1

Curriculum: Teaching & Learning Policy

Promoting Social Justice through Excellence in Education

Policy Area Curriculum: Teaching & Learning Policy

Policy Title Curriculum (TL)

Policy Leader Mark Unwin

Policy Date September 2018

Policy Review September 2019

2

“Aim High, Shine Bright!”

At Handforth Grange we have the very highest expectations for the academic success of our pupils and for their excitement in learning. Our goal is exceptional Teaching & Learning to equip the pupils with the skills, knowledge and understanding to be able to make informed choices about the important things in their lives. Quality of teaching is the foundation on which our school’s success rests, and we must be uncompromising in every lesson about striving for the very best for all our pupils.

We will:

Promote our vision of the very highest standards of academic success by ensuring the pitch of our teaching is such that it stretches the understanding of all pupils.

Ensure consistency across year groups; key stages and subjects and allow the pupils to systematically build on their prior learning

Ensure all children are inspired, motivated and engaged by learning which is presented in context

Ensure that pupils have the opportunity for high pitch, deep practice of core skills

Ensure that there is a highly effective feedback loop allowing pupils to self-regulate their learning and that there is high quality feedback from teachers and other adults to move learning on.

Ensure that our teaching meets and exceeds the expectations set out in the National Curriculum (2014).

We want children to: 1. Be inspired to learn: to receive a curriculum that is exciting and relevant to them. 2. Be challenged with high-pitch questioning; resources; work and assessments to ensure that pupils of

all abilities make accelerated progress 3. Have adequate opportunity to for ‘deep practice’ in order to embed and develop skills and knowledge

through the development, during their time at the school, of the skills required to work independently for significant periods of time – whilst supported by resources that ensure they know how to succeed in their learning.

4. Benefit from effective feedback from an expert: their teacher; teaching assistant or other appropriate

adults – focused on moving their learning on and developing feedback that pupils respond to.

5. Benefit from effective self-feedback: Have a clear idea of how to improve through modelling; success criteria and

6. Benefit from high-quality publishing: to understand how to produce high-quality work that they value.

Introduction

Aims and Objectives

3

Learning Motivation We believe, in line with the work of Professors K. Anders Ericsson and Professor Carol Dweck, that learning is a result of:

IGNITION – that pupil have to be inspired to learn and excited by their learning

HIGH PITCH DEEP PRACTICE – that provided the inspiration is personal and powerful enough, pupils will be prepared to work for much longer at something that is much harder

FEEDBACK FROM AN ADULT – that any adult can help a child look for the one thing that will improve their work immediately

FEEDBACK FROM THE CHILD –that if pupils know what “better” looks like through modelling and success criteria they will be able to improve their work.

Effective teaching When teaching we focus on inspiring and motivating children and building on their skills, knowledge and understanding of the curriculum, so that they reach the highest level of personal achievement. Planning Since the start of 2015, subject leaders and year group teams have formulated an Operating Model for Teaching & Learning. Cross curricular links and links with other planned events in the schools calendar are exploited. There should be evidence of skills development over a period of time, skills taught in one area being applied in another and evidence of a tangible goal or outcome. Curriculum

• The school closely follows the expectations set out in the National Curriculum (2014) for English and Mathematics, including adherence to the programmes of study for each year group in Key Stage 1 and 2.

• Teachers use these objectives to plan their lessons and set the success criteria for pupils. • From September 2015, teachers in all year groups will assess pupils attainment against the

objectives set out in the programmes of study • The English and Mathematics subject leaders (as part of the Core Subject Standards Team) monitor

the outcomes in pupils’ books weekly to ensure that the curriculum objectives are being met.

Long, medium and short term teaching structure (writing) (Years 1-6) Writing (long term):

IGNITION

FEED

BA

CK

FR

OM

EX

PER

T

HIGH PITCH DEEP PRACTICE

SELF

-FE

EDB

AC

K

4

• Important non-fiction genres re-visited annually interspersed with fiction genres. • We cover the objectives set out in the National Curriculum 2014 programmes of study for English. • Pupils voice survey undertaken at start of term to inform planning of topics within genres to ensure

pupils are writing about topics they are interested in & know something about. Writing (medium term):

• Each genre lasts for three weeks. each block follows the following format:

Day 1: Ignition lesson

Day 2: Planning lesson

Day 3: writing practice lesson

Day 4: writing practice lesson

Day 5: writing practice lesson

Day 6: Ignition & planning lesson

Day 7: writing practice lesson

Day 8: writing practice lesson

Day 9: writing practice lesson

Day 10: editing lesson

Day 11: writing practice lesson (planning at beginning)

Day 12: writing practice lesson

Day 13: writing practice lesson

Day 14: Editing & Publishing lesson

Day 15: publishing lesson

Writing (short term): Ignition lessons We believe that children produce great writing when they are inspired and when their interest is ignited by learning that is in context. Our staff work hard to create inspirational starter activities to inspire writing, such as:

Going on a journey through school dressed as a Mummy to inspire writing about Egyptians

Creating a crime scene within the school to inspire writing of a report

Set up real-world scenarios in school, such as an ICT helpdesk to inspire writing of explanatory texts

Themed dressing up and drama lessons to inspire historical writing

Having ‘props’ such as a mystery box full of artefacts, or a box with a pretend animal inside to inspire stories

Letters from real or imaginary famous people to inspire letter writing

Trips to inspire recounts Planning lessons

5

We believe that planning is an important skills and a key component in creating high-quality writing. We also think that planning is a skill that has to be taught discreetly. At Handforth Grange, planning lessons focus on two distinct areas: ‘planning for vocabulary’ and ‘planning for structure’. Planning for vocabulary

Pupils work individually; in pairs; in small groups; as a whole class; independently and in adult-led groups to build up banks of vocabulary to use in writing that week

Vocabulary will be displayed for the week on a working wall and be visible and legible for all pupils to use.

The vocabulary working wall in each classroom will also include key vocabulary for the topic

These working walls will change every three weeks (as the genre changes), be kept up-to-date and attractive.

Planning for structure (FICTION)

Pupils work individually to build up a plan for their narrative

Pupils use a 6 frame story board structure throughout the school with an age-appropriate amount of writing. Sketches may be drawn, but there is no colouring in (during writing lessons)

The storyboard follows a timeline so that pupils understand plot. This can be altered for age-appropriate reasons ie. Introduction of flashback or ‘in media res’.

Pupils have access to a story bag or story box to inspire planning

Planning is done in books (trimmed sheets can be stuck in books if necessary).

Planning for structure (Non-fiction)

Pupils plan their writing using the Sue Palmer skeleton structure.

Plans are either stuck in or (preferably) written / drawn in writing books so they are easy to access during subsequent writing lessons

Writing practice lessons At Handforth Grange we believe that pupils writing benefits from high-pitch, inspiring teaching with the opportunity for extended writing opportunities to practice deeply. Writing lessons across the school follow a standard structure (with age appropriate parameters) so that pupils benefit during transition periods and to ensure that best practice is consistently shared across classes, year groups and key stages. Each writing lesson includes:

An “IGNITION POINT” to ignite interest and inspire pupils at the start of the lesson. This short starter (no more than 5 minutes maximum) should directly relate to the writing that the pupils are doing and should provide more ideas and vocabulary. This may take the form of

o Short video clip o Sound file on entry to the room

6

o Hot seating activity o Talk for writing activity e.g. vocab alley etc.

Learning objective and success criteria shared with pupils (no more than 2 to 3 minutes) so that pupils know what they are learning and to help with self-assessment. As a general rule, ‘carpet time’ is to be kept to a minimum, with pupils learning through practice.

Success Criteria will be stuck in books at least weekly so that pupils can self-assess and know what is expected of them. The different groupings in the class will be differentiated through differing Success Criteria. Although these sheets may share features, there will be a base level of success criteria for the lowest ability pupils (based on the year-group expectations set out in the National curriculum. There will then be extra levels of challenge for the middle ability pupils and a further extra level of challenge for the highest ability pupils. Differentiation will be at least 3-weays for the majority of the class, however individual pupils (SEND with statements) will receive individual success criteria planned in conjunction with the teacher and the child’s teaching assistant. The success criteria will be visible to all pupils on the classroom working wall. The success criteria will include elements of the Alan Peat approach to sentence level work.

Pupils will work on individual whiteboards (independently or in pairs) to practice grammar / skills / sentence level work from the success criteria to use in their writing (10 mins maximum)

The teacher will model the day’s writing activity against the success criteria. The teacher will do this in real time, rather than pre-prepare the model, so that pupils can see the way that the teacher overcomes difficulties and so that they can contribute ideas. The model is to be written at a very high pitch, with stretching vocabulary, so that it is inspirational to pupils. (no more than 7 to 8 minutes)

Pupils will start their writing task by writing the date and learning objective (this may be pre-prepared on stickers for younger children or those that would spend too long writing them). They will then respond to the previous day’s marking in accordance with the marking policy. (3 minutes maximum).

The pupils will then be given the opportunity to write at length for an age-appropriate amount of time. Our school defines this as:

Years 1 & 2: 25-30 minutes

Years 3 & 4: 35 minutes

Years 5 & 6: 40 minutes • The teacher will regular stop different groups of learners for a mini-plenary. All lessons to include

Assessment for Learning techniques to ensure pace & ensure that misconceptions are dealt with & in particular opportunities are taken to extend all groups into unknown learning. The aim of the mini-plenaries is to:

As a means of providing an extra level of differentiation – in particular as a method of stretching the highest ability pupils

Magpie ideas for pupils to use in their writing

Share examples of sentences to provide a peer model for writing

As an opportunity for self and peer assessment against the success criteria

As an opportunity for pupils to refer to their individual targets Editing lessons We believe that editing of writing is an important skill that must be taught discreetly and that improves not just the piece of writing that is being edited, but also future writing by embedding good practice and providing strong self-feedback. In an editing lesson:

Pupils will edit directly against the success criteria

Pupils will highlight / underline areas where they have met the Success Criteria

7

Pupils will improve their work (vocabulary choices / grammar / spelling & add in passages to improve their content)

Pupils will share their work and improve it as a result Publishing lessons At Handforth Grange, we believe that publishing is the best way of:

Ensuring pupils’ work is in context

Practising important presentation / handwriting skills

Providing a reason to produce exceptional work

Sharing work amongst pupils and with visitors Acceptable methods of publishing agreed by staff are:

Creating ‘best copies’ of work

Creating published books (illustrated at home / photos stuck in)

Creating class anthologies for the library

Creating floor books

Word Processing

Publishing on iPads

Creating a PowerPoint presentation of work (non-fiction)

Creating a video / role play / drama Long, medium and short term teaching structure (mathematics) (Years 1-6) Mathematics (long term):

At Handforth Grange, we use the National Curriculum 2014 to plan the learning of pupils and the expectations for each year group.

The Mathematics subject leader ensures, through weekly monitoring, that the expectations are sufficiently high to match the curriculum; use the appropriate methods proscribed in the programmes of study and ensure the breadth and depth inherent in a broad and balanced curriculum.

These expectations supplement our planning to address misconceptions and gaps in knowledge from previous years.

Mathematics (medium term): We plan every 5 weeks to address expectations from the new curriculum that are ‘new learning’ and also to address misconceptions identified from ‘gap analyses’ performed after each half-termly assessment. The medium-term plan for the half term allows roughly two to three days per topic. Each week there will be:

1 practical-maths or calculation lesson

4 use-and-application of mathematics lessons. These are based on context driven (word) problems: mathematical problems based on the use and application of mathematics in the real-world

In each classroom there will be extension activities available based on challenging open-ended mathematical investigations

8

Mathematics (short term): At Handforth Grange, we structure our daily mathematics lessons to allow for inspiration, ‘deep-practice’ and effective feedback with a continual focus on high-pitch questioning. Our daily mathematics lessons are structured thus: Times-Tables Active-maths starter (10 mins)

An oral session with no recording of learning

Y1 & emerging Y2 – Number bonds

Y2 onwards – Multiplication tables Spacing & Interleaving (10 mins)

Recorded on individual whiteboards captured via iPad if necessary

Revision of previous learning via sample questions on board for pupils to answer on whitebaords

Reduce reliance on long-term memory and keep topics and key knowledge at the forefront of working memory

Explanation & High Pitch Deep Practice session (30 mins)

This session will introduce the learning objective

The focus is on modelling, practice and addressing misconceptions

The sessions will include: o Examples of the topic on the Interactive Smartboard o Pupils practising on individual whiteboards o Teachers modelling correct strategies & equipment o Assessment for Learning of misconceptions and ‘re-practice’ o Teachers providing ‘Steps to success’ (success criteria)

Feedback and Assessment time (20 mins)

Pupils go to Assembly

Teachers and Teaching Assistants mark work so far in books

Pupils are categorised as: o Needs further input (hasn’t yet grasped the concept) – these pupils return to the carpet for

direct instruction from the teacher o Needs consolidation (has grasped the concept somewhat) – these pupils carry on working

on similar problems o Can be extended (has fully grasped the concept) – these pupils will be given extension work

that moves the learning on to much more difficult learning Further High pitch deep-practice (20 mins)

Pupils working through mathematical problems and questions according to the categorisations above

Outcomes

During each ‘High pitch deep practice’ session pupils will record: o In books, not on worksheets o The date and learning objective will be evident daily

9

o Any questions on sheets will be stuck into books daily for pupils to work on in books. o Teachers will then feedback to pupils directly into books so that pupils can then respond to

feedback daily in their books. o All work will be differentiated three ways o All working out will be recorded in books o There will be emphasis on high-standards of presentation (including one number per square

and accurate number formation and accurate layout of efficient written methods) Phonics (EYFS and Years 1 & 2)

We use the Read, Write Inc. programme for the teaching of early reading and phonics.

We have amended the programme in Key Stage 1 such that we no longer follow it for writing. Long, medium and short term teaching structure (reading) (Years 1-6) Reading (Long term):

At Handforth Grange, we believe that exceptional reading comes from solid decoding and an opportunity to spend a considerable amount of time practising reading comprehension.

We follow the National Curriculum (2014) programmes of study for reading and the expectations therein.

Each Key Stage 1 pupil undertakes daily phonics sessions using the Read, Writing Inc. programme until they have achieved the equivalent of phase 6 of the ‘Letters & Sounds’ document.

Reading (Short term):

There are daily guided reading sessions (30 mins) in all classes

One day per week there will be a whole-class Guided Reading session where everyone works on the same text. This is displayed on the board and individual copies are provided for children. During the session there will be individual and shared reading time. Individuals will be supported as necessary by TA. Questions are set to be answered on whiteboards. The teacher models how to answer the questions on the interactive whiteboard and asks similar ones to check understanding. Children complete other questions independently.

In every other session there will be: o One-group guided reading with the teacher. A combination of reading out loud; reading

silently; answering comprehension questions set by the teacher and discussion of misconceptions and themes in the text. The teacher will record progress on assessment sheets against the pupils’ targets showing the date that they have achieved their targets. Pupils will not routinely record during their weekly teacher-led session.

o One-group guided reading with a teaching assistant. A combination of reading out loud; reading silently; answering comprehension questions set by the teacher and discussion of misconceptions and themes in the text. The teaching assistant will record progress on assessment sheets against the pupils’ targets showing the date that they have achieved their targets. Pupils will not routinely record during these sessions.

o One-group working on reading comprehension questions at a pitch set to extend them based on their previous assessments.

o One-group free-reading. At Handforth Grange, we believe that being able to read independently for a significant length of time is an important life-skill that must be taught and developed.

We also expect each child to read for a period of time each day (age appropriate) at home.

10

Each child is issued with a reading record and we expect parents to read with / talk to children (dependent on age) and sign their reading record book.

The reading record books are checked by teachers during Guided reading sessions

Reading record books are monitored by the Core Subject Standards’ Team weekly.

There are reading lists for all classes (YR and Y1; Y2 and Y3, Y4 and Y5 and a Y6 list includes books to read in Year 6 and other books to bridge their transition to High School and end at around 14 years of age. The reading lists ensure that children and parents understand the appropriate pitch of their child’s reading and are set by the respected Book Trust.

The reading of books on the reading lists are monitored weekly and the children undertake a ‘challenge’ over the course of two years to try and read all the books on the list.

Home/School expectations

As part of our home/school partnership, we expect each child to read for a period of time each day (age appropriate) at home and for parents to read to their child in each Year group from Reception to Year 6.

Each child is issued with a reading record and we expect parents to read to and hear their child read (and sign their reading record book at least 5 times per week).

The reading record books are checked by teachers/TAs each day and a record is kept of who has read 5 times or more in the week.

The percentage of children in each class who have read 5 times or more is shared in the celebration assembly each week.

Reading record books are also monitored by the Core Subject Standards’ Team weekly. There are reading lists for all classes (YR and Y1; Y2 and Y3, Y4 and Y5 and a Y6 list which includes

books to read in Year 6 and other books to bridge their transition to High School and end at around 14 years of age). The reading lists ensure that children and parents understand the appropriate pitch of their child’s reading and are set by the respected Book Trust.

The reading of books on the reading lists are monitored regularly and the children undertake a ‘challenge’ over the course of two years to try and read all the books on the list.

Foundation Subjects

History and Geography

EYFS

In the Early Years Foundation Stage History and Geography are incorporated into the area of learning entitled ‘understanding the world’. Within this area the strand ‘People and Communities’ is developed by encouraging and supporting children to be aware of, explore and talk about families, friends, familiar adults in the community, people and places around the world, celebrations and family traditions. As children learn about the world around them, they find out about the past through talking to parents, grandparents and friends, and they develop an interest in their own story as well as the stories in their family. This is the beginning of developing an understanding of the past and helps them to learn about how other people are different from them, yet share some of the same characteristics and ideas. As with all areas of the EYFS children’s development is assessed through a balance of child initiated observations and teacher led activities.

11

Curriculum (Y1-6) At Handforth Grange, we use the National Curriculum 2014 to plan the learning and the knowledge expectations for each year group. Year group expectations are used to form success criteria for each area of the foundation curriculum taught throughout the year. A two-year cycle has been developed which ensures that the curriculum offers breadth of study for each year group. The aims of our creative curriculum is to allow greater learner involvement; resulting from a rich and meaningful curriculum which promotes higher standards and empowers learners. Topics are cross-curricular in nature and links to prior learning are made to help children to contextualise new knowledge; where possible, trips and visits are used to enrich and extend understanding. A hands on approach is encouraged and lessons should be enquiry led where possible to encourage independent research. Discussion with talk or learning partner should help scaffold children’s ideas. During the lesson children may work independently, in pairs or as groups to produce the desired outcome. A mini plenary may be delivered at any point during the session to extend or review learning. When whole class teaching is used children should actively participate in discussion using open ended probing questions. We provide suitable learning opportunities for all children by matching the challenge of the task to the ability and learning style of the children. We achieve this in a variety of ways by:

o ensuring the knowledge is taught at the expected year level

o setting common, open ended tasks to elicit a variety and depth of response

o providing practical opportunities for exploration purposes

o using visual stimuli and artefacts to promote interest

o using Teaching Assistants to support the work of individual children or groups of children

o using trips and visitors to develop further understanding

o group work to allow collaboration and develop thinking skills

Outcomes Children’s work is presented in their topic books following the Presentation Policy guidelines. Each topic

will culminate in a creative outcome which allows them to present their learning across the topic in a

variety of ways. This may include aspects of computing to create a multimedia presentation, a video or a

piece of artwork, a design product or a written piece.

Science

EYFS

In the Early Years Foundation Stage Science is incorporated into the area of learning entitled ‘Understanding the World’. Within this area, the strand ‘The World’ is developed by encouraging and supporting children to notice, explore and talk about growth, change and features of the natural environment, e.g. weather and materials. As with all areas of the EYFS children’s development is assessed through a balance of child initiated observations and teacher led activities. Curriculum (Y1-6) At Handforth Grange we follow the National Curriculum for Science. All units are taught on a two yearly

cycle due to the split year groups. In KS1 and KS2 Science lessons will generally follow a knowledge

acquisition – application – review format. Mini plenaries are used throughout the lesson to review and

12

extend children’s understanding. The scientific knowledge is pitched at the appropriate year group level for

each unit of work.

Outcomes

Outcomes are differentiated to suit the individual needs of the children. We value the use of scientific

enquiry as we feel that the enjoyment and understanding of the children is enriched through the use of

exploration and investigation. Teachers aim to incorporate at least two sessions of scientific enquiry in

each unit of work; we recognise that some units will require a greater focus on practical sessions than

others. Different types of problems and questions are answered by using different types of science

enquiry, for example: Observing over time, identifying and classifying, pattern seeking, research (using

secondary sources) and fair testing. The children’s work is recorded in a science book and year appropriate

planning formats are used to plan, predict and record their findings. As the children progress in KS2 the

complexity of diagrams and graphs used to record their findings should increase (see appendix of skills).

The reading and spelling of appropriate scientific vocabulary is taught as part of each unit.

Design Technology

EYFS

In the Early Years Foundation Stage Design Technology is incorporated into the area of learning entitled Creative development. This encompasses art and Design, music, dance, role-play and imaginative play. Creative Development is fundamental to successful learning. Curriculum (Y1-6) In KS1 and KS2 Design technology is taught during designated focus days to enable children to become fully

engaged in each project linked to the each term’s theme. The day will follow the design process as set out

in the National Curriculum 2014. Each project will commence with an initial planning and design phase. A

project booklet will be used to record the children’s planning and designs. Time is then given for

exploration of ideas and the acquisition of technical knowledge required to make the planned design

outcome. When completed the design project and the process involved should be evaluated by the

children and their peers; reflecting on the success of the project whilst recognising anything they may do

differently next time. Work should be displayed and celebrated in the classroom.

Art

EYFS

In the Early Years Foundation Stage the Arts are incorporated into the area of learning entitled Creative development. This encompasses art and Design, music, dance, role-play and imaginative play. Creative Development is fundamental to successful learning. Curriculum (Y1-6) Each year group in KS1 and KS2 must adhere to the New National Curriculum 2014 statutory programmes of study and attainment targets. Art and Design must be taught each term allowing more flexibility of time to concentrate on the application of skills that may need more focus within the cohort. The planning and delivery of the Arts needs to ensure breadth and balance of skills and application across KS1 and KS2. Key skills are made evident and linked with other areas of the curriculum (where links can be made). Individual teachers decide how best to use the planning and have the flexibility to make changes to suit the needs of

13

the children in their class. The Arts should be realised by all pupils, regardless of ability, gender or ethnic group. The objectives can be summarised as follows: • Exploring and developing ideas • Investigating and making • Evaluating and developing work • Knowledge and understanding • Performing and presenting Teaching must be effectively differentiated within mixed ability classes and lesson plans identify the different ability levels. Teaching should be differentiated by: • Outcome • Task • Questioning • Level of support The Arts must include skill development such as: • Thinking Skills By using thinking skills children can focus on knowing how as well as knowing what - on learning how to learn. Many aspects of the Arts contribute to the development of thinking skills • Information processing skills These enable children to locate and collect relevant information, to sort, classify, sequence, compare and contrast, and to analyse part-whole relationships • Reasoning skills These enable children to give reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think, and to make judgements and decisions • Enquiry skills These enable children to ask relevant questions; pose and define problems, to plan what to do.

PSHCE (incorporating Citizenship – Years 1-6) The PSHE and Citizenship programme at Handforth Grange reflects the school ethos, demonstrates, and encourages the following values:

Respect for self; Respect for others; Responsibility for their own actions; Responsibility for their family, friends, schools and wider community. The school is committed to the provision of PSHE and Citizenship to all of its pupils. Our programme aims to respond to the diversity of children’s cultures, faiths and family backgrounds. Equal time and provision will be allocated for all groups but there may be occasions where pupils with Special Educational Needs are given extra support from SEN staff.

Curriculum In the EYFS and key stage 1 pupils learn to recognise and name feelings and express positive qualities about themselves. They develop skills to manage feelings in a positive and effective way and develop confidence in sharing their views and opinions. They learn to set themselves simple goals and make choices about some aspects of their health and well-being. Pupils identify and respect differences and similarities between

14

people, recognise how their behaviour affects other people and that bullying is wrong and know how to get help dealing with it.

In key stage 2 pupils learn to express their views confidently and listen and show respect for the views of others. They recognise their own worth and that of others and face new challenges positively. Pupils learn about the bodily and emotional changes at puberty, and ways of dealing with these in a positive way are discussed. They talk about a range of jobs, understand that they will need to develop skills to work in the future and how to look after and save money. Healthy lifestyles, including what affects mental health and risks involving substances and drugs, are discussed. Various types of relationships are investigated, and skills are developed to maintain good relationships or to challenge negative behaviours such as stereotyping and aggression. They learn about rights, responsibilities and duties.

Outcomes PSHE and citizenship should not be delivered in isolation but firmly embedded in all curriculum areas.

The interactive method is used to encourage: the participation of individuals as part of a large group; respect for everyone’s views; talking and listening for all; the inclusion of all adults and pupils, and the sharing of ideas with the whole group; the opportunity for teachers to reflect on the effectiveness of their teaching approaches. Lessons include time for: individual reflection on the subject in hand; small group decisions and decision-making; the sharing of ideas by the whole class; opportunities for reporting back; planning for implementing what has been learned/decided, where appropriate.

Handforth Grange School believes in the importance of training for staff delivering PSHE & Citizenship. Staff are encouraged to access appropriate training and support to help them deliver effective PSHE & citizenship.

British values The school is committed to providing all pupils with a solid understanding of each British value;

Liberty

Tolerance

Respect

Democracy

The rule of law. The British values are celebrated during lessons and assemblies. The children learn about the five British values, their importance and how they have shaped the world. Assemblies are held to provide the children with lessons about each one and all children have a good understanding of each value. The values are recapped upon during every assembly to ensure children are encouraged to demonstrate the values. Specific Issues within PSHE & citizenship

Confidentiality

15

As a general rule a child’s confidentiality is maintained by the teacher or member of staff concerned. If this person believes that the child is at risk or in danger, she/he talks to the named child protection coordinator who may confer with the headteacher before any decision is made.

The child concerned will be informed that confidentiality is being breached and reasons why. The child will be supported by the teacher throughout the process.

Child Protection

The school has a separate Child Protection Policy. Effective PSHE & citizenship may bring about disclosures of child protection issues and staff should be aware of the procedures for reporting their concerns.

Controversial and Sensitive Issues

Staff are aware that views around some PSHE related issues are varied. However, while personal views are respected, all PSHE issues are taught without bias. Topics are presented using a variety of views and beliefs so that pupils are able to form their own informed opinions but also respect others who may have different opinions.

Religious Education At Handforth Grange Community Primary School and Nursery, we believe that RE has an important part to play in promoting the spiritual, moral, social, cultural and intellectual development of our pupils and in helping them to gain a greater understanding of themselves and a more sympathetic awareness of the needs of others. This enables pupils to be better equipped to cope with the responsibilities and experiences of adult life. To promote the ideas of our school vision we believe that education in RE should be a child centred, exciting journey. Children will learn to understand the world and their place in it, know that all members of the school community show respect and tolerance for others and develop a better cultural awareness. Children will have the opportunity to reflect and develop their spiritual awareness and form their own opinions. Thinking skills will be developed through child-led philosophical discussions. The aims of RE in the school At Handforth Grange Community Primary School and Nursery we aim to help pupils to: • acquire and develop their knowledge and understanding of Christianity and the other principal religions represented in Great Britain: Sikhism, Judaism, Islam, Buddhism and Hinduism. • develop an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures. • develop the ability to make reasoned and informed judgements about religious and moral issues, with reference to the teachings of the principal religions represented in Great Britain. • develop a positive attitude towards themselves and other people, respecting their right to hold beliefs that are different to their own. • enhance their spiritual, moral, cultural and social development by: - developing awareness of the fundamental questions of life raised by human experiences, and of how religious teachings can relate to them - responding to such questions with reference to the teachings and practices of religions, and to their own understanding and experience - reflecting on their own beliefs, values and experiences in the light of their study Implementing RE

16

Time allocation in each school phase The East Cheshire agreed syllabus for RE states teaching time requirements as follows: • Key stage 1 36 hours per year • Key stage 2 45 hours per year. This teaching will be carried out explicitly, through the teaching of RE and in a cross curricular way within a range of other curriculum areas including:- English, Drama, Music, History, Art, Geography and assemblies. R.E. will be recorded in books following the school policy for presentation and will be marked in accordance with the school policy on marking. Subject content EYFS Pupils should encounter religions and worldviews through special people, books, times, places and objects and by visiting places of worship. They should listen to and talk about stories. Pupils can be introduced to subject specific words and use all their senses to explore beliefs, practices and forms of expression. They ask questions and reflect on their own feelings and experiences. They use their imagination and curiosity to develop their appreciation of and wonder at the world in which they live. In line with the DfE’ s 2013 EYFS Profile RE should, through planned, purposeful play and through a mix of adult-led and child-initiated activity, provide opportunities for pupils to explore through: communication and language; personal social and emotional development; understanding the world; expressive arts and design; literacy and mathematics. Subject content Key Stage 1 At Key stage 1 children learn about different beliefs about God and the world around them. They encounter and respond to a range of stories, artefacts and other religious materials. They learn to recognise that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary. They begin to understand the importance and value of religion for believers within a local, national and global context. Children ask relevant questions and develop a sense of wonder about the world, using their imaginations. They talk about what is important to themselves and others, reflecting on their own feelings and experiences and developing a sense of belonging. They should raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas. Subject content Key Stage 2 Pupils should extend their knowledge and understanding of religions and worldviews recognising their local, national and global contexts. They should be introduced to an extended range of sources and subject specific vocabulary. They should be encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. Pupils should learn to express their own ideas in response to the material they engage with, identifying relevant information, selecting examples and giving reasons to support their ideas and views. They make connections between different aspects of religion and belief and consider different forms of religious expression. They consider the beliefs, teachings, practices and ways of life central to religion. They learn about sacred texts and other sources and consider their meanings. They begin to recognise diversity in religion, learning about similarities and differences both within and between religions and the importance of dialogue between them. Organisation and content • The RE curriculum map, learning objectives and schemes of work will be kept centrally and in each year group’s RE planning folder. • The RE curriculum map provides a yearly overview of how RE is taught in the school. It shows the topics that each year group will deliver across the three terms of the academic year. Each year group can change the order of topics if desired. • Learning objectives are highlighted, and must be met through the delivery of the RE topic during the term.

17

• Care is taken to ensure that pupils have the opportunities to develop their understanding, knowledge, skills and concepts as they move through the school. • Skills such as observing, questioning, discussing, evaluating and reflecting are encouraged in RE, as with many parts of the curriculum. Sensitivity to others and a readiness to listen to others’ viewpoints are strongly encouraged. Equal opportunities The school believes that it is important for all children to have access to opportunities for spiritual development and awareness and for understanding of the great religious traditions. Special Educational Needs RE will be fully inclusive and taught at a level appropriate to the age, ability and experience of the pupils and is therefore accessible to all. Assessment, recording, reporting and accountability The East Cheshire agreed syllabus for RE provides targets for the end of each key stage. Evidence is gathered mainly through observation, oral discussion, written tasks, drawing and planning. The recorded evidence assists teachers both in their planning and in their reporting to parents and governors. Withdrawl from R.E. teaching Parents may withdraw their children from RE lessons and the school has a duty to supervise them, however schools do not have to provide additional teaching which may incur extra cost. Where the pupils have been withdrawn, the law does say alternative arrangements can be made for RE based on the kind of Religious Education the parents want the pupil to receive. If practical, RE should be provided at the pupil’s own school; a cluster school or in another nearby school in the same area. If neither option is available, a pupil may receive external RE teaching as long as the withdrawal does not significantly impact on the child’s attendance. Computing (Years 1-6)

We follow the expectations laid out in the National curriculum (2014) and associated programmes of study.

Where possible the use of ICT is embedded into other subjects, so that pupils get to practice skills in context

There is a specific expectation of the use of ICT in Writing (publishing); Reading (use of iPads); Mathematics (graph work) and Creative curriculum (graph work, spreadsheets, publishing).

From September 2015, we will follow the Programme of study for computing through discreet lessons utilising the school iPads in conjunction with appropriate software (Scratch etc.)

Teaching of computing will take place with the pupils’ class teacher Music (Years 1-6)

The school has an extensive provision for music which meets the objectives laid out in the National Curriculum 2014 through the teaching of instruments.

Each pupil in Key Stage 1 currently receives music education through intensive singing tuition. Additionally, the school plans to enhance this provision from September 2015 through pupils learning the recorder.

Pupils in Years 3 and 4 meet the objectives in the programmes of study through learning the Steel Pans alongside more intensive singing tuition.

Pupils in Year 5 and 6 receive music education (and meet the National Curriculum objectives) through learning a brass instrument.

18

The school is recognised regionally for its music education and has an orchestra, a brass band, a rec order ensemble, a steel pan band and an award winning choir.

Teaching of music is carried out by professional musicians. Languages (Years 1-6)

The school meets the National Curriculum programmes of study through the provision of weekly language education.

The language education is taught by a qualified teacher who is a language specialist.

Currently the school teaches Spanish as its preferred language. Outdoor Education Ethos The outdoor learning programme will enable all pupils to develop confidence, curiosity, independence, self-esteem, resilience and will provide an opportunity to explore and experience the natural world through practical outdoor activities. By using the natural resources available in the woodland together with children’s own interests we aim to stimulate imagination, creativity, enquiry of skills and the ability to apply their understanding. Aims

To plan and deliver a broad range of engaging outdoor educational activities and opportunities appropriate to the child’s needs and stages of development.

To provide a safe and non-threatening environment in which children can take risks, make choices and initiate their own learning with an understanding of boundaries of behaviour; both physical and social.

To provide opportunities for children to work together and promote positive attitudes to learning and build resilience to find ways of answering their own questions.

Best practice The outdoor learning programme has a structure, which is based on observations and collaborative work between learners and practitioners. This structure will clearly demonstrate progression of learning and development of skills through completed evaluation sheets at the end of each session and will include possible next steps to further childrens learning.

The first session of each half term will establish clear physical and behavioral boundaries as well as making initial observations on which to base future development. Any outdoor experience follows a safety sweep and risk assessment of the area appropriate to the developmental stage of the learners. Practitioner observation is an important element of the sessions and observations of child initiated learning will feed into the scaffolding and tailoring further experiences to enable progressive learning and development. Reflective practice is a feature of each session to ensure learners and practitioners can understand their achievements, develop emotional intelligence and plan for the future. Pupil voice will be taken into consideration and will be a main focus during lesson observations as well as assessments made of the children’s ability to follow the code of conduct and outdoor learning rules.

19

Children’s progress and teamwork skills will be recognised each week in the achievers assembly and those children who embrace the ethos of outdoor learning will be celebrated. PE (Years 1-6) Aims:

1. Promote and maintain a high profile for physical activity in all aspects of school life 2. Afford every pupil the opportunity to access, enjoy and continue participation both in school and

beyond 3. Create opportunities for individuals to excel and progress further 4. Create opportunities for individuals to access new experiences 5. Ensure all pupils have access to a minimum of two hours curriculum time high quality PE and Sport

each week, along with further opportunities to participate in out of school clubs competitions, fixtures and festivals

6. Encourage children to be sports leaders through the Bronze Ambassador programme 7. Ensure that the Programmes of Study from the National Curriculum (2014) are followed in full 8. Staff training to ensure high quality teaching

Raising the Physical Activity Profile

a) All children take part in a daily run before lunch. b) Sports coaches organise sporting activities for children to join into to each lunchtime. c) A range of sporting after school clubs are available throughout the year d) We celebrate both girls and boys sports and special events to raise the profile of sporting

achievement in school. e) Pupils are given opportunities and encouraged to write sports reports of matches, competitions and

festivals in which they have competed – these are sent to parents alongside the Head teacher’s newsletter each week.

f) Participation in activities and success achieved are reported regularly in assemblies and newsletters and on the school website.

g) Records of pupils’ success are kept in order to reward success at weekly Celebration Assemblies h) Staff promote and manage a progressive Physical Education Programme which enables all pupils to

achieve success, this includes a personalised curriculum for children with SEND where required. i) Sporting achievements are shared in assemblies and often sent to the local press j) Talented pupils activity days organized by the cluster/Education Partnership and attend County

organized events. k) Photographs and videos of sporting events are shared regularly on the school’s Twitter feed. l) All children in school take part in charity runs each year, including Schools Race for Life and the Elf

run. Curriculum: a) We ensure that all pupils receive a minimum of two hours curriculum time physical education each

week. b) We provide a wide, broad-based physical education programme which is balanced and fully inclusive,

suiting the needs of all pupils c) KS1 and EYFS focus on fundamental skills and body awareness.

20

d) We provide ongoing monitoring of PE lessons, in order to ensure that High Quality Outcomes are achieved.

e) We ensure that all PE lessons include at least one period of time in which the pupils are stretched physically, thereby becoming out of breath.

f) We ensure that all PE lessons accord with the National Curriculum (2014) and the programmes of study.

g) We provide an annual programme of intra school activities for all pupils, including a sports day. h) We ensure all children meet National Curriculum targets and if not intervention put in place (i.e. Top

Up Swim) so all Y6 can swim at least 25 metres unaided i) Talented pupils have extra focused lessons during afternoon sessions. j) A personalised curriculum for children with SEND if required. k) Healthy lifestyle, body and mind promoted. l) At least one Wilmslow GETs theme focused on physical activity each year.

PE in the Foundation Stage

a) We encourage their physical development as an integral part of their work. b) We relate the physical development of the children to the objectives set out in the Early Years Goals. c) We provide a physical zone so that they can undertake activities which offer appropriate physical

challenges on a daily basis. d) Children take part in the daily run each day. e) We offer a wide range of resources to support their physical development. f) Lunch and after school clubs available

Out of School Hours Activity

a) We provide a diverse weekly programme of lunch clubs and out of school hours’ activity clubs, which suits the needs of all pupils. Consultation with the pupils helps them to own the activities.

b) We provide a programme which offers an equal balance of competitive and non-competitive activities.

a) We aim for every pupil attending a minimum of one out of school activity each week (KS1 & KS2) Foundation Subject

Marking

Children will be encouraged to reflect on and review what they have learnt after each lesson. Points for

reflection will be given to encourage the children to extend their thinking. In addition, in written work

target vocabulary will be corrected if necessary.

Assessment

Knowledge gathering activities are used at the beginning of each topic to establish children’s current level

of understanding. In Science, teachers will use the Rising Stars end of unit assessments and evidence in

books to make a teacher assessment of the children’s progress each term. In all foundation subjects, at the

end of each half term teachers will assess whether children are working at the beginning of the year group

expectations (B or B+), working within the year group expectations (W or W+) or is secure in the year group

expectations (S or S+) each term. In doing this teachers will consider children’s knowledge and use of

appropriate skills. Where children’s progress is below the expected level, support will be given to enable

21

them to reach their full potential. Assessment information is shared with the subject coordinators and the

foundation subject leader using the schools assessment proforma. In this way progress in each foundation

subject is measured across school.

Monitoring

Each half term there will be a foundation book scrutiny. The subject coordinators and Foundation Leader will monitor the progress alongside the class teachers. Feedback is given to all teaching staff to inform future teaching. The monitoring of teaching and learning for each foundation subject will be the responsibility of the learning leads. Monitoring will include termly lesson observations, learning walks when the leads will ensure teachers are aware of the focus of the session. Observations will focus on the child-initiated opportunities and the level of independence of the children while engaged in their learning. Written and verbal feedback will be given to the teacher leading the session alongside regular discussions throughout the school year in regards to children’s progress and learning. Half-termly meetings with the Outdoor Learning Lead will allow for discussion of children’s progress providing opportunities for support and to ensure children are gaining the most from their learning experiences.

Evaluation and Review

At the end of each topic children discuss with their class teacher what they have learnt, what they have

enjoyed, what they did not enjoy and what else they would like to find out. In addition, the foundation

subject leader reviews the topic cycle with all teachers to discuss what has gone well and any

improvements which could be made. This enables topics to be improved or adapted for future year groups.

Further Information SHOULD YOU REQUIRE ANY FURTHER INFORMATION ABOUT THE CURRICULUM AT HANDFORTH GRANGE, PLEASE CONTACT MR. MARK UNWIN – HEADTEACHER – BY SPEAKING TO THE SCHOOL OFFICE.

Compiled by: Mr Unwin / Mrs Lawson/Mrs Booth/ All teaching staff

Revision Number 2

Approved by:

Revision date __/__/__

Discussed with staff: