Foundation Subjects

There are three core subjects and eight Foundation Subjects that make up the National Curriculum; The Core subjects are Maths, English and Science. While the Foundation subjects are Design and Technology, PSHE (Personal, Social  and Health Education), Computing, History, Geography, P.E., Art and Design and Music. We also teach Spanish as our Modern Foreign Language in KS2. Foundation Subjects are usually found as part of topic work but sometimes occur separately.

 As  a school we are working on tracking documents to outline the progression of both skills and knowledge within each subject across the school. These are working documents that we are developing over time. The latest version of the document for each subject area is available here.

Science

We aim to develop confident and curious scientists. Our curriculum builds on pupils’ natural enthusiasm, equipping them with the knowledge and skills to understand the world around them. Pupils are encouraged to ask questions, explore ideas and use scientific vocabulary accurately.

Learning is carefully sequenced to build on prior knowledge while introducing new concepts. Through practical, hands-on experiences, pupils develop the skills to investigate, draw conclusions and think independently, fostering a lasting interest in science.

Curriculum intent

Our curriculum is designed so that all pupils:

• gain a secure understanding of key scientific concepts across the disciplines of biology, chemistry and physics
• develop knowledge of scientific processes and methods through a range of enquiry-based approaches
• understand the relevance and application of science in the world today and in the future

Implementation: the delivery of our science curriculum

Teaching is supported by the Oak National Academy scheme of work, which offers a well-structured and coherent sequence of learning for primary science. The curriculum is organised to ensure that prior knowledge is regularly revisited, allowing pupils to strengthen and retain their understanding over time. A strong focus is placed on the accurate use of scientific vocabulary and the clear explanation of key concepts.

Pupils take part in practical activities and investigations that allow them to apply their learning in meaningful ways. A range of teaching approaches, including whole-class instruction, collaborative work and independent learning, are used to meet the needs of all pupils. Ongoing assessment informs teaching and helps to address misconceptions effectively.

Pupils are supported to use appropriate scientific language and to apply their mathematical skills when working scientifically, such as when measuring, recording and interpreting data. Links are made, where appropriate, to other areas of the curriculum to strengthen understanding and provide context.

Working scientifically

The development of ‘working scientifically’ is embedded throughout the curriculum. Pupils engage with a variety of enquiry types, including observing over time, identifying and classifying, recognising patterns, carrying out comparative and fair tests, and using secondary sources for research. They are taught to choose suitable approaches, collect and analyse evidence, and present their findings clearly.

R.E.

We teach the children to understand the needs of themselves and others in the world, through learning about Christianity and other world religions. Through the study of world religions the children learn about different religions but also consider what they can learn from the different religious beliefs.

History

History is taught through a topic approach. Each year group focuses on different aspects throughout the year. We aim to develop the children’s historical understanding through the use of artefacts and secondary sources in order to foster research skills and an empathy with the past.

Geography

Geography is taught through a cross-curricular approach, or as a separate subject where appropriate.

We endeavour to match geography with other related subjects such as Science to ensure a depth of experience without unnecessary duplication.

We cover the Geography National Curriculum through a series of projects looking at both the local environment and the wider world.

Historical and Geographical skills are usually developed through topic work, building an awareness of local surroundings which widens as children progress through the school, together with an understanding and knowledge of the world in which they live.

Design and Technology

Design Technology is met within a cross-curricular approach in which we aim to develop the children’s skills as they progress.

Design Technology involves the investigation of a need and the skills of planning, making and evaluating to realise it practically. DT is taught using a wide range of media, e.g. clay, textiles, wood, paper and construction materials

Music

Music is usually taught as a class activity. Our aim is to enable children to enjoy music through the development of listening skills and musical appreciation. Children are encouraged to compose and perform both vocal and instrumental pieces are introduced to a wide variety of styles, including listening and appreciating the work of well-known composers.

P.S.H.E (Personal, Social and Health Education)

Learning to know and understand ourselves and others is a difficult task as children grow up. PSHE aims to develop awareness of personal relationships and a healthy lifestyle. It aims to develop children in the following areas:

• Developing confidence and responsibility and making the most of their abilities
• Preparing to play an active role as citizens
• Developing a healthy, safe lifestyle
• Developing good relationships and respecting the differences between people.

P.E. (Physical Education)

We use the Cambridgeshire scheme of work to provide a balance and engaging programme. Children will develop their skills and understanding of competitive team games (e.g. Netball and Cricket) as well as Outdoor and Adventurous Activities, Dance and Gymnastics.

As a school we have worked to create knowledge and skills tracking documents to ensure that the teaching in each year group builds on the learning from the year before. These tracking documents outline the key skills and knowledge in each subject area that children are expected to learn in each year group.