Curriculum

Art Lead: Mrs Taylor

Curriculum Intent

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.

Aims

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.
Implementation
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.

Early Years Foundation Stage

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

Key Stage 1

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.

Key Stage 2

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.

Whole School

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.

Impact

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

Key Stage 1

By the end of Key Stage One pupils will demonstrate the following:

• Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
• Create and debug simple programs Use logical reasoning to predict the behaviour of simple programs.
• Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
• Recognise common uses of information technology beyond school.
• Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

Key Stage 2

By the end of Key Stage Two pupils will demonstrate the following:

• Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
• Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
• Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web.
• Appreciate how search results are selected and ranked.
• Use search technologies effectively
• Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
• Understand the opportunities networks offer for communication and collaboration
• Be discerning in evaluating digital content
• Use technology safely, respectfully and responsibly; recognise acceptable/ unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Non-negotiables

• Computing is to be taught for one hour per week as a discreet subject. However, other opportunities for cross-curricular computing are encouraged.
• Learning is to be recorded in a class book to capture the learning for each lesson.

Curriculum Intent

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.  

Implementation

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. 

Impact

• Children will be confident users of technology, able to use it to accomplish a wide variety of goals, both at home and in school.
• Children will have a secure and comprehensive knowledge of the implications of technology and digital systems. This is important in a society where technologies and trends are rapidly evolving.
• Children will be able to apply the British values of democracy, tolerance, mutual respect, rule of law and liberty when using digital systems.

Design & Technology Lead: Mrs Pugh

Curriculum Intent

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.

Implementation

Our Design and Technology curriculum is implemented through a variety of different projects over the children’s time at Godfrey Ermen Memorial School.

• Through the support of the Design and Technology Association (DATA) scheme, Projects on a Page, and Kapow! Units of work our children will experience an array of different progressive and linkable skills and techniques. This ensures that our children are constantly building upon previous learning and are able to expand their knowledge and understanding of problem solving, designing and constructing different products.
• Children will complete 3 projects a year having one lesson a week or a two to three day block to complete each project so children are fully immersed in the design-make-evaluate process.
• Children are given a variety of real life products to explore in great detail, expanding their knowledge of how they look and work, allowing children to evaluate products against their target market and purpose.
• For each project, children follow the design-make and evaluate sequence, allowing children time to reflect upon their design and products and think of ways that they could be improved or adapted. Teachers support and model increasingly progressive evaluative skills to enable children to create products of a high-quality throughout school.
• Children are given a design brief to put the need for the product in context. Where appropriate, teachers ensure that the brief is linked to another area of their learning or has to the children to inspire their imagination and eagerness to create and problem solve.
• Safety is explained and modelled at the start of and throughout each product including food hygiene instructions.
• Children will complete their work in termly project books led by a learning quest consisting of the essential outcomes and technical vocabulary. These project books will be thoroughly marked and assessed against the curriculum objectives. Children will also be asked to self-evaluate their work.
• In each classroom there are Design Technology focused displays. These displays celebrate exceptional practice and exemplify terminology and vocabulary used in the children’s learning.
• In the Early Years Foundation Stage, design and technology is covered within creative development and knowledge and understanding of the world. Children will be taught specific skills in an exploratory, playful way alongside discussions at an appropriate level. 

Impact

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

Curriculum Intent

Reading

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. 

Writing

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.

Speaking and Listening

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.

Implementation

Reading

In order to develop fluent, confident readers, we:

EYFS and KS1

• Follow a systematic approach to teaching of phonics (Read Write Inc)
• Deliver a daily, high-quality phonics lesson in small groups from Nursey to Year 2.  The children will be given a chance to re-read phonetically decodable books
• Deliver an additional whole class phonic lesson in Reception and Year 1
• Ensure the children take one reading book home that is accurately matched to their ability.  This gives children an opportunity to develop fluency.  In Nursery and Reception, the children can also take an additional book home for the adult to share with their child
• Send phonetically decodable reading books home on a daily basis and all children are encouraged to read at home and this is monitored in school. We consider daily reading as an intrinsic part of developing the essential reading skills, so we have introduced ‘strive for five’ commitment.  The children are rewarded for achieving this.   Children who are not reading at home will be given an opportunity in school
• Ensure all classes have an inviting, accessible book corner, where the children have access to a range of high-quality books
• Allow children to browse in the reading area where they can re-read or retell stories
• Provide at least one shared story time session per day, where a high quality text is shared; this may include stories, non-fiction texts, poems and rhymes.
• Give children access to reading comprehension, once they have become a fluent reader.
• Allow for reading to be an integral part of our curriculum. Lessons are sequenced to allow a range of reading skills are built in, through shared reads, guided reads, group reads and class reads.  This helps children to understand that reading is important across the curriculum.
• Implement a regular, consistent approach to assessment to ensure the children are given the correct reading experience at their level
• From Nursery, WELCOMM is used to support language and understanding.
• Parental engagement – Reception host reading meetings that introduce parents to how we teach reading at GEMS. We emphasize the parent teacher partnership in helping children learn to read. We highlight the importance of the daily dialogue through the Reading Diaries between teachers and parents to support the children. We host a Year 1 parent meeting explaining the phonic screener. EYFS Stay and Play sessions enable parents to come in and read with their children.

Key Stage 2

Individual Reading

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.

Writing

EYFS

To develop children’s writing we deliver:

•  Pre-writing sessions to support gross motor and fine motor development - Squiggle while you Wiggle – dancing to music. It is a kinaesthetic approach to stimulate early writing. Through Squiggle While You Wiggle, children begin using 'Flipper Flappers' to rehearse a range of shapes, which lead to children mark-making with chunky pens, in preparation for mark –making leading into writing.
• Crossing over the midline – dancing to music whilst using both sides of the body together and working on both the left and the right sides of the brain. This develops the part of the brain that is needed for handwriting.
• Dough disco - manipulating playdough to music – supporting fine motor development.
• A learning environment set up to provide plenty of opportunities for the children to make marks and write independently.
• Outdoor mark making opportunities to support writing development.
• Weekly writing challenges to provide opportunities for the children to apply their learning independently.
• Conversation, story-telling and role play, children share their ideas with support and modelling from their teacher, which provides building blocks for language development leading to writing.
• Helicopter Stories give the children opportunities to tell their own stories - They “offer a bridge into the world of creative writing, as they begin to see the links between the oral stories they compose and the words on a page.” Tricia Lee Artist Director Make Believe Arts.
• Working memory plays an important role in concentration and in following instructions. These skills support learning in many different subject areas including reading and writing.
• To support working memory development, challenges will be set up in the provision, with auditory and visual memory activities.
• Weekly focus writing session with an adult.
   

KS1 and KS2

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. 

Grammar, Spelling and Punctuation

• Daily phonics – teachers in Reception and KS1 follow a systematic phonics scheme (RWInc) to teach children phoneme-grapheme correspondence, as well as children’s blending and segmenting skills which support spelling.
  In KS1 Common Exception words are learnt, practised and applied throughout the week – these are displayed in class to support children’s writing and shared with parents on Seesaw
• In Y2 and Y3 children have daily RWI Spelling sessions
• In Y4 – Y6 children are taught spelling patterns and strategies from No Nonsense Spelling
• In KS2 children also practise and learn how to spell the National Curriculum spellings in their spelling sessions
• Grammar and punctuation are taught both discretely and at the process of writing, through shared and guided writing sessions
• Examples of good writing are shared so that the children understand what a good piece of work looks like.
• New/ambitious vocabulary linked to the reading or writing task is developed through ‘Fab. Vocabulary’ (KS2) or ‘Fab Words’ (KS1) sessions
   

Handwriting

• In EYFS we deliver pre-writing sessions to support gross motor and fine motor development - Squiggle while you Wiggle – dancing to music is a kinaesthetic approach to stimulate early writing. Through ‘Squiggle While You Wiggle’, children begin using 'Flipper Flappers' to rehearse a range of shapes, which lead to children mark-making with chunky pens, in preparation for mark –making leading into writing.
• Crossing over the midline – dancing to music whilst using both sides of the body together and working on both the left and the right sides of the brain. This develops the part of the brain that is needed for handwriting.
• Dough disco - manipulating playdough to music – supporting fine motor development.
• Letter formation is introduced in daily RWI sessions and practised throughout the week.
• In KS1 Fine motor skill activities are implemented in KS1 (Dough Disco, threading, peg boards) to allow children to strengthen their fingers ready for writing.
• In KS1 and KS2 Penpals handwriting scheme is implemented at least twice a week.
• Correct letter formation is displayed to support the children during writing activities.
   

Speaking and Listening

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. 

Impact

In the long term the pupils at Godfrey Ermen School will:

• Succeed in English lessons, due to appropriately matched support
• Be able to read fluently, both for pleasure and to aid their understanding of learning
• Enjoy writing across a range of genres
• Use a wide range of vocabulary, with ambitious choices in their writing
• Adapt their writing to suit the audience and purpose
• Effectively edit and improve their writing
• Effectively apply spelling patterns and grammar rules in their writing
• Demonstrate fluent and effective handwriting skills
• Be confident in the art of speaking and listening, communicating confidently and effectively
• Make good and better progress from their starting points to achieve their full potential
   

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:

•  ‘The Phonic Screener’ at the end of Year 1 and 2.
• Regular individual reading
• Marking of reading skills/comprehension
• RWI assessments
• ‘The Salford Sentence Reading Test’ – reading ages – twice a year
• Cornerstones Termly Reading Assessments – reading comprehension
• Gap Analysis of Cornerstones Reading tests to inform planning
• Clive Davis Writing Assessments
• Penpals – Handwriting Scheme
• Marking and feedback of writing
• Rising Stars Grammar, Spelling and Punctuation Termly Assessments
• Schonell Spelling Tests – twice a year
• Weekly spelling dictation

Other forms of measuring the impact of our curriculum are:

• Pupil voice questionnaires
• Parent Voice
• Book scrutiny
• Lesson drop-ins
• Pupil Progress meetings
• Teacher Performance Management

Geography Leads: Mr Nuttall & Mrs Howarth

Curriculum Intent

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.

Implementation

• At Godfrey Ermen, Geography is taught every term in blocks. This is to allow children to develop their knowledge and skills in depth, to retain information and create lasting, meaningful learning about our world.
  Our Geography curriculum has been designed so that the children gain a good knowledge of their local area local area, before learning more about the UK and the rest of the world.
• At the start of each topic, children will review previous learning and will have the opportunity to share what they already know about a current topic.
• Effective modelling by teachers ensures that children are able to achieve their learning intention, with misconceptions addressed throughout.
• Through using a range of assessment tools, differentiation is facilitated by teachers, to ensure that each pupil can access the Geography curriculum and be the best geographer they can be.
• We effectively use educational visits within our curriculum to enrich and enhance the pupil’s learning experiences within the Geography curriculum.

Impact

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:

• Carrying out learning walks and professional dialogue with teachers.
• Interviewing pupils about their learning (pupil voice)on a termly basis and acting upon the results of these surveys
• We have developed a clear progression map using locational knowledge and geographical skills to ensure smooth transitions and the accurate teaching of every section of the Geography curriculum throughout school.
• Accessing children’s understanding of topic linked vocabulary before and after the knowledge and skills have been taught
• Our children will be confident geographers and be able to clearly discuss their learning from past and current topics, as well as explain their next steps  
  1. Locational & Place Knowledge
  2. Human & Physical Geography
  3. Geographical Skills & Fieldwork

History Lead: Mrs Durnford

Curriculum Intent

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.

Implementation

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.

Impact

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:

• Assessing children’s understanding of topic linked vocabulary before and after the unit is taught.
• Interviewing the pupils about their learning (pupil voice).
• Moderation where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
• Sharing good practice in staff meetings.
• Marking of written work in books against the schools marking policy.

Modern Foreign Language Lead: Mrs Benson

Spanish Curriculum Intent

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:

• Understand and respond to spoken and written language from a variety of authentic sources
• Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
• Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
• Discover and develop an appreciation of a range of writing in the language studied. 

Implementation

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. 

Impact

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:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
   
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
   
• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

Curriculum Intent

• Allows children to be a part of creative and engaging lessons that will give them a range of opportunities to EXPLORE mathematics following a mastery curriculum approach.
• Gives each pupil a chance to BELIEVE in themselves as mathematicians and develop the power of resilience and perseverance when faced with mathematical challenges.
• Recognises that mathematics underpins much of our daily lives and therefore is of paramount importance in order that children ASPIRE and become successful in the next stages of their learning.
• Engages all children and entitles them to the same quality of teaching and learning opportunities, striving to ACHIEVE their potential, as they belong to our school community.
• Makes rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
• Provides equal opportunities for children to apply their mathematical knowledge to other subjects (cross-curricular links).

Implementation

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:

• In school, we follow the national curriculum and use White Rose Maths scheme.
• Our schemes are supplemented with additional resources and activities to demonstrate and develop mastery and greater depth, reasoning and problem solving skills. Resource materials include: NCETM Ready to Progress documents NCETM Maths Teaching for Mastery, NRich, Third Space Learning, Classroom Secrets, Primary Stars, Master the Curriculum and Test Base.
• The calculation policy and NCETM progression charts are used within school to ensure a consistent approach to teaching the four operations over time.
• The NCETM Maths mastery spine materials and White Rose Maths support teachers with ensuring small steps progress.
• The mastery approach is an inclusive approach to Maths – where all children work within the same lesson. Pupils may be supported with the CPA approach, adult support, peer mentoring and differentiated content.
• Teacher’s complete planning and evaluation proformas. Lessons are built up in small steps, with opportunities for guided and independent learning. It uses the concrete – pictorial – abstract model of developing understanding. The aim is to ensure that all pupils master concepts before moving onto the next part of the curriculum sequence. The use of CPA ensures that all pupils can access the curriculum, including those new to English. Teacher’s model mathematical reasoning and pupils are expected to explain their thinking using the correct vocabulary, thereby demonstrating their understanding.
• They are taught to explain their choice of methods and develop their mathematical reasoning skills
  Activities, reasoning and questioning opportunities are differentiated to support all learners. Challenges or deepening tasks are provided to deepen understanding and provide opportunities for children to develop their reasoning skills and ability to explain their thinking in different situations.
• Fluency: daily counting and oral sessions in class. Reception, Year 1 and Year 2 NCETM Mastering numbers training, develop intentional teaching strategies focused on developing fluency in calculation and number sense for ALL children
  To practise, consolidate and revisit Maths skills: children in Y1-6 complete a weekly Maths key skills test, this is followed up with a teaching session to teach gaps in learning.  Every three weeks pupils complete an arithmetic test.
• Times Table Rockstars and Numbots has been purchased and rolled out for all classes from Y1-6.  Pupils are encourage to access these at home and there are weekly opportunities in school. Pupils complete 3 TTRs paper tests for their multiplication and division, which are differentiated to cater for all needs.
• A love of maths is encouraged throughout school via links with other subjects, applying a range of skills with growing independence. Throughout the year, teachers plan special focus maths days: England Maths week , NSPCC number Day, Money week, Enterprise.
• SEN – Children with additional needs are included in whole class lessons when appropriate and teachers provide scaffolding and relevant support as required. Alternatively, where pupils are preforming well below their age -related expectations, they will be assessed against the ready to progress criteria and supported with differentiated activities.  Hands on Maths intervention and the use of concrete manipulatives to support learning. Children have regular weekly access to IDL.
• Where possible, interventions are carried out to address any misconceptions or difficulties before the next lesson.
  Precision teaching: teachers and TAs plan individualised, short-term, precision teaching opportunities for children who have been identified by the class teacher.
• Display and working wall reflect currently learning. Working walls should include mathematical vocabulary, images and resources to support the CPA approach and scaffolds to support pupil’s learning, including the small steps of learning.
• In the Early Years Foundation Stage (EYFS), Statutory framework for the early years foundation stage (March 2021)

“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.”

• We continually observe and assess children against these areas using their age-related objectives, and plan the next steps in their mathematical development through a topic-based curriculum.
• There are opportunities for children to encounter Maths throughout the EYFS (both inside and outside) – through both planned activities and the self-selection of easily accessible quality maths resources. Whenever possible children’s interests are used to support delivering the mathematics curriculum.
• In Reception; pupils join in with daily counting activities (20mins) and through the week they complete 2 adults led sessions in addition to the independent challenges within the indoor and outdoor provision.
• Training and CPD – Subject leaders attend termly web cluster meetings. Subject leaders have been part of the Maths hub Mastery training and TRG. All staff have attended face to face and virtual online training.  

Impact

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:

• Termly assessments using White Rose Assessment materials, which is a suite of termly standardised maths tests which enable school to track progress, predict future performance and benchmark against national averages.
• Assessment Gap Analysis is used to ensure that any misconceptions in taught content is addressed and progress accelerated where necessary.
• Termly monitoring of progress in times tables and division facts.
• Pre and post learning tasks.
• Arithmetic tests carried out every third week.
• Monitoring Maths key skill results each week.
• Pupil discussions about their learning.
• Y4 completing a multiplication check each half term.
• Monitoring of progress on TTRs and Numbots.
• Pupil voice: questionnaire twice a year.
• Parent voice: questionnaire twice a year with general feedback.
• Book scrutiny – to monitor progress and opportunities to develop reasoning and problem solving.
• Maths drop-ins – to ensure effective small steps lesson planning and enjoyment and resilience.

At Gems

• Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times tables and division facts.
• Children show confidence in believing that they will achieve.
• Children work on the objective at whatever entrance stage they are assessed as being at. Children can ACQUIRE the skill, APPLY the skill or DEEPEN the skill within the lesson.
• Each child makes progress in their year group.
• The flexibility and fluidity to move between different contexts and representations of maths.
• Our children develop the ability to recognise relationships and make connections in maths lessons and with real life.
• Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
• Children show a high level of pride in the presentation and understanding of the work in their books.

Music Lead: Miss Joynson

Intent

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.

Implementation

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.

Impact

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:

• Singing
• Listening
• Composing
• Performing/Instrumental Performance

PSHE Lead: Mrs Stanger

Curriculum Intent

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.

Implementation

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.

Impact

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:

• Have a sense of purpose
• Value self and others
• Form relationships
• Make and act on informed decisions
• Communicate effectively
• Work with others
• Respond to challenge
• Be an active partner in their own learning
• Be active citizens within the local community
• Explore issues related to living in a democratic society
• Become healthy and fulfilled individuals
• Through regular assessment of essential learning outcomes in PSHE and Social/ Emotional Development, our pupils are supported to progress through the different strands (jigsaw pieces).

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

Curriculum Intent

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.

Implementation

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.

Impact

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

Curriculum Intent

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.

Implementation

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.

• Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all pupils can achieve high standards in science.
• Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge.
• Existing knowledge is checked at the beginning of each topic. This ensures that teaching is informed by the children’s starting points and that it takes account of pupil voice, incorporating children’s interests.
• Children are supported with key scientific vocabulary in order to understand and readily apply to their written and verbal communication of their skills.
• Teachers use precise questioning in class to test conceptual knowledge as well as enquiry skills, and assess pupils regularly to identify those children with gaps in learning, so that all pupils make progress. Tasks are selected and designed to provide appropriate support and challenge to all learners.
• With close observance of the demands of national guidance, there are 5 key skills that have been identified, which run through the teaching and learning of science in all year groups. These skills form the basis of what it means to be a scientist at Godfrey Ermen. These skills can be summarised as identifying, classing and grouping, researching using secondary resources, observation over time, pattern seeking and comparison and fair testing.
• We are working to increase a range of extra-curricular activities, trips and visitors to complement and broaden the curriculum. These will be purposeful and link with the knowledge from the National Curriculum.

Impact

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:

• Tracking of knowledge in pre and post learning tasks/quizzes
• Children will understand and apply subject specific vocabulary
• We aim for all children to achieve age related expectations. Staff will use formative and summative assessments in order to know where children are at
• Children will work collaboratively and practically to investigate and experiment
• Children will be able to explain the process they have taken and be able to reason scientifically