Through our French curriculum aims to develop learners who have an enthusiastic, positive attitude to learning other languages. The aim of this course is to help you understand the Ofsted terms 'Intent’, ‘Implementation’ and ‘Impact’ and how to apply these to your practice. Through our topic based curriculum, we apply Maths in other subjects, such as: Science, Geography and History to ensure our pupils see the important real life contexts of maths learning. Phonics is taught daily in EYFS and KS1 using Letters and Sounds supported by a range of practical and online resources including Phonics Play. Pupils develop the skills of scientific enquiry, questioning, investigating and build an understanding of the world around them. It instils in our learners a curiosity and fascination about the world around them and the ability to study and care for future sustainability. Implementation is simply about what you do every day to help your children make progress. If you are reading this in England, does the English Baccalaureate feature high or low on the agenda? Key Stage 5 pupils are assessed every three weeks using tri-weekly assessments, for which they are awarded grades of ‘At’, ‘Above’ or ‘Below’. RWI Intent. Intent: why do we teach what we teach? Pupils develop knowledge and skills in Computer Science and Online Safety through discrete lessons using the DASCo Computing Scheme of Work. Children learn to be future Geographers by developing Geographical study and research skills and the ability to analyse and communicate their findings using subject specific vocabulary. Art and Design is taught within our cross curricular topics giving pupils the opportunity to develop proficiency in drawing, painting, sculpture and other art and craft techniques. We sit Reading Age tests twice a year from Year 2 to Year 9. Pupils are immersed in the school values (teamwork, honesty, respect, kindness and politeness) and the British values to enable them to develop positive learning behaviours and play a full part in our learning community. In addition to this, we aim to give our pupils the confidence to solve Mathematical problems using a range of strategies. However, Ofsted’s proposals are music to our ears at TT Education because we’ve spent most of the last decade campaigning against this kind of core-subject-only approach. Through our curriculum our learners gain the skills to become competent, fluent readers and the ability to comprehend and enjoy a wide range of Literature. They learn to appreciate the work of famous scientists and the role they play in today’s world. All of this data contributes to a working at grade, agreed by the Head of Department at the end of term. Deliberate practice is embedded across all primary subject areas in order for teachers to be able to assess the extent to which pupils are learning and remembering. Pupils have the opportunity to experience Design and Technology in real life with involvement in local and regional STEM projects. The PUMA and PIRA tests enable us to track pupils’ age-related progress against a national data set across a range of skills and are therefore useful in terms of tracking progress over time. The Reception year group, follow a different curriculum to the rest of the school known as the Early Years Foundation Stage. Opportunities for pupils to share knowledge, thoughts and experiences with each other and sharing outcomes with stakeholders and the wider community. Our aim is for all children at All Saints to develop a deep love of History. The structure of the curriculum enables us to return to core knowledge and skills pupils should have mastered at regular intervals across the year, key stage and across primary and secondary. In Primary, the Art and DT curriculum is closely linked to the English and humanities foci for each unit so pupils can make the most of subject specific knowledge in creative endeavour too. Develops thinking skills, creativity and problem solving through the TASC approach, Uses technology, offsite visits, visitors and experience days to enhance the curriculum and engage learners, Nurtures social, moral, spiritual and cultural development alongside academic success. As Historians, pupils acquire the skills to ask questions, interpret sources and use evidence to make historical claims. In an effort to assist schools in assessing the quality of their curriculum, Ofsted has divided matters into three baskets: intent, implementation and impact. They develop an understanding of the influence of key events and historical figures on present day. Every pupil is a mathematician at KSA. We harness the music specialism at KSA. Through our curriculum pupils develop the knowledge and skills to be able to evaluate, design and build creative and imaginative products for a range of uses. In primary English, we use fortnightly critical essays in Year 1-Year 6 to hone our analytical reading craft. Be familiar with the idea of: “Intent – Implementation – Impact” and how this relates to the ‘quality of education’ you offer. This score is awarded in relation to their target grade. Writing is rigorously assessed against age-related expectations and carefully moderated internally, with colleagues across the Ark network and externally through Local Authority moderation too. Our approach is similarly rigorous in science. Local history plays a key part in the curriculum design ensuring pupils develop knowledge of historical change and significance of their own locality. The intent of the MFL department is that all our language learners develop into confident and articulate “world citizens” who consider themselves a part of a multicultural and mutually respectful society. In Key Stages 3 and 4, teachers also engage in regular formative assessment throughout the term through regularly marking and providing feedback on independent practice. Parents are strongly advised to consult with the school to seek further information on the RE curriculum and the approach to teaching and learning before any decision is made. We are also beginning to experiment with the use of ‘Cold’ and ‘Go’ quizzing in humanities and science against the core knowledge set out in our knowledge organisers. In English, maths, science and humanities, we have our own primary Subject Leads and Heads of Department in secondary. Pupils are expected to learn from their teammates, as much as from their teacher. In the Summer term of Year 2, pupils are introduced to tuned instruments when they begin to play the ocarina. Children under 5 years old go into our Reception classes. In Key Stage 3, each year of study is centred on a big thematic question, with a citizenship and personal development focus. Bacon Garth Primary School believes that Physical Education (PE), experienced in a safe and supportive environment, is essential to ensure children attain optimum physical and emotional development and good health. Upon leaving our school, our learners are confident, creative, imaginative, physically and mentally healthy and thirsty to learn more. Pupils also listen to a range of music at the beginning of our Collective Worship and have the opportunity to discuss it. 3. In our Foundation Stage we have two reception classes. The Early Years Curriculum is organised into termly topics covering the 7 areas of learning: Communication and Language, Physical Development, Personal Social and Emotional Development, Literacy, Mathematics, Understanding the World and Expressive Arts and Design. Reading is at the heart of our whole curriculum. An effective balance between child led and adult led learning allows the children to flourish and become confident and creative learners with the necessary skills, dispositions and attitudes to successfully continue their learning journey into Year 1 and beyond. Schools which have both weak intent and strong implementation of curriculum are generally secondary-phase schools, and tend to have: . The scheme of work focuses on learning about religion and learning from religion. They also acquire knowledge of special places, practices, festivals and the role of key figures. 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