Curriculum

Curriculum Topic Overview

Curriculum Statement

Intent

For all children to be confident artists and have pride in their work.

For all children to be confident and proficient in a variety of techniques including drawing, painting, sculpting, as well as other selected craft skills, e.g. collage, printing, weaving and patterns. Children will also develop their knowledge of famous artists, designers and craft makers. They will develop their interest and curiosity about art and design through a series of lessons advancing skills, developing knowledge and offering children the opportunity to ask questions and demonstrate their skills in a variety of ways. We explore a variety of artists through time to build children’s cultural capital. We offer the chance for children to develop their emotional expression through art to further enhance their personal, social and emotional development. We offer structured and sequenced lessons to ensure coverage of all the skills required to meet the aims of the national curriculum.

Implementation

Each unit comes with an overview, an end of unit assessment pack and additional resources to give the teacher and adults leading art confidence in progression of skills and knowledge and that outcomes have been met. Each key stage focuses on different themes to ensure continued interest in the subject as well as acquiring new knowledge. The lessons we have suggested develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Children should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. We have suggested a specific series of lessons for each year group, which will offer structure and narrative. They are by no means to be used exclusively, but can be used to support planning.

Impact

Art and design learning is loved by teachers and pupils across school. Teachers have higher expectations and more quality evidence can be presented in a variety of ways. All children use technical vocabulary accurately and pupils are expected to know, apply and understand the matters, skills and processes specified. Children improve their enquiry skills and inquisitiveness about the world around them, and their impact through art and design on the world. Children will become more confident in analysing their work and giving their opinion on their own and other works of art. Children show competences in improving their resilience and perseverance by continually evaluating and improving their work. All children in school can speak confidently about their art and design work and their skills.

Intent

Through a progressive curriculum all pupils have access to the core skills and knowledge in History.

History offers a coherently planned sequence of lessons to help teachers ensure they have progressively covered the skills and concepts required in the National Curriculum. History aims to develop historical skills and concepts that are transferable to whatever period of history is being studied and will equip children for future learning. These key historical skills and concepts, which are revisited throughout different units are: Historical Interpretations; Historical Investigations; Chronological Understanding; Knowledge and Understanding of Events, People and Changes in the Past; Presenting, Organising and Communicating. The coverage of recent history in KS1 such as ‘Toys’ enables children to acquire an understanding of time, events and people in their memory and their parents’ and grandparents’ memories. The intent in lower KS2 is that children can put events in chronological order from ancient history such as Ancient Egypt and then progress onto more modern history such as World War II. Upper KS2 allows children to repeat and embed this sequence of chronology with a wider selection of ancient history such as ‘Early Islamic Civilisations’ and ‘Stone Age’ through to more modern history such as World War II. In KS2 children start to understand how some historical events occurred concurrently in different locations, e.g. Ancient Egypt and the Stone Age. Accurate assessment will ensure learning is is embedded before moving on.

Implementation

In order for children to know more and remember more in each area of history studied, there is a structure to the lesson sequence whereby opportunities for revision of facts and historical understanding are built into lessons. Through revisiting and consolidating skills, teachers help children build on prior knowledge alongside introducing new skills and challenge. The revision and introduction of key vocabulary is built into each lesson. This vocabulary is then included in display materials and additional resources to ensure that children are allowed opportunities to repeat and revise this knowledge. Through these lessons, we intend to inspire pupils and practitioners to develop a love of history and see how it has shaped the world they live in.

Impact

The impact of our curriculum intent and implementation, including display materials, will be seen across the school with an increase in the profile of history. The learning environment across the school will be more consistent with historical technical vocabulary displayed, spoken and used by all learners. We want to ensure that history is loved by teachers and pupils across school, therefore encouraging them to want to continue building on this wealth of historical knowledge and understanding, now and in the future. Impact can also be measured through key questioning skills built into lessons and summative assessments aimed at targeting next steps in learning.

Intent

To foster lifelong curiosity and interest in the wider world and its people.

The content allows for a broader, deeper understanding of the four areas of geography identified in the curriculum. It will develop contextual knowledge of the location of globally significant places and understanding of the processes that give rise to key physical and human geographical features of the world, along with how they bring about variation and change over time. We intend to develop children’s curiosity and a fascination of the world and its people that will remain with them for the rest of their lives. The topics offer a range of opportunities for investigating places around the world as well as physical and human processes. The lessons are intended to improve children’s geographical vocabulary, map skills and geographical facts and provide opportunities for consolidation, challenge and variety to ensure interest and progress in the subject. We will equip children with geographical skills to develop their knowledge through studying places, people and natural and human environments. Children will be motivated, inspired, ever learning and respectful citizens within our society.

Implementation

In KS1, children begin to use maps and recognise physical and human features to do with the local area, building to using maps to explore the continents and oceans of the world. Children will begin to compare where they live to places outside of Europe and ask and answer geographical questions. In KS2, map skills are developed further using digital maps, more keys and symbols and children begin to use more fieldwork skills. Through revisiting and consolidating skills, our curriculum helps children build on prior knowledge and key vocabulary alongside introducing new skills and challenge. Geography displays support and reflect learning, with key vocabulary seen. All children expand on their skills in local knowledge, place knowledge, human and physical geography, geographical skills and fieldwork. Across both key stages, children have a range of opportunities to experience geography through practical engaging tasks beyond the classroom. Geography will be assessed using quizzes and both formative and summative assessments to give confidence in the progression of skills and knowledge and that outcomes have been met.

Impact

We believe that the impact of our Geography curriculum is that teachers and pupils love Geography learning across school, teachers have higher expectations and more quality evidence can be seen in books. All children will use geographical vocabulary accurately and understand the different strands of geography, with a deep understanding of the Earth’s key physical and human processes. Children will begin to make relevant links from geography to other curriculum subjects, such as History and Science. They will improve their enquiry skills and inquisitiveness about the world around them, and their impact on the world. Children will become competent in collecting, analysing and communicating a range of data gathered. They will be able to interpret a range of sources of geographical information and they will communicate geographical information in a variety of ways. All children in the school will be able to speak confidently about their geography learning, skills and knowledge.

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 provide a broad and balanced Design Technology (D.T.) curriculum, which encourages all children to become creative problem solvers and critical thinkers, when working individually or as part of a team. This platform allows them to develop the expertise needed, to successfully participate in an increasing technological world. Through a range of real life D.T. projects, the children will be able to combine their skills and knowledge, to plan and make good products to meet a given problem. They are able to evaluate and develop a greater awareness and understanding of how everyday products are made, and their environmental impact. Through each project they will foster a deeper awareness of what is good design, as well as our design heritage. The children will explore the work of a diverse range of historical and contemporary architects, engineers and designers who have positively impacted an area of design, to further inspire their designs.

Implementation

Design and Technology skills and understanding are built into lessons, following an iterative process. This allows for the revision of ideas to become part of good practice and ultimately helps to build a depth to children's understanding. Through revisiting and consolidating skills, our lessons and resources help children build on prior knowledge alongside introducing new skills, knowledge and challenge. The revision and introduction of key vocabulary is built into each lesson. This vocabulary is then included in display materials and additional resources to ensure that children are allowed opportunities to repeat and revise this knowledge. Lessons sequences follow the research, design, make and review structure to build skills, knowledge and vocabulary through practical and purposeful applications. Through these lessons, we intend to inspire pupils and practitioners to develop a love of Design and Technology and see how it has helped shaped the ever-evolving technological world they live in.

Impact

The impact of using the full range of resources, including display materials, will be seen across the school with an increase in the profile of Design and Technology. The learning environment across the school will be more consistent with design and technology technical vocabulary displayed, spoken and used by all learners. We want to ensure that Design and Technology is loved by teachers and pupils across school, therefore encouraging them to want to continue building on this wealth of skills and understanding, now and in the future. Impact can also be measured through key questioning skills built into lessons, child-led assessment such as success criteria grids and summative assessments aimed at targeting next steps in learning.

Intent

To develop, in all young people, a lifelong curiosity and interest in the sciences.

When planning for the science curriculum, we intend for children to have the opportunity, wherever possible, to learn through varied systematic investigations, leading to them being equipped for life to ask and answer scientific questions about the world around them. As children progress through the year groups, they build on their skills in working scientifically, as well as on their scientific knowledge, as they develop greater independence in planning and carrying out fair and comparative tests to answer a range of scientific questions. Knowledge organisers help children to consolidate and retain the science knowledge they have learnt and reinforce key scientific vocabulary from each unit. Our Science curriculum ensures that children have a varied and well-mapped-out curriculum that provides the opportunity for progression across the full breadth of the science national curriculum for KS1 and KS2.

Implementation

The acquisition of key scientific knowledge is an integral part of our science lessons. Linked knowledge organisers enable children to learn and retain the important, useful and powerful vocabulary and knowledge contained within each topic. The progression of skills for working scientifically are developed through the year groups and scientific enquiry skills are of key importance within lessons. Each lesson has a clear focus. Scientific knowledge and enquiry skills are developed with increasing depth and challenge as children move through the year groups. They complete investigations and hands-on activities while gaining the scientific knowledge for each topic. Our dedicated science lab provides an excellent learning environment to promote Science and ensure excellent resourcing to support learning. Interwoven into the teaching sequence are key assessment questions allowing teachers to assess children's levels of understanding at various points in the lesson. They also enable opportunities to recap concepts where necessary. The sequence of lessons helps to embed scientific knowledge and skills, with each lesson building on previous learning. There is also the opportunity to regularly review and evaluate children's understanding through additions to their knowledge organisers. Activities are effectively adapted so that all children have an appropriate level of support and challenge. CPD for teachers ensures teachers are equipped with secure scientific subject knowledge, enabling them to deliver high-quality teaching and learning opportunities while making them aware of possible scientific misconceptions.

Impact

Progress is measured through a child’s ability to know more, remember more and explain more. Key questions ensure opportunities are built into lessons for ongoing assessment. Attainment and progress will be measured across the school using our assessment programme. The learning environment across the school will be more consistent with science technical vocabulary displayed, spoken and used by all learners. Knowledge organisers are added to as each term progresses to show children’s advancing understanding of the topic. Children who feel confident in their science knowledge and enquiry skills will be excited about science, show that they are actively curious to learn more and will see the relevance of what they learn in science lessons to real-life situations and also the importance of science in the real world.

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 pupils and teachers. Children participate in a range of musical experiences, building up their confidence at the same time. They develop their understanding of rhythm and pitch and learn how music is structured, as well as learning technical vocabulary for these elements. They will learn how to read and write simple notation as well as use technology to write and perform their own composures. As children’s confidence builds, they enjoy the performance aspect of music. Children experience listening to music from different cultures and eras. Our music curriculum is designed to allow progression of skills and knowledge as well as building cultural capital for our pupils through the study of a rich and varied choice of music performers through time.

Implementation

Children experience an hour of discrete music learning each week. Many lessons make use of our dedicated music room, the home of a wide range of instruments for children to play. Lessons include opportunities for using tuned and non-tuned instruments as well as their voices, with skills and knowledge being developed progressively over each term, year and key stage. Music is assessed through discussion, quizzes and observations formatively to inform planning and to help form a summative assessment at the end of each topic. Music is taught as a discrete subject but also across the curriculum. Areas of learning, such as times tables in maths, vocabulary in languages and movement in dance can all incorporate different elements of music. A weekly singing assembly allows the children opportunities to develop their singing skills and gain an understanding of how ensembles work. Performances, such as Christmas plays and end of year shows, demonstrate that music is important to the life of the school. Extracurricular activities, such as choir and peripatetic music lessons, also provide children with experience of making music.

Impact

The impact of teaching music will be seen across the school with an increase in the profile of music. Whole-school and parental engagement will be improved through performances and extracurricular activities. Participation in music develops wellbeing, promotes listening and develops concentration. We want to ensure that children develop a love of music, encouraging them to want to continue building on their musical ability, both now and in the future.

Intent

To ensure all children use technology creatively and safely.

In Charlton Manor, we model and educate our pupils on how to use technology positively, responsibly and safely. We recognise that the best prevention for a lot of issues we currently see with technology/social media is through education. Building our knowledge in this subject will allow pupils to demonstrate effectively their learning through creative use of technology. We recognise that technology can allow pupils to share their learning in creative ways. We also understand the accessibility opportunities technology can provide for our pupils. Our rich curriculum is balanced with the opportunity for pupils to apply their knowledge creatively, which will in turn help our pupils become skilful computer scientists. We want our pupils to be fluent with a range of tools to best express their understanding so that by Upper Key Stage 2, children have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers.

Implementation

Computing is taught both discretely and in a cross-curricular manner. Children have the opportunity to learn explicit skills as well as time to experience new technologies and applications before using them effectively across the curriculum. Children are given the opportunity to revisit prior learning and build upon this through the introduction of new skills and challenges, with key vocabulary used confidently by children and teachers, supported by classroom displays. Pupils in their learning use a variety of technology (such as iPads, tablets, static desktop computers and Codapillars) confidently. We make links across subjects to embed computing across the whole curriculum and to enrich learning, making it accessible for all. In EYFS and KS1, the focus is on developing the use of algorithms, programming and how technology can be used both safely and purposefully. In KS2, lessons still focus on algorithms, programming and coding but in a more complex way and for different purposes. Children also develop their knowledge of computer networks, internet services and the safe and purposeful use of the internet and technology. Data Handling is featured more heavily in UKS2. Skills learnt through KS1 and LKS2 are used to support data presentation. A focus on vocabulary shows the progression of specific language involved in children’s learning so that teachers can assess understanding and progress through this.

Impact

Learners will discuss, reflect and appreciate the impact computing has on their learning, development and wellbeing. Teachers will have high expectations and quality evidence of learning will be presented in a variety of forms. Children will use digital and technological vocabulary accurately, alongside a progression in their technical skills. They will be confident using a range of hardware and software and will produce high-quality purposeful products. Children will see the digital world as part of their world, extending beyond school, and understand that they have choices to make. Pupils will to become responsible, competent, confident and creative digital citizens going on to lead happy and healthy digital lives.

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 coherently planned curriculum ensures we have progressively covered the requirements of the PE National Curriculum. We use a scheme of work that ensures children have a varied and well mapped out PE curriculum. It provides the opportunity for progression across the full breadth of the PE National Curriculum for KS1 and KS2 for both indoor and outdoor PE. In KS1, the focus of the PE curriculum is on the development of the fundamental skills that will be built upon in KS2 when they are applied in specific sports. Our aim is for teachers to have the knowledge and skills they need to feel confident in teaching all areas of PE, regardless of their main areas of expertise. It is our intention to develop a lifelong love of physical activity, sport and PE in all young people. We aim to help ensure a positive and healthy physical and mental outlook in the future and help young people to develop essential skills like leadership and teamwork. Within each lesson, we strive to give every child the opportunity to develop skills in PE, consider the impact on their health and fitness, compete/perform and evaluate. All lessons are differentiated to ensure that learning is as tailored and inclusive as possible. Children will have two hours of discrete PE lessons per week.

Implementation

All teachers are supported to have the secure subject knowledge required to deliver modern, high-quality teaching and learning opportunities for all areas of the PE National Curriculum. Technical glossaries, skills posters and adult guidance support teachers in their subject knowledge, allowing them to share technical vocabulary and skills clearly, confidently and concisely. Lessons are planned alongside subject-specific progression maps to ensure that children are given the opportunity to practise existing skills and also build on these to develop new or more advanced skills. Key assessment questions allow teachers to assess learning at various points of a lesson or sequence of lessons to support summative assessments, but also to identify areas of learning that need recapping. We have a variety of high-quality equipment, resources (such as bicycles) and displays to support the teaching and learning of PE in school and each KS2 class has a block of swimming lessons using community pools. Strong cross-curricular links are made such as the use of themed music in dance lessons relating to the termly topic of Into the Unknown (Space). This all helps to make the learning memorable, allowing links to be made and ultimately creating a higher level of engagement and understanding. We engage with the local community through sporting competitions, sports days and cycling events.

Impact

The impact of using creative and engaging lessons, well delivered with supporting key vocabulary and displays will increase the profile of sport, PE and physical activity across the school and in the wider community. With technical PE vocabulary displayed, spoken and used by all learners, the learning environment will be more consistent across both key stages. The high quality and consistent approach to PE teaching should improve attainment in knowledge and skills in PE.

Intent

To ensure that children understand the relevance of RE in today’s modern world and how it affects our lives.

Our RE lessons are intended to offer a broad and rich RE curriculum to allow for coverage of the areas prescribed; to allow for a variety of ways to explore religions, their community and personal development and wellbeing. We follow the Greenwich RE curriculum. The lessons have an intention of providing a high quality, coherent and progressive experience of the subject, with scope for cross-curricular learning, particularly with PSHE and Fundamental British Values. Through each topic, children will know about and understand a range of religions and world views. They will be able to identify, investigate and respond to a variety of issues. SMSC, personal growth and community cohesion are featured throughout our curriculum and are there to ensure opportunities for children to develop positive attitudes and values and to reflect on and relate their learning in RE to their own experiences.

Implementation

In KS1, children begin to look at other religions, focusing on celebrations and rituals. In KS2, we offer a wider range of learning opportunities about the world’s religions including deeper understanding of the origin of those religions and their key stories and teachings. Throughout both key stages, emphasis on personal growth and community cohesion is evident, allowing for personal development for the children from KS1 to the end of KS2. Knowledge organisers feature key words to show the progression of skills around the specific language involved in the children’s learning, so teachers can assess their understanding and progress through vocabulary as well. Religious Education is taught as a discrete subject on a weekly basis and teachers make it explicit to pupils that they are developing as ‘theologians’. Units of work are presented in a combination of a ‘systematic’ and ‘thematic’ format either focussing on a single religion or looking at a particular theme across more than one religion or world view. Pupils explore the six principal religions; Buddhism, Hinduism, Islam, Judaism and Sikhism, and Christianity, and also consider secular world views.

Impact

The impact of our curriculum will be for children to have a better understanding of the religions that make up the UK landscape and how they can learn from and work alongside each other to create community cohesion. All children will be more informed about their position in the world, and the decisions they can make impacting their future. All children in school will be able to talk confidently about their wellbeing, moral and cultural development for the society in which they live. The RE curriculum will promote inquisitive minds, respect, tolerance and understanding for all those around them including themselves. Lessons enable high quality work to be produced and evidenced, showcasing a deep understanding of the main religions of the world, their community and their future. This evidence will be seen through using the correct vocabulary, explanations and respectful opinions, as well as cross-curricular evidence, for example religious and cultural art work, drama, craft and presentations. Impact will be seen by all teachers and children enjoying the experience of teaching and learning RE and understanding how it can help them in their future.

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 school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future. It helps children and young people to stay healthy and safe, while preparing them to make the most of life and work. When taught well, PSHE education also helps pupils to achieve their academic potential. At Charlton Manor, our PSHE curriculum is based around three core themes: Health and Wellbeing, Relationships and Living in the Wider World. PSHE education addresses both pupils’ current experiences and preparation for their future. The Programme of Study therefore provides a spiral curriculum to develop knowledge, skills and attributes, where prior learning is revisited, reinforced and extended year on year. Our curriculum is in line with the Learning Outcomes and Core Themes provided by the PSHE Association which is widely used by schools in England and is recommended and referred to by the DfE in all key documentation relating to PSHE provision in schools. This scheme of work covers all of the required objectives and follows the three core areas of Health and Wellbeing, Relationships and Living in the Wider World. The scheme of work fulfils the requirements of 2020 Statutory Relationships and Health Education, setting these learning intentions in the context of a broad and balanced PSHE curriculum.

Implementation

PSHE is taught in explicit lessons a minimum of twice a week, but also has strong cross-curricular links to all other subjects. The spiral curriculum enables children to recall and build upon previous learning, exploring the underlying principles of PSHE education regularly at a depth that is appropriate for the age and stage of the child. Lessons signpost key words, building a rich vocabulary to develop understanding. Delivery is in a creative manner, using many approaches such as role play, discussion and games in groupings of various sizes. These activities enable children to build confidence and resilience. Resources are also provided for communicating with parents and carers about how and why each theme is covered and discussions around sensitive subjects are encouraged. Assessment for learning opportunities are built into each lesson which enable self-evaluation and reflective learning and allow teachers to evaluate and assess progress. Each lesson begins with a discussion of children’s existing knowledge and experience, providing an opportunity for baseline assessment. Each lesson ends with an opportunity to consolidate and reflect upon learning.

Impact

Children are enabled to develop the vocabulary and confidence needed to clearly articulate their thoughts and feelings in a climate of openness, trust and respect, and know when and how they can seek the support of others. They will apply their understanding of society to their interactions within communities, from the classroom to the wider community of which they are a part. We will have a school culture that prioritises physical and mental health and wellbeing, providing children with skills to evaluate and understand their own wellbeing needs, practise self-care and contribute positively to the wellbeing of those around them. Successful PSHE education can have a positive impact on the whole child, including their academic development and progress, by mitigating any social and emotional barriers to learning and building confidence and self-esteem. Evidence suggests that successful PSHE education also helps disadvantaged and vulnerable children achieve to a greater extent by raising aspirations and empowering them with skills to overcome barriers they face.

At Charlton Manor, PSHE and RSHE are taught through the Jigsaw scheme.

Jigsaw promotes the mindful approach to PSHE, which brings together Personal, Social, Health Economics, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. Jigsaw’s philosophy starts by building positive self-image, a sense of identity and a healthy relationship with self, and from that starting point helps children grow healthy relationships with others. Lessons focus on children’s needs and building the relationship with their class, getting to know them better as unique human beings.

Health Education in Jigsaw embraces not only physical health but has a strong focus on mental health and emotional literacy throughout, and empowers children to be aware of their own thoughts and feelings and know how to manage and regulate these by using a range of techniques.

There are six Puzzles in Jigsaw that are designed to progress in sequence from the start of each academic year:

Term 1: Being Me in My World

Term 2: Celebrating Difference (including anti-bullying)

Term 3: Dreams and Goals

Term 4: Healthy Me

Term 5: Relationships

Term 6: Changing Me (including RSHE Education)

Relationships, Sex and Health education (RSHE) is broken down into the following aspects:

• Relationships

• Families and people who care for me.

• Caring friendships

• Respectful relationships

• Online relationships

• Being safe

• Physical health and mental wellbeing

• Mental wellbeing

• Internet safety and harms

• Physical health and fitness

• Healthy eating

• Drugs, alcohol and tobacco

• Health and prevention

• Basic first aid

• Changing adolescent body

All topics covered are done so in an age-appropriate way and with age-appropriate content/resources.

More information about our approach is available to parents in the guides below:
Click below for more information about our PHSE and RSHE curriculum via Jigsaw.
PSHE Parent's Guide RSHE Curriculum

Intent

That children will be working towards becoming life-long language learners.

Charlton Manor uses the Language Angels scheme of work and resources to ensure we offer a relevant, broad, vibrant and ambitious foreign languages curriculum that will inspire and excite our pupils using a wide variety of topics and themes. The four key language learning skills: listening, speaking, reading and writing will be taught and all necessary grammar will be covered in an age-appropriate way across the primary phase. This will enable pupils to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning and also helping the children improve overall attainment in other subject areas. Children will have knowledge organisers to help them with their spoken and written tasks. This bank of reference materials will develop into a reference library to help pupils recall and build on previous knowledge throughout their primary school language learning journey. The intent is that all pupils will develop a genuine interest and positive curiosity about foreign languages, finding them enjoyable and stimulating. Learning a second language will also offer pupils the opportunity to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences.

Implementation

At Charlton Manor, children learn French in KS2. Lessons are sequenced so that prior learning is considered and opportunities for revision of language and grammar are built in. Lessons provide structure and context as well as offering an insight into the culture of French-speaking countries and communities. The introduction and revision of key vocabulary and grammatical structures is built into each lesson. This vocabulary is then included in display materials and knowledge organisers for each topic of learning so that children have opportunities to repeat and revise their learning. Learning takes place through songs, games and conversations, with models of correct pronunciation used by teachers and sound bites from Language Angels. Children learn a variety of engaging topics such as food and drink, animals and useful greetings and phrases so children are confident in communicating in French. We also have a whole school MFL day, where food, songs and games in the languages spoken by our diverse school community are celebrated, raising the profile of MFL. Children are assessed in line with the school assessment policy.

Impact

Using the full range of resources, including display materials, will increase the profile of languages across school. By the end of lower KS2, children will know basic noun and article level structures and be able to formulate short phrases. By the time pupils reach complete upper KS2, they will be exposed to much longer text and be able to formulate their own, more personalised responses based on a much wider bank of vocabulary, linguistic structures and grammatical knowledge. Pupils will be aware of their own learning goals and progression using their knowledge organisers to track their progress through each unit. They will know and will be able to articulate if they have or have not met their learning objectives. Impact can be measured through key questioning skills built into lessons, child-led assessment and summative assessments aimed at targeting next steps in learning.

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.

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.

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.

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.’

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.