All subjects Curriculum Intent/Implementation and Impact

Maths curriculum

Intent

Our principal aim is that children leave Barnston Primary School with a wide range of happy and rich memories in Mathematics, formed through interesting and exciting experiences, driven through vehicles that enhance a child’s awareness of their own abilities and strengths as a learner; thus ensuring that children see learning in mathematics as an ongoing process not a one-off event.

Children will meet the National Curriculum expectations in mathematics, which will be taught by highly- enthusiastic qualified staff who will support children to develop mastery of concepts and inspire enthusiasm and interest in mathematics.

Children will study a high quality maths curriculum that is both challenging and enjoyable.

Children will develop into independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.

All children will study mathematics for 5 hours per week in Key Stage 1 and 2.

Opportunities will exist for children of all ages to experience learning beyond the classroom. This will allow them to enrich their knowledge by, for example, undertaking maths investigations outdoors, applying maths skills to curriculum vehicle work and engaging parents in home application of skills.

Children will develop a deep understanding of the mathematics they are studying. They will increasingly use their prior knowledge to solve problems and develop the sophistication of mathematics. This will be done through teacher input as well as independently.

Children will be provided with a variety of mathematical opportunities which will enable them to make connections in learning leading to greater depth learning, ensuring they are confident mathematicians who are not afraid to take risks.

Children will develop a real understanding and appreciation of the world learning from the best that has been developed and said. Galileo himself stated ‘If I were again beginning my studies, I would follow the advice of Plato and start with mathematics.’

A high quality mathematics education will be taught providing a foundation for understanding the world, developing the ability to reason mathematically and encouraging a sense of enjoyment and curiosity about mathematics.

Mathematical skills will be applied to other subjects.

Implementation – How do we translate our vision into practice?

The curriculum hours in Mathematics are non-negotiable and will be followed by all staff in the school.

Mathematics specialists from our partner secondary schools, Wirral Grammar School and others, are and will continue to be integral to the teaching process. This will aid transition to Key Stage 3.

The Subject Leader for Mathematics will evaluate provision in order to ensure that teaching and learning in Mathematics is outstanding. Where necessary, staff will receive coaching and training in Mathematics.

Carefully designed schemes of learning (provided by each staff member) in mathematics ensure consistency and progress of all learners.

The focus on a mastery approach to Mathematics will ensure that pupils acquire a deep, long-term, secure and adaptable understanding of the subject.

Pupils will make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

Success criteria in every Mathematics lesson are set in order to guide children to achieve their potential. This ensures work is demanding and matches the aims of the curriculum.

High quality teaching responds to the needs of children.

High quality input from experts and educational resources complement the delivery of specialist learning admirably.

Children understand how Mathematics is used in the wider world including careers.

Impact – What is the impact of our curriculum on the students?

Children are happy learners within mathematics. They experience a wide-ranging number of learning challenges in the subject and know appropriate responses to them.

Children of all abilities and backgrounds achieve well in mathematics, reflected in outstanding progress that reveals a clear learning journey. Children talk enthusiastically about their learning in mathematics and are eager to further their learning in the next stages of their education.

There is a proven track record of test success that reflects the impact of deep learning.

Clear outcomes focus and guide all mathematical development plans and drive improvement.

Children will become fluent in the fundamentals of mathematics. Through varied and frequent practice with increasingly complex problems over time, pupils will have the conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

Children will be able to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, developing an argument, justification or proof using mathematical language.

Children will solve problems by applying their mathematics in a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering to seek solutions.

Learning in Mathematics will ensure children understand how mathematics is essential to everyday life, critical to Science, technology and engineering, and necessary for financial literacy and most forms of employment.

Through wider reading in mathematics, children will have opportunities to explore key mathematic concepts that explore such topics as mathematics in nature and support learning linked to vehicles. They will explore how mathematics has provided a solution to some of history’s most intriguing problems. Through this exposure, children will produce work that is influenced by the best of the best.

Reading & Phonics Curriculum

Intent

At Barnston, we have a consistent and structured whole school approach to reading, which nurtures children who can independently employ a range of reading skills in order to: use a variety of information from a range of texts and to further understanding, gain knowledge across the curriculum, whilst enjoying a passion for reading and develop a life-long love of books. With regards to Reading, phonics will be emphasised in the early teaching of reading to beginners when they start school. At Barnston, we endeavor to:

Encourage an enthusiasm for reading and an enjoyment of books, which nurtures both children and adults who read for both pleasure and for information;

Provide children with an opportunity to read a variety of different material;

Provide all pupils with the skills necessary in order to become confident, fluent readers who can demonstrate understanding of what they have read;

Develop independent learners who can select and employ research skills to locate and use a broad range of texts in order to further understanding and support learning across all areas of the Curriculum;

Develop a critical appreciation of the works of various authors, poets and illustrators in order to emulate these skills in their own writing;

Encourage ownership and care with all reading materials;

Develop a rich and varied vocabulary, which should be demonstrated through reading and writing activities.

It is our intention to ensure that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

Implementation

These aims are embedded across our English and guided reading lessons and the wider curriculum.

Speaking, listening, reading and writing skills form the integral and interdependent strands necessary for language acquisition and as such cannot be treated in isolation. We teach reading strategies and skills as part of cohesive approach to language acquisition. We believe reading is key for academic success and so to ensure we have a holistic approach to the teaching of reading; we implement the following:

Children take part in Guided Reading lessons, where children are exposed to a range of different texts and can demonstrate their understanding and thinking behind these;

Each classroom will have a selection of books in their classroom which are directly linked with the classes current learning across the curriculum;

Children are to read with their teacher individually once every two weeks;

English lessons linked to quality age-appropriate texts with unknown vocabulary to extend their existing range;

Children questioned whilst reading that develops and extends their current understanding whilst also focusing on the different reading skills;

Children being questioned further using the principles of Bloom’s Taxonomy;

Each classroom has a reading area that is filled with books suitable for their reading age. This is a comfortable place for children to read throughout the day;

Children taking part in reading challenges throughout the year;

Participate in reading events throughout the year (Book fairs and World Book Day);

Children who are not yet ‘free readers’ (someone who has completed the reading scheme), will work through our school reading scheme – these are levelled books which match the children’s current reading age. We expect family at home to read these books with their child five times a week and make comments in their child’s reading record;

Using the Wirral’s Library Service in order for children to access books across the whole curriculum to match their current learning;

Children to record any unknown or ‘beautiful’ vocabulary in their vocabulary book/bookmark to share weekly with their teacher and class;

Children in KS1 and F2 to access daily systematic phonics lessons using Letters and Sounds;

Children in KS2 to be taught phonics – if needed;

Reading Champion to take interventions in reading for Year 1-3;

Children to develop an enjoyment of books and develop a pleasure for reading;

Children to have a set time each week to read for pleasure within lessons;

Reading buddies for peer reading;

Access to the school’s library within lesson time and at lunchtime for children to have the opportunity to read and loan books;

Parent volunteers to read with children across all year groups;

Opportunities for parents to participate in workshops on how to best support children at home.

Impact

Through the teaching of systematic phonics, our aim is for the children to become fluent readers by the end of Key Stage One. This way, children can focus on developing their fluency and comprehension as they move through the school. Attainment in reading is measured using the statutory assessments at the end of Key Stage One and Two. These results are measured against the reading attainment of children nationally. Attainment is measured by the Phonics Screening Test as the end of Year 1.

However, we firmly believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond the results of the statutory assessments. We give all children the opportunity to enter the magical worlds that books open up to them. Further to this, we measure the impact of our curriculum through the following methods:

Children are confident, fluent readers and show understanding for what they have read;

Children have a rich and varied vocabulary;

Children able to demonstrate the necessary taught skills in reading;

Children use their taught phonics skills when reading;

Children to develop their own love of genres and authors and to review their books objectively in order to enhance a deep love of literature across a range of genres, cultures and styles.

Writing Curriculum

Intent

Barnston has a consistent and structured whole school approach to the learning and development of language skills, which nurtures children to create a love for literacy. We want every child to leave Barnston with the skills of an excellent writer who:

Has the ability to write with fluency and has an author’s voice;

Can think about the impact they want their writing to have on the reader and knows how they will achieve this;

Has a sophisticated bank of vocabulary and an excellent knowledge of writing techniques to extend details or description;

Can structure and organise their writing to suit the genre they are writing and include a variety of sentence structures;

Displays excellent transcription skills that ensure their writing is well presented, punctuated, spelled correctly and neat;

Re-reads, edits and improves their writing so every piece of writing they produce is to their best of their ability and better than the last.

Demonstrates the behaviour of a ‘good listener’; who responds appropriately to what they have heard and can communicate effectively themselves in a variety of different situations.

Listen attentively and effectively to the information, ideas and opinions provided by others.

Throughout their time at Barnston, children develop their skills by exploring a whole range of different genres, with a focus on exploring a range of models for excellence and using these to guide the drafting and editing process. It is important to note that we not only develop a real enjoyment of writing in English lessons but in all subjects across the curriculum. We expect the highest standards of writing every time a child writes in any subject.

Implementation

We have a rigorous and well organised English curriculum that provides many purposeful opportunities for reading, writing, SPaG and discussion. The curriculum is derived around a range of quality age-appropriate texts which have cross-curricular links with concurrent History and Geography work. These are woven into the programme of study where appropriate. We use each book to create opportunities to develop reading fluency and comprehension. Additionally, we use a range of different genres and their writing structures to identify the purpose and audience before progressing to plan, write and re-draft a written piece which is fit for purpose and audience. Any work produced by a child who has created an ‘excellent’ piece of writing for their ability will be proudly showcased on our Star Writing Wall for all pupils, teachers, visitors and parents to see.

We endeavor to ensure we provide our pupils with a ‘language rich’ environment; we do this with our links to the School Library Service, which ensures we have a wide range of texts available within school. Within our classrooms, we explore ambitious vocabulary across the wider curriculum through the use of quality age-appropriate texts, plus any ‘new’ vocabulary our pupils come across through independent, group or class reading.

At Barnston, we aim to share our vision of high aspirations for al pupils through our high expectations across the wider curriculum; by setting these expectations, our pupils are aware of the standards we expect in all lessons and learning opportunities. Further to this, by using Bloom’s Taxonomy, we push children to write from different points of view to use high order thinking and reasoning skills e.g. writing as the sand in a sandstorm, rather than writing as a person looking/experiencing at a sandstorm.

Impact

Our writing curriculum is high quality, well thought out and is planned to demonstrate progression. We strive to ensure that our children make good or better progress, depending on their individual starting points. We intend the impact of our English curriculum will ensure our pupils are academically prepared for life beyond primary school and throughout their educational journey. We believe the book-led approach we have developed for the pupils of Barnston, that pupils foster a love for reading and an interest in reading for pleasure. We measure the impact of our curriculum through the following methods:

Children can understand and apply the fundamental principles of spelling, grammar and punctuation in their writing;

Children are confident to take risks in their writing and love to discuss and share their ideas confidently;

Children can evaluate, improve and redraft their writing;

Children are responsible, competent, confident and creative writer’s;

Children develop an author’s voice;

Children can communicate clearly using accurate grammar, punctuation, handwriting and spelling;

Children will develop competence in transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing) at national expectation and at greater depth;

Children demonstrating higher order thinking skills (Bloom’s Taxonomy) by writing from different perspectives.

Science Curriculum

Intent

At Barnston, we believe that a high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics.

Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through direct practical experience it engages learners at many levels building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.

At Barnston, scientific enquiry skills are embedded in each topic the children study and these topics are revisited and developed throughout their time at school. Topics, such as Plants, are taught in Key Stage 1 and studied again in further detail throughout Key Stage 2. This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory.

All children are encouraged to develop and use a range of skills including observations, planning and investigations, as well as being encouraged to question the world around them and become independent learners in exploring possible answers for their scientific based questions. Specialist vocabulary for topics is taught and built up, and effective questioning to communicate ideas is encouraged. Concepts taught should be reinforced by focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions.

Implementation

In ensuring high standards of teaching and learning in Science, we implement a curriculum that is progressive throughout the whole school. Planning takes places in individual phases to ensure the school gives full coverage of the ‘The National Curriculum programmes of study for Science 2014’ using a knowledge organiser which outlines knowledge (including vocabulary) all children must master. Whereas, Foundation 2 will ensure coverage of ‘Understanding of the World’ in the Early Years Foundation Stage. Planning takes in to account the needs of the children by adapting and extending the curriculum to match all pupils’ needs. Where possible, Science is linked to class topics. Science is taught as discrete units and lessons where needed to ensure coverage. Due to our two-year rolling programme, topics are taught across the different years. Nevertheless, all topics are covered within the two years.

All science investigations will be recorded using an Ipad. Children will take pictures or videos (depending on their age) documenting their investigations and present their findings as a video using the app ‘Shadow Puppet’. Children should be encouraged to use scientific vocabulary when creating these videos to show understanding and clarity when forming their conclusions.

We ensure that all children are provided with rich learning experiences that aim to:

Help to develop and extend the children’s scientific concept of their world and encouraging them to ask deeper questions about the world around them.

Deliver clear and accurate teacher explanations and promote skillful questioning.

Provide guidance, but at the same time allowing children the freedom to explore as independently as possible.

Make strong, purposeful links between science and other subjects.

Use ICT in a meaningful way to extend their learning using data loggers, videos, photography, microscopes and Ipads.

Develop the use of scientific language, recording and techniques.

Enable children to become effective communicators of scientific ideas, facts and data whilst becoming experts at analysing the data they collect.

Develop the following skills of investigation – observation, classification, measuring, predicting, hypothesising, experimenting, communicating and interpreting.

Use of Bloom’s questions to develop and extend their understanding;

Year 3 and Year 5 accessing science workshops from Wirral Grammar Girls School to develop and deepen their knowledge and understanding of Science.

Impact

Our Science Curriculum is high quality, well through out and in planned to demonstrate progression. The impact and measure of this is to ensure children not only acquire the appropriate age-related knowledge linked to the science curriculum, but also skills which equip them to progress from their individual starting points. In addition, we measure the impact of our curriculum through the following methods:

Tracking of knowledge in pre and post learning mind maps;

Pupils discussions about their learning;

A richer, scientific vocabulary;

Use of scientific and enquiry skills;

Wider variety of skills linked to both scientific knowledge and understanding.

Computing Curriculum

Intent

Through our computing curriculum at Barnston Primary School we aim to give our pupils the

life-skills that will enable them to embrace and utilize new technology in a socially responsible and safe way in order to flourish. We want our pupils to be able to operate in the 21st century workplace and we want them to know the career opportunities that will be open to them if they study computing. We want children to become autonomous, independent users of computing technologies, gaining confidence and enjoyment from their activities. We want the use of technology to support learning across the entire curriculum and to ensure that our curriculum is accessible to every child. Not only do we want them to be digitally literate and competent end-users of technology, but through our computer science lessons we want them to develop creativity, resilience and problem-solving and critical thinking skills. We want our pupils to have a breadth of experience to develop their understanding of themselves as individuals within their community but also as members of a wider global community and as responsible digital citizens.

Internet Safety

Barnston Primary School takes internet safety extremely seriously. We have an E-Safety Policy that provides guidance for teachers and children about how to use the internet safely. Every year group participates in lessons on e-safety and children understand how to stay safe when using technology. We have an e-safety panel of children who meet across our federation of schools and invite visitors such as the police – the safety panel then relate this information to the whole school in assemblies/displays/discussions.

Implementation

Our Computing curriculum is comprised of three aspects: Computer Science, Digital Literacy and Information Technology. Computing skills are taught both discretely and cross-curricular, supporting other areas of learning across the school.

In F2 and KS1, children are taught to use equipment and software confidently and purposefully, to communicate and handle information and to support their problem solving, recording and expressive skills.

In KS2, our children extend their use of computing that they use for communication, investigation and programming and work to understand how to communicate safely. Our planned curriculum for digital literacy that includes online safety is broad in covering a range of issues including understanding current issues such as ‘fake news’ and ‘body image’.

Impact

At Barnston Primary School, Children are confident users of technology, able to use it to accomplish a wide variety of goals, both at home and in school. They will have a secure and comprehensive knowledge of the implications of technology and digital systems. Pupils will discuss about their learning and be able to understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation. They will be able to analyze problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems. This is important in a society where technologies and trends are rapidly evolving and changing. Children will be able to apply the British values of democracy, tolerance, mutual respect, rule of law and liberty when using digital systems.

In addition, we measure the impact of our curriculum through the following methods:

To complete questionnaires with children twice a year to hear their voice on the computing curriculum within school and look at areas of development;

To continue to check computing data and curriculum coverage to best support children’s

learning and progression as well as staff knowledge.

Art and Design

Intent

At Barnston Primary, we believe that Art is a vital and integral part of children’s learning. It provides them with opportunities to develop a range of ways in which they can share and express ideas or feelings, leading to more independent thinking and creativity. It also allows children to initiate their learning and take risks. Moreover, it encourages children to build a natural sense of wonder and curiosity about the world around them, linking strongly to our school values.

As a school we aim to engage, inspire and motivate children, equipping them with the knowledge and skills to participate in, experiment with, invent and create their own works of art, craft and design. Children are encouraged to think innovatively through exploration and experimentation. They will investigate and evaluate a wide range of creative outcomes from the past and present to develop a greater understanding of the many disciplines within art and how they shape our history and future.

Implementation

Art is taught in accordance with the National Curriculum and through a progression of skills document that gives teachers a specific breakdown of each skill and the learning outcomes across each key stage. Knowledge organisers are used effectively and are incorporated into planning, providing children with key vocabulary and an understanding of the different techniques used. Children are also encouraged to ask questions and form discussions with peers. This helps to deepen knowledge, making it more meaningful to them so they become successful learners.

Throughout the academic year Art days are used to plan activities to enrich learning and embed skills taught. Cross-curricular links are made to subjects such as History and Geography. During these Art days, children have the opportunity to research artists both past and present. They are then encouraged to explore and practise techniques taught through ‘trial and error’ using their sketchbooks. It also gives them a chance to build on existing knowledge and take responsibility for their learning, so that they become aware of the progress they have made or focus on areas that they need to improve. As a school we ensure that exploration and experimentation takes place and allow sufficient time for children to reflect and evaluate their learning. We are beginning to vary how we structure art projects whether they be as whole school or as a class, meaning that children get a chance to work collaboratively to produce a final piece of art.

Impact

Children at Barnston Primary enjoy and thrive on their learning experiences in Art.

They are engaged and motivated during art lessons and show willingness to improve and acquire new skills, deepening their knowledge in Art. Discussions and feedback from children are positive and more children are taking it upon themselves to produce independent pieces of Art work in their own time, often following on with what has been taught in lessons.

Art is assessed in line with the school’s assessment system and summative assessments are used to track pupil progress, identify any areas that need addressing and inform teacher planning. The subject leader will also monitor developments in Art across the school and carry out learning works and speak to children.

The impact of the Art curriculum itself will ensure that children are made aware of using their own ideas, the processes involved in different art concepts and gathering ideas in order to arrive at a final piece. Overall, we aim for this to encourage and enhance social interaction, resilience, confidence and creative thinking.

Design and Technology

Intent

At Barnston Primary School, we nurture creative and imaginative thinking across the curriculum. We aim to inspire inquisitive minds that are keen to explore, design, create and evaluate. The creativity that we encourage enables children to be able to take part and think about the development of tomorrow’s rapidly changing world; therefore, preparing them for their life beyond school. Design and Technology also enables children to investigate and understand the world around them. The subject encourages children to direct their own learning and become problem solvers, both as individuals and as part of a team. Through studying Design and Technology, we combine practical skills with social and environmental issues, as well as functions and industrial practices. Pupils are therefore able to investigate how the world around them works and deepen their understanding of the technology around them, which they can then reflect on and evaluate.

Through Design and Technology, we aim to encourage children to explore and investigate. Pupils are encouraged to develop their capability to create high quality products, while being encouraged to select appropriate tools and use techniques suitable for making the products, in a safe environment. We want to develop pupils’ understanding of technological processes, products and how they are manufactured as well as how these products contribute to our society. Pupils are also provided with opportunities to explore a range of materials, resources and equipment, including ingredients. Part of Barnston Primary School’s ethos centres around the importance of a healthy balanced diet and lifestyle. Through Design and Technology, we aim to promote the importance of a balance healthy diet, while enabling children to learn how to create nutritional meals in a variety of ways.

Implementation

Design and Technology is taught alongside the National Curriculum. It plays a vital role in this curriculum and has many cross-curricular opportunities, that all year groups utilize. One of the cross-curricular links is with PSHE. As a school we place a huge emphasis on growth mindset; through Design and Technology we are able to continue to develop this mindset. Pupils learn that making mistakes is not something that should be looked upon negatively; in fact, mistakes are positive as you can learn from them, evaluate and improve. Taking away the fear of making mistakes encourages children to take risks with their work, which creates evaluative thinkers who are willing to continually improve their designs and creations. Further cross curricular links have been created through other subjects such as, English and Maths. DT provides a rich bank of new vocabulary, which the children are encouraged to use throughout the design, creation and evaluation process. The subject also enables pupils to continue to develop their problem-solving abilities. There is also cross curricular links with History and Geography; the Design and Technology syllabus taught in each year group links to the History and Geography topics across all classes.

Through the use of resources, materials and tools children are able to design, create, reflect and evaluate their own products as well as the products of others, which they do in groups as well as individually. All teachers ensure that there are suitable learning opportunities for all children within each lesson. They ensure that each task matches the ability of each individual child and that all children are challenged within their own capability. Each year builds on the skills and knowledge that the children have learnt in previous years. With these skills pupils continue to develop their understanding of Design and Technology across different cultures and time periods. Every year group, from year one to year six, create museums based on the topic and time period they have been learning about. Pupils use their imaginations and initiatives to think of the best ways to exhibit their learning. They create artefacts and display information linked to their Design and Technology projects, which they are always proud of and eager to share with their peers, teachers and parents.

Impact

Children enjoy Design and Technology lessons and show that they are eager to further their skills in this area. When asked children give positive feedback about lessons and are proud of the work that they have produced. They relish any opportunities to share their work with their peers, teachers and parents. Design and Technology allows pupils to express themselves and their individuality in different ways. It enables them to understand the different cultures in the world that we live in as well as begin to contemplate the technology of our future.

Design and Technology is assessed in line with the school’s system of assessment. Teachers make formative assessments of pupils’ work during lessons. They then assess the children’s work against the learning objectives for that lesson and make a judgment against the age-related expectations. Summative assessment is also used to track pupils’ development throughout the year and inform teachers’ planning. This enables them to address any areas of need that pupils may have. Assessment is also carried out by the Design and Technology subject lead, who collects and analyses the data from each year group. From this data they then identify any areas of need throughout the school and then addresses these needs.

Geography Curriculum

Intent

At Barnston Primary School, Geography is a valued part of the curriculum as we believe it provides a means of exploring, appreciating and understanding the world in which we live and how it has evolved. Geography explores the relationship between the Earth and its people. Geography stimulates curiosity and imagination and we aim to build upon the child’s “personal geography” by developing geographical skills, understanding and knowledge through studying places and themes.

At Barnston, we use a variety of teaching and learning styles in geography lessons and aim to build upon pupils’ prior learning to develop knowledge, skills and understanding of geography. For example, Geographical skills, such as grid-referencing, are taught in Key stage 1 and revisited again in Lower Key Stage 2 when children learn to use and apply knowledge of 4-figure grid referencing. These skills are developed further in Upper Key Stage 2 when children learn to use and apply knowledge of 6-figure grid referencing. This deepens their learning and understanding of map reading and embeds this knowledge into the long term memory.

Implementation

To ensure high standards of teaching and learning in Geography, we implement a curriculum that is progressive throughout the whole school. Geography is embedded into the creative curriculum in a meaningful and creative way, and the addition of themed Geography Days in KS1 and KS2 aims to deepen learning and ensure full coverage of the National Curriculum. We encourage children to learn by experience and value fieldwork as an integral part of the geography curriculum We recognise that in all classes, children have a wide range of differing abilities, and we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.

In the foundation years, we encourage the development of skills; knowledge and understanding that help reception children make sense of their world as an integral part of the school’s work. Children in F2 are encouraged to share their experiences of different places and environments they have visited through their Home-School Experience Books.

We ensure that all children are provided with rich learning experiences that aim to:

Help to develop and extend the children’s geographical skills and understanding of the world around them.

Deliver clear and accurate teacher explanations and promote skillful questioning.

Provide guidance, but at the same time allowing children the freedom to explore as independently as possible.

Make strong, purposeful links between geography and other subjects such as Mathematics and History.

Use ICT in a meaningful way to extend their learning using mapping apps and computer programs such as Google Earth to view satellite images and aerial photography.

Develop the use of geographical language.

Impact

The impact of delivering a meaningful and creative geography curriculum is that children not only acquire the appropriate age-related knowledge linked to the geography curriculum, but also valuable skills which enable them to progress from their individual starting points and support them in later life. In addition, we measure the impact of our curriculum using the following methods:

Progression of knowledge evident in History/Geography books;

Pupils’ discussions about their learning;

Teacher-led questioning about the world around us;

Evidence of a richer, geographical vocabulary;

Application of geographical skills e.g. mapping skills

A system of assessment has been developed in line with the school system of assessment. Summative assessments are used to track children’s development, inform teachers’ planning, and to highlight any areas needing to be addressed. This is collected and analysed by the subject leader. The subject leader also carries out monitoring, learning walks and allows children to have their voice heard (through surveys, questionnaires and questioning) to ensure high standards and to develop and improve the subject where possible.

Physical Education

Curriculum Intent

It is our intent at Barnston Primary School to teach children to develop the knowledge, skills and capabilities required for mental, social, emotional and physical wellbeing now and that will positively impact on their future. Our aim is to develop the fitness of our children. It is our intent to deliver high quality and enjoyable teaching and learning opportunities in PE that inspire and challenge all children in physical activities. PE lessons aim to enable children to succeed and achieve their personal best and potential and demonstrate being a good sportsperson. It is the school’s aim for all children to be physically active for sustained periods of time during the school day and to have and maintain good levels of physical fitness. It is our aim at Barnston Primary School to instil excellent sporting attitudes. During our PE sessions we teach the children how to cooperate and collaborate with others as part of an effective team. Children will have many opportunities to compete in Sport which helps them to build character and helps to embed values such as fairness, respect and resilience. We aim to develop pupils who evaluate their own and others performance in PE lessons and communicate what needs to be done to improve their movements. Swimming is taught throughout Key Stage2. It is our intent that children can swim 25 metres by the end of Year 6 and are taught and know how to be safe in water. We aim to teach them to make informed decisions about how to lead a healthy and active life. We want the children to appreciate the benefits of a healthy and physically active lifestyle and maintain high levels of physical fitness now and in the future.

Implementation

Children at Barnston Primary School participate in two very high quality PE sessions and sporting activities each week. These sessions are carefully planned to ensure progression and provide a broad and balanced full range of physical activities to provide opportunities for deepening the children’s learning. PE lessons are delivered by a specialist PE coach and some class teachers. Children are taught to evaluate their performances and are encouraged to make decisions about what they can do to improve their performance and the performance of other children in physical sessions. We provide opportunities for all children to participate in many different Competitive sporting events throughout the year. Children attend swimming lessons in Key Stage 2. In addition, children are encouraged to participate in a varied range of extra-curricular activities which helps deepen their learning. Our specialist PE coach and a visiting PE coach work with targeted children providing additional sessions in a small group to help these children to develop their physical movements further. We have the mile track at our school to help ensure that children are as active as possible during the day. Annually, the School celebrates Health Week to educate and promote a healthy lifestyle and physical activity. Children participate in different healthy eating and awareness sessions, activities and sports. Parents and other adults such as nurses and dentists are invited into school to teach the children about the importance of looking after their teeth and healthy eating as well as what to do to help to prevent some illnesses like the importance of washing hands properly. The Fun Food Chef also works with the children in the school to develop healthy eating awareness. There is a Sports Day each year for the whole school. We involve parents and carers in Sports Day by having races to encourage family exercise. Barnston Primary School also encourages children to apply their knowledge, skills and understanding against local schools and against other children in the school. Children compete in a range of sports, for example netball, football, athletics, tennis and swimming competitions during the year. Competitive Sports days are held for the whole school each term which include themed physical activities which are scored. Different Fitness activities are also scored and there are winners in each age group. Children are introduced to new sports during the year and outside specialist sports coaches come into the school to run taster sessions during the school day and extra-curricular activities. These opportunities deepen children’s experiences further. Whole school events including sports assemblies involving Olympic athletes and a Paralympian, sponsored physical events celebrate positive attitudes to sports. It also helps to develop more awareness of disabilities in sport and provide important messages to the children about working hard and keeping going when some challenges occur. It provides positive sports role models to the children. During special Open Assemblies where parents are invited, children’s sporting achievements from home and sports clubs outside of the school are celebrated. Each year A Physical and Writing Workshop and a Physical Maths Workshop are run for children and parents in F2 each year which provides with the opportunity to work with their children doing a range of physical activities to develop gross motor skills and writing and mathematics skills.

Impact

Our PE Curriculum is very high quality and well planned. A Specialist sports coach delivers a lot of our PE lessons which ensures progression and depth in the different areas of PE. The school games Silver award recognises the provision in our school for our high quality Physical Education and school sport. The use of technology gives our children the best possible opportunity to learn and develop to their full potential and improve their physical movements and activities. Through using the GoPro especially, children have become able to examine and discuss their performances in PE sessions effectively. GoPro has been used as an effective way of tracking and monitoring and evaluating performances. Children at Barnston Primary School understand the importance of physical activity and how to lead a healthy lifestyle. Children also understand the values and importance of fair play and being a good sportsperson. We help motivate children of all ages throughout the school to participate in a variety of sports through quality teaching that is fun and challenging. Children of all abilities and children with additional needs achieve well in PE. The PE specialist works with children with additional needs on a weekly basis for extra sessions to develop their physical skills by providing very successful individual and small group PE programmes. Children in Key Stage 2 develop confidence in swimming lessons using different strokes and they know how to perform a safe rescue. They achieve swimming certificates during these sessions when they have developed competency in the skills and strokes. Parents are well informed about the Physical opportunities and outcomes in PE and how physical activities are incorporated into different subjects such as Writing, Mathematics and Reading from attending the family workshops. Feedback from F2 Physical workshops are extremely positive with parents and carers commenting that “I enjoyed seeing the physical activities in the hall and how they have an impact on writing”. Another parent commented that “Physical activities offered a great insight as to what games to play which combine exercise and Numeracy.” “Great, so good to understand how Physical Development aids writing.” And “Great, good to understand the importance of gross motor skills.” and “Also how to encourage good motor skills.” Children are active for a sustained period of time during the day. Children are encouraged to use the track to walk or run laps. During the Physical Writing and Physical Maths Workshops in F2, children do a range of competitive activities including working at getting the fastest time around the track. We have Active playtimes through the use of playground leaders and some physical activities and challenges during playtimes and lunchtimes which ensures children are more active during lunchtimes. Children demonstrate values that they have developed in PE sessions, for example to never give up and keep trying their best and display being a good sportsperson. In Sports Days each year the children show these values when they keep going in the long distance race. Also children help others if they need assistance or support in any of the races. Children in Key stage 2 assist with Sports Days and also in the workshops for the younger children and parents. Feedback from parents has been positive about the help and assistance of the children in Key Stage 2 during these physical activities. Using the knowledge, physical skills and understanding acquired through our PE sessions, our children grow up to be fit and live happy and healthy lives.

Music

Intent

At Barnston Primary School, we want to create a passion for music in our children that will stay with them in their future lives. We want to ensure that music is an inspiring and engaging experience that enables every child to develop their musical potential and develops an appreciation of the value of music that is deeply personal to them. We want children to have a curiosity for the subject and a respect for the role that music may play in any person’s life.

At Barnston, we endeavour to provide a variety of musical experiences through a curriculum which develops learning, improves knowledge and promotes pupil well-being through building up the confidence of all children. Music can impact the way that children feel, think and act; we want music to encourage the body and mind to work together, develop motor skills and allow self-expression.

As a result of our Music Curriculum we want our children to:

Explore the musical heritage, tradition and culture of Wirral through collaborative projects e.g. C2C.

Develop a love and appreciation of music.

Make judgements and express personal preferences about the quality and style of music.

Listen to, review and evaluate music across a range of genres, styles and historical periods.

Create and compose music both individually and collaboratively.

Develop an ability to understand rhythm, structure and organisation.

Be given opportunities to play a wide variety of instruments, both tuned and un-tuned.

Read and write musical notation.

Have knowledge of and use a range of musical vocabulary to discuss music and develop descriptive language skills.

Sing in tune using voices to create different effects.

Take part in performances with an awareness of audience.

Display a deep understanding of our school values by listening to, interpreting and expressing themselves through music.

At Barnston Primary School, our values are at the heart of everything we do. We want our children to show their understanding of those values through music and to use music as a tool to become courageous advocates, highlighting issues that are important to them. Music plays an important part in helping children feel part of a community. We want to ensure children understand the value and importance of music in the wider community and encourage them to use their musical skills, knowledge and experience to involve themselves and others in music.

Implementation

The implementation of our intent is planned using the Charanga Music Scheme. Charanga is designed to ensure full coverage of the National Curriculum. It provides wide exposure to musical styles and genres from different times and places and promotes the exploration of the language of music through active listening, performing and composing activities.

Each unit follows a sequence of learning: listen and appraise, interrelated dimensions of music,	singing, playing Instruments, improvisation, composition, perform and share. This approach ensures the children get a rich learning experience covering all aspects of music.

There is a clear progression of skills and knowledge to accompany each unit that sets out exactly how the children progress throughout the year and year-on-year.

Knowledge organisers, although used in other foundation subjects are not used, as the display board and Charanga informative sections, provides a foundation for the learning for each topic and include - vocabulary, genre, style, instrumental parts for improvisation and composition, listening and appraising, musical dimensions.

In addition to the scheme, children are given the opportunity to learn to play musical instruments including Glockenspiels, Recorders and Ukuleles (through the LA instrument scheme).

Our Music curriculum reflects the intent of our whole school curriculum and all children are given the opportunity to use their musical knowledge and skills as a medium to express themselves during their advocacy projects in the final term.

Impact

As a result of the music curriculum, children at Barnston Primary develop a love of music and increased understanding of the impact that music can have on their own and others’ lives.

Children demonstrate progression of knowledge and skills which they continuously build on and embed. Music is continuously assessed by the musician and data is analysed across the school in order to inform next steps and school development in this subject.

Through music, children develop the fundamental competencies of confidence, curiosity, collaboration, communication, creativity, commitment and craftsmanship.

Children develop an understanding of culture and history in relation to themselves individually, their local music heritage and music from ethnicities from around the world.

History curriculum

Intent:

Incorporates strong subject disciplines within topics that promote independent thinking.

Considers the depth and breadth of curriculum content promoting high aspirations for all.

Views the curriculum as a progressive model, revisiting core skills where necessary to gain secure long-term knowledge e.g. building vocabulary and effective use of knowledge organisers.

Provides opportunities for pupils to practise what they know so that understanding is deepened.

Motivates, engages and nurtures an enjoyment of independent learning.

Encourages confidence in pupils who will take risks, be resilient and reflect on their learning.

Is regularly reviewed and evaluated to meet the changing needs of our pupils.

Makes use of primary and secondary sources and incorporates valuable visits and visitors to gain cultural capital from F2-Y6.

Focuses on historical enquiry rather than merely learning facts.

Links cause and effect from periods in time to the present day.

Promotes chronology as a way to understand how history has evolved.

Has a Local, National and International dimension to our curriculum.

Prepares pupils for the future through keeping abreast of change in the subject.

Has a clear purpose in our assessments across the school in history.

Implementation:

Strong commitment from all to robust school improvement in history.

Clear curriculum leadership and ownership, ensuring planning and progression in history.

Excellent training and development opportunities for all.

Strong assessment systems across history since 2015.

Robust monitoring, evaluation and reflection.

Committed to working in partnership with South Deeside Soft Federation sharing good practice in history.

Linking geographical and historical knowledge where relevant in planning.

Links to reading through historically based novels.

Impact

Our history curriculum is very high quality and well planned. The lessons are taught weekly in all year groups and the use of technology gives our children the best possible opportunity to learn and develop to their full potential and improve their research of primary and secondary sources and the older pupils to examine cause and effect of the period in time on the present.

Children at Barnston Primary School understand the importance of history, how it links to other subjects and how historical knowledge and understanding provides them with a wider overview of the world. Children also understand the values and importance of the links in chronology and widely use the timelines throughout the school. We help motivate children to ask important historical questions and they appreciate the impact of historical events e.g. linking Vesuvius to volcanic knowledge gained in geography. The curriculum enables them to link evidence and to become confident investigators.

MFL curriculum

Intent:

Incorporates strong subject disciplines within topics that promote independent thinking.

Considers the depth and breadth of curriculum content promoting high aspirations for all.

Views the curriculum as a progressive model, revisiting core skills where necessary to gain secure long-term knowledge e.g. building vocabulary and effective use of knowledge organisers.

Provides opportunities for pupils to practise what they know so that understanding can be deepened.

Motivates, engages and nurtures an enjoyment of independent learning and confident participation.

Encourages confidence in pupils who will take risks, be resilient and reflect on their learning.

Is regularly reviewed and evaluated to meet the changing needs of our pupils.

Makes use of primary and secondary sources and incorporates valuable (virtual) visits and international contacts.

Has a Local, National and International dimension to our curriculum.

Prepares pupils for the future through keeping abreast of change in the subject.

Implementation:

Embedded continuous mindfulness and growth mindset to (also but not only) enable pupils’ self evaluation and reflection on personal progress in MFL and setting of individual goals for own language learning.

Clear curriculum leadership, ownership ensuring planning, and progression in MFL.

Strong assessment systems across MFL to show evident progression in reading and oral comprehension.

Robust monitoring, evaluation and reflection.

Variety in forms of learning, including independent learning, group work and cooperative tasks to encourage engaged and confident participation and challenge pupils individually.

Giving opportunities for practicing language skills and cultural understanding in a range of relevant settings, including communication with native Spanish speakers.

Impact:

There is a dedicated MFL teacher who speaks 4 languages, Spanish being one of them. Y3-6 are taught every week by the lead and this means that the lead has sight of all assessments. A rigorous assessment procedure is in place and this has an impact in informing the lead on next steps for each of the KS2 children. The lead is able to plan effectively and differentiate appropriately in order to deliver to each child’s individual needs in the language sessions. The result is children who are able to speak, read and write Spanish and good progress is evident from Y3-6.

Religious Education

Intent

At Barnston Primary School, we foster the development of positive attitudes and aim to engage, inspire and motivate learners, as well as equipping them with the knowledge and skills to develop their religious literacy and knowledge and understanding of different religions, word views, values and traditions of others, so that they can understand the world around them and the multi-cultural society in which they live in; therefore, preparing them for adult life and life-long learning. We aim for our children to appreciate the way in which religious beliefs shape people’s lives and their behaviour, whilst respecting their right to believe.

At Barnston Primary School, Religious Education is taught in such a way as to reflect our values and mission statement, in which we have the children at heart of all that we do: we aim to achieve success (self-motivated and independent children, using every opportunity to learn, confident, caring, ever respectful, sympathetic and sincere).

Religious Education plays a vital role in our curriculum, along with other areas such as PSHE, which promotes the spiritual, moral, social, and cultural development of our children. We encourage an enquiry-based and reflective approach by welcoming questions and discussions about the world and connecting them to our own beliefs, values and experiences, helping children to learn about religions and worldviews as well as from them.

We acknowledge the significant links to British Values throughout our teaching of RE; for example, promoting the idea that individuals have freedom to choose what they believe, but that not everyone is the same, enabling an understanding of rules and laws put forward by different religions, as well as modelling respect and democracy, allowing children to speak, ask questions and debate. This engages children in their learning and they understand the importance of listening to the views of others, knowing that they have a right to a point of view.

Implementation

RE is taught alongside the National Curriculum and is taught according to the Wirral Agreed Syllabus for Religious Education. Each unit of work we deliver identifies prior learning and shows how this is built upon. We cover the major world religions: Christianity, Sikhism, Judaism, Hinduism, Buddhism and Judaism. Throughout our teaching, links to smaller religions as well as other points of view are intertwined. In Key Stage 1, RE is taught for 36 hours a year and in Key Stage 2, RE is taught for 39 hours a year.

Through the use of resources, artefacts, visitors and trips, children gain a deeper understanding of the religion studied and their learning experience is brought to life. The following teaching model is used to ensure children are constantly engaged and to provide them with the opportunity to become independent learners: engage, investigate, evaluate and reflect, express and apply. This enquiry-based learning environment allows children to question, investigate, problem solve and draw conclusions about the world around them. The use of resources and differentiation ensure that all children’s needs are met and lessons are adapted to suit the children’s learning styles.

Impact

Children enjoy RE lessons and are happy, confident and safe learners. Children are taught in a variety of ways to meet the needs of the seven learning styles. This can be done through sound, pictures, speaking, writing, hands-on activities and group work etc.

At Barnston Primary School, we envision the teaching of Religious Education to impact the pupils in the following ways:

Develop positive attitudes and an awareness of the spiritual side of life

Become responsible for their own behaviour and to develop a willingness to act according to moral rules

Develop a religious vocabulary and extend their knowledge and understanding of religions and worldviews

Examine and reflect on questions of meaning, human existence and purpose and explore questions of beliefs and values, offering their own thoughtful and informed insights into religions and worldviews

Make links between their own lives and those of others in their community and in the every-changing wider world

A system of assessment has been developed in line with the school system of assessment. Summative assessments are used to track children’s development, inform teachers’ planning, and to highlight any areas needing to be addressed. This is collected and analysed by the subject leader. The subject leader also carries out monitoring, learning walks and allows children to have their voice heard (through surveys, questionnaires and questioning) to ensure high standards and to develop and improve the subject where possible.

RSE & PSHE

INTENT:

Provide a safe, positive and supportive learning environment in which pupils are confident to identify, discuss and address concepts and issues at an age appropriate level.

Ensure that all sessions, including those on ‘risky’ behaviours, remain positive in tone by clarifying the consequences of a lifestyle choice in a supportive and positive way which will never involve attempts to shock or scare.

Implement a structured programme of learning in RSE education as an integral part of PSHE education, which is enhanced by further opportunities for learning throughout the curriculum and school life.

Encourage children to assume responsibility for their learning and become active participants in school life.

Develop children who are confident, with positive self-esteem and self-worth.

Provide children with the knowledge, understanding and skills necessary to lead a healthy lifestyle.

Ensure children understand how to identify and maintain their own and others’ physical, mental and emotional health and well-being and how positive relationships can help support mental well-being.

Support and develop children who can identify, understand and manage change, including puberty, transition and loss.

Nurture pupils who exhibit the skills, character traits and attributes required to identify and maintain a variety of healthy, positive relationships both on and offline

Develop pupil’s ability to recognise and manage emotions within a range of relationships.

Provide children with the information and skills to be able identify negative relationships or behaviours, including all forms of bullying, abuse, bigotry and to be able to seek help and support.

Ensure all pupils understand: what a relationship is; what friendship is; what family means and who the people are who can support them.

Develop children that: take turns, treat each other with kindness, consideration and respect, understand the importance of honesty and truthfulness, permission seeking and giving and the concept of personal privacy.

Develop children’s confidence and the knowledge needed to recognise and report abuse of any form, through focusing upon identifying personal boundaries and privacy.

Nurture children who understand safety issues and undertake risk assessments in everyday life.

Encourage pupils to learn, understand and respect the differences and similarities between people of different cultures, religions and nations.

Nurture pupils who exhibit the skills and attributes required to identify and maintain a variety of healthy, positive relationships.

Nurture pupils who are responsible and independent members of the school community and positive, active members of a democratic society.

Ensure that children can identify, understand and promote children’s rights in order that they begin to promote and/or effect change locally, nationally and globally to ensure others’ rights.

Provide children with the skills and experiences necessary to develop their readiness and suitability for employment in order to effect economic well-being in adult hood.

Understand current environmental issues and contribute to changes in attitude and behaviour to help effect change.

Ensure that all staff and Governors understand and fulfil their responsibilities regarding RSE and PSHE Education and are knowledgeable, confident and effective in their roles.

IMPLEMENTATION:

Foundation 2:
PSED (Personal, Social and Emotional Development) is one of the three prime areas within the Early Years Foundation Stage (EYFS). Each prime area is divided into early learning goals, for PSED these are:

Self confidence and self awareness - children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don't need help.

Managing feelings and behaviour - children talk about how they and others show feelings, talk about their own and others behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Making relationships - children play cooperatively, taking turns with others. They take account of one another's ideas about how to organise their activity. They show sensitivity to others' needs and feelings, and form positive relationships with adults and other children.

Children are supported in acquiring skills such as: co-operation (listening, taking turns), thinking of others (understanding the language of feelings), independence/organisation and working towards goals through the provision of a range of specific activities to develop the knowledge, skills and understanding required to meet the goals. This is achieved through learning in a continuous provision curriculum model and is rigorously assessed.

KS1 and KS2:

Explicit teaching of key concepts and skills through a broad range of topics which can be developed, expanded and rehearsed according to the needs of the children.

Ensure children understand ‘ground rules’ for each session including the concept of and frameworks for confidentiality.

PSHE education is taught through a ‘spiral curriculum’ structured around core themes and skills which are regularly revisited.

Teachers will deliver objective led, planned and structured sessions, which will focus upon one or two core skills or attributes.

PSHE education sessions will be undertaken on a regular basis throughout the school year with dedicated time of at least one hour every two weeks.

Sessions are planned with reference to and adapted version of the PSHE Association’s PSHE education scheme of work.

Children will be explicitly taught about relevant issues, how to manage such issues and given the skills and opportunity to make links with prior learning and other disciplines.

Sessions will incorporate a range of activities, which will provide opportunities to develop the necessary knowledge, skills and understanding.

All sessions contain some form of elicitation task(s) to help determine pupils’ prior knowledge and learning outcome activity.

Children will have further opportunities, experiences and events in other areas of the curriculum and throughout school life in order to practise, embed and develop transferable knowledge and skills.

Third party organisations or individuals will be engaged effectively when appropriate and at the discretion of the class teacher and/or Headteacher to further enhance children’s experiences and development.

Children are actively encouraged and supported to organise and participate in events, assemblies and clubs to further enhance their learning and provide opportunities to demonstrate their value, attributes and skills.

All pupils have the opportunity to provide feedback or identify issues through participation in their learning, communication with staff, the School Council (through their class representative) or the use of Toottoot/Tootmood.

Information relating to the focus, themes and objectives for PSHE education sessions in each Year group will be shared with the school community through publication on the school website.

Pupils, parents, staff and Governors will be consulted in the creation and review of the RES and PSHE Education Policy.

Staff confidences and skills are regularly audited and support or training is provided in an appropriate timescale.

IMPACT:

For children to:

Actively participate in school life and take responsibility for their learning in a safe and supportive learning environment.

Respond positively to constructive feedback and self-reflection in order to effect self-improvement.

Identify stereotyping and other negative or unhelpful ‘thinking traps’ and

Develop resilience through perseverance, self-motivation and the acquisition of a growth mindset.

Recognise and manage peer influence and peer approval.

Take increasing responsibility for effective self-organisation.

Employ strategies when appropriate to seek help and support.

Clarify personal values through regular re-evaluation of values and beliefs in the light of new learning, experiences and evidence.

Confidently recall and apply knowledge creatively in new situations.

Develop and maintain a healthy self-concept.

Exhibit empathy and compassion which impacts their behavior.

Value and respect diversity including others’ right to their own beliefs, values and opinions.

Acquire and continue to develop the skills for employability (communication, collaboration, negotiation, leadership).

Develop and begin to effectively employ enterprise skills and attributes.

Identify, nurture and maintain a variety of positive and healthy relationships.

Identify and manage both positive and negative risk to self and others.

Confidently make well informed decision makers who assess the validity and reliability of information.

Collaborate with adults to develop and maintain a school community based on equality, dignity, respect, non-discrimination and participation.

Empowered to enjoy and exercise their rights and to promote the rights of others locally, nationally and internationally understanding that children’s rights are ‘unconditional’ and ‘universal’.

Be taught and supported by staff that are knowledgeable, skilled and confident when delivering PSHE education which significantly and positively impacts the life of all pupils.