Curriculum
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Intent
For all children to be confident artists and have pride in their work.
We aim for all children to become confident and proficient in a variety of artistic techniques, including drawing, painting, and sculpture, as well as selected craft skills such as collage, printing, weaving, and pattern-making. Children will also deepen their understanding of famous artists, designers, and craftspeople. They will have opportunities to demonstrate their skills in diverse ways, sparking their interest and curiosity about art and design. Through a carefully sequenced series of lessons, children will build their artistic abilities, expand their knowledge, and engage in meaningful inquiry. We explore a range of artists from different periods who reflect our community, enriching children's cultural capital. Additionally, we encourage children to use art as a means of emotional expression, supporting their personal, social, and emotional development. Our structured and sequenced lessons ensure comprehensive coverage of the skills required to meet the aims of the National Curriculum.
Implementation
Lessons begin with the retrieval of prior learning to help children make connections and build on their existing knowledge and skills. Each block of learning focuses on different themes and key artists, ensuring continued engagement and the acquisition of new knowledge. We have designed a specific series of lessons for each year group, providing structure and a clear narrative. These lessons foster children’s creativity, experimentation, and technical skills, including their control and use of materials. They also deepen their understanding of various forms of art, craft, and design. Subject-specific vocabulary is introduced and developed across the key stages to enable children to articulate their learning with confidence.
Children will also learn how art and design both reflect and shape history, and contribute to the culture, creativity, and wealth of our nation.
Impact
Art and design is a subject that is loved by both teachers and pupils across the school. Teachers have high expectations, and a broad range of quality evidence, collected in various formats, clearly demonstrates student progress. All children use technical vocabulary accurately and are expected to know, apply, and understand the materials, skills, and processes outlined in the curriculum. Children have developed stronger enquiry skills and a deeper curiosity about the world around them, as well as the impact art and design can have on the world. They are increasingly confident in analysing their own work and offering thoughtful opinions on the artwork of others. Our pupils demonstrate resilience and perseverance as they continually evaluate and refine their work.
All children in the school can confidently discuss their art and design projects, explaining the skills they used and the creative processes involved.
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Intent
Through a progressive curriculum all pupils have access to the core skills and knowledge in History.
History provides a structured sequence of lessons to help teachers ensure that the skills and concepts required by the National Curriculum are progressively covered. The aim of history education is to develop key historical skills and concepts that are transferable across different periods of history, equipping children for future learning. These skills, which are revisited throughout various units, include: Historical Interpretations, Historical Investigations, Chronological Understanding, Knowledge of Events, People, and Changes in the Past, and Presenting, Organising, and Communicating Information. In Key Stage 1 (KS1), topics such as "Toys" help children understand time, events, and people through their own memories and those of their parents and grandparents. In Lower Key Stage 2 (KS2), the focus shifts to helping children place events in chronological order, starting with ancient history (e.g., the Stone Age) and progressing to more modern events like the suffrage movement. In Upper KS2, students revisit and expand their understanding of chronology with a broader selection of topics, such as Ancient Greece and Ancient Egypt, moving forward to more recent history like World War II. As children advance through KS2, they begin to understand how some historical events occurred simultaneously in different locations—for example, Ancient Egypt and the Stone Age. Accurate assessment ensures that learning is solidified before progressing to new content.
Implementation
To help children know more and remember more in each area of history, lessons are structured to include opportunities for revisiting and reinforcing key facts and historical understanding. By revisiting and consolidating skills, teachers support children in building on prior knowledge while also introducing new concepts and challenges. Key vocabulary is introduced and prominently displayed in materials and resources, providing students with frequent opportunities to review and internalise this knowledge. Representation of diverse races and cultures plays an important role in broadening children’s understanding of multicultural societies throughout history. Creative, engaging lessons inspire both pupils and educators, fostering a love of history and helping students understand how it has shaped the world they live in.
Impact
The impact of our curriculum intent and implementation, including the use of display materials, is evident throughout the school, with a noticeable increase in the profile of History. The learning environment consistently reinforces historical vocabulary, which is displayed, spoken, and actively used by all learners. History is valued and enjoyed by both teachers and pupils, fostering a shared desire to continue building on this growing body of historical knowledge and understanding, now and in the future.
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Intent
To foster lifelong curiosity and interest in the wider world and its people.
The curriculum content provides a broader and deeper understanding of the four key areas of geography outlined in the National Curriculum. It develops contextual knowledge of globally significant locations, as well as an understanding of the processes that shape key physical and human geographical features and drive variation and change over time. Our goal is to spark children’s curiosity about the world and its people, fostering a lifelong fascination with geography. The topics provide opportunities to explore different places and cultures around the world, as well as physical and human processes. Lessons are designed to enhance children’s geographical vocabulary, map skills, and knowledge of geographical facts, offering opportunities for consolidation, challenge, and variety to maintain interest and ensure progress. We aim to equip children with the skills to deepen their geographical knowledge by studying places, people, and both natural and human environments. Our intent is for children to be motivated, inspired, and respectful citizens, continually learning and engaged with the world around them.
Implementation
In Key Stage 1 (KS1), children begin by using maps to identify physical and human features in their local area. This foundation is built upon as they explore maps of continents and oceans around the world. Children will start to compare their local area with places outside of Europe, posing and answering geographical questions. In Key Stage 2 (KS2), map skills are further developed, including the use of digital maps, keys, and symbols. Children also begin to apply fieldwork skills. Through the revision and consolidation of skills, our curriculum supports children in building on prior knowledge and vocabulary while introducing new concepts and challenges. Geography displays throughout the school reinforce and reflect learning, with key vocabulary prominently displayed. All children will expand their knowledge in areas such as local knowledge, place knowledge, human and physical geography, geographical skills, and fieldwork. Across both key stages, children have numerous opportunities to engage with geography through hands-on, practical tasks beyond the classroom. Geography will be assessed through quizzes, as well as both formative and summative assessments, to ensure progression in skills and knowledge and confirm that learning outcomes have been achieved.
Impact
We believe the impact of our geography curriculum is evident in the enthusiasm for geography shared by both teachers and pupils across the school. Teachers have higher expectations, and there is more quality evidence of learning in students’ books. All children use geographical vocabulary accurately and have a clear understanding of the different strands of geography, including key physical and human processes that shape the Earth. Children begin to make meaningful connections between geography and other subjects, such as history and science. They develop stronger enquiry skills and a growing curiosity about the world around them, as well as an understanding of their own impact on the world. Children become competent in collecting, analysing, and communicating a variety of geographical data. They can interpret diverse sources of geographical information and present their findings in multiple ways. By the end of their learning, all children are able to speak confidently about their geographical knowledge, skills, and understanding.
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Intent
To use a range of tools and materials are used to make a range of products using sustainable or recycled materials.
At Charlton Manor, we offer a broad and balanced Design Technology (D.T.) curriculum that encourages all children to become creative problem solvers and critical thinkers, whether working individually or as part of a team. This curriculum provides a platform for children to develop the skills and knowledge needed to thrive in an increasingly technological world. Through a variety of real-life D.T. projects, children will apply their skills and knowledge to plan and create high-quality products that solve specific problems. They will also learn to evaluate their designs and develop a deeper understanding of how everyday products are made, including their environmental impact. Each project fosters a growing awareness of what constitutes good design, alongside an exploration of design heritage, both in our own culture and around the world. Children will also examine the work of a diverse range of historical and contemporary architects, engineers, and designers who have made a positive impact on the field, inspiring their own creative designs.
Implementation
Design and technology skills and understanding are built into lessons through an iterative process, allowing students to revise and refine their ideas as part of good practice. This approach deepens children’s understanding and fosters continuous improvement. By revisiting and consolidating skills, our lessons and resources help children build on prior knowledge while introducing new concepts, skills, and challenges. Key vocabulary is consistently used and displayed in materials and resources, providing children with opportunities to reinforce and revise their learning. Lesson sequences follow the research, design, make, and review structure, enabling the development of skills, knowledge, and vocabulary through practical and purposeful applications. Through these lessons, we aim to inspire both pupils and practitioners to develop a passion for design and technology, helping them understand how it has shaped—and continues to shape—the ever-evolving technological world they live in.
Impact
The impact of utilising a full range of resources, including display materials, is evident throughout the school, with a noticeable increase in the profile of design and technology. The learning environment is consistent across the school, with design and technology vocabulary prominently displayed, spoken, and used by all learners. Design and technology is embraced by both teachers and pupils, fostering a shared enthusiasm that motivates them to continue building on their skills and understanding, both now and in the future. The impact of this approach can be measured through key questioning techniques embedded in lessons, child-led assessments such as success criteria grids, and summative assessments that target next steps in learning.
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Intent
To develop, in all young people, a lifelong curiosity and interest in the sciences.
When planning the science curriculum, we aim to provide children with opportunities to learn through a variety of systematic investigations, equipping them with the skills to ask and answer scientific questions about the world around them. As children progress through the year groups, they build on both their scientific knowledge and their skills in working scientifically, becoming increasingly independent in planning and conducting fair and comparative tests to answer a range of scientific questions. By revisiting and building upon prior learning, we ensure that children not only know more but also remember more. Our science curriculum offers a well-structured and diverse program that enables progression across the full breadth of the science content in the National Curriculum for both KS1 and KS2.
Implementation
The acquisition of key scientific knowledge is central to our science lessons. The progression of scientific skills, particularly in working scientifically and scientific enquiry, is developed across year groups, with increasing depth and challenge. Each lesson has a clear focus, allowing children to engage in investigations and hands-on activities while building the scientific knowledge required for each topic. Our dedicated science lab provides an excellent learning environment, supporting both high-quality teaching and well-resourced learning. Throughout the teaching sequence, key assessment questions are embedded to help teachers gauge students' understanding at various points. These questions also provide opportunities to revisit and reinforce concepts as needed. The lesson sequence is carefully designed to embed scientific knowledge and skills, with each lesson building on prior learning. Activities are adapted to ensure all children receive the appropriate level of support and challenge. Ongoing professional development (CPD) for teachers ensures they have a strong understanding of the scientific content, enabling them to deliver high-quality lessons while addressing any potential misconceptions.
Impact
Progress is measured by a child’s ability to know more, remember more, and explain more. Key questions are integrated into lessons to provide ongoing assessment, with a summative assessment at the end of the school year. The learning environment throughout the school is consistent, with science-specific vocabulary displayed, spoken, and used by all learners. Children who are confident in their scientific knowledge and enquiry skills become excited about science. They demonstrate curiosity and eagerness to learn more, understanding the relevance of what they are learning in science lessons and how it applies to real-life situations. Moreover, they gain an appreciation for the importance of science in the world around them.
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Intent
To ensure that children across the school are receiving, high quality teaching in music which inspires and engages them.
Music should be an enjoyable experience for both pupils and teachers. We use the Music Express program to ensure full coverage of the National Curriculum. Children engage in a range of musical experiences that help build their confidence. They develop an understanding of rhythm and pitch, learn how music is structured, and acquire technical vocabulary related to these elements. Children also learn to read and write simple notation, as well as use technology to compose and perform their own music. As their confidence grows, they begin to enjoy the performance aspect of music. Our curriculum also exposes children to music from different cultures and eras, helping to broaden their musical horizons. Designed to support progression, our music curriculum builds both skills and knowledge while enriching students' cultural capital through the study of a diverse range of musicians from different times and cultures. We aim for all children to leave Charlton Manor with the ability to play at least one tuned instrument competently, including their voices.
Implementation
Children receive one hour of dedicated music instruction each week. Many lessons take place in our music room, which is equipped with a wide range of instruments for the children to explore. Lessons provide opportunities to play both tuned and untuned instruments, as well as to use their voices. Skills and knowledge are developed progressively each term, year, and key stage. Music is assessed through discussions, quizzes, and formative observations, which inform both ongoing planning and the summative assessment at the end of the school year. While music is taught as a discrete subject, it is also integrated across the curriculum. For example, times tables in mathematics, vocabulary in languages, and movement in dance all incorporate elements of music. A weekly singing assembly gives children the chance to develop their vocal skills and understand how ensembles work. Performances, such as the Christmas plays and end-of-year shows, highlight the importance of music in the life of the school. Extracurricular activities, such as the Glee Club (choir) and peripatetic music lessons, offer additional opportunities for children to make music and learn an instrument.
Impact
The impact of music teaching is evident throughout the school, with a noticeable increase in the profile of music. Whole-school and parental engagement is enhanced through performances and extracurricular activities. Participation in music supports students' wellbeing, promotes active listening, and strengthens concentration. We strive to foster a love of music in children, encouraging them to continue developing their musical abilities both now and in the future.
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Intent
To ensure all children use technology creatively and safely.
At Charlton Manor, we model and teach our pupils how to use technology positively, responsibly, and safely. We believe that education is the best way to prevent many of the issues we encounter with technology and social media. By building their knowledge in this area, we enable pupils to demonstrate their learning through the creative use of technology. We recognise the power of technology to allow pupils to share their learning in innovative ways, and we also understand the accessibility benefits it can offer. Our rich curriculum provides opportunities for pupils to apply their knowledge creatively, helping them become skilled computer scientists. We want our pupils to be fluent in using a range of tools to express their understanding. By the time they reach Upper Key Stage 2, we aim for them to have the independence and confidence to select the best tools to complete tasks and meet the challenges set by their teachers.
Implementation
Computing is taught both as a discrete subject and across the curriculum, using the Kapow programme of study. Children are provided with opportunities to develop specific skills and to explore new technologies and applications before applying them effectively across different subjects. The curriculum allows children to revisit and build upon prior learning, introducing new skills and challenges. Key vocabulary is used confidently by both pupils and teachers, with supporting classroom displays to reinforce this language. During lessons, pupils use a variety of technologies, including iPads, tablets, desktop computers, and Codapillars, with increasing confidence. Computing is embedded across subjects to enrich learning and make it accessible for all. In EYFS and KS1, the focus is on developing understanding of algorithms, programming, and the safe and purposeful use of technology. In KS2, lessons build on these foundations, exploring algorithms, programming, and coding in more complex ways and for a wider range of purposes. Pupils also deepen their knowledge of computer networks, internet services, and the safe use of the internet and technology. Data handling becomes a key focus in Upper KS2, with the skills learned in KS1 and Lower KS2 supporting data presentation. A strong emphasis on vocabulary progression ensures that teachers can assess pupils' understanding and track their progress as they develop their computing skills.
Impact
Learners are able to discuss, reflect on, and appreciate the impact of computing on their learning, development, and wellbeing. Teachers set high expectations, and the quality of learning is demonstrated through a variety of evidence. Children use digital and technological vocabulary accurately, while showing progress in their technical skills. They are confident in using a range of hardware and software to produce high-quality, purposeful products. Children view the digital world as an integral part of their lives, extending beyond the classroom, and understand the choices they must make in this context. Pupils become responsible, competent, confident, and creative digital citizens, equipped to lead happy and healthy digital lives.
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Intent
Develop physical, technical and tactical sporting skills to enable them to have the competence and confidence to be successful in a range of sports.
At Charlton Manor, our carefully planned curriculum ensures that we progressively cover the requirements of the PE National Curriculum. We use the Get Set 4 PE scheme of work, which provides a well-structured and varied curriculum. This scheme allows for progression across the full breadth of the PE National Curriculum for both KS1 and KS2, covering both indoor and outdoor activities. In KS1, the focus is on developing fundamental skills that will later be applied to specific sports in KS2. Our aim is for teachers to feel confident teaching all areas of PE, regardless of their main subject expertise. We are committed to fostering a lifelong love of physical activity, sport, and PE in all our pupils. Through our curriculum, we aim to promote positive physical and mental health, while helping young people develop essential skills such as leadership and teamwork. Each lesson provides opportunities for pupils to develop skills in PE, understand the impact of physical activity on their health and fitness, engage in competition and performance, and reflect on their progress. All lessons are adaptable to ensure learning is inclusive and tailored to the needs of every child. Children participate in two hours of dedicated PE each week.
Implementation
All teachers are supported in developing the secure subject knowledge necessary to deliver high-quality, modern teaching across all areas of the PE National Curriculum. Technical glossaries, skills posters, and adult guidance help teachers strengthen their subject expertise, enabling them to share technical vocabulary and concepts clearly, confidently, and concisely. Lessons are planned alongside subject-specific progression maps to ensure that children have opportunities to practise existing skills while also building on these to develop new or more advanced abilities. Key assessment questions are embedded throughout lessons to help teachers assess learning at various stages. These assessments inform summative evaluations and help identify areas that may need further review. We provide a wide range of high-quality equipment, resources (including bicycles), and displays to support PE teaching and learning. Each KS2 class also participates in a block of swimming lessons at local community pools. Strong cross-curricular links are made, enhancing the learning experience and boosting engagement and understanding. Additionally, we actively engage with the local community through sporting competitions, sports days, and cycling events.
Impact
The impact of creative and engaging lessons, delivered with supporting key vocabulary and displays, has raised the profile of sport, PE, and physical activity across the school and the wider community. With technical PE vocabulary displayed, spoken, and used by all learners, the learning environment remains consistent across key stages. The high quality and consistency in PE teaching ensure strong attainment in both knowledge and skills.
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Intent
To ensure that children understand the relevance of RE in today’s modern world and how it affects our lives.
Our RE lessons aim to provide a broad and rich curriculum that covers the prescribed areas, offering diverse opportunities to explore religions, their communities, and personal development and wellbeing. We follow the Greenwich RE curriculum, which ensures a high-quality, coherent, and progressive learning experience. The curriculum also supports cross-curricular connections, particularly with PSHE and Fundamental British Values. Through each topic, children will gain knowledge of and understanding about a range of religions and worldviews. They will have the opportunity to identify, investigate, and respond to various issues. Spiritual, moral, social, and cultural (SMSC) development, personal growth, and community cohesion are central to our curriculum, providing opportunities for children to develop positive attitudes, values, and reflect on how their learning in RE connects to their own experiences.
Implementation
In KS1, children begin exploring other religions, focusing on their celebrations and rituals. In KS2, we provide broader learning opportunities that deepen their understanding of the world’s major religions, including the origins, key stories, and teachings of these faiths. Across both key stages, there is a strong emphasis on personal growth and community cohesion, supporting the children’s development from KS1 through to the end of KS2. Religious Education is taught as a discrete subject on a weekly basis, with teachers encouraging pupils to view themselves as "theologians." Units of work are presented in both a ‘systematic’ and ‘thematic’ format, either focusing on a single religion or exploring a particular theme across multiple religions or worldviews. Pupils study the six principal religions—Buddhism, Hinduism, Islam, Judaism, Sikhism, and Christianity—while also considering secular worldviews.
Impact
The impact of our RE curriculum is seen in children who have a deeper understanding of the religions that shape the UK’s cultural landscape and how they can learn from and work alongside each other to promote community cohesion. All children are more informed about their place in the world and the choices they can make to positively impact their future. Pupils can confidently discuss their wellbeing, moral, and cultural development, and understand how these aspects relate to the society in which they live. The RE curriculum fosters inquisitive minds, respect, tolerance, and understanding—for others and themselves. Lessons encourage high-quality work that reflects a deep understanding of the major world religions, their communities, and the role they play in shaping the future. This is evidenced through the use of appropriate vocabulary, thoughtful explanations, and respectful opinions, as well as cross-curricular activities such as religious and cultural artwork, drama, crafts, and presentations. The impact is evident in both teachers and children enjoying RE lessons, recognising how the subject enhances their personal growth and future aspirations.
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Intent
To ensure that all children can develop the knowledge, skills and attributes they need to succeed at school and in the wider world.
Personal, Social, Health, and Economic (PSHE) education is a vital subject through which pupils develop the knowledge, skills, and attributes needed to manage their lives both now and in the future. It helps children and young people stay healthy and safe, while preparing them to make the most of life and work. When taught effectively, PSHE education also supports pupils in achieving their academic potential. At Charlton Manor, we use the Jigsaw programme, a mindful approach to teaching and learning PSHE. Through this core programme, children learn the language, vocabulary, and techniques that help them build confidence and emotional resilience. The curriculum follows a spiral structure, revisiting, reinforcing, and extending prior learning year on year to develop knowledge, skills, and attributes. The Jigsaw scheme of work covers all required objectives and is divided into three core areas: Health and Wellbeing, Relationships, and Living in the Wider World. It also meets the requirements of the 2020 Statutory Relationships and Health Education, ensuring a broad and balanced PSHE curriculum.
Implementation
PSHE is taught in dedicated lessons once a week, with strong cross-curricular links across all subjects. The spiral curriculum allows children to recall and build upon prior learning, exploring the core principles of PSHE at an appropriate depth for their age and stage of development. Key vocabulary is highlighted in each lesson to build a rich language base that supports deeper understanding. Lessons are delivered creatively, using a variety of approaches such as role play, discussion, and games in different group sizes. These activities help children develop confidence, resilience, and key social skills. Resources are also provided to communicate with parents and carers about the themes covered, and discussions around sensitive topics are encouraged at home. Assessment for learning is embedded in each lesson, allowing for self-evaluation, reflective learning, and ongoing teacher assessment. Each lesson begins with a discussion to assess children’s existing knowledge and experiences, providing a baseline for learning. At the end of each session, children have an opportunity to consolidate and reflect on what they’ve learned.
Impact
Children are encouraged to develop the vocabulary and confidence needed to clearly express their thoughts and feelings in an environment of openness, trust, and respect. They also learn when and how to seek support from others. Through PSHE, they apply their understanding of society to their interactions within both the classroom and the wider community. Our school culture prioritises both physical and mental health and wellbeing, equipping children with the skills to assess and understand their own wellbeing needs, practice self-care, and contribute positively to the wellbeing of others. Effective PSHE education has a broad, positive impact on the whole child, supporting not only their academic development but also their social and emotional growth. By addressing barriers to learning and building confidence and self-esteem, it helps children thrive. Evidence suggests that well-implemented PSHE education is particularly beneficial for disadvantaged and vulnerable children, raising their aspirations and empowering them with the skills needed to overcome challenges and reach their full potential.
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Intent
That children will be working towards becoming life-long language learners.
At Charlton Manor, we use the Language Angels scheme of work and resources to deliver a relevant, broad, and ambitious foreign languages curriculum that inspires and excites our pupils. Through a wide variety of topics and themes, we aim to engage children in meaningful language learning experiences. The curriculum focuses on the four key language skills: listening, speaking, reading, and writing. Grammar is introduced in an age-appropriate way, ensuring that pupils develop a solid foundation across the primary phase. This approach enables pupils to apply their learning in a variety of contexts, fostering language skills that will support future learning and contribute to overall attainment across other subject areas. Key vocabulary will be prominently displayed to support pupils with both their spoken and written tasks. Our intent is for all pupils to develop a genuine interest and curiosity about foreign languages, finding the learning process enjoyable and stimulating. Additionally, learning a second language provides opportunities for pupils to explore the connections between language and identity, gain a deeper understanding of other cultures, and become more aware of themselves and the cultural diversity in the world around them.
Implementation
At Charlton Manor, children learn French in KS2. Lessons are carefully sequenced to build on prior learning, with opportunities for the revision of language and grammar throughout. Each lesson provides structure and context, while also offering insights into the culture of French-speaking countries and communities. Key vocabulary and grammatical structures are introduced and revised in every lesson. This vocabulary is prominently displayed in the classroom and included in word banks to support written tasks. Learning takes place through a variety of engaging methods, including songs, games, and conversations, with correct pronunciation modelled by teachers and reinforced with sound files from Language Angels. Topics such as food and drink, animals, and everyday greetings are explored, enabling children to confidently communicate in French. We also celebrate Modern Foreign Languages (MFL) with a whole-school MFL Day, during which food, songs, and games from the languages spoken by our diverse school community are enjoyed, helping to raise the profile of MFL across the school.
Children are assessed in line with the school's assessment policy to track progress and inform future learning.
Impact
Using the full range of resources, including display materials, enhances the profile of languages across the school. By the end of lower KS2, children are familiar with basic noun and article structures and can form short phrases. By the time they reach upper KS2, pupils have been exposed to longer texts and are able to formulate more personalised responses, drawing from a wider vocabulary, a broader range of linguistic structures, and a deeper understanding of grammar with increasing confidence. Children are able to reflect on their progress and articulate whether they have met their learning objectives. The impact of this learning can be measured through key questioning techniques embedded in lessons, child-led assessments, and summative evaluations that identify next steps in their language development.
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Intent
For all children to become confident and enthusiastic readers and writers.
At Charlton Manor, we believe that phonics provides the foundations of learning to make the development into fluent reading and writing easier. Through daily, systematic and consistent high quality phonics teaching, children learn to segment words to support their spelling ability and blend sounds to read words. To allow our children to develop a strong phonic awareness and effective blending and decoding skills, we have chosen to use the synthetic phonics programme Twinkl Phonics, which is endorsed by the Department for Education. Twinkl Phonics Programme is a coherently planned sequence of lessons that supports the effective teaching of phonics within EYFS, KS1 and, where appropriate, KS2. Twinkl Phonics is a method of learning centred on letter sounds and phonics, blending sounds together to read and spell words and applying these skills across the curriculum. We intend to give children opportunities to develop the knowledge, skills and understanding essential for reading and writing, but also, to develop each child’s confidence, resilience and engagement in phonics lessons and a love for reading and writing. We intend for all children to be able to read fluently by the end of KS1 so that they can focus on learning through reading as they complete their primary school journey. We passionately believe that teaching children to read and write independently is one of the core purposes of a primary school enabling them to access a broad and exciting curriculum and ensuring they flourish as learners throughout their time at our school.
Implementation
Phonics is taught daily from Reception to year 2, with targeted intervention phonics in KS2. Using the Twinkl Phonics scheme, Staff systematically teach learners the relationship between sounds and the written spelling patterns, or graphemes, which represent them. Phonics is delivered in a whole class format enabling staff to ensure application across subjects embedding the process in a rich literacy environment for early readers. The children who are working at below expectations in Year 1 are also supported daily in small booster groups and one to one reading. Targeted teaching is provided to those in Year 2 who have not passed the phonics screening. Pupils have regular reading sessions with an adult. We ensure the pupils are regularly practising and applying their phonic knowledge. In EYFS the continuous provision matches the pupil’s current knowledge and understanding whilst ensuring the children are suitable challenged. The children have reading books which they are encouraged to read regularly at home which match their current phonics level. Teachers regularly assess the pupil’s phonics knowledge according to the phases the children are working on. These regular assessments inform planning and allow teachers to identify any gaps in learning. These is especially important in Year 1 when teachers are preparing for the screening test.
Impact
The impact of using the Twinkl Phonics Programme (including lesson packs, display photos, weekly planning and parents notes), as the basis of our phonics teaching within EYFS and KS1, will be children developing their phonics skills and knowledge through a systematic, synthetic approach, while covering the statutory requirements outlined in the 2014 National Curriculum. Through the teaching of systematic phonics, children become fluent readers by the end of Key Stage One. Children can then focus on developing their fluency and comprehension as they move through the school.
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Intent
All children are expected to succeed, and make progress from their starting points.
The intent of our mathematics curriculum is to provide children with a foundation for understanding number, reasoning, thinking logically and problem solving with resilience so that they are fully prepared for the future. It is essential that these keystones of Mathematics are embedded throughout all strands of the National Curriculum. By adopting a Mastery approach, it is intended that all children, regardless of their starting point, will maximise their academic achievement and leave Charlton Manor with an appreciation and enthusiasm for Maths, resulting in a lifelong positive relationship with number. As a school we have invested in the White Rose Maths Scheme. Every resource has been carefully designed to ensure it addresses the three key aims of fluency, reasoning and problem solving and follows the principles of teaching for mastery. It is designed to support pupils to be able to perform simpler tasks so they can then move on to perform more complex tasks. This provides pupils with a deep understanding of the subject through a concrete, pictorial and abstract approach. This ensures pupils fully understand what they are learning. We ensure that we deliver a high quality maths curriculum, delivered by knowledgeable and confident teachers, that is both challenging and enjoyable. We intend for our pupils to be able to apply their mathematical knowledge to other subjects. We want them to know that maths is essential to everyday life and that our children are confident mathematicians who are not afraid to take risks.
Implementation
Our Maths Curriculum is carefully mapped out in our progression document and ensures that the transition between phases is smooth. All classes follow the White Rose planning and are developing a consistent lesson structure across EYFS, KS1 & KS2. Our long term planning follows the National Curriculum 2014. Using prior knowledge as a starting point for all future planning and teaching, we deliver carefully sequenced lessons which are required for all pupils to make good progress. Lessons may be personalised to address the individual needs and requirements for a class but coverage is maintained. Lessons are engaging and follow a cycle of planning, to ensure that we can evidence progress over short and long periods of time. Maths lessons are designed with a concrete, pictorial and abstract (CPA) approach, providing our pupils with the scaffolding required to access the learning at all levels. With a mastery approach, no child is left behind. A focus on depth of learning along with targeted intervention to implement this intent. We place a large emphasis on pupil engagement in lessons which involve all pupils using questioning and modelling at the centre of every lesson.
Impact
A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. Children demonstrate quick recall of facts and procedures. This includes the recollection of the times tables. The flexibility and fluidity to move between different contexts and representations of mathematics. Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems. The have the ability to recognise relationships and make connections in mathematics. Children show confidence in believing that they will achieve. Children show a high level of pride in the presentation and understanding of the work. At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention.
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Intent
Children will be confident, independent readers who can appreciate a wide range of high quality texts across all subjects, reading both for pleasure and for information. They will develop the enthusiasm, knowledge and skills to become passionate, lifelong readers.
Children will be engaged, thoughtful and expressive writers who can draw on what they have read and use grammar and vocabulary effectively to write in a variety of genres and for a range of purposes and audiences.
Our curriculum is aligned with the National Curriculum for English 2014 and is designed to develop children’s love of reading, writing, discussion and performance. Our aim is for Charlton Manor to be a reading school full of avid and enthusiastic readers who care about books and believe that books can be a gateway to knowledge. Children read easily, fluently and with good understanding. They will develop the habit of reading widely and often, for both pleasure and information. They will acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language. They will appreciate our rich and varied literary heritage. They will write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. They will use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas. Finally, they will be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
Implementation
We have a large focus on reading, with timetabled visits to our engaging library, one to one reading in EYFS with targeted one to one reading in KS1 and KS2. Bi-weekly timetabled “Book Club” assemblies are used as an opportunity for children to share and discuss a wide range of books and authors. Weather permitting, book trolleys are placed outside each KS1 classroom for use during break times and a reading area provided in the KS2 playground. Children in KS1 take home decodable reading book which match their phonic level, based on Twinkl Phonics. Children in KS2, who are considered to be fluent readers, take home books which match their reading levels and interests; these are usually a free choice. Our school website contains a range of ideas to help parents develop their children’s reading skills. The reading records are also used to give teachers another way of monitoring how often children are reading and enables them to offer feedback or advice to parents as to particular skills that may need practice. We follow the Twinkl Handwriting Scheme, which compliments the phonics scheme we use, developing writing with a focus on letter formation in EYFS, pre-cursive in Year 1 moving to cursive in Year 2 and beyond. English is taught for a minimum of one hour daily, with GPV/Phonics and/or Guided Reading timetabled in most days. A focus on high quality texts for each term and year group ensure the National Curriculum objectives are met at each stage of learning. Teacher modelling, shared writing and tailored feedback support children in developing their planning, composition and editing skills.
Impact
The impact and measure of our intent is to ensure children not only acquire the appropriate age-related knowledge linked to the English curriculum, but also skills which equip them to make good progress from their starting points. Pupil are confident in the art of speaking and listening and are able to use discussion to communicate and further their learning. They are to read fluently both for pleasure and for purpose. They enjoy writing across a range of genres. Pupils of all abilities will be able to succeed in all English lessons because work is appropriately scaffolded. Pupils develop a wide vocabulary and make considered word choices within their writing. They have a good knowledge of how to adapt their writing based on the context and audience. Children leave Charlton Manor being able to effectively apply spelling rules and patterns they have been taught and make good and better progress from their starting points to achieve their full potential. All children leave Charlton Manor as lovers of literacy.
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Overview
People all over the world are waking up to the extent of the climate and ecological breakdown. They understand these twin crises as a potential existential threat to the planet. A wealth of scientific evidence suggests that they may well be right. At Charlton Manor, we teach children about the great importance of protecting the planet and the environment and explain how this in turn could protect their future. What does this mean for our education system and how we prepare our children for an uncertain future? Does the way that we teach and learn make sense in a climate and ecological emergency? These are questions we are answering at Charlton Manor by adapting our curriculum accordingly to ensure the best for our children and their future.
A recent survey showed that 69% of teachers believe that there should be more teaching about climate change in schools, while 75% don’t feel that they have received adequate training to educate students about it; further adding to the pertinence of the issue. Changing the way our school operates in order to address these global challenges is not only the right thing to do, but if it is done well, it will have additional benefits to our children. Being a school that provides opportunities for children to learn about and become actively involved in protecting the living planet we will have more motivated, enthusiastic and academically successful students.
The new Ofsted framework looks for a clearly defined curriculum intent that is ‘ambitious and designed to give all learners the knowledge and cultural capital they need to succeed in life’.
Using the natural world and the protection of the living planet as a unifying thread provides the ideal opportunity to do this. Nature provides a theme around which much of the learning in a school can take place, and which can provide a relevance and purpose to students that is often missing from many classrooms. It is not enough to tell children about the environment, or to present them with an awareness that environmental issues exist. Children must experience an environmental education curriculum which allows them to discover how they interact with the environment themselves. They should assess their own impact on the environment. Children at Charlton Manor must be given opportunities to investigate, evaluate and explore their impacts on their local and global environment. Only through this process will children become intelligent consumers and be able to process issue related information throughout their life. We want children who attend Charlton Manor to be truly global citizens who can make sound and responsible decisions concerning environmental issues.
Pupil Voice
'I think it’s very important to look after the world because we want it to be nice for when we are adults.'
'It is important not to litter. Animals can die and it makes the roads look messy.'
‘In our school we recycle batteries, pens, paper, clothes and even the left-over food from our dinner centre.’
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Outdoor learning is challenging, fun, healthy and integral to life at Charlton Manor. We believe that every child should experience the outdoors as part of their education, wellbeing and personal development. As pupils move through the school, they have numerous opportunities to take their learning outdoors. Connecting children to nature and giving our pupils opportunities to learn in, from and with the natural world is at the heart of everything we do. Our high-quality outdoor learning experiences:
develop reflective and inquisitive thinking along with problem-solving approaches in ‘real’ situations
encourage holistic development of children
develop resilience and adaptability in adverse circumstances
allow our children to become more able to identify hazards and risks
develop a love, appreciation and respect for nature and all that is living
develop an understanding of how we can look after our environment
develop self-awareness, confidence and self-esteem
develop collaborative-working and communication skills
provide positive health benefits – both physically and mentally – and assist gross and fine-motor development
develop a lifelong love of the outdoors
Wander down beside the school dining centre and through the large, ornate iron gates and you will discover an amazing area of Charlton Manor - Our Secret Garden - which is the heart of school life. It fulfils a multitude of roles providing an outdoor learning resource, a place for quiet contemplation, a play area, an area to produce food, a haven for wildlife, and a focus for pride at what has been achieved over the years.
From its inception in 2005, pupils have been at the heart of the garden project. Working with landscape architects they drew up their wish list and saw their ideas develop from a derelict, overgrown area into a workable design and fully functional garden that includes a wildlife pond area, bird hide with cameras, heated greenhouse, teaching and seating areas, raised beds, fruit, herb and vegetable growing areas, composting facilities, bees and chickens.
All pupils play a key role in developing and maintaining Our Secret Garden, alongside the school gardener, in daily, lunch time gardening sessions, after school gardening clubs and during class time. Many pupils do not have access to a garden at home so this provides them with that outdoor opportunity and for everyone to get their hands dirty, to grow their own and understand where food comes from.
Over the last few years Our Secret Garden has continually evolved to enrich teaching and learning at the school including participation in RHS Chelsea Flower Show, Hampton Court Palace Flower Show, Capel Manor Gardens Show, Bexley in Bloom plus Coolings Centenary Horticultural Show and Capital Growth Harvest-ometer Challenge. Our chickens keep us all busy and give the pupils opportunity to collect and eat fresh eggs whilst our observation bee hive allows the pupils to see the bees at work in the hive. This gives them real insight into the vital role that bees have to play in pollination and the pupils take an active role in looking after the bees. Charlton Manor honey is areal bonus for all our pupils, staff and parents.
Charlton Manor pupils travelled to Germany in 2014 to assist in the planning and development of a new school garden at Mittelschule Schelitz, Bavaria.
Looking ahead, we’re always hoping for a bumper crop of fruit and vegetables which are cooked and consumed in our dining centre kitchen, cooking lessons in our fully functional teaching kitchen and for produce sales in our ‘Sweet Pickings’ shop.
At Charlton Manor we are passionate about all things gardening, involving all pupils in this essential outdoor classroom environment and especially Our Secret Garden.