class lessons. the information they read online opportunities they offer for communication and collaboration online? Turning negative into positive YEAR Online Safety - Mixed messages Cyberbullying Reacting to role models

Pillar 5: When in Doubt, 3 Word Processing Skills – Apply Programming Turtle increasing formatting skills such Presentation Skills – Create simple Drawing and Desktop Discuss Logo & Scratch - as undo and redo, altering presentations which include shapes, publishing – Draw, order Create and debug fonts, password protecting hyperlinks, transitions, audio/video and group objects. Insert algorithms documents and inserting images files etc. text boxes and images. etc. Pillar 6: Digital Wellbeing Delivery: whole Computer Art - Presentation Programming Preparing for Using and applying – Online Recreate a piece of art Skills – Slides, Turtle Logo & Turtle Logo – Give class lessons Undertake basic Safety – using a computer text boxes and Scratch – Simple and follow simple functions using Digital Footprint program formatting text commands instructions. software for creating computer art YEAR

Y1/2 SAFETY Y1/2 CREATION Y1/2 CODING 2 Using and applying – Basic Ask adults before sharing information about Combine media Compose a simple set of formatting after themselves online opening from multiple instructions to complete a set applications such Delivery: Know that people sometimes behave differently online sources (within the task/purpose(algorithm) as type letters and Whole class Understand the interconnected nature of the internet, classroom) to symbols, lessons how sharing can be a good thing, but must be done with create a new piece Understand when these formatting text boundaries instructions need to be altered and positioning of work digitally shapes correctly. or changed(debug) YEAR Online Safety – Safe search, basic internet safety and personal 1 details Programming Programming Word Paint – Including with toys - with Scratch - Processing using different plan and Create short Skills – Basic colours, brushes check an sets of skills / and shapes. algorithm sequenced formatting instructions . Delivery:continuous provision using Other reactive measures interactive table, include utilising the close Photographic evidence Bee Bots, Code-a- collected – Tapesty links we have developed with pillarflexibly our school PCSO and police throughout theyear EYFS officer. This includes RECEPTION SAFETY RECEPTION CREATION RECEPTION scheduled assemblies and CODING workshops but also Use online activities with the support and Select and use technological devices to Understand that additional tailored support permission of adults. capture images, sounds and markmaking technology plays a role in for any bespoke work our lives needed to be undertaken in EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ school. Physical Education Physical Education

Why is PE important? Our aims • Children learn to understand the importance of exercising At Ackworth Howard J&I School, we believe that physical for a lifetime. education (PE) should develop: the mind (mental health, • Regular, physical activity is the best antidote to eliminate decision-making and tactics); body (physical development obesity and maintain an acceptable body weight. It also and healthy bodies); and spirit (sporting values) of each provides a positive alternative to watching television or child. Through our curriculum we wish to promote a playing on tablets, computers or mobile phones. lifelong love of physical activity and sport. • Children learn the fundamental motor skills that enable them to develop the competence that creates confidence Mind and leads to safe and successful participation in a wide PE at our school should promote the emotional range of sports. well-being of children and allow children to • Children are encouraged to improve their fitness levels develop positive attitudes towards physical during PE lessons, including muscular and cardiovascular activity and healthy lifestyles. This school will endurance, strength and flexibility. create a supportive environment through PE to • Youngsters can learn valuable lessons about accepting prevent depression, anxiety and obsessive responsibility for their personal development leading to compulsive disorders in later life, through a greater self-discipline. rich, broad, deep and exciting curriculum. • PE promotes opportunities for children to be creative, Children will be taught and encouraged to use cooperative and competitive and to face up to different knowledge of technical and tactical skills to make decisions within game scenarios, routines challenges both as individuals and in groups. in dance and gymnastics and during swimming • A 'good workout' helps ease stress, tension and anxiety and lessons. will result in better attention in class. • Many activities taught in PE require children to work in Body groups to solve problems or as a team. These opportunities Children will be provided with opportunities to are excellent for developing both leadership and become physically confident, in ways which cooperation skills. support their health and fitness and promotes • Sports activities are an excellent way to meet and make an understanding in children of their bodies in new friends. Confidence in one’s physical abilities action. We will provide children with encourages youngsters, and later adults, to socialise more opportunities to push their physical limits and easily and 'fit into' a variety of situations. compete against their peers physically both • Children learn to develop the notion of fair play, honest within and out of school. From early years to competition, good sportsmanship and dealing with both year 6 children should learn about how physical success and defeat. activity and healthy eating can positively • Movement can be used to reinforce the understanding of impact their life. many subjects taught in the classroom e.g. mathematics. Movement is also associated with enhanced Spirit brain functioning. PE in our school should promote values which • PE is especially important to children who have yet to enable children to develop life skills such as: develop their verbal communication skills. Thus, their determination, resilience, leadership, confidence in physical abilities can lead to positive feelings teamwork, fairness and trust. of self-esteem. Careers Careers that include the use of PE: • Sports coach • Sports scientist • Physiotherapist • Sports analyst • Sports psychologist • Teacher • Sports journalist • Professional Athlete ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS PE AND SPORT

Concept Key Stage What understanding and using that concept looks like..

Resilience EYFS Willing to try new activities. The capacity to Identify when help is needed. recover quickly KS1 from difficulties Adapt well to increasingly challenging situations and activities. and face the Apply performance-based feedback in order to improve. unfamiliar. KS2 Demonstrate improvement based on self-evaluation and performance-based feedback. Perceive challenge as an opportunity rather than a threat.

Skill EYFS Show good control and co-ordination in large movements (e.g. walking, running, skipping, The ability to do climbing). something well; Show good control in smaller movements (e.g. throwing, catching and kicking). expertise. KS1 Refine basic large and small movements and apply in a range of activities. Demonstrate hand-eye coordination to hit objects.

KS2 Apply refined large and small movements in a range of competitive activities. Recognise the use of space to make informed decisions whether to pass, dribble or throw. Think ahead and create plans and scan before receiving possession.

Physical and EYFS Recognise ways to be healthy. Mental Fitness Choose to take part in physical activities. The condition of KS1 being physically Know how nutrition and healthy lifestyles improve physical fitness. and emotionally fit Take part in strenuous activity. and healthy. KS2 Apply knowledge of nutrition and healthy lifestyles to improve physical fitness. Take part in sustained, strenuous activity. Make informed choices based on knowledge of how they can become healthier.

Competition EYFS Understand and follow the rules of a team game. Striving to gain or win. Work as part of a group.

KS1 Develop simple tactics for attack, defence and performance in order to improve. Explore different roles within team.

KS2 Analyse previous performance of themselves and others in order to improve. Strategically deploy individual talents within a team. Show leadership and communication skills within team games.

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD LEARNING JOURNEY Competition We are committed PE AND SPORT ‘Providing opportunities for growth in mind, to provided high- quality competition body and spirit.' opportunities both Understand why intra and inter- Think ahead and health is good for Continue your lifelong Move in school. We compete Develop strength, Thoroughly create a plan of well-being. Know love of physical activity relation to the Use ball skills in Throw and catch technique and evaluate their attack or ways they can in the School Games and sport. flexibility. stimulus. own and others various ways in a under pressure. become healthier. defence. School Games work. game situation. programme and in Competition Programmes. 2019 received the Gold Award for the Forest YEAR Gymnastics Dance Volleyball Cricket Hockey OAA Athletics School second year running.

Pupils leave for Apply for Apply skills Use hand-eye 6 We promote the High School and Lead others during Choose and make the Sports and Use dramatic School Sport Link actions to games. best pass in a game coordination to direct Leader Roles. techniques expression in Schools Games create complex situation. a bowled ball over consistently. dance. Lifelong healthy living sequences. longer distances. Values of attitudes. Learn basic life OAA determination, savings skills and Bike- Push and glide water safety. teamwork, self- ability Show a strong Compose Begin to link Keep and win back and swim 25 Course. Explain some safety understanding individual, partner Use vault in a belief, passion and together possession in a metres in 4 principles when of tactics. and group dances. variety of various ball team game. ways. respect. preparing for and during Tennis ways. exercise. skills. Begin swimming YEAR Competition is an Develop curriculum. ASA Swim Forest Swimming important part of for Life. Athletics Gymnastics Football Dance Basketball placeTo identify School ment of body out curriculum and parts in 5 balances. is developed Develop a Know when and Show a change of Ensure their actions fit backhand Choose the best Devise and Evaluate their own and Improvise with throughout KS2 and which throwing pace and timing the rhythm of the technique and tactics for adapt rules to other performances. confidence. Perform forward technique to use in their music. KS2 with increasing use it in a game. attacking and create their and backward in a game. defending. own game. movements. challenge. roll and starting to stand. Demonstrate Gymnastics Compose a Move with a ball successful Perform and Use an increasing dance that and pass with hitting and create range of actions, reflects that Adapt rules increasing striking skills. Hit Explain why exercise is good for Use turns to sequences with directions and chosen dance to alter speed. for distance. our health travel. Create expression. levels in their style. games. interesting sequences. body shapes. Concepts Dance YEAR Cartwheels, Our PE curriculum is based around 4 Netball Forest Cricket Hockey OAA Athletics forward and School backward key concepts: resilience, skill, physical rolls. . Demonstrate and mental fitness and competition. Contribute towards rhythm and spatial 4 Develop different Describe how the body reacts Identify and repeat the helping their team awareness. Watch and ways of throwing at different times and how movement patterns and to keep and win evaluate their and catching. this affects performance. actions of chosen style. possession. own Dance Perform Resilience performances. with The capacity to Table awareness Access to Forest Use fielding Tennis of rhythm recover quickly from schools skills and Bounce and kick a Move in time to Create, and difficulties and face Rocking Catch with attacking and ball whilst moving. music. Improve the repeat and Develop a range of Forest expression. backwards and increasing defending Use kicking and timing of actions. remember skills in striking and the unfamiliar. forwards. control and School actions. fielding. dribbling skills in a accuracy. game. YEAR Handball Compete against self and others. Skill OAA Athletics OAA Dance Gymnastics Gymnastics Athletics Rounders The ability to do Throw a ball for something well; 3 Improvise distance and Basketball Change speed Hold still expertise. accuracy. Vary Use 2 different ways with a and level of balances on Know the importance of partner to types of throws Change speed and in a game of moving dance actions. different points strength and flexibility. create used. direction whilst with a ball. of the body. Explain why it is important to simple Physical and Mental Table running. Know how warm up and cool down. dances. Fitness Learn skills for Tennis to use space in a playing striking game. The condition of Learn how to and fielding skills. Begin to use the terms carry Breaktimes and being physically and attacking and Run at Travel with a Use hitting skills in Recognise Controlled rolls - log, equipment lunchtimes in Cricket defending. Use space. different ball in different games. emotionally fit and key teddy bear, egg roll. safely. main shapes. speeds. ways. Practice basic striking, healthy. sending and receiving. playzones. YEAR YEAR Competition Explain what Gymnastics Dance Netball Athletics OAA Football Tennis they need to stay Striving to gain or healthy. 2 win. Pass the ball to other Accurate throwing Hold still shapes Put sequences of Describe how our body 1 people and use kicking and consistent and balances actions together to feels before, during and skills. catching. create a motif. after exercise.

Increasing control over an object in Describe how our Move safely around space, pushing, patting, Performing sequence body feels when still negotiating space in racing throwing, catching of movements and Talk about their ideas and when Hit a ball with a bat and chasing games, and kicking it. control of body. Use balance in dance and Progression exercising. or racquet. bikes gymnastics. Throughout our curriculum we build on Jump off objects and land safely. Ball Skills Gymnastics Dance Balance Bikes Circus Skills knowledge by interweaving skills and topics so pupils have the opportunity to To experiment with Begin to Move a ball in Changing direction, travelling Follow simple Move around, Know the Talk about ways revisit learning. different ways of balance with different ways. sideways and backwards. rules. over and importance of to keep healthy moving. control through objects. good health and and safe. a healthy diet. Topics will be revisited with increased difficulty in vocabulary, skills and

YEAR Move freely and knowledge. This ensures they revisit with pleasure in a Develop a lifelong previous learning and enabling Use movement to To begin to move range of ways. love of learning express feelings. rhythmically. retention of knowledge. R Catch a large ball YEAR Pupils will be able to improve their: • Health and fitness Access to after-school sports Dance Games Ball Skills clubs. • Hand-eye coordination N • Movement and dance Hopping, • To show skipping and To run skilfully and Gymnastics, flexibility and strength understanding of standing on negotiate space Develop a lifelong • Teamwork and game skills safety when tackling Observe the effects successfully positive attitude to one leg. • Invasion games and tactics new challenges. of activity on our Meet our Early healthy lifestyles bodies. Years Staff and physical activity • Outdoor skills and adventure through transition • Coordination and agility EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Design Technology Design Technology

Why is design technology important? Our aims Design and technology is a practical and valuable subject that At Ackworth Howard J&I School, we believe that design enables children and young people to actively contribute to the and technology (DT) should develop: the mind creativity, culture, wealth and well-being of themselves, their (creativity, imagination, resourcefulness, innovation community and their nation. It teaches how to take risks and so and enterprise); body (consideration of others, risk become more resourceful, innovative, enterprising and capable. taking); and spirit (understanding of the impact on the Students develop a critical understanding of the impact of design wider world and the contribution to culture, wealth and and technology on daily life and the wider world. Additionally, it well-being of the nation) of each child. provides excellent opportunities for students to develop and apply value judgements of an aesthetic, economic, moral, social, Mind and technical nature both in their own designing and when DT at our school is an inspiring, rigorous and evaluating the work of others. practical subject that encourages children to (Text taken from the Design & Technology Association). learn to think and intervene creatively to solve problems, both as individuals and as members • DT provides children the opportunity to develop skills, of a team. We encourage children to use their knowledge and understanding of designing and making creativity and imagination, to design and make functional products. products that solve real and relevant problems • Creativity and innovation through design, and by exploring within a variety of contexts. We also aim to the designed and made world in which we all live and work is make links to designs and designers nurtured. throughout history, providing opportunities for • Aspiration and skills for future employment are developed. children to critically reflect upon and evaluate • Practical life skills are explored. their designs. Wherever possible, we link work • An understanding of technology, people and the environment to other disciplines such as mathematics, is cultivated. science, engineering, computing and art. This • Design and Technology encourages children to consider gives the learning purpose and relevance to design problems (usually the problems other people face). the children. • Children develop a range of practical skills associated with modern industry. Body • Children learn that working as a team to solve design Children learn to take risks in a safe problems is the key to success in Design and Technology but environment, becoming resourceful, also in industry, business and commerce. innovative, enterprising and capable citizens • Children develop an understanding of aesthetics and its role considering their own and others’ needs, in the design of everyday items and architecture. wants and values. The unique talents of every • Children learn to consider people with individual needs. child are embraced. • Research introduces pupils to the technology of other cultures from an historical and modern perspective. Spirit • Sustainability and the environment are serious considerations Through the evaluation of past and present to any design and technology learner. deign and technology, children develop a • Children learn the importance of economics when costing critical understanding of its impact on daily life projects. and the wider world and the impact it has on • Consideration is given to the role of designers in history and the contribution to the creativity, culture, the modern world. wealth and well-being of the nation. • Children develop communication skills through designing and Careers group work. Careers that include the use of DT: • Design and Technology provides a constructive channel for a • Architect child’s creative needs. • Engineer • Design and Technology directly supports the manufacturing • Plumber/Electrician industry by providing this sector of the economy with capable • Costume designer technologists. • Teacher • Tree surgeon ACKWORTH HOWARD LEARNING JOURNEY ‘Providing opportunities for growth in mind, DESIGN TECHNOLOGY body and spirit.'

Y6 - Food Y6 - Textiles Y6 – Electrical Systems Y6 – Construction Y6 – Mechanisms Implementation Implementation Implementation Implementation Implementation Mechanisms Textile Projects Materials: Ingredients, Materials: Fabric, fabric Materials: Crocodile leads, Materials: Materials: Woodwork materials recipes. paint, cotton. correx, buzzers, insulated Corrugated such as softwood and dowels. Tools: Utensils such as Tools: Scissors, sewing wire, flexible metal wire, cardboard, metal, Tools: Bench hook, glue gun, knives, chopping needles, pins. batteries, battery holders. wood. hack saw, ruler. boards etc. Tools: Card cutters. Tools: Scissors, glue Construction Food Projects gun, pencil, ruler. Project Design for a Experiment Establish and process and with cams to use a design Accurately cut Make, Create and use generate idea make suitable criteria to help and join, using strength and Name electric Electrical through sketching design focus and a running stiffen a range types of circuits in and discussion. decisions. evaluate work. stitch. of structures. cam. designs. Systems

YEAR

Design and make an African Understand the Shelters (Design an Come dine with me (design a Automata Toys (Design a Textile Tapestry to hang in the Steady Hand Games (Design a importance of Anderson Shelter) 3 course meal) mechanical window display) steady hand game) compression and hall User: WW2 citizen User: Parents User: Community tension in bridge User: Whole School User: Parents structures. 6 Model Y5/6 Innovation ideas Stabilise more Know the Use recipe Measure, mark Explore existing Know how to Apply knowledge of Combine detailed design through complex function of books/websites. and cut structures. Understand safe make construction prototypes. electromagnetic techniques to realise structures using ideas with a continuous different Understand woodwork storage of motors. design ideas. bracing. evaluation process, testing components. construction accurately. meat/fish. methods for different alternatives 3D shapes. Y5 - Food Y5 - Textiles Y5 – Electrical Systems Y5 – Construction Y5 – Mechanisms before creating a final Implementation Implementation Implementation Implementation Implementation product. Understand the Materials: Ingredients, Materials: Fabric, cotton, Materials/Tools: Materials: Materials: Range of Use research and develop Bridges (design and terminology: recipes. paper, filling, glass eyes. Graphite/tape, insulated Woodwork mechanisms, card, paper. insulator, design criteria based on the make a bridge) Tools: Utensils such as Tools: Scissors, sewing wire, flexible metal wire, materials, spaghetti Tools: Glue, ruler, sliders. conductor, knives, chopping needles, pins. batteries, battery holders, for testing. user’sneed. User: Mayor of LED, battery. boards etc. lights. Tools: Saws, glue Wakefield gun. Y5/6 Recording Evaluations: Know how to Test to Plan using Extended writing frames / create a hidden destruction to Constantly Taste and Cut, join Apply storyboards Draw circuit seam. evaluate the evaluate adapt a dish and Design knowledge to and designs, Accurate drawings with Understand progress during the Make diagrams. successful Test the Use assemble arch and generate communicating labels / Evaluation from structures and against a cooking functional properties of a function of a triangulation with truss design ideas through words mechanisms. design. process. components. othersthrough the use of design and its product. for bracing. accuracy. bridges. and design for and materials. purpose. illustrations. questionnaires and surveys. Understand sliders, levers Stuffed toys (Make and design and linkages. YEAR a 3d soft toy to take on a Know nutritional rainforest expedition) values of packaged User: Explorer Electrical Greeting Cards food. What could be healthier? (Make Pop Up Books (Design and Make a (Experiment with circuits and make and design an adapted recipe) Pop Up Book) Know where meat comes a greetings card). User: Pupils User: Pupils from and understand ethical User: Parents issues around beef. 5 Y3/4 Innovation Experiment with Experiment with Compare 3d Make circuits, selecting Use layers and circuits to consolidate circuits to consolidate objects to a 2d materials and equipment spacers to Identify target Adapt a Cook meat Combine detailed design knowledge of knowledge of design. according to functional construct audience. current safely. ideas with evaluation functions. functions. properties. pages. recipe. process,testing different Know Y4 - Food Y4 - Textiles Y4 – Electrical Systems Y4 – Construction Y4 – Mechanisms component alternatives before creating names such a final product. Implementation Implementation Implementation Implementation Implementation as: chassis, Fastenings (Design Use research and develop Materials: Ingredients, Materials: Fabric, cotton, Materials/Tools: Range of Materials: Woodwork Materials: lollipop sticks, wheels, axle etc.. and make a book recipes, packaging. paper, filling, fastenings. materials such as plastic materials, toothpicks, dowels, straws. design criteria based on the Tools: Utensils such as Tools: Scissors, sewing bottles, insulated wire, sweets, paper. Tools: Glue, glue gun, nets, ruler, sleeve with fastenings) user’sneed. knives, chopping needles, pins. batteries, battery holders, Tools: Saws, glue gun, sliders. Know that boards etc. lights. glue, scissors. User: Pupils Y3/4 RecordingEvaluations: electricity is energy. Extended writing Build on prior Measure, Understand knowledge of net Know that architects frames. Drawings Explore and structures and Design for mark, cut and the costs consider light, design within a Use the views Use nets and Make an broadening knowledge with labels. others and plan assemble behind food shadow and patterns given of others to tabs to design electrical of frame structures. production. accurately. preparation. when designing. context/theme. improve and make a car circuit. designs. body. YEAR Torches (Design and Understand make a functioning that car body Cooking adapting a recipe torch) shapes can Pavilion (Design a landscape (Design a product that falls Slingshot Cars (Design and impact on User: Caretaker speed (air and pavilion) within a set budget and design make a car) resistance) Know what a brief) User: Pupils target audience User: Tourist Know terminology is. 4 User: Pupils and Staff such as: insulator, Know how to conductor, LED, Adapt a recipe use Use a range of Test final Understand the Know what a Understanding battery, coin, cell Research templates. Prepare food equipment to products. factors that pavilion is. stitches and batteries. Understand what static existing hygienically. create frame contribute to their benefits. electricity means and how products. structures. product design. to generate it. Y3 - Food Y3 - Textiles Y3 – Electrical Systems Y3 – Construction Y3 – Mechanisms Know different Implementation Implementation Implementation Implementation Implementation stitch types. Static Electricity Materials: Ingredients, Materials: Fabric, Materials: Plastic straws, Materials: Woodwork Materials: pneumatic systems recipes, packaging. cotton, filling. tissue paper, glitter, string, materials, handmade nets, including syringes and (Explore what static Understand Tools: Utensils such as Tools: Scissors, sewing card. recycled materials, card. balloons, recycled household electricity is and what how pneumatic knives, chopping boards needles, pins. Tools: Scissors, ruler, pencil. Tools: Saws, glue gun, objects. is meant by a target systems work. etc. glue, scissors. Tools: Glue, ruler, scissors. audience) Understanding Evaluate work Use electrostatic Use more demanding Plan for Generate and Establish and use User: Year 1 Pupils the benefit of during the energy to move practical skills such manufacture communicate design criteria to food by their making objects. as paper folding and and design for ideas using develop ideas, help Know what process, final paper engineering. purpose. sketching and focus and evaluate colour. Follow a recipe foods are in product and modelling. work. season and adapt designs. Taste and Sew cross when. evaluate own stitch and use creations. applique. YEAR Pneumatic Systems Apply prior (Explore how pneumatic knowledge and increasing systems work) knowledge of nets. User: Pupils Design and make a Stone Age timber Cushions (Explore layering and apply Eating Seasonally (Design and make a frame house. Know how climates different stitches) crumble/tart using seasonal ingredients) alters the sweetness (Apply prior knowledge of nets) 3 of food. User: Parents User: Pupils User: Stone Age Citizen

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Y2 Innovation Generate, develop, ACKWORTH HOWARD modeland communicate possible improvements. LEARNING JOURNEY Respond to original ‘Providing opportunities for growth in mind, design criteria. DESIGN TECHNOLOGY Y2 Recording Evaluations: body and spirit.' Basic writing frames and pictures of project completion.

Know materials commonly used for wheels and how axles Textile Projects Food Projects Construction Project Mechanisms work.

Y2 - Textiles Y2 - Food Y2 - Construction Y2 - Mechanisms Implementation Implementation Implementation Implementation Materials: Fabric, cotton, Materials: Ingredients, recipes. Materials: plasticine, card, Materials: A variety of recycled materials, buttons. Tools: Utensils such as knives, paper. variety of card thickness, split pins. Tools: Scissors, sewing chopping boards etc. Tools: Ruler, glue, scissors. Tools: Glue, ruler, scissors. Understand the needles, pins, glue. alternative ways of joining fabrics and Design and make embellishments. a chair for a character (link to reading spine). Identify the parts of a Know food Recognise needle (point and eye) group and examples of a Prepare food safely understand natural and Apply knowledge of and hygienically. what makes a manmade structures in design Prepare fabrics for Chop safely using balanced diet. structure. process. sewing the bridge grip. Know that different Discuss the Create and use Conduct shapes can strengthen Understand making design criteria, product or weaken structures. how fruit and process and Thread a needle Create packaging generating ideas the finished research and and planning for Identify input vegetables and sew using a for a product. product. apply it to a design and and output. grow. running stitch. design. manufacture.

Design and make a YEAR wrap Manipulate materials to improve strength and stiffness. Design and make Design and make a a moving Make a pouch for Understand the monster/Ferris importance of strength, Samuel Pepys 2 stability and stiffness. Wheel

Y1 Innovation Generate, develop, model and Y1 - Textiles Y1 - Food Y1 - Construction Y1 - Mechanisms communicate possible Implementation Implementation Implementation Implementation improvements using basic Materials: Fabric - felt, Materials: Ingredients, Materials: Card, paper, pipe Materials: Recycled wheels such as talking frames. Respond to buttons. recipes. cleaners. bottle tops, A variety of recycled original design criteria. Tools: Scissors, stapler, Tools: Utensils such as Tools: Glue, scissors. materials, variety of card thickness. pins. knives, chopping boards Tools: Tape, scissors. Y1 Recording Evaluations: etc. Verbally/Basic writing frames. Sequence Pictures of designs and final steps for products. construction. Design and make Assemble Measure Understand Understand and cut how to turn how to a fruit/vegetable different Evaluate and Look at Cut neatly and accurately, 2d nets in to prepare fabric components adapt designs, mechanisms accurately smoothie to work work to 3d structures. for joining. test a finished Understand and with food. together to scale and Design product and what a Know understand create follow a products for reflect on it. mechanism is. different ways how an axle motion. design brief. others. to join fabrics. works. Design mechanisms

Chop ingredients including fruit and vegetables.

Design and make YEAR a moving story book with levers Design and make Design and make a and sliders structure such as a a puppet 1 windmill Reception CONTINUOUS PROVISION Construction area – duplo, wooden blocks, non-fiction texts To safely use and Workshop – felt tips, scissors, crayons, chalks, glue, tape, stapler, hole-punch, pipe cleaners, fabric, lollipop sticks, tissue paper, cardboard, sugar paper. explore a variety Kitchen Area - toaster, plates, knives, spoons, dishes, washing up bowl and sponges etc. of materials, tools and techniques.

brushes brushes To use simple tools To To to effect chance to manipulate experiment To show skill in materials. E.g.

for Represent their materials Duck (cont. Duck to create objects from from objects To explore what making toys work making snips in own ideas, To create To construct to achieve Experiment representations with a different happens when by pressing parts or paper with child provision) thought and a planned To understand that with colour, textures. they mix colours. lifting flaps to scissors. of events, purpose in effect. equipment and feelings design, achieve effect. through design. people and mind. tools have to be Farmer Farmer texture, form Making Making objects. used safely. stories such as such stories and function.

YR Innovation Explore imaginatively and create new A range of recipes linked products. Say why resources and techniques EYFS were chosenusing basic talking frames. A range of structures such as to topics such as making making houses for the Three pumpkin soup – Harvest YR Recording Evaluations: Little Pigs (through continuous (through continuous Verbally – recorded by teacher and pictures provision) provision ) uploaded to tapestry.

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Art & Design Art

Why is Art important? Mind Art at our school is an inspiring and practical subject that engages, inspires and challenges ‘Art teaches you to deal with the world learners, equipping them with the knowledge and around you. It is the oxygen that makes all skills in order to experiment, invent, critically the other subjects breathe.’ evaluate and be creative for themselves and for an audience. Learners build curiosity and excitement Alan Parker, filmmaker through rich first hand experiences and visits. • Art enriches the experience of studying while at school as Body well as preparing learners for life after school. Learners collaboration skills are developed through • Art encourage self-expression and creativity and can build their art work. Children work practically through confidence as well as a sense of individual identity. exploration, and by responding to inspiration from • Creativity can also help with wellbeing and improving the life and works of artists, designers and health and happiness. architects. The unique talents of every child are • Studying art also help to develop critical thinking and the embraced. ability to interpret the world around us. • Working in art helps learners to develop creative problem- Spirit solving skills. We nurture the aspirations and hopes of our • Teaching through art can present difficult concepts visually, children so they can achieve highly. The children will making them more easy to understand. express their own emotions and feelings through • Art instruction helps children with the development of their own personal style. They will have a greater motor skills, language skills, social skills, decision-making, understanding of local artists and those in the wider risk-taking, and inventiveness. world and through different times in history, • Visual art teaches learners about colour, layout, developing an awareness of the contribution to the perspective, and balance: all techniques that are necessary culture, creativity and wealth of the nation. in presentations (visual, digital) of academic work. • Integrating art with other disciplines reaches learners who Careers might not otherwise be engaged in classwork. Careers that include the use of Art: • Arts experiences boost critical thinking, teaching learners • Illustrator to take the time to be more careful and thorough in how • Artist they observe the world. • Branding designer • Art provides challenges for learners at all levels. • Web design • Art education connects learners with their own culture as • Teaching well as with the wider world. • Jeweller • Prop maker Our aims • Animator • Game designer At Ackworth Howard J&I School, we believe in nurturing • Web Designer the Arts and aspire to cultivate the gifts and talents of • Film maker every child. We aim to develop: the mind (creativity, imagination, resourcefulness, innovation and enterprise); body (consideration of others, risk taking); and spirit (understanding of the impact on the wider world and culture, wealth and well-being of the nation) of each child. ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS Art and Design

Concept Key Stage What understanding and using that concept looks like..

Composition EYFS Name artistic elements (e.g. Colours, patterns, textures, lines, shapes, forms and spaces)

Art can take an in a range of artwork. e.g. In their own work or that of artists. endless array of KS1 shapes through the Identify and describe artistic elements (e.g. Colours, patterns, textures, lines, shapes, manipulation of forms and spaces) in a variety of artistic styles (e.g. Cubist, pop art. Impressionist, colour, patter, contemporary, abstract) texture, line, shape, form and space Recreate specific elements (e.g. Colours, patterns, textures, lines, shapes, forms and spaces) of artistic styles.

KS2 Compare and contrast artistic styles (e.g. cubist, pop art, impressionist, contemporary, abstract) using technical language linked to artistic elements. Recreate artists’ work in a range of different artistic styles.

Communication EYFS Experiment with artistic elements (e.g. Colours, patterns, textures, lines, shapes, forms

Creating art to and spaces) in their own pieces of art. represent KS1 something real or Apply their knowledge and understanding of artistic elements and different artistic styles express an to create their own pieces of art. emotion, mood or message KS2 Justify their use of artistic elements and different artistic styles to make deliberate choices bout their own pieces of art. (Artist talk)

Comprehension EYFS Identify how a piece of art makes them feel.

Critically ascribe meaning to a piece KS1 Describe how a piece of art makes them feel using simple language linked to artistic of art. elements and give reasons why. (critic talk) KS2 Explain how a piece of art makes them feel using more technical language linked to artistic elements and style to justify their reason. Investigate how artists’ deliberate choices about composition have different effects on the audience, based on their personal experience and values.

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ ACKWORTH HOWARD Key vocabulary for each year group is new vocabulary to be introduced, LEARNING JOURNEY - ART building on the previous year group. ‘Providing opportunities for Children should be aware of each growth in mind, body and Art Concept Year 6 formal element from YR-Y6. They spirit.' Composition Texture - create visual texture using line, tone Colour – colour theory – understand primary, secondary, Shape and form – create pre-designed 3D forms should be able to discuss what each Progression and shape. complimentary, tertiary, monochrome and colour e.g. nets, sculptures. (formal elements Pattern – create own accurate pattern for a purpose. schemes. Use and justify use of colours. Tone – use tone to represent 3D forms. Proportion – Use formal element is by the end of their Y6 Key Vocab: taught) Line – contour and cross hatching. Tone – use tone to represent 3D forms proportion accurately relating to human features. primary education. - Colour theory - Contour Communication Oil pastels, gold/silver foiled paper, black paper, Coloured pencil, felt tips, sketching pencils, chalk pastels. Modrock, Acrylic Paint - Cross hatching Progression(materials) sketching pencils. - Proportion

- Mixed media Comprehension Describe how a piece of art makes them feel; use more technical language & extended writing frames linked to formal elements/style to justify response. Progression (evaluation Investigate how artists deliberate choices about composition have different effects on the audience, based on their personal experiences and values. and critic talk) Present their work along with evaluations to a whole school assembly.

Create their own Greek Mixed media Illustrator Artist Focus Logo for Print/Textile Architecture Artist Focus YEAR techniques Armin Henry Moore design Banksy Evolution and Greder Inheritance Art Concept Year 5 6 Composition Pattern – Create own abstract pattern to reflect Texture – Think about how we can use line and tone to Shape and form – Represent 3D forms using line on a Progression personal experiences. create visual texture. 2D image. Y5 KeyVocab: (formal elements Shape and form – Represent 3D forms using line Colour – Explore a range of colours. Introduce Proportion – Begin to consider proportion in relation to the taught) features within landscapes. on a 2D image. complimentary colours. Look at colour for purpose and to - Continuum Tone – create a tone continuum. express moods/feelings. Tone – create a tone continuum. - Visual texture Living Line – Interlocking Line – Interlocking - Complimentary things colours Communication Sketching pencils Photos, sketching pencil, pencil crayons. Acrylic paint, felt tip, pencil and Progression(materials) crayon. - Abstract pattern Lifecycles - Interlocking lines Comprehension Describe how a piece of art makes them feel; use more technical language & extended writing frames linked to formal elements/style to justify response. - Mixed media Progression (evaluation Investigate how artists deliberate choices about composition have different effects on the audience, based on their personal experiences and values. and critic talk) Present their work along with evaluations to a whole school assembly.

YEAR Artist Focus Stunning First World Artist Focus Illustrator Peter Thorpe War Artworks by Henri Rousseau John Tenniel 5 Abstract space art Women Rainforest paintings Art Concept Year 4

Composition Progression Texture – relate textures to Shape and form – manipulate 2D shapes to Pattern – Explore natural and manmade patterns in the (formal elements taught) mood/expression/movement. Compare textures. create a 3D effect (cubism). environment. Use ICT to create patterns Look at Anglo Proportion – Talk about the size of buildings in Line – ripples tessellation. relation to each other. Tone – use black/white to create a given tone of Colour – Build on primary and secondary colours and Saxon Y4 Key Vocab: colour (consolidation). Shading (grades of pencils). look at tertiary colours and monochromatic colours. Cardboard - Ripples Build on colour to express mood. - Tertiary colours crosses Communication Progression Pencil, charcoal and chalk. Photos, computers, iPads. Oil pastels, black paints, PVA glue, acrylic paint, felt tip. - Monochromatic (materials) - Tessellation Comprehension Progression Describe how a piece of art makes them feel; use more technical language and basic writing frames linked to formal elements/style to justify their response. Investigate how artists deliberate choices about composition have different effects on the audience, based on their personal experiences and values. (evaluation and critic talk) Present their work along with evaluations to another class.

Roman Pottery Artist Focus Illustrator Artist Focus YEAR Leonardo Da Vinci Nick Harris Grayson Perry Mona Lisa 4 Art Concept Year 3 Composition Shape and form – Draw 3D forms and create organic 3D Colour – create a colour wheel. Explore warm and cool Pattern – look at natural and manmade patterns. Progression forms. Use 2d shapes to create patterns. colours. Explore different ways of apply colour e.g. Make patterns on a range of surfaces. (formal elements Line - short dashes. splashing, dotting. Use colour to express mood. Texture – Begin to weave, dye and Lights and taught) Proportion – Refer to proportion as size in relation to Tone – use black/white to create a given tone of colour. change textures in some way. Y3 Key Vocab: human features. - Dashes shadows Communication Clay, wire. Oil pastels Coloured paper, sandpaper, textured paper, - Pressure Progression(materials) textured wallpaper, corrugated paper, cardboard. - Weave Comprehen Describe how a piece of art makes them feel; use more technical language and basic writing frames linked to formal elements/style to justify their response. - Actual texture sion Investigate how artists deliberate choices about composition have different effects on the audience, based on their personal experiences and values. Progression Present their work along with evaluations to another class. (evaluation)

Stone Age Textiles / Artist Focus Atta Kwami Artist Focus Printing Illustrator African patterns David Hockney Frida Kahlo

Y2 Key Vocab: Art Concept Year 2

- Natural pattern Composition Shape and form– Texture - overlap and overlay actual textures to create effects. Line – stippling -Manmade Progression Recognise 3D Be able to distinguish between the qualities of the different textures Pattern – Distinguish between natural and man made patterns. Shape YEAR (formal elements shapes and draw Tone – Add black to make colours darker. and form – Recognise 3D shapes and draw organic 2D shapes. pattern taught) organic 2D Colour – Make tones of colours using black and white. Begin to Proportion – Begin to think about the appropriate size of letters. - Organic shape shapes. describe and link colours to objects. Use colour on a large scale. - 2D - 3D 3 - Stippling Communication Coloured crayon Oil/chalk pastels, crayons and watercolours. Pencil crayons, felt tips. Progression(materials) -Secondary colours Comprehension Identify how a piece of art makes them feeling using simple language and an extended talking frame, making links to the formal elements used to give reasons why. Progression(evaluation) Analyse how an artist’s choice of formal elements has an effect on the audience

Printing Patchwork Artist Focus Artist Focus Fields Claude Monet Kandinsky

Y1 Key Vocab: Art Concept Year 1 - Primary colour Composition Progression Line – understand Colour – name all the colours. Pattern – awareness of how manmade patterns repeat. - Light (formal elements taught) draw diagonal lines. Find collections of different colours by mixing white. Introduce Tone - Use white to create lighter tones of colours. - Dark Shape and form – draw 2Dand secondary colours. geometric shapes. Textures – recognise a range of different textures and sort by - Mix Illustrator qualities. Use in collages. - Tone Anthony - Diagonal line Communication Progression Pencil and charcoal Felt tips, coloured pencil crayons. Acrylic paint Browne (materials) - Geometric shape Comprehension Progression Identify how a piece of art makes them feeling using simple language and a basic talking frame, making links to the formal elements used. (evaluation) Talk about how an artist’s choice of formal elements has an effect on the audience

YEAR Illustrator Artist Focus Weaving William Morris Roger Vincent Van Gogh patterns Hargreaves Self portraits 2 Flowers and plants

Art Concept Reception YR Key Vocab: Composition Progression (formal elements Shape and Form – recognise Texture – create simple collages using a Pattern – Look at irregular patterns (manmade). taught) 2D geometric shapes. range of different textures. - Line Line – recognise and draw straight, wavy and scribbly lines. Colour – Experiment with and name Tone – Use black and white to - Wavy YEAR colours, Paint from memory and show light and dark. observation. - Straight - Scribble Communication Progression (materials) Ready mix and powder paint Coloured paper and collage materials Found natural objects, pens, pencils, chalks. - Shape Comprehension Progression (evaluation and Identify how a piece of art makes them feeling using a basic talking frame. - Colour 1 critic talk) - Print - Model - Pattern - Fabric

Illustrator Artist Focus Axel Scheffler Large scale Artist Focus Andy Goldsworthy whole class Piet Mondrian Colours and shapes Finger and Natural patterns using weaving Make collages with different 2D shapes and a handprint paintings leaves, project. selection of paper, cards and fabrics. EYFS sticks and stones.

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Music Music

Spirit Why is music important? Music is a universal language that embodies one of the highest forms of creativity and therefore the Music is a universal language that embodies one of the highest approaches offered by our school impact on wider forms of creativity. A high-quality music education should society enabling people to flourish as part of a strong engage and inspire pupils to develop a love of music and their Christian ethos. Learning experiences provide talent as musicians, and so increase their self-confidence, opportunities for spiritual encounter across the creativity and sense of achievement. As pupils progress, they curriculum. should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. Careers Careers that include the use of Music: Through music pupils develop: • Performers and writers • Language and reasoning. • Producer/recording • A mastery of memorization. • Film music • Positive mental wellbeing that impacts on work. • Music journalism • Increased coordination. • Teacher • Fine-tuned auditory skills. • Music Producer • Imagination and intellectual curiosity. • DJ • Preparation for the creative economy. • Song Writer • Creative thinking. • Record Producer • Spatial intelligence. • Background Singer • Teamwork and group work. • Music Therapist • Radio DJ • Session Musician • Conductor Our aims • Rock Star At Ackworth Howard J&I School, we believe that music should • Singer develop: the mind (creativity, engagement, inspiration, • Recording Engineer achievement); body (risk taking, passion, self-confidence, talents, • Music Teacher appreciation); and spirit (shared society, spiritual encounter, • Composer global citizenship) of each child. • Music Director • Booking Agent • Music Journalist Mind We aim to develop a love of music and singing through a wide range of genres, to inspire exploration and composition in order to enable an eventual skill of critical engagement.

Body We aim to develop strong listening skills and build self confidence. Learners collaborate and rehearse for many specific performance opportunities to provide them a sense of achievement. Music is at the heart of our school and is a key influence in the positive culture and wellbeing of the school community. Music education engages and inspires learners to develop a love of music and their talent as a musician. ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS Music

Concept Key Stage What understanding and using that concept looks like..

Shape EYFS Hear elements of musical shape ( i.e. High, low, loud, soft, long, short, fast, slow and steady

Music can take beat) an endless array KS1 Identify and describe elements of musical shape using simple language ( i.e.) high, low, loud, of shapes through manipulating the soft, long, short, fast, slow) pitch, duration, Identify different time signatures (3/4 and 4/4) dynamics, tempo, Interpret early musical notation and link it to the simple language of musical rhythms ( frog, timbre, texture and structure. tadpole, butterfly and caterpillar) KS2 Identify and describe elements of musical shape using technical shape (rhythm, pitch, duration, dynamics, tempo, timbre, structure) Interpret more complex musical notation on a stave (treble clef) and link it to the language of musical shape ( crotchets, quavers, minims)

Communication EYFS Copy and keep a steady beat (pulse)

Shaping music to Perform, compose and improvise with music using their early knowledge of musical shape, represent using a variety of songs, resources and instruments. something real or express an KS1 Copy, keep and compose a rhythm emotion, mood or message Copy and keep a steady beat in a given time signature (3/4 or 4/4) Perform, compose and improvise music (including song) using their own developing knowledge Composer talk of musical shape and comprehension to express themselves.

KS2 Perform and compose music deliberately and justify their choice of shape using their deeper knowledge of musical comprehension.

Comprehension EYFS Say how a piece of music makes them feel.

KS1 Say how a piece of music makes them feel using simple musical language to give reasons why. Critically ascribe KS2 meaning to a Say how a piece of music makes them feel using more technical language of musical shape to piece of music. justify their response. Explain how peoples’ experiences linked to time and culture affect the way a piece of music is Listener talk comprehended.

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Create Create and ‘Providing opportunities for growth in mind, mind, in growth for opportunities ‘Providing Listen Listen and Listen Listen and Learn Learn and dynamics dynamics dynamics techniques Describe sforzando dynamics changes in Describe further diminuendos crescendos/ Identify diminuendo crescendo, forte, piano, sounds loud/soft Identify dynamics Compose Discuss Discuss Perform dynamic body and spirit.' and body Listen 1 YEAR 3 YEAR 5 YEAR

duration and duration duration Discuss notation on Interpret rhythms Identify crotchet Syncopated, a rhythmic Interpret ostinatos Identify stave, sounds short/long Identify 4/4 (steady beat) in Identify bar, pulse, stave ostinato syncopated rhythmic composer composer the of month pieces music of • • Respond Respond through movement to BBC School Radio Listening Skills uneven Vera Vera Lynn Dame notation on basic pulse Listen Listen and a dotted stave rhythm Listen Listen and BBC BBC Ten Pieces O Fortuna Carl Orff dynamics

of Music Music of and discuss. Things, The from Sound Listen My Favorite to dynamics

dynamics echo. Compose music with repetition and butterflies and caterpillars. composition using the frogs, tadpoles, Create their own graphic score dynamics vocabulary of technical using Describe ff tempo BBC Ten Pieces Gustav The Planets Suite ,

tempo tempo dynamics of Describe mf, Discuss EDUCATING FOR ALLFULLNESS’FOR ITS ‘LIFE IN EDUCATING sounds loud/soft Hear loud, a dynamics changes Describe pp, tuned tuned instrument An introduction a to Ocarinas vocabulary using technical of Describe adagio dante Holst wide Discuss tempo changes in Describe ritardando Identify o ritardand do, A tempos slow/fast Identify tempo dynamics cc a mp soft the piece of music ele range range , allegro, in a r an BBC BBC Ten Pieces Zadok G.F.Handel piece accelerando/ the further tempo the the priest

duration

Create Create and duration duration Anthem The UK National God Save The Queen duration instruments. And everyday objects. Explore and play music using a variety of percussion notation on Interpret and Identify staccato, pitch pitch pitch Interpret of Describe loops Identify loop, legato sounds short/long Hear Hear short, long, a against against steady a beat. 3 groups small Compose an apartheid song/chant with 2 or music. Create a whole class piece sea/storm of and repeated Compose their own short melodic phrases (duration) notation musical Interpret Identify 4/4 Identify quaver, rest crotchet, minim, time signature, piece Create Create and tuned tuned instruments. member class playing tuned and un Compose a simple song with every Create a Howard School band sample accompaniments Identify chord staccato on melodic patterns Identify stave sounds high/low Identify pitch Learn Learn and Anna Anna Meredith BBC BBC Ten Pieces Connect time signatures Create Create and legato rhythmic rhythmic the the Boom Whackers ensemble piece on whole class group small and Create their own steady notation the a a notation a stave stave Compose note 3/4and Create Create and rhythm easy chords basic ostinato ostinato Create Create beat beat length in Listen Listen and patterns. patterns patterns playing Compose Perform tempo

Compose tempo LEARNING JOURNEYLEARNING tempo

conductor. ensemble, a following groups and a whole instruments in small percussion Play un tuned tempo in terms of of Describe bpm Compose structure of Describe canon Identify canon Structure structure a piece of music tempos slow/fast Hear slow, a tempo changes Describe piece Discuss ACKWORTHHOWARD in Identify a melody, response Identify call the structures represent scores that Interpret an AB Describe verse, cc musical a bpm fast the o piece of tempo m & in pan tempo response structure the chorus call patterns songs i me simple simple melody music & & n t with pitch pitch pitch pitch patterns on Interpret scale ( Identify scale simple structure piece of music. Use graphic symbols a make to Create sound to story. effects a assembly assembly and Christmas concert. Seasonal songs and for class Traditional nursery rhymes. goodbye songs. e.g Sing songs, a variety of classroom texture/ Learn Learn and texture/ texture/ timbre Interpret minor Identify key major welcome, linewelcome, up , tidy up and BBC Ten Pieces The Storm Benjamin Britten

sounds high/low Hear high, timbre timbre (pitch) musical Interpret stays the pitch (higher, Describe note solfége Tuition Specialist Music WMS First Access Ukelele a keys key, of texture of compare the Describe thin, WMS WMS Ukelele traditional Tuition Specialist Music melodic textures of created by different Describe texture major sounds emotion of Describe low notation a music minor ) stave notation Tuition Specialist Music WMS First Access African thick Fisrt same) changes in Specialist Specialist Music Tuition WMS First Access African easy easy and and Access Perform lower, the a Djembe piece the Djembe music mood

structure Drums Drums structure structure structure vocal Identify harmony Resources Charanga Mamma Mia Chime Bars - on Identify theme, verse/chorus) of music (e.g. parts of Hear a music an ABA Describe MUSIC theme Resources Charanga Recorders harmony in EYFS variation Online variations different structure a songs Online 6 piece 4 YEAR 2 YEAR YEAR with Listen Listen and

Learn Learn and Perform texture/ timbre Learn Learn and texture/ texture/ timbre texture/ timbre Learn and timbre Create and instruments timbre Describe t families instrumen Identify woodwind percussion, brass, timbre, strings, ensemble instrument in an Describe ensemble instrumens different Hear instrument individual part/ Discuss of Describe instruments Identify bright, of Learn Learn and sounds the Perform the role mellow Perform a character variety an Compose of of Perform Musician Journey

Each month our music assemblies and worships will introduce a new artist and genre. Planned in a chronological order the journey is sequenced to show the history of music through time. A two year cycle ensures a variety of artists, composers, singers and musicians are exposed to the pupils.

Month Year One Year Two

Vivaldi Stravinsky The Four Seasons Firebird September 1678-1741 1911

Mozart Camille Saint Sean Alla Turca Carnival of the Animals October 1783 1922

Beethoven Prokofiev Fur Elise Peter and the Wolf November 1810 1936

Tchaikovsky Bing Crosby Swan Lake and Nutcracker White Christmas December 1840 -1893 1952

Scott Joplin Leaonard Bernstein Entertainer West Side Story January 1902 1957

John Williams Aretha Franlin March from SuperMan RESPECT February 1932 1967

Delia Derbyshire Bill Withers Dr Who Lean on Me March 1963 1972

Beatles Queen Come Together Bohemian Rhapsody April 1969 1975

Elton John Oasis I’m still standing Don’t Look Back in Anger May 1983 1995

Bruno Mars U2 Uptown Funk Beautiful Day June 2014 2000

Ed Sheeran Adele Perfect Hello July 2017 2015

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Foreign Languages Modern Foreign Languages

Why are foreign languages important? Body Language learning allows our children to develop 'If you talk to a man in a language he understands, that goes their understanding of community, where diversity to his head. If you talk to him in his own language that goes to and equality is promoted across the curriculum. In a his heart.’ welcoming environment, different traditions are Nelson Mandela explored and learners are encouraged to celebrate the wonderful ways to be human, which is evidenced These two sentences are a powerful reminder that, for all the through our MFL theme days, where children have advantages that being an English-speaking nation brings us, the opportunity to explore different cultures through we can never rely on English alone. If we want to build the dance, art and food. kind of trust with people from other countries that underpins any kind of relationship, we need to be talking to hearts, not Spirit heads. Music is a universal language that embodies one of the highest forms of creativity and therefore the That is why being able to speak a foreign language is a vital approaches offered by our school impact on wider skill for the future of our country and, most importantly, our society enabling people to flourish as part of a strong children – and why they deserve to be held in the same regard Christian ethos. Learning experiences provide as STEM subjects (science, technology, engineering and opportunities for spiritual encounter across the mathematics) in our curriculum. curriculum.

Learning a foreign language helps pupils: Careers • Develop self confidence Careers that include the use of additional • Mental development - increases critical thinking skills, languages: creativity, and flexibility of mind in young children. • Translator • Improves their understanding of English • Interpreter • Encourages positive attitudes to foreign languages • Foreign language intelligence role • Broadens children’s horizons • Teacher of a foreign language • Helps children in later careers • Customer service position that requires foreign • It’s great when you go on holiday! • languages Our aims • Linguist job in the military At Ackworth Howard J&I School, we believe that modern • Language blogger or online content creator foreign languages should develop the mind, body and • Holiday rep spirit of each child. • Tour guide • A career abroad Mind Learning a language at our school fosters pupils’ curiosity and deepens their understanding of the world. The teaching should enable children to express their ideas and thoughts in another language, both in speech and writing, and provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Throughout the key stages, children are taught a variety of topics and develop their communicating skills through new vocabulary and the opportunity to explore different cultures. Children are encouraged to speak to each other in Spanish both in and outside of school allowing them to build enduring relationships with internal and external communities, develop their confidence and flourish as a language learner. ACKWORTH HOWARD PROGRESSION OF KEY CONCEPTS MODERN FOREIGN LANGUAGES

Concept Key Stage What understanding and using that concept looks like..

Communication LKS2 Listen attentively to the correct pronunciation of taught words and phrases. Expression of Repeat taught words and phrases with correct pronunciation. ideas and Recognise taught words and phrases and recall their meaning. thoughts using language and to Ask and answer simple questions using taught words and phrases. understand and Write words and phrases accurately. respond to other UKS2 Memorise and recite the correct pronunciation of taught words, phrases and sentences. speakers Use taught words, phrases and sentences accurately and independently in speech. Apply taught words, phrases and sentences accurately and independently in writing. Translate taught words, phrases and sentences.

Culture LKS2 Study the culture of another country by exploring popular religious beliefs, customs, food and The ideas, music. customs, and social behaviour UKS2 of a particular Explore cultural stereotypes and justify why they are flawed and inaccurate. people or society

‘Providing opportunities for growth in mind, body and spirit.'

EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Why do we teach Spanish?

• Spanish is ACKWORTH HOWARD the second most spoken language LEARNING JOURNEY • The British Council announced ‘Providing opportunities for growth in mind, that Spanish is MODERN FOREIGN LANGUAGES the most important language body and spirit.' for the UK • It is considered one the easiest Y6 Learning Outcomes Y6 SKILLS languages to learn as it is largely • Can produce a weather forecast using the immediate future • Estimate meaning, based on prior knowledge • Can use “está” and “es” correctly in the context of geographical features • Summarise key points phonetic. • Can pronounce correctly the identified phonic sounds • Work in pairs and develop a dialogue with a partner which can be • Can use a bilingual dictionary and understand a longer text about geographical features. acted out and written • Spanish can be used as a • Can access the story and are able to translate some sentences into English • Use a simple bilingual dictionary ‘gateway’ to learn other • Can describe a picture using the 3rd persons singular and plural in the pretérito tense • Use context and previous knowledge to estimate new words • Can pronounce correctly the phonic sounds included in the Unit • Use a bilingual glossary and identify the word classes languages; it has many • Can create and perform a role play set in a café • Work with a partner and give peer feedback • Can follow the recipe for a milk shake • Use context and previous knowledge to estimate new words similarities to Italian, French and • Can discuss what they ate and drank in the past using the pretérito • Use knowledge of words, text and structures to build simple Portuguese. • Can produce, with a group, pages of a newspaper showing elements of the language they spoken and written passages have learnt at primary school. • Apply phonic knowledge to support reading and writing • Emerging economies in the • Discuss and reflect on language learning • Use context and previous knowledge to estimate new words Americas mean that the chance • Use language known in one context in another context of work and business • Devise questions for authentic use • Work in a group opportunities from Spanish knowledge is increasing - we're Grammar: Grammar: keen to prepare our children for Grammar: 3rd person The immediate future When ‘es’ and ‘está’ should be singular and this. using “va a ..” used plural of pretérito Grammar: • st nd The vast range of countries that of a range of -AR 1 and 2 person Grammar: Masculine/feminine speak Spanish makes an And be able to identify word and -ER verbs singular of Adverbs to YEAR nouns with great understanding of the language classes – verbs, nouns, Unit 20 pretérito of qualify confidence rd ‘comer’, ‘beber’ very useful for those who want adjectives, adverbs, connectives Unit 19 Raúl en 3 person adjectives singular and Unit 21 Unit 22 Geographica Differences between to travel and experience such And be able to use adjectival Sutton plural of the verb Connectives to Connectives to “es” and “está” En el café Un periódico countries. agreements with nouns l Features House: una ‘decir’ manipulate manipulate language and language and • Many aspects “Más” when casa Tudor Unit 18 6 ‘Había’ as the produce more produce more differentiating between of Spanish culture have become Los Planetas past (imperfect complex complex features world-renowned and famous tense) of ‘hay’ sentences sentences i.e. Grammar: Understand word classes – verbs, Y5 Learning Outcomes Y5 SKILLS Pablo Picasso. nouns, adjectives • Can ask and answer questions about what foods they like • Listen attentively and follow the story of La pequeña oruga glotona • Spanish and South American • Can give opinions about food likes and dislikes using extended sentences • Create role plays in pairs • Can recognise the 1st, 2nd and 3rd person singular of the past tense – pretérito of the verbs comer and • Work in teams and with a partner sport has consistently been Recognise patterns in simple language beber • Recall key phonic sounds • Can produce and perform a rap and role play in pairs • Work well with a partner among the best in the world Unit 17 • Can use their musical skills to relate this to language learning • Recycle previously learnt structures into new sentences i.e. World Cup winners in • Can talk about different music genres in simple Spanish • Combine all 4 language skills Las Estaciones • Can correctly pronounce the phonic sounds covered in this unit • Understand places in Spain 2010, Rafael Nadal has won • Can read and create simple sentences about places in a town. • Appreciate a painting by a Spanish painter 13 Grand Slam titles. Grammar: • Can produce with a partner a dialogue about a variety of personal information • Integrate new language into previously learnt language Adjectival agreements using correct • Can read and create simple or complex sentences about the painting • Apply grammatical knowledge to make sentences • Can memorise the poem ‘La Playa’ and use it as a model to write their own • Memorise a poem gender and number • Can say what the weather is like in different seasons • Manipulate language by changing one element in a sentence • Can access new texts • Recognise the conventions of word order How is Spanish delivered? Imperative form of key verbs • Can correctly read aloud phrases from a poem • Appreciate the origins of words • Can write short phrases using rhyming words • Decipher the meaning of cognates and near cognates • Can produce complex sentences about the planets • Estimate unknown words drawing on actions and contexts 3rd person singular and plural of verbs in • Can understand the different word classes • Use a bilingual dictionary • Weekly lesson. present tense • Use empathy and imagination to understand other people’s experiences Grammar: • Appreciate songs and poems to help with language learning • Quick vocab revision sessions. Unit 16 The indefinite article un/una and definite Grammar: • Yearly MFL learning day to article el/la Grammar: Las Pescadoras ¿A quién le gusta…? coincide with European Valencianas YEAR Hace, hay and está as Me gusta, no me gusta, me gustan, no me constructions to use when Languages Day. Grammar: The verb tocar Unit 14 gustan with food items Unit 15 Unit 13 describing weather ¿Dónde está? Está + I am the Mi Cuidad Me gustaría comprar … The Hungry directions Music Extended sentences using the connectives y, Connectives to manipulate pero and porque Caterpillar language and produce more Imperative forms of How is culture explored? ¿Qué hay …….? Man complex sentences cambiar and enseñar The 1st, 2nd and 3rd person singular of the 5 un/una; el/la pretérito (past) of the verbs comer and beber Unit 12 • Sharing traditional stories. Y4 Learning Outcomes Y4 SKILLS Cuando Llueve • Tasting and making food. Llevo un Paraguas • • Can create and perform a dialogue about the weather • Use context to estimate new words Studying and creating art. • Can ask and answer questions about modes of transport • Apply phonic knowledge to support reading and writing Grammar: • Listening and creating music. • Can understand that Spanish is spoken in many countries • Understand that Spanish is spoken in many countries The 1st person singular form of common -AR and -ER • Can pronounce correctly the phonic sounds included in the Unit • Work with a partner • Learning about traditional • Can create a dialogue with a partner using questions and complex sentences • Use mental associations to help remember words verbs dance. • Can write sentences expressing opinions about what they like/do not like to do • Read and memorise words • Can read the story aloud with accurate pronunciation and intonation • Build on prior learning to determine meaning Recognise and apply simple adjectival agreements • Joining in with festivals and • Can produce an individual written diary of daily activities • Use a simple glossary to locate specific words • Can write a description of animals using 2 adjectives • Use a dictionary celebrations. • Can create complex sentences which include time + activities • Develop intercultural understanding about others’ daily activities Manipulate the language by choosing different • Can perform a role play using a variety of times + activities • Use question forms adjectives and activities • Can create and perform a dialogue about the weather, including articles of • Build on prior knowledge to create new sentences clothing and temperature • Plan and deliver a language activity Unit 11 • Can write an individual weather diary for a week • Look at the writing conventions of the language Grammar: • Can match key sounds and words which rhyme • Discuss language learning and share ideas The 1st person El Carnaval de los • Understand a traditional children’s song in the past tense singular form of a Animales range of verbs Grammar: Grammar: Grammar: 1st and 2nd person singular Grammar: Infinitive phrases The 1st person singular form of The 1st, 2nd and 3rd YEAR of ‘ir’ - voy, vas The infinitive form of with ‘me gusta’ common -AR and -ER verbs Unit 7 persons singular of the Unit 8 several AR verbs and Unit 9 Unit 10 ¿Qué Hace, hay and está as the 1st person Prepositions of Definite articles el, los, la, las verb ‘tener’ ¿Qué te Raúl Viaja Healthy tiempo constructions to use when singular form place Gusta en el Lifestyles Use the hace? describing weather Recognise and apply simple masculine/feminine 4 Hacer? The indirect object Tiempo Differences adjectival agreements versions ‘un/una’ Use of ‘en’ or ‘a’ with pronoun with gustar between the use modes of transport and encantar of ‘está’ and ‘es’ Singular and plural commands Unit 6 Mi Familia Y3 Learning Outcomes Y3 SKILLS • Can greet each other, asking and answering names and about wellbeing • Recall key phonic sounds • Grammar: Can recognise aurally and in written form the numbers 1 – 20 • Respond to a variety of inputs to learn new grammar points The infinitive of -ar verbs • Can respond to simple commands • Can say how old they are and ask their partner their age • Develop strategies to aid memorisation • Can say the day and the date • Work effectively in pairs and give each other feedback Me gusta, no me gusta, me • Can say and ask others when their birthday is • Memorise language through responding to songs gustan, no me gustan + colour/ • Can say and ask others what their favourite colour is + -ar verbs in the infinitive • Can recognise the 1st person singular of 7 -ar verbs • Listen attentively and demonstrate this by responding to songs and stories • Can respond to and create descriptions using colour correctly, agreeing in gender and number • Build on prior knowledge to access a new text • Can demonstrate through actions an understanding of the songs in this Unit Masculine/feminine adjectives • Can express simple preferences using parts of me gusta + colour and -ar verbs • Develop a strategy of their own to help them memorise new vocabulary to describe nouns • Can respond to a known story with gestures and mime and take part in a performance of the story • Use a bi-lingual dictionary to look up simple nouns • Can recognise multiples of numbers in tens up to 100 • Do a presentation about their families Unit 5 • Can hold a conversation with a partner about families and pets • Can pronounce the phonic sounds included in the Unit Me Gusta • Can pronounce correctly the key Spanish sounds included in this Unit

Grammar: Grammar: Gender and number Unit 4 Grammar: Tengo ….años Grammar: 1st person singular of YEAR differences of nouns Designing a Unit 3 The yo and tú common -ar verbs and Unit 2 Unit 1 Monster Myself Months do not have a capital letter forms of the verb Adjectives describing their infinitives Dates and llamarse Greetings nouns and the Commands in the singular and Numbers and How to ask and give Things I plural Structures to say Spanish The 3rd person singular of information about simple mental 3 Do Speaking the verb ‘tener’ favourite colour using The way to say ‘of the’ masculine Maths. Cuál. form - del Countries EDUCATING FOR ‘LIFE IN ALL ITS FULLNESS’ Curriculum Impact Curriculum Impact

Education for ‘life in all its fullness.’

A well sequenced, coherently planned curriculum that builds upon the crucial knowledge, understanding and skills that pupils must learn enables all pupils to experience ‘life in all its fullness.’

Our curriculum provides opportunities for growth in mind, body and spirit through inspirational and innovative education underpinned by a deeply Christian ethos. Those who learn and work here develop confidence, embrace creativity and enhance their knowledge and skills so that they can experience ‘life in all its fullness.’ (John 10:10) The curriculum is the driving force behind this philosophy and in achieving our vision for the school.

Strategic Intention 1 - MIND High expectations and aspirations in all areas of school life create an inspirational learning environment where knowledge is acquired through discovery. Creativity, the development of academic habits and skills, and broadening children’s hopes and aspirations help to engender an enjoyment for learning and secure excellent pupil outcomes. Learners are well prepared for any future path they choose. • An enabling culture of continuous improvement is embedded. • The pursuit of excellence based on the highest expectations and aspirations from and for all thrives. • Opportunities to develop leadership skills, confidence and resilience are frequent. • Learners educate, communicate and build enduring relationships with internal and external communities. • Learners have open aspirations of the future and flourish. • A broad and balanced curriculum is proudly promoted. • Creativity is nurtured across the curriculum including areas such as music, drama and the arts, information and other technologies, sustainable development, sport etc. • Learners are encouraged to flourish, shaping aspirations including non-academic skills. Talents are developed in all areas of life.

Strategic Intention 2 - BODY Safety and wellbeing of learners is paramount, where every child matters and, crucially knows they matter. Learners are welcome to explore who they are, develop confidence and emotional intelligence thus ensuring that they become the best versions of themselves within an accepting and understanding community.

• Learners understand community and live well together. • Learners are encouraged to celebrate the wonderful variety of ways to be human. • Emotional awareness, tolerance and respect prevail. • The unique talents of every child are embraced. • Learners are taught how to protect themselves and others and to enjoy their own uniqueness and the uniqueness of others. • Within a welcoming environment, personal progression is enabled. • Learners understand the power of healthy relationships where they respect and offer dignity to others. • Diversity and equality is promoted across the curriculum. • Cohesion is actively promoted to encourage collaboration outside of social groups. • Learners are allowed to falter; to get things wrong and try again as they work out how to be in a relationship with themselves and others. They see modelled a community of compassion that makes this possible. • Human identity in all its forms is celebrated ensuring dignity and respect. • Learners understand that we are all created equally in God’s image.

Strategic Intention 3 - SPIRIT Supporting spiritual growth for learners, wherever they are on their faith journey, is central to our community life. Prayer and worship are supported by an innovative curriculum where ideas are expressed creatively to develop the spirit and contribute to life in all its fullness. The Christian values of COMPASSION, FORGIVENESS, FRIENDSHIP and TRUST empower learners to lead by example.

• Learners develop strength to embrace change. • Learners show courageous advocacy, driving ethical decisions affirming what is right. • Learners thrive in a shared society. • Learners are supported to be the change they want to see in the world. • Learners offer radical hospitality and are welcoming to all. • Learners develop a prophetic voice and stand for their truth. • Learners challenge injustice and are committed to justice. • Learners become agents of change. • Learners are ambassadors who can make a positive contribution. • Learners experience meaningful opportunities for spiritual encounter across the curriculum. • Character development impacts on wider society enabling people to flourish together. • Learners live Christian values as an outworking of our vision.