At Godfrey Ermen Primary we follow the National Curriculum and link it together with key skills that we should know in each year and in each subject. At Godfrey Ermen, we believe that an interesting, stimulating curriculum is fundamental to our effectiveness as a learning community. Our curriculum has developed from our Vision and Values. We know our pupils well and shape our curriculum around them. We have identified six drivers, which are pertinent to our local setting and allow us to tailor our curriculum to meet the pupils needs:
By clicking on the subject links below, you can find out more about the curriculum and what is being taught in each year group.
If you require paper copies, please come to the school office, where copies can be made for you.
Art Lead: Mrs Taylor
At Godfrey Ermen Primary School, we value Art and Design as an important part of the children’s entitlement to a broad and balanced curriculum, a subject area that we celebrate and enjoy across the school. We believe that art should be fully inclusive to every child. Our aims are to engage, inspire and challenge pupils equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Our curriculum is designed to be progressive so that our pupils will improve and embed a range of artistic skills over time. They will develop an awareness of a broad range of artists and craftspeople, and be able to consider and discuss the artworks they come across.
We want our pupils to be confident to feel supported to explore, experiment and take risks, placing value on the process and journey that they take, not just on the finished product. Through discussions about their learning, pupils will share their thoughts, ideas, process and evaluations of their work.
As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
Most importantly, we want children to have developed a passion, an appreciation for art, as well as being stimulated to use their own imagination, skills and creativity.
The National Curriculum for art and design aims to ensure that all pupils:
1. Produce creative work, exploring their ideas and recording their experiences
2. Become proficient in drawing, painting, sculpture and other art, craft and design techniques
3. Evaluate and analyse creative works using the language of art, craft and design
4. Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
The teaching and implementation of the Art and Design Curriculum at GEMS is based on the National Curriculum and taught with the guidance of a scheme, KAPOW, to ensure there is a well-structured, supported approach to this creative subject.
Throughout the year, pupils will have opportunities to develop their artistic skills and will be taught to:
• Use materials to design and make products.
• Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
• Develop a wide range of art and design techniques using colour, pattern, texture, line, shape, form and space.
• Create sketches to record their observations and learn how to annotate these.
• Use a range of materials including, clay, charcoal, paint, pencil and fabric.
Pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have opportunities to learn to:
· Explore the textures, movement, feel and look of different media and materials
· Respond to a range of media and materials, develop their understanding of them in order to manipulate and create different effects.
· Use different media and materials to express their own ideas
· Explore colour and use for a particular purpose
· Develop skills to use simple tools and techniques competently and appropriately
· Select appropriate media and techniques and adapt their work where necessary
Pupils are taught:
1. To use a range of materials creatively to design and make products
2. To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
3. To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
4. About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
Pupils are taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils are taught:
1. To create sketch books to record their observations and use them to review and revisit ideas
2. To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
3. About great artists, architects and designers in history.
Throughout the academic year, our pupils work on whole school art projects which are led by our Art & Design Subject Leader. Pupils work collaboratively on difference aspects of the project. The artwork created during our whole school projects is celebrated through high quality displays across our school, which illustrate our appreciation and love of Art.
Our Art Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress.
In addition, we measure the impact of our curriculum through the following methods:
• A reflection on standards achieved against the planned outcomes recorded on a broader curriculum document;
• A celebration of learning for each term which demonstrates progression across the school;
• Images and videos of the children’s practical learning;
• Pupil discussions about their learning; which includes discussion of their thoughts, ideas, processing and evaluations of work (pupil voice).
Computing Lead: Miss Gowing
By the end of Key Stage One pupils will demonstrate the following:
By the end of Key Stage Two pupils will demonstrate the following:
At Godfrey Ermen, our intention is to prepare our children for their future by giving them the opportunities to gain knowledge and develop skills that will equip them for an ever changing digital world. Knowledge and understanding of Computing is of increasing importance for children’s future both at home and for employment. As well as being a responsible online citizen.
As a foundation for the teaching, from Year 1, we use Kapow. Kapow focuses on a progression of skills in digital literacy, computer science, information technology and online safety to ensure that children become competent in safely using, as well as understanding, technology. We aim to instil a sense of enjoyment around using technology and develop for the children to create, manage, organise and collaborate.
Learning is recorded in a class book. This may be photographs or screenshots of the children’s learning which are then labelled. Children are also able to annotate this to explain their learning. At the end of each unit a broader curriculum is completed to inform the assessment of their learning and plan next steps.
EYFS: although Computing is not mentioned in the Early Years Foundation stage statutory framework, we provide many opportunities for the children to use technology to solve problems and produce creative outcomes.
Teachers will plan will plan purposeful, enjoyable lessons that allow children to apply learning and remember more about computing. From the intent and subject overview the teachers will use follow the scheme of work on Kapow. If appropriate, Teachers should look for cross-curricular opportunities to promote digital literacy such as producing and presenting a published piece of writing. As a result, children will develop important digital literacy skills such as word processing, typing and being able to save and open saved work. To help children stay safe online, each half term one lesson should be used from the National Online Safety scheme, chosen by teachers in line with the children’s needs.
Design & Technology Lead: Mrs Pugh
At Godfrey Ermen Memorial School our Design Technology curriculum develops learning and results in the acquisition of knowledge and skills. We intend to encourage our children to become independent, creative problem-solvers and thinkers as individuals and as part of a team. Our children will know more, remember more and understand more.
Our design technology curriculum has appropriate subject knowledge, skills and understanding as set out in the National Curriculum Design Technology Programmes of study, to fulfil the NC whereby schools must provide a balanced and broadly-based curriculum. Our children will have the opportunity to learn new practical skills while drawing on their knowledge of mathematics, science, computing and art. The skills and techniques developed through our Design and Technology curriculum are of great importance in the ever- changing technological world to ensure that our children are equipped for the next stages in their lives, our aim is that they will have the skills to contribute to future design advancements.
Our Design and Technology curriculum is implemented through a variety of different projects over the children’s time at Godfrey Ermen Memorial School.
Through DT our children will learn to take risks, become resourceful, innovative and enterprising individuals. They learn to be passionate and excited by the designing and making of products including working with, preparing and tasting food. Our children will understand and apply the principles of healthy eating, diets, and recipes, including key processes, food groups and cooking equipment. They will build and apply a repertoire of skills, knowledge and understanding to produce high quality, innovative outcomes, including models, prototypes, CAD, and products to fulfil the needs of users, clients, and scenarios.
Learning is assessed through the analysis of the children’s ability to evaluate, design, make and improve their own work. They will also self-evaluate and reflect on learning at different stages and identify areas to improve. We aim to have the large majority of our children achieving age related expectations in Design Technology as outlined in the National Curriculum. As designers, our children will develop skills and attributes they can use beyond school and into adulthood.
English Team: Mrs Haveliwala, Miss White & Mrs Bicknell
Reading is one of our core drivers, as we believe that reading is an essential life skill and the key to unlock all learning. Through our engaging English curriculum, we promote a love for reading and help children to develop the reading skills necessary to equip them as lifelong learners. It is our aim for our pupils to comprehend, enjoy and appreciate literature and its rich variety, whilst also reflecting and developing empathy towards others. Through our carefully selected texts, we introduce key themes and reinforce our PRIDE values and British Values.
We also believe that writing is an essential skill to enable our children to develop into articulate and imaginative communicators. Alongside reading, it is an essential life skill needed to become life-long learners. We aim to ensure all of our children develop a genuine love of language and the written word, through a text-based approach in our English curriculum. Links are made across the curriculum to enable children to apply their writing skills and ensure learning is relevant and meaningful.
Pupils’ spoken language underpins their development of reading and writing. Through our engaging curriculum and stimulating range of genres, we provide experiences for children to hear a variety of high quality spoken language and give opportunities for children to use and embed new vocabulary across the curriculum. We intend our children to have the confidence to speak clearly and coherently for a range of purposes and audiences.
In order to develop fluent, confident readers, we:
At Godfrey Ermen, we have high expectations of individual reading - through an accurately pitched choice of reading material to encourage breadth and depth. Our individual reading books are selected to encourage pupils to develop an understanding of their reading preferences by having access to a broad range of fiction, non-fiction and poetry. Our Strive for Five reading initiative encourages parents to read with their children at home 5 times a week. We develop the parent /teacher partnership with dialogue in the home reading diaries, that are monitored regularly in class. Our reading sessions provide further opportunities for pupils to read widely and often across subjects, as we provide a breadth of reading material to engage pupils and to extend their own learning. For example, weekly children’s newspapers are provided for pupils to keep abreast with current affairs; atlases, geography, history and science books are selected to extend topic research. Engaging, age-appropriate texts are provided in class libraries, and pupils are also able to read around an author. Books are displayed in attractive reading areas, with some books forward facing. Children have the opportunity to browse and select books independently.
Reading in the English teaching sequence
Our English lessons are planned around quality texts, which are mapped on our Curriculum document. The teaching sequence starts with reading, immersing the children in the text, analysing the author’s craft and developing reading for meaning. These sessions involve discussing new vocabulary; how the author presents character; describes setting; introduces themes.
Additional daily reading sessions are planned in the timetable, with a balance or 3 Reading for Pleasure sessions – using a carousel to ensure children have the opportunity to access a variety of texts. The other 2 sessions are focussed on developing comprehension - children practise reading skills using VIPERS reading activities, which focus on the NC Reading domains. The skills taught are: Vocabulary, Inference, Prediction, Explanation, Retrieval and Summarise (KS2)/Sequence (KS1) Additional reading comprehension resources used are First News, Cracking Comprehension and CPG in Year 6 .
Reading in the wider curriculum
In addition to planning for reading skills in English, teachers are now planning for the application of higher order comprehension skills in other subjects. Each class has a selection of broader curriculum books, which children have access to for independent research. In curriculum lessons children have the opportunity to apply reading skills in a variety of ways, for example: comparing historical sources to identify similarities and differences in the lives of the rich and poor; making inferences on the lives of influential people; summarising the main events of an historical event; using skimming and scanning skills to locate scientific vocabulary.
To develop children’s writing we deliver:
The English teaching sequence is delivered through a whole text approach, using quality texts. After engaging the children in the initial reading sessions, we move on to developing the children’s writing. This process involves choosing text types that are linked to the themes or content of the book. Pupils learn writing skills through analysing the author’s craft, imitating the teacher’s modelled writing and then developing the confidence and understanding to innovate and invent their own writing. They are supported in planning, editing and improving their writing with differentiated Steps to Success, appropriate scaffolds, feedback in marking and pupil/teacher discussion.
Children are taught to express their feelings and opinions coherently, and listen to and respond appropriately to a range of situations. In the Early Years setting, children develop speaking and listening skills through role play, and teacher modelling. Rhymes and poems are shared weekly. The repetitive language supports the practice of speaking and listening. Circle times sessions are planned for news/Wellcomm activities/talking about stories we have read/discussions of topics/following instructions with 2 or more parts/asking and answering questions linked to topics and themes and showing an awareness of the listener when talking. As children move through KS1 and KS2, they will participate in a variety of speaking and listening experiences; learning to present their ideas and understanding with confidence, whilst valuing the views of others. Activities such as sharing their work to the class; explaining maths understanding; performance in drama and class assemblies; participating in debate and discussion.
In the long term the pupils at Godfrey Ermen School will:
We measure the impact of our curriculum through regular formative and summative assessments. Assessment is an integral part of the teaching and learning process and is used to provide children with clear and regular support and feedback, and inform teachers’ planning.
Assessments that take place are:
Other forms of measuring the impact of our curriculum are:
Geography Leads: Mr Nuttall & Mrs Howarth
At GEMS, we want our children to be confident Geographers. As well as developing their confidence and general knowledge, we encourage the learning of geographical skills so that they aspire to be conservationists, town planners, weather forecasters, cartographers and a range of other professions. Our aim is to provide a purposeful platform to enable our children to explore, appreciate and understand the world in which we live and how it has evolved over the years. Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills. We aim to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives. We aim to promote the children’s’ interest in, and understanding of, diverse places, people and resources. We aim to show that an understanding of our natural and human environments together with a deep understanding of the Earth’s key physical and human processes are the main facets of a successful geography curriculum. box.
Our Geography curriculum is well thought out in order for children to develop their practical and geographical skills. We provide opportunities for children to explore the outdoor learning environments, both within the school grounds and local community.
We measure the impact of our curriculum through the following methods:
History Lead: Mrs Durnford
Our aim at Godfrey Ermen Primary School is to encourage pupils to develop an appreciation and understanding of the past, evaluating a range of primary and secondary sources. Our historians will also be able to explain clearly how these sources give us an insight about how people around the world used to live and how these interpretations may differ. Pupils will be taught to make links between these areas of learning, with the aim of developing engaged, motivated and curious learners that can reflect on the past and make meaningful links to the present day.
Our History curriculum has been designed to cover all of the skills, knowledge and understanding as set out in the National Curriculum.
The National Curriculum states that ‘a high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past.’
To ensure that pupils develop a secure knowledge that they can build on, our History curriculum is organised into a progression model that outlines the skills, knowledge and vocabulary to be taught in a sequentially coherent way. Key People and Events, Historical Concepts and Enquiry and Interpretation are all mapped out to ensure that pupils build on secure prior knowledge. When covering each of these strands, the content will be carefully organised by each year group through a long term plan.
We also have smaller threads to ensure they can make connections through each year group. These are Houses and Homes, Religion and Beliefs, Diversity and Equality, Industry and Technology, Communication and Culture and Conflict and Power. Content knowledge, vocabulary and skills will then be planned for at a greater level of detail in the medium term plan. History is delivered through subject specific teaching organised into blocks under a theme. Meaningful links with other subjects are made to strengthen connections and understanding for pupils.
The History units taught have been developed to help children appreciate their own identity and the challenges in their time. It will help them understand the process of change over time and significant developments.
All learning will start by revisiting prior knowledge. This will be scaffolded to support children to recall previous learning and make connections.
Staff will model explicitly the subject-specific vocabulary, knowledge and skills relevant to the learning to allow them to integrate new knowledge into larger concepts. Learning will be supported through the use of knowledge organisers that provide children with scaffolding that supports them to retain new facts and vocabulary in their long term memory.
Consistent learning walls in every classroom provide constant scaffolding for children.
Subject specific vocabulary is displayed on the learning wall along with key facts and questions, and model exemplars of the work being taught.
Previous learning will be constantly revisited and teachers will encourage children to constantly compare and contrast. Learning is reviewed also on a termly basis, after a period of forgetting, so that teachers can check whether information has been retained.
History assessment is ongoing throughout the relevant cross-curricular themes to inform teachers with their planning lesson activities and differentiation. Summative assessment is completed at the end of each topic where history objectives have been covered; an broader curriculum assessment is used to inform leaders of school improvements or skills that need to be further enhanced.
Our historians will be given a variety of experiences both in and out of the classroom where appropriate to create memorable learning opportunities and to further support and develop their understanding.
At Godfrey Ermen Primary School, our history curriculum offers high quality and well planned lessons which encourage progression.
Continuity and progression in the history curriculum is built around three core threads; Key People and Events, Historical Concepts and Enquiry and Interpretation. These are broken into Year group expectations and have additional challenges for able learners.
The ‘Key People and Events’ thread helps us guarantee that learners’ history knowledge includes important people and events that have occurred within history. The ‘Historical Concepts’ thread is there to ensure that children are continuously developing their knowledge of chronology and the concept of time throughout each year. The ‘Enquiry and Interpretation’ thread helps pupils to develop the skills of a historian; to use a range of historical sources to interpret the lives of significant people and events in history.
We aim to do this in an engaging away by bringing history to life wherever possible. Furthermore, our history curriculum allows children with additional needs to find confidence in developing their skills as a historian, as well as challenging more able children to reach their full potential.
In order to ensure our aims have been met, we scrutinise the teaching of history through:
Modern Foreign Language Lead: Mrs Benson
At Godfrey Ermen Primary School we teach Spanish in preparation for when our children leave to go to High School. We begin teaching Spanish from Year 3; however, foreign languages are introduced in KS1 during European Languages Day and through answering the register with different foreign greetings. We celebrate our links to our local community by ensuring we learn about the countries we are twinned with – Eccles is twinned with Narbonne, France. Although this is not our primary language we like to incorporate them into our European focused themed days and events.
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.
The National Curriculum for languages aims to ensure that all pupils:
Language teaching will be taught throughout KS2 following detailed planning and guidance from the Salford Scheme.
Language teaching will be delivered by class teachers and HLTA weekly.
Each unit will be broken down into four components; Listening (Escuchar), Speaking (Hablar), Reading (Leer) and Writing (Escribir). The same symbols will be used in lessons and in documentation to ensure consistency across the subject.
Listening (Escuchar) – these lessons have the focus of children listening to a chunk of speech in Spanish and taking information from it. Evidence will be photographic or paper based (e.g. answering questions or scribing information).
Speaking (Hablar) – these lessons have the focus of children learning new language or conversing with others. They may also include presenting information, to either the class or a wider audience. Evidence will be photographic/talking postcards or QR codes.
Reading (Leer) – these lessons have the focus of children reading Spanish text, either that they or someone else has written. Children should answer questions about the text or take information from it. Evidence should be photographic.
Writing (Escribir) – these lessons have the focus of children producing a piece of writing. This can range from a sentence, to a paragraph focused on a certain topic or theme.
The primary language at Godfrey Ermen Primary School is Spanish however; other languages will be encouraged during European Languages Day (annually in September).
After school clubs may be offered celebrating additional European Languages.
We use a variety of techniques to encourage the children to have an active engagement in the modern foreign language: these include games, role-play and songs (particularly action songs).
When possible, invite native speakers into the classroom, in order to expose the children to more than one voice in the foreign language.
We also use a multi-sensory and kinaesthetic approach to teaching, i.e. when playing games; we try to introduce a physical element, as we believe that this serves to reinforce memory.
We make the lessons as entertaining and enjoyable as possible, as we realise that this approach serves to develop a positive attitude in the children to the learning of modern foreign languages.
We build children’s confidence through constant praise for any contribution they make in the foreign language, however tentative.
Learning a new language has a direct impact on our children’s learning. It gives them confidence in speaking, it develops their questioning skills and gives them a wider understanding of the world. It also develops their presentation skills. In an area of social deprivation, children often have low speech skills and fluency and we have found that learning a new language has developed this.
Math Leads: Mrs Y Collins & Mrs Cheers
The national curriculum for mathematics aims to ensure that all pupils:
Our mastery approach to the curriculum is designed to develop children's knowledge and understanding of mathematical concepts from the Early Years through to the end of Y6.
Teaching and Learning, Content and Sequence:
“Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.”
Our mathematics curriculum is based upon ‘White Rose” resources which are fully supported by the Department for Education as they meet the requirements of the new curriculum. The White Rose scheme has been created specifically for children living in the UK and is fully aligned to the 2014 curriculum. It provides all the elements that teachers need to teach Maths mastery with confidence and encourage children to talk using maths language. We measure our impact of our curriculum through the following methods:
Music Lead: Miss Joynson
Music is such a joyous activity, which unites the school community and connects children with their own creativity.
At Godfrey Ermen Primary we want our children to love music! Our vision is to give children access to an engaging and fun music curriculum reflecting the world they live in now, but at the same time giving them access to musical styles throughout history.
Children will be given an opportunity to explore their creativity by learning a musical instrument, broaden their horizons by experiencing live music and develop confidence by performing in front of an audience.
At Godfrey Ermen Primary School we use the Charanga Musical School Scheme. This Scheme provides teachers with week-by-week lesson support for each year group in the school. It is ideal for specialist and non-specialist teachers and provides lesson plans, assessment, clear progression, and engaging and exciting whiteboard resources to support every lesson.
The Scheme supports all the requirements of the national curriculum. It provides an integrated, practical, exploratory and child-led approach to musical learning. The interrelated dimensions of music weave through the units to encourage the development of musical skills through listening and appraising, differing musical activities (including creating and exploring) and performing.
The Charanga Musical School Units of Work enable children to understand musical concepts through a repetition-based approach to learning. Learning about the same musical concept through different musical activities enables a more secure, deeper learning and mastery of musical skills.
Musical teaching and learning is not neat or linear. The strands of musical learning, presented within the lesson plans and the on-screen resources, are part of the learning spiral. Over time, children can both develop new musical skills and concepts, and re-visit established musical skills and concepts. Repeating a musical skill doesn’t necessarily mean their progress is slowing down or their development is moving backwards! It's just shifting within the spiral. Mastery means both a deeper understanding of musical skills and concepts and learning something new.
Assessment in Music is completed at the end of each unit. Children are assessed against the following key areas which, when taken together, all contribute towards the steadily increasing development of musicianship:
PSHE Lead: Mrs Stanger
At Godfrey Ermen Memorial School, we believe that Personal, Social and Health Education and Relationships, Sex and Health Education is vitally important to give our children the knowledge, skills and understanding they need to live confident, healthy, independent lives and become informed, active, responsible citizens.
During their time at Godfrey Ermen, it is our aim for children to contribute fully to the life of their school and community by taking part in a wide range of activities and experiences across and beyond the curriculum. This provision is planned to link with our school PRIDE values, our Spiritual, Moral, Social and Cultural reflections and a progressive PSHE and RSHE curriculum, to foster self-respect, respect for others and the environment and an appreciation of the diverse world in which we live (see PSHE Wider Experiences Plan).
Through our Thrive approach in school, it is our aim for pupils to feel that they belong - that they are in an emotionally safe environment, where their health, well-being and happiness is paramount.
Our staff in school understand how vitally important it is for everyone to feel ‘steady’- to feel valued, secure, understood and validated. Through caring relationships, our staff provide the support for children’s emotional development and help them first to regulate and then support them to develop the skills to self-regulate, through strategies such as ‘the 5 Finger Rule’, ‘Dealing With The Feeling’ and Mindfulness techniques.
At Godfrey Ermen Memorial School, our PSHE and RSHE scheme of work is planned in conjunction with our SMSC programme to include some whole-school themes (such as Children’s Mental Health Week), year-group specific experiences (such as the Respect programme in Y6), with the Jigsaw PSHE scheme of work providing the main framework for progression across the school.
Jigsaw allows the children to explore and develop their emotional literacy, through a range of lessons and activities designed to encourage mindfulness. Jigsaw is a progressive scheme which is used in every class from Nursery to Year 6. At Godfrey Ermen, we encourage children to share their thoughts and feelings in their safe classroom environment, linking discussions to our school values of PRIDE: Personal Excellence, Respect and Friendship, Inspire and Innovate, Determination and Courage and Equality and Diversity.
Every year group follows the same structure of lessons, through the main 6 Jigsaw pieces - Being Me in my World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me.
The Jigsaw scheme also covers the statutory Relationships and Sex Education (RSE) through the Changing Me piece. In the Summer Term, parents receive an update about the content of the ‘Changing Me’ unit and are informed that human reproduction will be covered sensitively in two year groups. Parents are given the option of withdrawing their child from these lessons, but pupils receive their full entitlement to participating in lessons that cover statutory elements on the changing body and menstruation.
In our wider PSHE provision, our pupils learn to understand and respect our common humanity; diversity and differences so that they can go to form effective, fulfilling relationships that are an essential part of life and learning.
In PSHE, prior learning is referred to help children to remember and links are made across the curriculum, to help our pupils to make connections and help the learning to ‘stick.
The impact of our PSHE and RSHE progression framework is to ensure children not only acquire the appropriate age-related knowledge and vocabulary, but also the skills, attitudes values and behaviour, which will enable our pupils to:
The PSHE Subject Leader monitors the progression of essential learning through the gathering of assessment evidence, carrying out book looks and drop-ins, speaking to pupils, and observing attitudes and behaviour of pupils across school.
Pupils who are struggling to access the learning at the expected level for their age are given appropriate supports within their lessons – this could be within a smaller group, or with increased adult support, through differentiation or by using a more creative approach.
In terms of their social/emotional development, pupils are identified who may benefit from additional ‘therapies’ in school, such as Place2Be 1:1 Counselling Sessions, Emotion Coaching, Journey of Hope, Forest School, Buddy Systems and having an Adult Mentor.
Where it is observed that a child has additional needs and requires further support, evidence will be gathered and discussed with the teaching team/parents/pastoral team and SENDCO so that the appropriate referrals can be made to services such as Learning Support, Primary Inclusion Team and Educational Psychology team.
It is our aim to support all pupils so that by the end of Primary School, they have the knowledge, skills and understanding they need to live confident, healthy, independent lives and are informed, active, responsible young citizens.
Religious Education Lead: Miss Smith
Religious Education at Godfrey Ermen plays a major part in promoting the Christian aims, values and ethos of the school. It is expressed through the attitudes, relationships, values, visual symbols and Christian observances of the school.
The school follows the 2017 Religious Education Syllabus (Questful RE) devised by Blackburn Diocese, which also links with the Understanding Christianity resource pack from Manchester Diocese.
In R.E. there is a clear, sequenced curriculum that allows pupils to understand the key Christian concepts of God – Creation – Fall – People of God – Incarnation – Gospel – Salvation – Kingdom of God. These areas are revisited at each key stage to enable pupils to retrieve and deepen their knowledge and understanding about the key concepts and the ‘Big Story’ of the Bible.
The curriculum time allocated to Religious Education is approximately 10% (equivalent to 1 hour per week but may be blocked into different time units as appropriate for children and the timetable). It is taught from Nursery to Year 6.
The balance of time allocated to Christianity is 80%, with at least 20% to two other faiths.
That as well as Christianity pupils should study aspects of the practices and beliefs of the other five major world faiths. (Buddhism, Hinduism, Islam, Judaism and Sikhism.) Guidance is given in the syllabus overviews and units as to appropriate content and length of time for this study.
The R.E. curriculum provides opportunities to explore how beliefs have shaped the way in which humans understand themselves, each other and the world around them.
A variety of approaches will be used to ensure understanding, progression and enjoyment for all, including direct teaching, real experiences through visits and handling artefacts, dance, drama, singing, discussion and art opportunities.
The use of St Michael’s Church, clergy and congregation are used where possible to aid teaching and learning in RE.
The Religious Education syllabus is reinforced through Collective Worship, daily acts of prayer and worship within the school and reflection upon the yearly cycle of Christian festivals and seasons.
Science Leads: Mrs Davies & Miss Svolkinas
At Godfrey Ermen, we have an engaging Science curriculum, which encourages the children to explore the world around them. The children will actively gain a deeper understanding of the world we live in, by asking questions and seeking answers. We aim to develop children’s working scientifically and enquiry skills as they progress through the school. We offer the children plenty of opportunities to engage in a variety of scientific enquiries to secure their knowledge. We will extend the use of scientific vocabulary through questioning, predicting and drawing conclusions. Through Science, we aim to give the children the confidence and the skills to be life-long learners who will explore the world around them.
The acquisition of key scientific knowledge is an integral part of our science lessons. Linked knowledge organisers enable the children to learn and retain the important, useful and powerful vocabulary contained within each unit. The progression for skills working scientifically are developed through the year groups and scientific enquiry skills are of key importance within lessons. Scientific knowledge and enquiry skills are developed with increasing depth and challenge as children move through the year groups. They complete investigations and hands-on activities while gaining the scientific knowledge for each unit. To accompany each scientific enquiry taught, there are key assessment questions set. These allow teachers to assess children's levels of understanding at various points in the lesson. They also enable opportunities to recap concepts when necessary. The sequence of lessons helps to embed scientific knowledge and skills, with each lesson building on previous learning. Activities are effectively differentiated so that all children have an appropriate level of support and challenge.
At Godfrey Ermen Primary, we plan engaging science lessons that are in line with the aims of the National Curriculum. The teaching, learning and assessment shows progression across all year groups within the strands of science.
Our Science Curriculum is high quality, well thought out and is planned to demonstrate progression. We measure the impact of our curriculum through the following methods: