Temple Learning Academy

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onforchangeambitionforchangeambitionforchangeam bitionforchangeambitionforchangeambitionforchang eambitionforchangeambitionforchangeambitionforch angeambitionforchangenmqwertyuiopasdfghjklzxcvb Temple Learning Academy Curriculum:

In September 2014 a new National Curriculum was introduced. At Temple Learning Academy we deliver the National Curriculum but have enhanced our provision to allow for extra opportunities for our learners to bring about our ‘Ambition for Change’ agenda. The National Curriculum provides the programme of study for each subject area and the attainment targets appropriate to children’s development. The Academy decides the context for children’s learning and within this context children learn to devise questions and design learning experiences to answer their questions. In this way children ‘own’ their learning and are therefore more enthused and motivated to learn demonstrating the 5 key elements of lifelong learning we like to call the 5 R’s.

1. Reflectiveness (Learning from experience) 2. Resourcefulness (Flexibility, imagination & risk taking) 3. Resilience (Positive attitude and target setting) 4. Responsibility (Looking after yourself and others) 5. Reasoning (Making careful decisions)

Temple Learning Academy Primary Curriculum Map KS1

All children will have access to the Read, Write Inc Across all year groups scientific knowledge and skills are synthetic phonic programme from Reception until such COMMUNICATION learned by working scientifically. time as they are competent with their ‘phonic bank’ and Biology reading at a good standard. We encourage good communication skills in all curriculum Plants - Identify, classify and observe basic structure. Running alongside, our enhanced English Curriculum will areas. To ensure this we: - Observe and describe growth and prime conditions ensure opportunities in: - Engage in meaningful discussions in all areas of the for growth. curriculum. Habitats - Look at the suitability of environments and at WRITING -Listen to and learn subject specific vocabulary. food chains. - Through reading identify and use vocabulary that Animals & Humans - Identify, classify and observe. Narrative enriches and enlivens stories - Look at growth, basic needs, exercise, food and - Write stories set in places pupils have been. - Speak to small and larger audiences. hygiene. - Write stories with imaginary settings. - Practise and rehearse speech, getting feedback on the - Investigate differences of all living things. - Write stories and plays that use the language of fairytales overall effect and the use of standard English. Chemistry and traditional tales. - Listen to and tell stories often. Materials – Identify, name, describe, classify and compare - Write stories that mimic significant authors (particularly - Debate issues and formulate well-constructed points. properties and changes of materials. Francesca Simon, Roald Dahl) - Look at the practical uses of everyday materials. - Write narrative diaries. MATHEMATICS Physics Electricity – Look at appliances and circuits. Non- Fiction Forces – Describe basic movements. - Write labels. As a school we use BIG MATHS as a tool to teach the four Earth & Space – Observe seasonal changes. - Write lists. rules of number. We ensure opportunities exist to; - Write captions. - Count and calculate in a range of practical contexts. - Write instructions. - Use and apply maths in everyday activities and across the ART AND DESIGN - Write recounts. curriculum. - Use experiences and ideas as the inspiration for artwork. - Write glossaries. - Repeat key concepts in practical ways to secure - Share ideas using painting, drawing and sculpture. - Present information. retention. - Explore a variety of techniques. - Write non-chronological reports. - Explore numbers and place value up to at least 100. - Learn about the work of a range of artists, artisans and Poetry - Add and subtract using mental and formal written designers. - Write poems that use pattern, rhyme and description. methods. The House and grounds of the nearby Temple Newsam - Write nonsense and humorous poems. - Multiply and divide using mental and formal written Estate shall be inspiration for some work in Key Stage 1. Opportunities to develop and use writing shall be methods. developed across all curriculum areas. - Explore the properties of shapes. COMPUTING - Use language to describe position, direction and

movement. READING - Each pupil (and parent) will have the opportunity to - Use and apply measures (including time) in practical access the Temple Learning Academy Online Classroom as contexts. - Listen to traditional tales. a support and guide to their learning. - Handle data in practical contexts. - Listen to a range of texts. - Understand what digital algorithms are, how they are

- Learn some poems by heart. implemented as programs on digital devices, and that - Become familiar with a range of texts at different lengths programs execute by following a sequence of instructions.. (class novels). SCIENCE - Write and test simple programs (Light-Bot and Scratch). - Discuss books. - Use logical reasoning to predict the behaviours of simple - Use the class and school libraries. programs. - Listen to short novels over time. - Organise, store, manipulate and retrieve data in a range GEOGRAPHY - Listen with concentration and understanding to a range of digital formats. of music. - Communicate safely and respectfully online, keeping - Investigate the world’s continents and oceans. - Make and combine sounds using inter-related personal information private, and recognise common uses - Investigate the countries and capital of the United dimensions of music. of technology beyond school. Kingdom. - Compare and contrast a small part of the United Kingdom PERSONAL DEVELOPMENT DESIGN AND TECHNOLOGY (Scarborough) with that of a non-European country. - Explore weather and climate in the UK and around the All pupils have access to a dual layered curriculum which Through a variety of creative and practical activities, pupils world. promotes development of social and emotional aspects of will be taught the knowledge, understanding and skills - Understand basic geographical vocabulary to refer to and learning (S.E.A.L.) and those skills needed to be a safe, they need to engage in the process of designing and describe key physical and human features of locations. healthy, informed and active citizen of their local and making a product. They will work in a range of familiar - Use maps, atlases and globes (including online maps). global community (P.S.H.E.). Supporting this is an over- contexts e.g. home, school, garden, playground, - Use simple compass directions. riding class theme of; community, industry and the wider environment. - Use aerial photographs. Year 1 – Ourselves in school. - Use fieldwork and observational skills. Year 2 – Us in the community. When designing and making pupils will be taught to: They look and study role models of success. DESIGN HISTORY They are encouraged to: - Design purposeful, functional and appealing products for Try new things, work hard, concentrate, push themselves, themselves and others based on a set of criteria. Look at: imagine, improve, understand others and persevere. - Generate, develop, model and communicate their ideas - The lives of significant individuals (Charles Darwin & John through talking, drawing, mock-ups or information Smeaton) who have contributed to our nation’s PHYSICAL EDUCATION technology. achievements. MAKE - Key events in the past that are significant nationally and - Participate in team games, developing simple tactics for - Select from a range of tools and equipment to perform globally such as festivals and commemorative events. attacking and defending. practical tasks such as cutting, joining and finishing. - Significant historical events, people and places in our - Perform dances using simple movement patterns. - Select from and use a wide range of materials and locality. - Develop ‘Skills of Agility’ - balance and co-ordination components, including construction materials, textiles and (A.B.C.). ingredients according to their characteristics. LANGUAGES EVALUATE RELIGIOUS EDUCATION - Explore and evaluate a range of existing products. At Temple Learning Academy the MFL we have chosen to - Evaluate their ideas and products against design criteria. promote to our pupils is Spanish. In Key Stage 1 pupils - Take part in collective worship. TECHNICAL KNOWLEDGE have the opportunity: - Study the main stories of Christianity. - Build structures, exploring how they can be made In Year 1 - to name body parts, - Study the main beliefs, figures and customs of Sikhism. stronger, stiffer and more stable with support from Leeds - to learn numbers to 10. - Study other religions of interest or relevance to pupils. College of Building. - to learn colours. - Explore mechanisms to make a product. In Year 2 - to express simple greetings and feelings. Our ‘typical curriculum’ may also be enhanced through COOKING AND NUTRITION. - to name common foods and days of the week. ‘focus days’ or ‘themed weeks’. We also celebrate local - Understand where food comes from and have the and national events (e.g. Trust celebrations, World Maths opportunity to plant, tend and harvest plants and crops of Day, Book Week etc...) and those of other cultures and their own in the school garden. MUSIC faiths. - Understand the basic principles of a healthy and varied diet. - Pupils use their voices expressively by singing songs and

- Cook and bake products. speaking chants and rhymes.

- Play tuned and unturned instruments musically.

Curriculum Overview for Phase 1 : Year 1

English  Know number bonds to 20 Modern Languages Chemistry Reading  add and subtract one-digit and two-digit Not required at KS1  Distinguish between objects & materials  numbers to 20, including zero  Identify & name common materials Match graphemes for all phonemes  Read accurately by blending sounds  Solve one-step problems, including  Describe simple properties of some Computing (KS1)  Read words with very common suffixes simple arrays materials  Understand use of algorithms  Read contractions & understand  Compare & classify materials Geometry & Measures  Write & test simple programs purpose  Use common vocabulary for comparison,  Use logical reasoning to make Physics  Read phonics books aloud e.g. heavier, taller, full, longest, quickest predictions  Observe weather associated with  Link reading to own experiences  Begin to measure length, capacity,  Organise, store, retrieve & manipulate changes of season  Join in with predictable phrases weight data  Discuss significance of title & events  Recognise coins & notes  Communicate online safely and  Make simple predictions History (KS1)  Use time & ordering vocabulary respectfully Key Concepts  Tell the time to hour/half-hour  Recognise uses of IT outside of school Writing  Changes in living memory (linked to  Use language of days, weeks, months &  Name letters of the alphabet aspects of national life where years  Spell very common ‘exception’ words Geography (Y1) appropriate)  Recognise & name common 2-d and 3-d  Spell days of the week  Name & locate the four countries and shapes Key Individuals  Use very common prefixes & suffixes capital cities of the United Kingdom using  Order & arrange objects  Lives of significant historical figures,  Form lower case letters correctly atlases & globes  Describe position & movement, including comparison of those from  Form capital letters & digits  identify seasonal / daily weather including half and quarter turns different periods  Compose sentences orally before writing patterns in the UK and the location of hot Fractions and cold areas of the world  Significant local people  Read own writing to peers or teachers  Recognise & use ½ & ¼  Use basic geographical vocabulary to Key Events Speaking & Listening refer to local & familiar features   e.g. Bonfire night  Listen & respond appropriately Art & Design (KS1) Use four compass directions & simple vocab  Events of local importance  Ask relevant questions  Use a range of materials

 Maintain attention & participate  Use drawing, painting and sculpture  Develop techniques of colour, pattern, Physical Education (KS1) Music (KS1) texture, line, shape, form and space  Master basic movement, e.g. running, Grammar  Sing songs  Learn about range of artists, craftsmen jumping, throwing, catching, balance,  Leave spaces between words  Play tuned & untuned instruments and designers agility and co-ordination  Begin to use basic punctuation: . ? ! musically  Participate in team games  Use capital letters for proper nouns.  Make and combine sounds musically  Perform dances using simple movement  Use common plural & verb suffixes Design & Technology (KS1)  Design purposeful, functional &  Swimming proficiency at 25m (KS1 or Science appealing products KS2) Mathematics Biology  Generate, model & communicate ideas  Listen & understand live and recorded Number/Calculation  Identify basic plants Use range of tools & materials to music  Count to / across 100  Identify basic plant parts (roots, leaves, complete practical tasks  Count in 1s, 2s, 5s and 10s flowers, etc.)  Evaluate existing products & own ideas Religious Education  Identify ‘one more’ and ‘one less’  Identify & compare common animals  Build and improve structure & Continue to follow locally-agreed syllabus  Read & write numbers to 20  Identify & name basic body parts mechanisms for RE  Use language, e.g. ‘more than’, ‘most’  Understand where food comes from  Use +, - and = symbols

Exemplar Long Term Plans for Phase 1: Year 1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 My Place In The World My Success In The World My Way Forward In The World My Access To The World TOPIC It’s Good To Be Me Celebrations. Houses and Homes. Charles Darwin – a great Adventure.

Literacy Read, Write Inc Read, Write Inc Read, Write Inc Read, Write Inc Read, Write Inc Read, Write Inc Numeracy Unit Number - number & place Number - number & place Number - number & Number - number & Number - number & Number - number & value. value. place value. place value. place value. place value. Number - addition & Number - addition & Number - addition & Number - addition & Number - addition & Number - addition & subtraction. subtraction. subtraction. subtraction. subtraction. subtraction. Measurement - length / Number - fractions. Number - fractions. Number - fractions. Number - fractions. Number - fractions. height. Measurement - length / Number - multiplication Number - multiplication Number - Number - Measurement - days / height. & division. & division. multiplication & multiplication & dates. Measurement - sequence Measurement - mass / Measurement - mass / division. division. Geometry - 2D shapes. events. weight. weight. Measurement - Measurement - Geometry - 2D shapes. Measurement - time Measurement - time capacity. capacity. Geometry - position & (hours, minutes, (hours, minutes, Measurement - time Measurement - time direction. seconds) seconds) (hours, minutes, (hours, minutes, Measurement - coins & Measurement - coins & seconds) seconds) notes. notes. Measurement - coins Measurement - coins Geometry - 2D shapes. Geometry - 3D shapes. & notes. & notes. Geometry - position & Geometry - position & Geometry - 3D Geometry - 3D direction. direction. shapes. shapes. Geometry - position & Geometry - position & direction. direction. PBL links Science: Art and Design: Geography: Science: Animals Including Humans Cards & Wrapping Paper – Houses and homes around the world. Trekking Who is Charles Darwin? What did he discover – name common living colour texture, pattern and around the world to investigate climate, lifestyles and about Evolution? animals; classify as printing. how these impact on type of home people have and Geography: omnivores, carnivores, English: materials used to construct. Charles Darwin’s voyage on HMS Beagle. herbivores Play scripts, drama and public Science: Use world maps, globes, atlases to follow Art/Design: speaking Materials – characteristics of materials. Joining Darwin’s voyage, learning names of pecans and Portraits – 2D Music: materials. places he visited. observational Singing songs and percussion Design and Technology: Design and Technology: drawing – colour & shape. linked to Christmas Nativity. Building materials – brick laying and woodwork – link Making plant pots using recycled materials. Textile collage Religion: to College of Building. Model houses for the 3 Little Flower arranging. Personal history – simple Celebrations Pigs. Bird houses. historical vocabulary. Personal time-lines. Adventures I have been on. Religion: Myself PSHE: Keeping My Body Safe Science Seasonal Changes Seasonal Changes Seasonal Changes Art & Design . Using a computer programme to study an artist and Painting – watercolours Colour mixing. produce work in the style of that artist e.g. Seurat and Creating a tonal pointillism. colour wheel. Cooking / Gardening Ongoing opportunities – part of enrichment. P.E. unit Gymnastics. Rolling / Dance. Simple routines for Gymnastics. Moving, Indoor team games e.g. Running, jumping, throwing and catching. balancing on mats and on Christmas. jumping, rolling, bench ball. Throwing & Application in Sports Day/ Athletics Day. benches. balancing sequences Catching. Attack & using larger apparatus. Defence skills. ICT Textease/ Word processing. Dazzle (Linked to Art) Word processing. Keyboard skills and Mathletics. Programming – Lightbot. Programming – Lightbot. Mathletics. Mathletics. Spanish Numbers to 10. Colours. Music Percussion Percussion and singing – performance Composing – Graphic Composition Composition and scores - Classic composer Ongoing opportunities to sing songs, play tuned & untuned instruments, listen & understand live and recorded music, make and combine sounds musically R.E. Myself Celebrations. Stories and Symbols. Beliefs. Leaders and Teachers, Symbols, Stories. P.S.C.H.E Keeping the Body Healthy Friendships Myself and Other’s Drug Education – Drugs My world – near and Looking after my Feelings. around the house far. money. Visit/visitor Temple Newsam House – The Wykebeck Valley way – Leeds Building College. Primrose Valley Local Florirst Going on a Bear Hunt Nature Trails Den Building Discovery Trail VLE Edmodo Enterprise Costing and making a Healthy Smoothie Shop. The world of work – Building Trade. The world of work - Florist

Curriculum Overview for Phase 2: Year 2

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  Compare how things move on different Physical Education (KS1) English  Count in 2s, 3s, 5s & 10s surfaces Reading  Master basic movement, e.g. running,  Identify, represent & estimate numbers  Develop phonics until decoding secure History (KS1) jumping, throwing, catching, balance, agility  Compare / order numbers, inc. < >  Read common suffixes Key Concepts and co-ordination  Write numbers to 100    Read & re-read phonic-appropriate books Changes in living memory (linked to aspects Participate in team games  Know number facts to 20 (+ related to 100) of national life where appropriate)  Read common ‘exception’ words  Perform dances using simple moves  Use x and ÷ symbols   Discuss & express views about fiction, non- Swimming proficiency at 25m (KS1/KS2)  Recognise commutative property of Key Individuals fiction & poetry multiplication  Lives of significant historical figures,  Become familiar with & retell stories Computing (KS1) including comparison of those from different  Ask & answer questions; make predictions  Understand use of algorithms periods  Begin to make inferences Geometry & Measures Write & test simple programs  Significant local people  Know and use standard measures  Use logical reasoning to make predictions

Writing  Read scales to nearest whole unit  Organise, store, retrieve & manipulate data Key Events Spell by segmenting into phonemes  Use symbols for £ and p and add/subtract Communicate online safely and respectfully  e.g. Bonfire night  Learn to spell common ‘exception’ words simple sums of less than £1 or in pounds  Recognise uses of IT outside of school  Events of local importance  Spell using common suffixes, etc.  Tell time to the nearest 5 minutes  Identify & sort 2-d & 3-d shapes  Use appropriate size letters & spaces Geography (Y2)  Identify 2-d shapes on 3-d surfaces Art & Design (KS1)  Develop positive attitude & stamina for  Name & locate world’s continents and  Order and arrange mathematical objects Use a range of materials writing oceans  Use terminology of position & movement Use drawing, painting and sculpture  Begin to plan ideas for writing  Compare local area to a non-European  Develop techniques of colour, pattern,  Record ideas sentence-by-sentence country Fractions texture, line, shape, form and space  Make simple additions & changes after  Use basic vocabulary to describe a less  Find and write simple fractions  Learn about range of artists, craftsmen and proof-reading familiar area  Understand equivalence of e.g. 2/4=1/2 designers  Use aerial images and other models to create

Speaking & Listening simple plans and maps, using symbols Data  Articulate & Justify answers (KS1)  Use simple fieldwork and observational skills  Interpret simple tables &pictograms Design & Technology  Initiate & respond to comments to study the immediate environment  Ask & answer comparison questions  Design purposeful, functional & appealing  Use spoken language to develop products understanding Ask & answer questions about totalling  Generate, model & communicate ideas Music (KS1)

 Use range of tools & materials to complete  Sing songs Grammar Science practical tasks Play tuned & untuned instruments  Use . ! ? , and ’ Biology Evaluate existing products & own ideas  Listen & understand live and recorded music  Use simple conjunctions  Differentiate living, dead and non-living  Build and improve structure & mechanisms  Make and combine sounds musically  Begin to expand noun phrases  Growing plants (water, light, warmth)  Understand where food comes from  Use some features of Standard English  Basic needs of animals & offspring

 Simple food chains & habitats Religious Education Mathematics Chemistry Continue to follow locally-agreed syllabus for RE. Number/Calculation  Identify and compare uses of different Modern Languages  Begin to use place value (T/U) materials Not required at KS1  Exemplar Long Term Plans for Phase 2: Year 2

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 My Access To The My Access To The My Place In The World My Place In The World World World TOPIC Fairytale. The Queen. The Wizard of Austhorpe. Oh I do like to be beside the Seaside.

Literacy Geography History/ Geography History / Science Literacy Stories with familiar Information. Different stories by the Information. Extended Stories. Explanations. settings. Patterns on a page same author. Non -chronological (Creative Writing) Silly Stuff (poetry). (Creative Writing) (poetry). Traditional Stories. reports. (Creative Writing) (Creative Writing / (Creative Writing) Drama) Novel work Queen Knickers; Tea with the Queen etc... Dear Greenpeace The Lighthouse Keepers Lunch Numeracy Number & place value Counting in multiples Number & place value Counting in 5s, 50s and Number and place Multiplication Reading numbers (up to (2’s, 5’s & 10’s) Order digits with 1 500s value 2dx1d and 2dx2d (early 6 digits). Count in 2s, 20s and decimal place/ 2 Double Mental + 1000s grid) Place value (2 digit 200s decimal places (apply to Double any 2 digit Doubling Coin Multiplication i.e. nos.). Doubling money using £ and p) number Double 3d nos. x1, x2, x5 and x10 Ordering (2, 4 and 4 Double 2 digit multiples Partition 2 and 3 digit Halving Halving Division digit nos.). of ten. numbers. Record halves of odd Halve any 2d no. Division of TU by U (with odd and even numbers Halving Compare nos. using < > numbers as decimals Number bonds to 100 remainders) Addition Half of odd & even nos. Number Multiplication Addition Division by 10 2d+1d, tens + tens, Half multiples of ten add tens and hundreds 1dx1d, 2dx1d 2d+2d; 3d+2d (applied 2d+tens Multiplication mentally Division to problems e.g. money) Adding on to ten repeated addition Addition nos. to 20 shared Subtraction Money problems arrays 2d+2d between 4 2d-2d (applied to Subtraction Division 3d+2d even TU shared by u (no problems e.g. money) tens-10, 2d-10, tens- sharing between 2 and 3 Subtraction remainder) Time – nearest 5 tens Fractions – finding ½ , 2d-2d, 2d-units, 3d-units Fractions – finding & minutes. Time – o’clock and half 1/3 and ¼ of shapes and Time – quarter past and record fractions of Measures capacity past numbers. to the hours numbers including ¾ Shape – 2D shape Tally Charts & Shape – 3D shape Bar Graphs (properties & symmetry) Pictograms. (properties, edges, faces Measures length Measures temperature and vertices) Measures mass PBL links Science: Design and Technology: Science: Science: All Living Things – Textiles Electricity and Materials Movement Humans Sewing and Plants Habitats including food chains Art and Design: embellishment Art and Design: Art and Design: Drawing and digital History: Drawing skills – (line & pattern) First hand Sculpture – clay Sea shells. photography. The Royal Family. observations in local area. Design and Technology: Photographing fairies. (monarchy, democracy, Painting - Colour mixing and link to DT and printing Mechanisms – pulley systems Design and Technology: parliament, traditions) Design and Technology: Lighthouse Keepers Lunch Designing Fairies. Family Trees Lighthouses. Paper machae and electricity Mechanisms – wheels Cutting and joining Geography: History: Bathing machines materials. The British Empire John Smeaton. - Great inventors History: History: Basic world geog – Geography: Seaside Holidays In The Past. The Cottingley Fairies. Compass directions Local Area Study. Geography: Historical events. Keys Use maps (past and present incl. ICT) Coastal study Geography: Poles, equator, hot and Devise maps of local area (key and landmarks) Landscape features of Scarborough– Atlas and map Our place in the UK cold work of UK seaside resorts. Know the geography of Planning routes UK – human and Holidays elsewhere in the world. physical features Contrasting location to Scarborough outside Europe. Art & Design Sculptures – Using ART skills and techniques to enhance other Autumn designs – Andy Goldsworthy curriculum areas. Cooking & Gardening Ongoing P.E. unit Basic Skills Dance Team Games Basic Skills Team Games Team Games Running/ throwing & Perform dances using Indoor ball games – Jumping & Balance Tactics to attack/ Plus Sports Day, Catching - dodgeball simple movement skittleball, dodgeball etc defend e.g. Tag rugby Athletics Day, Skipping patterns - SHOW or rounders Festival, Trust Olympics ICT Digital Photography & Write & Test Finding Information. Writing Stories – word Write & Test Light Bot Word Processing skills Programmes – Using Using ICT – cameras, recorders, video. processing – organise, Programmes – Using Magic Pen Typing algorithms store, manipulate & algorithms Angry Birds retrieve data Auditorium Scratch Scratch Fantastic Contraption Email link with another school? LOGO (music) Spanish Greetings & Feelings Colours & Numbers Common foods and days Music Percussion Singing Christmas Percussion and singing – performance Composing – Children as Summer songs – Composition and scores Nativity. - Modern musicians musicians performance – create - Classic composers CD?

Music enrichment Ongoing opportunities to sing songs, play tuned & untuned instruments, listen & understand live and recorded music, make and combine sounds musically.

R.E. Myself and Harvest. Sikhism and Christmas. Jesus’ stories. The Gurwarda and Religious symbols; special people and prayers. Easter. P.S.C.H.E. & S.E.A.L. Making Choices For A Friendships. Families. Drug Education – Relationships. Changes & Transition. Healthy Life. Medicines.

Visit/visitor Bradford Media Colton Lodge visitors. Local area visits – Austhorpe and Temple Newsam The Seaside – Scarborough Museum / Temple St. Mary’s Church Whitkirk, St. Wilfred’s Church Grandparents. Newsam Halton VLE Edmodo Enterprise Manage school fruit shop. Costing a school trip.

Temple Learning Academy Primary Curriculum Map KS2

WRITING - Use the school library and encouraged to use community - Use the properties of shape and angles in increasingly libraries. complex and practical contexts, including in construction

- Look at classification systems. and engineering contexts. Narrative- Write stories set in places pupils have been. - Look at books with a different alphabet to English. - Describe position, direction and movement in - Write stories that contain mythical, legendary or - Read and listen to whole books. increasingly precise ways. historical characters or events. - Write stories of adventure. COMMUNICATION - Write stories of mystery and suspense. - Use and apply measures to increasingly complex

- Write letters. contexts. - Engage in meaningful discussions in all areas of the - Write plays. - Gather, organise and interrogate data. curriculum. - Write stories, letters, scripts, and fictional biographies - Understand the practical value of using algebra. - Listen to and learn a wide range of subject-specific inspired by reading across the curriculum. vocabulary. Non-fiction - Through reading, identify vocabulary that enriches and ART AND DESIGN - Write instructions. enlivens stories. - Write recounts. - Speak to small and larger audiences at frequent intervals. Use experiences, other subjects across the curriculum and - Write persuasively. - Practise and rehearse sentences and stories, gaining ideas as inspiration for artwork. - Write explanations. feedback on the overall effect and the use of Standard - Develop and share ideas in a sketchbook and in finished - Write non-chronological reports. English. products. - Write biographies. - Listen to and tell stories often, so as to internalise the - Improve mastery of techniques. - Write in a journalistic style. structure. - Learn about the great artists, architects and designers in - Write arguments. - Debate issues and formulate well-constructed points. history. - Write formally.

Poetry MATHEMATICS - Learn by heart and perform a significant poem. COMPUTING - Write cinquain. - Write haiku. - Count and calculate in increasingly complex contexts, - Design and write programs that accomplish specific goals, - Write poems that convey and image (simile, word play, including those that cannot be experienced firsthand. including controlling or simulating physical systems; solve rhyme and metaphor). - Rigorously apply mathematical knowledge across the problems by decomposing them into smaller parts. curriculum, in particular in science, technology and - Use sequence, selection and repetition in programs; work computing. with variables and various forms of input and output; READING - Deepen conceptual understanding of mathematics by generate appropriate inputs and predicted outputs to test - Read and listen to a wide range of styles of text, including frequent repetition and extension of key concepts in a programs. fairy stories, myths and legends. range of engaging and purposeful contexts. - Use logical reasoning to explain how a simple algorithm - Listen to and discuss a wide range of texts. - Explore numbers and place value, so as to read and works and to detect and correct errors in algorithms and - Learn poetry by heart. understand the value of all numbers. programs. - Increase familiarity with a range of books, including - Add and subtract using efficient mental and formal - Understand computer networks including in the internet; myths and legends, traditional stories, modern fiction, written methods. how they can provide multiple services, such as the world- classic British fiction and books from other cultures. - Multiply and divide using efficient mental and formal wide web; and the opportunities they offer for - Take part in conversations about books. written methods. communication and collaboration. - Learn a wide range of poetry by heart. - Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual - Look at solids, liquids and gases, changes of DESIGN property; use technology responsibly, securely and safely. state, evaporation, condensation and the water - Use research and develop design criteria to inform the - Select, use and combine a variety of software (including cycle. design of innovative, functional, appealing products that internet services) on a range of digital devices to Materials are fit for purpose, aimed at particular individuals or accomplish given goals, including collecting, analysing, - Examine the properties of materials using groups. evaluating and presenting data and information. various tests. - Generate, develop, model and communicate their ideas SCIENCE - Look at solubility and recovering dissolved through discussion, annotates sketches, cross-sectional substances. and exploded diagrams, prototypes, pattern pieces and Across all year groups, scientific knowledge and skills - Separate mixtures. computer-aided design. should be learned by working scientifically. - Examine changes to materials that create new MAKE Biology materials that are usually not reversible. - Select from and use a wider range of tools and Plants - Look at the function of flowering plants, Physics equipment to perform practical tasks such as cutting, requirements of growth, water transportation in Light - Look at sources, seeing, reflections and shaping, joining and finishing, accurately. plants, life cycles and seed dispersion. shadows. - Select from and use a wider range of materials and Evolution and inheritance – Charles Darwin & Mary - Explain how light appears to travel in straight components, including construction materials, textiles and Anning. lines and how this effects seeing and shadows. ingredients, according to their functional properties and - Look at resemblance in offspring. Sound - Look at sources, vibration, volume and pitch. aesthetic qualities. - Look at changes in animals over time. Electricity - Look at appliances, circuits, lamps, switches, EVALUATE - Look at adaptation to environments. insulators and conductors. - Investigate and analyse a rage of existing products. - Look at adaptation and evolution. - Look at circuits, the effect of the voltage in cells - Evaluate their ideas and products against their own - Look at changes to the human skeleton over and the resistance and conductivity of materials. design criteria and consider the views of others to improve time. Forces and magnets their work. Animals and humans -Look at contact and distant forces, attraction - Understand how key events and individuals in design and - Look at nutrition, transportation of water and and repulsion, comparing and grouping technology have helped shape the world. nutrients in the body, the muscle and skeleton materials. TECHNICAL KNOWLEDGE systems of humans and animals. - Look at poles, attraction and repulsion. - Apply their understanding of how to strengthen, stiffen - Look at the digestive system in humans. - Look at the effect of gravity and drag forces. and reinforce more complex structures. - Look at teeth. - Look at transference of forces in gears, pulleys, - Understand and use mechanical systems in their - Look at the human circulatory system. levers and springs. products, such as gears, pulleys, cams, levers and linkages. All living things Earth and space- Look at the movement of the Earth and - Understand and use electrical systems in their products, - Identify and name plants and animals. moon. such as series circuits, incorporating switches, bulbs, - Look at classification keys. - Explain day and night. buzzers and motors. - Look at the life cycle of animals and plants. - Apply their understanding of computing to program, - Look at classification of plants, animals and monitor and control their products. microorganisms. COOKING AND NUTRITION - Look at reproduction in plants and animals, and DESIGN AND TECHNOLOGY - Understand and apply the principles of a healthy and human growth and changes. varied diet. - Look at the effect of diet, exercise and drugs. Through a variety of creative and practical activities, pupils - Prepare and cook a variety of predominantly savoury Chemistry will be taught the knowledge, understanding and skills dishes using a range of cooking techniques. Rocks and fossils they need to engage in the process of designing and - Understand seasonality and know where and how a - Compare and group rocks and describe the making a product. They will work in a range of familiar variety of ingredients are grown, reared, caught and formation of fossils. contexts e.g. home, school, garden, playground, processed. States of matter community, industry and the wider environment. LANGUAGES When designing and making pupils will be taught to: - Understand geographical similarities and differences learning (S.E.A.L.) and those skills needed to be a safe, At Temple Learning Academy the MFL we have chosen to through the study of human and physical geography of a healthy, informed and active citizen in their personal life promote to our pupils is Spanish .In the chosen modern region or area within North or South America. and as part of their local and global community (P.S.H.E.). language we provide opportunities to: Speak, Read and Describe and understand key aspects of: Supporting this is an over-riding class theme of; Write * Physical geography, including climate zones, Year 3 – Responsibility. biomes and vegetation belts, rivers, mountains, Year 4 – Financial Capability. Look at the culture of the countries where the language is volcanoes, earthquakes and the water cycle. Year 5 – Cyber Citizenship. spoken. * Human geography, including settlements, land Year 6 – Independence. use, economic activity including trade links and They look and study role models of success and those who MUSIC the distribution of natural resources including have lost it. energy, food, minerals and water supplies. They are encouraged to: - Play and perform in solo and ensemble contexts, using - Use maps, atlases, globes and digital/computer mapping Try new things, work hard, concentrate, push themselves, voice and playing instruments with increasing accuracy, to locate countries and describe features studied. imagine, improve, understand others and persevere. control and expression. - Use the eight points of a compass, four-figure grid - Improvise and compose music using the interrelated references, symbols and keys (including the use of PHYSCIAL EDUCATION dimensions of music separately and in combination. Ordinance Survey maps) to build knowledge of the United - Listen with attention to detail and recall sounds with Kingdom and the world. - Play competitive games, modified where appropriate, increasing aural memory. - Use a wide range of geographical sources in order to such as football, netball, rounders, cricket, hockey, - Appreciate and understand a wide range of high-quality investigate places and patterns. basketball, badminton and tennis, and apply basic live and recorded music from different traditions and from - Use fieldwork to observe, measure and record the human principles suitable for attacking and defending. great musicians and composers. and physical features in the local area using a range of - Take part in gymnastics activities. - Develop an understanding of the history of music. methods, including sketch maps, plans and graphs and - Take part in athletics activities. digital technologies. - Perform dances. GEOGRAPHY - Take part in outdoor and adventurous activity challenges HISTORY both individually and within a team.

- Swimming and water safety: take swimming instruction. - Locate the world’s countries, with a focus on Europe and - Changes in Britain from the Stone Age to the Iron Age. countries of particular interest to pupils. - The Roman Empire and its impact on Britain. - Locate the world’s countries, with a focus on North and RELIGIOUS EDUCATION - Britain’s settlement by Anglo Saxons and Scots. South America and countries of particular interest to - The Viking and Anglo Saxon struggle for the Kingdom of pupils. - Study the beliefs, festivals and celebrations of England. - Key geographical features of the countries of the United Christianity. - A local history study. Kingdom, and understanding how some of these aspects - Study at least two other religions in depth. Choose from - A study of a theme in British history. have changed over time. Buddhism, Hinduism, Islam, Judaism or Sikhism. - Early Civilizations’ achievements and an in-depth study of - Locate the geographic zones of the world. - Study three of the six major religions not studied in depth Ancient Egypt. - Understand the significance of the geographic zones of in order to gain a brief outline. - Ancient Greece. the world. - Study other religions of interest to pupils. - A non-European study that contrasts with British history - Understand geographical similarities and differences i.e. the Mayan Civilization. through the study of human and physical geography of a - History of interest to pupils. region or area of the United Kingdom (different from that Our ‘typical curriculum’ may also be enhanced through taught at Key Stage 1). ‘focus days’ or ‘themed weeks’. We also celebrate local PERSONAL DEVELOPMENT - Understand geographical similarities and differences and national events (e.g. Trust celebrations, World Maths through the study of human and physical geography of a Day, World Book Day, Charity Events, Community Events) All pupils have access to a dual layered curriculum which region or area in a European country. promotes development of social and emotional aspects of

Curriculum Overview for Phase 2 : Year 3  

English  Solve number problems, including multiplication Broader History Study  Develop flexibility & control in gym, dance & Reading & simple division and missing number problems  A local history study, e.g. athletics  Use knowledge to read ‘exception’ words  Use commutativity to help calculations - A depth study linked to a studied period  Compare performances to achieve personal  Read range of fiction & non-fiction Geometry & Measures - A study over a period of time bests  Use dictionaries to check meaning  Measure & calculate with metric measures - A post-1066 study of a relevant period in  Swimming proficiency at 25m (KS1 or KS2)  Prepare poems & plays to perform  Measure simple perimeter local history  Check own understanding of reading  Add/subtract using money in context Computing (LKS2)  Draw inferences & make predictions  Use Roman numerals up to XII; tell time Art & Design (LKS2)  Design & write programs to achieve specific  Retrieve & record information from non-fiction  Calculate using simple time problems  Use sketchbooks to collect, record and evaluate i goals, including solving problems books  Draw 2-d / Make 3-d shapes  Improve mastery of techniques such as drawing,  Use logical reasoning  Discuss reading with others  Identify and use right angles painting and sculpture with varied materials  Understand computer networks Writing  Identify horizontal, vertical, perpendicular and  Learn about great artists, architects & designers  Use internet safely and appropriately  Use prefixes & suffixes in spelling parallel lines  Collect and present data appropriately  Use dictionary to confirm spellings Fractions & decimals  Write simple dictated sentences  Use & count in tenths Design & Technology (LKS2)  Use handwriting joins appropriately  Recognise, find & write fractions  Use research& criteria to develop products Geography (LKS2)  Plan to write based on familiar forms  Recognise some equivalent fractions which are fit for purpose  Locate world’s countries, focussing on Europe &  Rehearse sentences orally for writing  Add/subtract fractions up to <1  Use annotated sketches and prototypes to Americas focus on key physical & human features  Use varied rich vocabulary  Order fractions with common denominator explain ideas  Study a region of the UK (not local area)  Create simple settings & plot Data  Evaluate existing products and improve own  Use 8 points of compass, symbols & keys  Assess effectiveness of own and others’ writing  Interpret bar charts &pictograms work  Describe & understand climate, rivers,  Speaking & Listening Use mechanical systems in own work mountains, volcanoes, earthquakes, settlements,  Give structured descriptions  Understand seasonality; prepare & cook trade links, etc.

 Participate activity in conversation Science mainly savoury dishes  Use fieldwork to observe, measure & record  Consider & evaluate different viewpoints Biology Grammar  Plants, incl. parts, lifecycle and requirements for Modern Languages (LKS2) Music (LKS2)  Use range of conjunctions life  Listen & engage  Use voice & instruments with increasing  Use perfect tense  Animals: skeletons & nutrition  Ask & answer questions accuracy, control and expression  Use range of nouns & pronouns Chemistry  Speak in sentences using familiar vocabulary  Improvise & compose music  Use time connectives  Classification of rock types  Develop appropriate pronunciation  Listen with attention to detail  Introduce speech punctuation  Simple understanding of fossilisation  Show understanding of words & phrases  Appreciate wide range of live & recorded music  Know language of clauses Physics  Appreciate stories, songs, poems & rhymes  Begin to develop understanding of history  Sources of light; shadows & reflections  Broaden vocabulary Mathematics  Simple forces, including magnetism Religious Education Number/Calculation Physical Education (LKS2)  Learn 3, 4 & 8x tables History  Use running, jumping, catching and throwing in Continue to follow locally-agreed syllabus for RE  Secure place value to 100 British History (taught chronologically) isolation and in combination  Mentally add & subtract units, tens or hundreds  Stone Age to Iron Age Britain, including:  Play competitive games, modified as appropriate to numbers of up to 3digits - hunter-gatherers and early farmers   Written column addition &subtraction - Bronze age religion, technology & travel  - Iron age hill forts  Exemplar Long Term Plans for Phase 2: Year 3

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 My Place In The World My Success In The World My Place In The World TOPIC All aboard the Tardis. Grow Your Own. E-I-E-I-O

Driver History Science/DT Geography Literacy Stories With familiar settings. Adventurous stories. Authors & Letters. Myths & Legends. Instructions. Information Texts. Poems to perform. Shape Poetry & Calligrams. Language Play. Dialogue & plays. Novel work Bill’s New Frock The Hodgeheg George’s Marvellous Medicine Numeracy Addition and Subtraction on paper Compare and Estimate an Recognise that tenths arise by Develop mult and division steps Review and Cement Fact Families order numbers answer and dividing into 10 parts (BM) Unit Find 10/100 more or less than a up to 1000.(BM) use inverse Count in tenths.(BM) Angles (Ongoing throughout given number.BM Add and ops to check. Compare and order fractions with Roman Numerals in Time year - Jigsaw numbers subtract money Use Addition same denominators. Add and subtract numbers using Counting in multiples Count/measure/add/subtract using £ and p and Identify equivalent fractions. column addition. 2,4,5,9,50,100,500 lengths (B)M (BM) subtraction Recognise fractions of a whole Count/measure/add/subtract from 0…….Big Maths Measure the perimeter of 2d Multiplication as focus Add and subtract fractions volume (BM) shapes BM Division BM Count 0.1s Coin Multiplication (BM) Add and subtract Identify horizontal/vertical/perp. Doubling (BM) Halving (BM) Count 0.2/fifths Problem solving numbers mentally parallel lines Fact families Count 0.5s and halves. HTU+U, HTU+T HTU+H for mult. and Count/measure/add/subtract mass Recall multiplication division and division facts 3,4,and 9 times tables (BM) Time Bar charts pictograms and tables) Science Rocks & Soils Light & Shadow Teeth Helping Plants Grow Well Materials Magnets & Springs Art & Design Roman Mosaics Painting Sculpture Design & Tech Egyptian Jewellery Healthy Snacks Structures Cooking & Ongoing Gardening History Ancient civilisations. Ancient Egyptians v’s Ancient Romans. Geography Spain & it’s food. Sustainability Investigating our local area P.E. unit Gymnastics Spanish Dancing. Athletics Outdoor and Adventurous Games invasion Games Striking & Fielding Games ICT Word processing skills Animation Email Databases Programming - control Spanish Greetings & Introductions. Food and fiesta. Extension of colour and number. Christmas vocabulary and tradition. Music Rhythm instruments Performing Moving to music. Composition Listening & appraising. enrichment Ongoing opportunities to sing songs, play tuned & untuned instruments, listen & understand live and recorded music, make and combine sounds musically.

R.E. Worship, pilgrimage and sacred Christmas beliefs Religion, Teaching and authority. Journey of life and death. Inspirational people. places. and questions. family and community. P.S.C.H.E. & Eating Healthy and Being Active. Friendships. What’s Drug Education – smoking. Health Promoting Environments. Developing Economic S.E.A.L. Happening To Wellbeing. Me?

Visit/visitor Leeds Museum Spanish Countryside Live Hike to Roundhay Park London visit restaurant. VLE Edmodo Enterprise Money skills in the contexts of shops. Establishing a garden. Developing a garden.

Curriculum Overview forBroader Phase History Study 2: Year 4   (LKS2) English  Use standard short multiplication  Earliest ancient civilisations, i.e. Computing Reading Geometry & Measures - Ancient Sumer;  Design & write programs to achieve specific  Secure decoding of unfamiliar words Compare 2-d shapes, including quadrilaterals & - Indus Valley; goals, including solving problems  Read for a range of purposes triangles - Ancient Egypt; or  Use logical reasoning  Retell some stories orally  Find area by counting squares - Shang Dynasty of Ancient China  Understand computer networks  Discuss words & phrases that capture the  Calculate rectangle perimeters  Use internet safely and appropriately imagination  Estimate & calculate measures Art & Design (LKS2)  Collect and present data appropriately  Identify themes & conventions  Identify acute, obtuse & right angles  Use sketchbooks to collect, record and evaluate  Retrieve & record information  Identify symmetry ideas Geography (LKS2)  Make inferences & justify predictions  Use first quadrant coordinates  Improve mastery of techniques such as drawing,  Locate world’s countries, focussing on Europe &  Recognise a variety of forms of poetry  Introduce simple translations painting and sculpture with varied materials Americas focus on key physical & human features  Identify & summarise ideas Data  Learn about great artists, architects & designers  Study a region of the UK (not local area) Writing  Use bar charts, pictograms & line graphs Design & Technology (LKS2)  Use 8 points of compass, symbols & keys  Correctly spell common homophones Fractions & decimals  Use research& criteria to develop products  Describe & understand climate, rivers,  Increase regularity of handwriting  Recognise tenths & hundredths which are fit for purpose mountains, volcanoes, earthquakes, water cycle,  Plan writing based on familiar forms  Identify equivalent fractions  Use annotated sketches and prototypes to settlements, trade links, etc.  Organise writing into paragraphs  Add & subtract fractions with common explain ideas  Use fieldwork to observe, measure & record  Use simple organisational devices denominators  Evaluate existing products and improve own  Proof-read for spelling & punctuation errors  Recognise common equivalents work Music (LKS2)  Evaluate own and others’ writing  Round decimals to whole numbers  Use mechanical systems in own work  Use voice & instruments with increasing  Read own writing aloud  Solve money problems  Understand seasonality; prepare & cook mainly accuracy, control and expression Grammar savoury dishes  Improvise & compose music  Use wider range of conjunctions Science  Use perfect tense appropriately  Listen with attention to detail Biology Modern Languages (LKS2)  Select pronouns and nouns for clarity  Appreciate wide range of live & recorded music  Classify living things  Listen & engage  Use & punctuate direct speech  Begin to develop understanding of history  Digestive system & teeth  Ask & answer questions  Use commas after front adverbials  Food chains  Speak in sentences using familiar vocabulary Speaking & Listening Religious Education Chemistry  Develop appropriate pronunciation  Articulate & justify opinions Continue to follow locally-agreed syllabus for RE  Changes of state  Show understanding of words & phrases  Speak audibly in Standard English  The water cycle  Appreciate stories, songs, poems & rhymes  Gain, maintain &monitor interest of listeners Physics  Broaden vocabulary

 Sound as vibrations Mathematics  Electricity: simple circuits & conductors Physical Education (LKS2) Number/Calculation  Use running, jumping, catching and throwing in  Know all tables to 12 x 12 isolation and in combination  Secure place value to 1000 History  Play competitive games, modified as appropriate  Use negative whole numbers British History (taught chronologically)  Develop flexibility & control in gym, dance &  Round numbers to nearest 10, 100 or 1000  Roman Empire & impact on Britain: athletics  Use Roman numerals to 100 (C) - Julius Caesar’s attempted invasion  Compare performances to achieve personal  Column addition & subtraction up to 4 digits - Roman Empire & successful invasion bests  Multiply & divide mentally - British resistance, e.g. Boudicca - Romanisation of Britain  Swimming proficiency at 25m (KS1 or KS2)

Exemplar Long Term Plans for Phase 2 : Year 4

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 My Access To The World My Place In The World My Success In The World TOPIC Seen But Not Heard. Jambo! Jambo! It’s A Cosmic World.

Driver History Geography Science/ICT/History Literacy Historical settings. Imaginary Worlds Persuasive Writing. Information Texts. Other Cultures Issues and Dilemmas. Play scripts. Poetry. Poetry. Novel work The Midnight Fox Why The Whales Came The Suitcase Kid Numeracy Unit CLIC CLIC CLIC CLIC CLIC CLIC -Number, place value, -Number, place value -Addition and -Identify, interpret and -Addition and -Multiplication and counting and ordering and rounding to 10, 100 subtraction column present data using bar subtraction column division standard to four digits and or 1000 methods-use of inverse charts and other methods written methods beyond -Reading Roman to check calculation appropriate graphical -Symmetry – lines of -Fractions – calculate -Addition and numerals -Measuring and methods symmetry and patterns quantities, converting subtraction mental -Multiples of 25 and calculating area and -Solve problems using -Describe and plot to decimals methods for 2d 1000 perimeter information presented in specified points as -Decimals – rounding, 2 -4d Addition and -Multiplying and dividing -Multiplying 2d by 1 or graphs coordinates decimal places subtraction column to 12 x 12 2d -Fractions – equivalent, -Translations -Capacity method -Multiplying 2d by 1d -Division with rise to tenths, hundredths, of -Angles – acute and -Solving measures and -Multiples of 6,7,8 and 9 and 2d by 2d using remainders numbers, decimal obtuse, compare and money problems linked -Multiplying and written methods -Identify, interpret and equivalents order. Use of protractor. to fractions and dividing to 12 x 12 -Converting units of present data using bar -Time – read, write, -Word problems decimals -Multiplying and measure charts and other convert to 12 and 24 dividing by 10, 100 -Estimate, compare and appropriate graphical hour clocks -Classifying triangles and calculate units of methods -Solve problems symmetry measurement -Solve problems -Solving problems -Solving problems Science Keeping Warm Electricity Moving and Growing Habitats Friction Solids and Liquids Art & Design Painting Textiles Printing Digital Media Sculpture Collage Design & Tech Electrical Components Book Marking Food technology Digital Creations Cooking & Gardening Ongoing History Victorian Life Geography Kenya P.E. unit Swimming Swimming Swimming Swimming Games Outdoor and Outdoor games Gymnastics Gymnastics Dance Dance Adventurous Games / Athletics ICT Data Handling Presenting Text and Graphics Internet and web studies Digital Media Programming for control Spanish Days, months. Hobbies, Fruits Easter Clothes, pets and family. Parts of the body, zoo animals & Christmas Using a dictionary. Music Listening & Appraising Performing Rhythm and Instrument Moving to Music Composition Work Music enrichment Ongoing opportunities to sing songs, play tuned & untuned instruments, listen & understand live and recorded music, make and combine sounds musically. R.E. Rules/ Routines Hindu Festivals Teaching and Authority. New Testament Stories Symbolism Harvest Festival Christmas Religion, Faith & the Easter Worship in Christianity Community Inspirational People P.S.C.H.E. & Keeping Safe. Friendships. Addressing Worries Drug Education – Valuing Others & their Transition Work and S.E.A.L. Growing & Changing. alcohol. communities. PFEG Visit/visitor Librarian / Halton Thackeray Medial Author / Leeds City Meanwood Valley Farm London visit Library Museum Library / Museum VLE Edmodo. Enterprise Charity Work – Action Aid Fundraising Event - self Fundraising Event - charity

Project Based Learning at Temple Learning Academy The planning of Project based learning experiences will explicitly ensure that the following themes are covered across all phases of learning.

Spiritual, Moral, Social and Cultural Education & British Values At Temple Learning Academy we recognise that spiritual, moral, social and cultural education begins with our obligations under the 2002 Education Act, the 2011 Children’s Act and 2010 Equalities Act to promote equality and safeguard the welfare of children. Furthermore, we also recognise that spiritual, moral, social and cultural education includes a duty to champion the principles of democracy and challenge prejudice and intolerance by promoting the values set out in the 2011 ‘Prevent Strategy’ and the 2014 DfE consultation. These values are enshrined in five key principles; • democracy • the rule of law • individual liberty • mutual respect • tolerance of those of different faiths and beliefs These values flow through Temple Learning Academy, from our ethos and vision, to our policy and practice in the classroom. As a school and staff, we believe in an ethos where children of all backgrounds and cultures are welcomed and valued; all children will make the very best progress that they can, leaving us confident to participate and take a lead role in society. We believe our pupils should demonstrate outstanding behaviour and self-discipline, supported by parents and our partners in the wider community. Finally, we believe our pupils should leave us confident, but not arrogant, proud of their success, able to encourage others and understand the changing world around them. They will be able to look back on a wonderfully happy primary education and be eager to start the next stage of their learning. In addition, our values are clearly articulated, as expectations to pupils, in our behaviour policy. • Developing each child as a responsible future member of society • Educating our children in partnership with parents and families • Instilling a sense of care for our local and global environment In the classroom, during daily school assemblies and in pre and after school provision, we deliver a broad and balanced curriculum, in accordance with National Curriculum requirements, promoting the spiritual, moral and cultural development of pupils at every opportunity, preparing our pupils for the challenges, responsibilities and experiences that life may offer. Delivered through a broad range of learning opportunities, lessons at Temple Learning Academy give children an understanding and appreciation of how different cultures have shaped our school, local community and country; the willingness to share and reflect upon their own and others’ faith, beliefs and values; opportunities to investigate moral and ethical issues without conflict, prejudice and bias; a context to use their developing social skills to work with others, regardless of gender, race or sexuality; the belief that they can make a positive contribution to the society in which they live.

Healthy Lifestyles Good health and wellbeing is essential for successful learning and happy lives for children and young people. How we feel about ourselves and others influences everything we do. It has a huge impact on learning and success in life. The curriculum at Temple Learning Academy recognises this. It emphasises the importance of nurturing learners to help them develop the knowledge and skills they need for positive mental, emotional, social and physical wellbeing at school, in their everyday lives which will be sustained into adult life. The Academy will provide a caring environment that will enable learners to develop confidence and positive relationships based on mutual respect and to gain knowledge to make healthy lifestyle choices. Learning through health and wellbeing promotes confidence, independent thinking and positive attitudes and dispositions. Learning will cover areas such as physical education, food and health (including opportunities to grow, harvest and cook own foods), substance misuse, relationships, sexual health, parenthood, social and life skills, dependent on the age, development and maturity of each individual child. As a result, learners will be more self-assured and will have more awareness of the effect their actions have on others. They will be supported to gain knowledge, understanding, skills and capabilities to help them feel more informed about making healthy lifestyle choices now and in the future.

Sport and Physical Education Sporting provision at Temple Learning Academy ensures that our children have the chance to participate and excel in a wide range of sports delivered by both teaching staff and professional coaches. As a result, teams from Temple Learning Academy regularly compete in local competitions in disciplines such as skipping, tag rugby, squash, football, hockey, netball, swimming and basketball. Additional sporting opportunities and physical exercise are also offered as lunch time and after school clubs within the academy and across the Temple Newsam Learning Partnership Trust.

The Arts Performing and visual arts also play a significant part within our curriculum. Drawing upon our rich and varied culture we frequently welcome local artisans to help enhance our Art’s curriculum. In addition, Temple Learning Academy ensures a vibrant performing arts curriculum. Throughout the Academy learners are offered the chance to learn an instrument, take part in a weekly ‘Big Sing’ and participate in the Trust orchestra. Part of this provision extends to families too. Furthermore, children are given a wide variety of opportunities to perform. Tuition is also available in a number of wind, string and brass instruments (please note this tuition must be paid for).

Curriculum in the Community Temple Learning Academy plays a key role in the life of our local community. We take every opportunity to work with local businesses and charities resulting in some unique and exciting learning opportunities. We also take part in events such as fundraising for global charities, local competitions and campaigns.

Environmental Learning Developing a sense of social consciousness also forms an important part of our curriculum. We want all our pupils to become more aware of the impact they have on their environment and how they can protect it for generations to come. Our learners play an active role in our environmental school initiatives such as recycling and composting.

Enterprise At Temple Learning Academy we recognise the importance of Enterprise education. Beginning with financial education (following principles outlined by pfeg – Personal Finance Education Group) we then apply these skills to real life situations and the wider world of work. We aim to create an enterprising ethos throughout the school where Enterprise is embedded in the whole school curriculum. Through enterprise education we aim to:

 Develop the core skills of communication, Numeracy, Literacy, problem-solving, using ICT and working with others.  Develop enterprising attitudes and skills through learning and teaching.  Develop a knowledge and understanding of the world of work.  Enhance personal and social development.  Form links with the wider community.  Foster and develop skills in citizenship.

English and Phonic Programme At Temple Learning Academy we follow the ‘Read, Write Inc phonic programme. In Reception, our phonic skills begin with speaking and listening. We practise listening for sounds at the beginning, in the middle, and at the ends of words. We teach ‘set 1 sounds’ in their pure form. Children learn the sound, the action and the formation of each letter. As the children become more confident, we teach them how to put these single sounds together to read and write words. Throughout the year, we constantly reinforce the importance of correct formation of these letters, practising in different ways, such as using glitter, sand and play dough. We also focus on High Frequency words, such as home, we, look, I, where the children learn these by sight. Throughout Phase 1 and into Phase 2 the children continue to follow the ‘Read, Write Inc’ programme but we enhance and support this with a wide range of resources such as whiteboard writing activities, card games, flash cards, interactive on-line and published games, as well as the many interactive activities suggested in the scheme itself. We have found that following the structure and guidance of the ‘Read, Write Inc’ scheme ensures a full coverage of phonic sounds and skills and that the enhancement activities allow the learners to apply and consolidate their knowledge in a variety of contexts. This then allows them to link phonic rules and strategies to their writing and reading tasks more effectively. More information on Read, Write Inc can be found at https://global.oup.com/education/content/primary/series/rwi/phonics/?view=ProductList®ion=uk

Enrichment At Temple Learning Academy we believe that the academic life of our school should include much more than what happens in the main stream curriculum. We offer a wide range of experiences and challenges that enrich our curriculum. This is to ensure that our students are inspired to learn outside of the classroom and develop the skills required for the world beyond their secondary education. Through our Curriculum Enrichment programme we use the talents and experiences of others from outside of the school, including our Associate Partners, in combination with the talents and interests of staff within our school, to enrich our student’s education. The activities offered vary from the physically challenging and cultural, to school based activities. The enrichment of offer includes workshops on Study Skills, Enterprise, Financial Awareness, Music, Drama, Games and ICT. We have regular visiting speakers inspiring our students in a range of different subjects. Every learner at Temple Learning Academy takes part in an enrichment opportunity each day from 2.30 until 3.30 p.m. From 3.30 until 6.30 p.m. there are optional enrichment activities that all pupils have the opportunity to lead, support or participate in.

ASSESSMENT

In all years learners are continually assessed against key performance indicators (KPI) for their year. These are evidenced based and judgements are made as to where a learner is working towards national standards, working at national standards or working beyond national standards at a covered, basic, advancing or deep level. Our tracking systems ensure teachers and the Academy Leadership Team can monitor the attainment and progress of individuals and disadvantaged/vulnerable learners and report to parents and Governors. All learners new to school are ‘baselined’ against this criteria too. All learners at TLA take national tests in the appropriate year groups.