Rationale

We designed our curriculum as a response to the 2014 National Curriculum, and worked closely with both staff and pupils.

Our curriculum has been designed so that pupils have access to a broad, balanced and inclusive curriculum which raises standards and improves outcomes.

We value the diversity of individuals within our schools.  All children have equal access to the curriculum and are treated fairly regardless of race, religion or ability.  Our curriculum is designed to reflect the diversity of the schools and our society.

We have adopted a thematic approach so that where possible, learning has a context.  Through our curriculum, children acquire knowledge and develop valuable skills, and pupils have the opportunity to be creative, physically active and academically challenged.

Spiritual, moral, cultural and social development opportunities are woven into in the curriculum, alongside British values, in order to support children’s personal development and prepare children for life in Modern Britain.  We believe strongly in the importance of an enriched curriculum in order to deepen pupils’ understanding of topics taught and build in enrichment activities to further extend children’s knowledge and understanding which include both class visits and workshops.

Our intent

  • Follow the national curriculum requirements in all subjects.
  • Expose pupils to a range of subjects, experiences and vocabulary in order to spark their interest in learning and the world around them.
  • Promote and sustain a thirst for knowledge and a love of learning.
  • Promote inclusion, diversity and community cohesion.
  • Develop emotional intelligence and raise aspirations.
  • Contribute to pupils’ social, moral, spiritual and cultural development.
  • Ensure pupils achieve high standards across a variety of subjects.
  • Ensure pupils are taught the essential knowledge in the subject disciplines.
  • Develop resilience and problem-solving skills.
  • Enable children to lead a fulfilling, healthy life.
  • Be cross-curricular and make links where appropriate.
  • Use the rich local environment as a basis for learning and educational visits.
  • Have a strong focus in English – including speaking and listening opportunities, and opportunities to read and write across the curriculum.
  • Involve workshops and specialist visitors to enhance the curriculum.

Implementation

Our curriculum is thematic based so that pupils can make meaningful links.  It is implemented through termly topics which have been carefully planned to ensure that the expectations of the National curriculum are covered and there is clear progression.  Where possible, we use high quality texts which link in with the topic being studied.

We passionately believe that children should have an enriched curriculum and we use the local rich environment we have in order to broaden pupils’ experiences where possible.  As well as this, we organise termly immersion days at the beginning of each topic in order to engage pupils and stimulate their curiosity about the topic they are studying.  On these days, children complete a range of practical activities.  Pupils may dress up from the era they are studying in order to develop empathy.  Pupils may do art, cooking or drama based around the topic.  As well as class visits and immersion days, we also organise workshops delivered by external agencies.  From Y1 upwards, pupils typically go on a trip or have a workshop every half term.

We also promote special events during the year through themed weeks.  These include friendship week, book week, e-safety week and sports week.

For further information about how our curriculum is implemented, please see our curriculum framework, topic webs and individual subject rationales.

Impact

We measure the impact of our curriculum in different ways, and it is monitored throughout the year by members of SLT and subject leads.  This is done in a range of ways including:-

  • Data analysis
  • Looking at children’s work and other evidence of outcomes
  • Lesson observations
  • Feedback from children
  • Feedback from teachers
  • Art

    Intent

    We recognise the importance of pupils’ artistic development, and art plays an important part in our curriculum.

    Children have the chance to express themselves using a variety of media: clay, paint, textiles, drawing and printing.  Through each art unit, pupils are taught a range of skills which they build upon to create a finished product at the end of the unit.  Cross-curricular links are built in and art products created may be inspired by other subjects such as history, geography, science, maths and different cultures.

    As well as learning different art skills, children also learn about famous artists including William Morris and Frieda Kahlo.

    The art curriculum is enriched by educational visits to galleries such as the Tate Modern and The National Gallery.  Pupils also have the opportunity to enter art competitions such as designing a Christmas card for the Metropolitan police force.

    All children’s artistic expression is valued and encouraged.  Children use a wide range of tools, equipment and materials to help them realise their potential.  Pupils also have the opportunity to work collaboratively on projects such as creating a sculpture.

    Children’s art work is kept in a portfolio which moves up with the children to the next class.  This shows the progression pupils have made in art as they move from KS1 to KS2.

  • Design and Technology

    Intent

    Through this subject, pupils acquire a broad range of subject knowledge and draw on disciplines such as maths, science, engineering, computing and art.  We believe that pupils will develop a critical understanding of the impact of DT on daily life through studying past and present design technology.

     

    Pupils are taught skills in order to plan, create and evaluate a finished product.  Pupils are taught to select and use appropriate tools safely and effectively to make a product.  Every child will have the opportunity to learn and extend their understanding, experience and application in the use of technology, including ICT, in as wide a variety of situations as possible.

    Cooking and nutrition is an important part of the DT curriculum.  Throughout EY, KS1 and KS2, pupils will be taught how to cook and understand the importance of nutrition and healthy eating.  We strongly believe that learning to cook is a crucial skill that enables pupils to feed themselves and others affordably and well, now and in later life.

  • English

    The River Peck Federation

    English rationale

    Intent

    English is at the very heart of our curriculum.  We strongly believe that a high-quality education in English means that pupils are able to both speak and write fluently which allows them to both communicate both their ideas and emotions.  We place great emphasis upon reading for we believe that becoming a lifelong reader is the most important skill a child can learn.  Reading enables pupils to develop in a variety of ways: culturally, emotionally, intellectually, socially and spiritually.

    The teaching of English develops the children’s ability to listen, speak, read and write for a range of purposes.  Children use language to communicate ideas, views and feelings – both in spoken and written form.

    Through our English curriculum, we encourage pupils to express themselves creatively and imaginatively and use their knowledge, skills and understanding in speaking and writing across a wide range of experiences and genres.

    Implementation  

    Reading

    Our main aim in reading is that by the end of primary school, pupils are able to read fluently and with confidence in any subject in their forthcoming secondary education and beyond as they show a lifelong love for reading.  Reading is taught daily in all year groups, from reception through to Year 6, with an additional focus on reading for pleasure.

    Reading in EY and KS1

    In KS1, children have a daily 20-minute reading session.  We use a phonics-based approach in the early teaching of reading, with an emphasis upon reading with fluency.  In EY and KS1, all pupils read regularly with an adult.  During reading sessions, children may read with the teacher or teaching assistant; develop their comprehension skills; write about what they have read in their reading journal; play a phonics game; consolidate their understanding of sounds taught; or simply curl up in the reading area and lose themselves in a good book!  All children will read with the teacher at least once a week.   Children receiving extra support receive further daily reading sessions – either on a 1:1 basis or in a small group with an adult.

    We recognise the importance of pupils practising their reading skills at home, and as a result, pupils are expected to read at home daily, using books which match the sounds they have learnt.  Pupils are encouraged to reread books in order to develop fluency.

    Phonics

    Phonics is recommended as the first strategy that children should be taught in helping children learn to read.  Words are made up from small units of sound called phonemes.  Phonics teaches children to listen carefully and identify the phonemes that make up each word.  This helps children to learn to read and spell words.

    In phonics, children are taught the main three things:-

    GCPS –this means graphic phoneme correspondences.  Children learn all the phonemes in the English language and the ways of writing these down.  These sounds are taught in a particular order.

    Blending – This is when the children say the sounds which make up a word and are able to merge these sounds.

    Segmenting – This is the opposite of blending.  This is when children are able to say a word and break it up into the phonemes which it is made up of.

    Phonics lessons are taught daily in the early years and KS1 in addition to daily reading sessions.  A systematic, synthetic phonics scheme is used.

    For some children in Key Stage two who require extra support with decoding, they receive further phonics teaching in small groups in order to develop fluency and ensure that pupils are using phonics based strategies when reading unfamiliar words.

    Reading in KS2

    In KS2, reading sessions are extended to daily thirty minute sessions.  As children become more independent readers, we focus on developing both pupils’ vocabulary and comprehension through the VIPERS approach which links with the content domains.  We use a variety of comprehension resources such as cracking comprehension, Brilliant publications and CGP comprehension booklets.  Children will read to the teacher on a rolling carousel basis.  We use assessment to identify those children who need extra reading support which is delivered by teaching assistants either on a 1:1 or a small group basis, focusing on areas such as fluency or developing comprehension skills through the use of programmes such as Comprehension Ninja or Headstart.

    We also understand the importance of reading for pleasure, and the influence it has on children’s development, especially in terms of developing pupils’ vocabulary.  Pupils have a weekly ‘reading for pleasure’ session as well as being encouraged to visit the book corner and school library.  Pupils also have the opportunity to read across the curriculum in the topic reading session part of the reading wheel.

    Strands of KS2 reading wheel

    We have a home-school reading system using books which match pupils’ reading abilities.  Pupils are required to read for at least twenty minutes at home each day and record in daily reading records.  These are monitored regularly by teachers.

    Daily storytime

    Daily storytime is a highlight of any pupil’s school day.  We recognise that as teachers, we are the best people to promote a love of reading, and teachers’ love of a story means that children are very much likely to respond in the same way.  Each class has a dedicated daily story time, and this gives pupils an opportunity to hear a wide range of stories and poems that are a reflection of the school community and give children the chance to imagine themselves as the protagonist of the story or poem, as well as learning about the lives of others whose experiences and perspectives differ from their own.  We also use storytime to develop vocabulary and rich literary language.

    Writing

    Throughout the school, we teach writing through the use of high-quality texts – and we make meaningful, cross-curricular links where we can, as well as choosing texts that reflect the school community we serve.  During their time at school, pupils will have the opportunity to write for a wide range of purposes including both fiction and non-fiction texts.  We are passionate about drama as a starting point to engage the imagination and we build on this, incorporating sentence construction and ambitious vocabulary in order to create engaging texts.  We recognise the importance of drafting an editing, and pupils have regular opportunities to draft and edit their writing before creating a final published piece of work.  We also believe in the importance of pupils practising their writing skills across the curriculum – and from Year 2 onwards, pupils have a weekly topic writing session – this may be based on their history or geography topic, or may include researching a famous scientist; writing up an experiment or writing associated with the other subjects.  We always have the highest expectations of the quality of the writing, regardless of which subject.

    Handwriting, spelling and grammar

    Children receive daily handwriting sessions and we follow the Nelson handwriting scheme.  In KS2, pupils who constantly display neat, joined up handwriting receive a pen license and they are able to use pen in their books.

    Spelling is taught discretely in KS2, using the ‘plan it’ scheme of work, which is based on the national curriculum objectives.  Pupils are expected to learn the words which form the National curriculum’s statutory word list.  Spellings are sent home as part of homework and children are assessed each week.

    Grammar is interwoven into the teaching of writing.  Pupils are taught to use a range of grammar structures which are appropriate to their age group and as pupils move to upper KS2, they are taught to manipulate grammar structures effectively according to the purpose of the writing and the level of formality required.

    Texts used to teach KS2 writing (2021-2022)

    In Key stage two, we follow a bespoke scheme of work using high quality texts.  We promote meaningful cross-curricular links where possible.

    Autumn Spring Summer
    Year 3 ·Five Minutes Peace

    ·Stone Age Boy

    ·Romulus and Remus

    ·Flat Stanley

    ·The Iron Man

    ·There’s a Rang-tan in my bedroom

    Year 4 ·Gregory Cool

    ·Beowulf

    ·Dangerous Game

    ·The BFG

    ·Greek myths
    Year 5 ·The Promise

    ·Rose Blanche

    ·Stories from Ancient Egypt

    ·Worry Angels

    ·Coming to England
    Year 6 ·Thief ·Boy in the Tower ·Clock work

    Developing spoken language

    Both schools provide a language rich environment in which speaking opportunities between children and adults are prioritised.  We believe that the more opportunities children have to hold conversations, the more they will understand what they have read and the more vocabulary they will be able to use in their writing.  We place great emphasis on teachers modelling new language and developing vocabulary, and using conversations and discussions to develop pupils’ spoken language.  Partner talk is embedded in classrooms as a further strategy to develop pupils’ spoken language.

    A summary of our English curriculum

    • High quality synthetic phonics which is taught daily and in small groups (in EYFS, KS1 and where appropriate, KS2) following a systematic phonics scheme.
    • Daily reading sessions for all pupils across the school.
    • A reading carousel which includes reading for pleasure and topic reading.
    • Structured home reading system whereby books sent home match pupils’ reading ability.
    • Reading interventions for pupils who need extra support.
    • Emphasis on developing spoken language .
    • A language-rich curriculum and a language rich environment.
    • Lessons based on high-quality texts which link with the main topic being studied (where appropriate) or reflect our diverse community.
    • High quality writing opportunities in both English and other areas of the curriculum.
    • Drama is an integral part of the writing sequence
    • Use of marking to set precise next steps for the pupils to use in order to improve their writing.
    • Handwriting is taught daily using a structured scheme
    • Special events such s Book week, World Book Day , Roald Dahl day and Poetry day are celebrated.

    Impact

    We use a variety of ways to measure the impact of our English curriculum including

    • Teacher assessment
    • Termly NFER tests
    • Suffolk reading tests
    • Data analysis
    • Looking at children’s work and other evidence of outcomes
    • Lesson observations
    • Feedback from children
    • Feedback from teachers

    We use this information to regularly review and refine our English curriculum.

  • Geography

    The River Peck Federation

    Geography rationale

    Intent

    The geography curriculum has been sequenced so that pupils’ knowledge can develop incrementally over time, as pupils progress from simple geographical concepts to more complex ones. Pupils have the opportunity to consolidate their geographical knowledge by revisiting and building on prior learning so that it remains in their long term memory.

    In geography, pupils learn key concepts in the following areas

    • Locational knowledge
    • Place knowledge
    • Human and physical geography
    • Geographical skills and fieldwork

    Pupils’ geography starts with concepts they are familiar with such as the UK and the local area.  They begin their understanding of physical geography by learning about the seaside.  As they move into Year 2, they begin to study places further afield and begin to develop understanding of geographical concepts such as the equator using a range of sources.

    In KS2, pupils have the opportunity to make links between physical and human geography by studying places such as Italy and America, and comparing and contrasting these to the UK. A local area study in Year 5 gives pupils the opportunity to develop their fieldwork skills.  In Upper KS2, pupils begin to look more closely at environmental geography and analyse the impact humans have had on different biomes.  They study methods of conservation in order to preserve these areas.  Other units give children the opportunity to use digital resources, globes and atlases to explore regions.

    Key vocabulary allows children to develop a rich geographical language.  Vocabulary is also prominently displayed and explicitly taught as we promote a language rich geography curriculum.

    Through our geography curriculum, we aim to

    • Inspire pupils’ curiosity to discover more about the world.
    • Enable children to know more about the location of the world’s continents, countries, cities, oceans and seas.
    • Enable pupils to interpret a range of sources which give us geographical information, including maps, diagrams, globes, aerial photographs and geographical information systems.
    • Help children understand that the human and physical features of a place shapes its location and change over time.
    • Provide opportunities to develop English and maths skills through the medium of geography.

    Implementation

    Year group Autumn Spring Summer
    1 The UK Different types of homes The Seaside
    2 The continents and oceans of the world The Equator Jamaica
    3 Time zones Italy The Rainforest
    4 Cities and counties of the UK Settlement and Land Use Eastern Europe
    5 Physical features of the UK Rivers and the Water Cycle Local area study
    6 America and Mexico Biomes

    Impact

    We use a variety of ways to measure the impact of our geography curriculum including

    • Teacher assessment
    • Termly ‘show what you know’ assessments
    • Data analysis
    • Looking at children’s work and other evidence of outcomes
    • Lesson observations
    • Feedback from children
    • Feedback from teachers

    We use this information to regularly review and refine our Geography curriculum.

  • History

    The River Peck Federation

    History rationale

    Intent

    Our history curriculum develops pupils’ knowledge of historical periods, major historical events and significant individuals.  Pupils learn key facts and concepts and develop historical skills such as chronological understanding, analysing and evaluating historical sources; empathising with people from different eras and comparing and contrasting life in different periods.

    The history curriculum has been sequenced so that pupils’ knowledge can develop incrementally over time.  Pupils have the opportunity to consolidate their historical knowledge by revisiting and building on prior knowledge so that it remains in their long term memory.

    Children’s historical learning in key stage one stage one starts with concepts which children are familiar with such as toys, homes and the seaside.  In Year 2, children continue their historical journey by learning about Remembrance Day.  They then begin to travel further back in time and begin to use a range of sources to find out about the Gunpowder plot and the Great Fire of London.  Children build up their knowledge of significant people by using historical sources to compare and contrast Florence Nightingale and Mary Seacole.  All of this is enriched by walks around the local area; a summer visit to the seaside; laying a wreath at the Cenotaph and visiting the Tower Bridge and the Monument to contextualise the spread of the Great Fire.

    As children move into KS2, the story of Britain is interwoven with studies of Ancient civilisations.  Children explore more sophisticated concepts such as invasion and settlement; migration, civilisation, continuity and change and cause and consequence.  History is brought to life through drama, art, discussion, debate and writing.  Children also deepen their understanding with visits to the British Museum, Imperial War Museum, Museum of London and enjoy workshops about civilisations studied such as the Ancient Maya.

    We recognise the importance of developing pupils’ historical vocabulary and there is an emphasis on developing this in pupils.  Vocabulary associated with each topic is also prominently displayed in the classroom.

    We enrich our history curriculum through class visits, immersion days, fiction texts which link with the topic being studied and workshops.

    Through our curriculum, we teach the following skills in history:

    • Developing pupils’ chronology
    • Using sources and artefacts to develop historical knowledge and find out about life in the past
    • Comparing and contrasting civilisations
    • Understanding bias and the reliability of different sources
    • Developing enquiry skills through studying the past
    • Developing vocabulary, including abstract historical terms
    • Understanding concepts such as continuity and change and cause and consequence
    • Gaining historical perspective by making connections

    Implementation

    Year group Autumn Spring Summer
    1 Toys Homes The Seaside
    2 Bonfire Night/ Why do we have Remembrance Day? The Great Fire of London Mary Seacole and Florence Nightingale
    3 Prehistoric Times The Romans
    4 The Anglo-Saxons The Vikings Ancient Greece
    5 The Battle of Britain Ancient Egypt HMS Windrush and its impact on Southwark
    6 Crime and Punishment Ancient Maya

    Impact

    We use a variety of ways to measure the impact of our geography curriculum including

    • Teacher assessment
    • Termly ‘show what you know’ assessments
    • Data analysis
    • Looking at children’s work and other evidence of outcomes
    • Lesson observations
    • Feedback from children
    • Feedback from teachers

    We use this information to regularly review and refine our history curriculum.

  • Maths

    Maths at the River Peck Federation

    At the River Peck Federation, we aim to develop curious, confident and challenged mathematicians. 

    We believe that maths should be an exciting journey, which engages all children. Our maths curriculum teaches children the essential skills to develop an understanding of the world and create a natural curiosity and love for maths.

    We strive for all children to adopt the characteristics of a River Peck Maths learner throughout their time with us.

    Teachers use White Rose Maths resources to deliver stimulating lessons, which incorporate fluency, reasoning and problem solving.

    White Rose follows the mastery approach to teaching maths. Children are taught using the Concrete Pictorial Abstract approach. This is a system of learning that uses physical and visual aids to build a child’s understanding of abstract topics. It involves moving from concrete materials, to pictorial representations, to abstract symbols and problems.

    We aim for children to see Maths as an interconnected subject. Throughout the school, we provide many opportunities to apply maths knowledge across the curriculum. Maths is interwoven into our Science, History, Geography, Art and Computing lessons.

    In order to continuously improve, we work closely with the South East London Maths Hub Mastery programme. This programme is run by the NCETM and allows us to work together with other schools to share good practice and build upon our maths curriculum.

    For more information about our maths curriculum and a yearly breakdown, please click here

    https://whiterosemaths.com/resources/primary-resources/primary-sols/

    How to support your child’s maths learning at home

  • MFL

    The River Peck Federation

    MFL rationale

    Intent

    We firmly believe that learning a foreign language fosters children’s curiosity and deepens their understanding of the world.  The skills, knowledge and understanding gained through learning a foreign language make a valuable contribution to children’s understanding of their own cultures and those of others.  Language learning lies at the heart of ideas about individual identity and continuity.  For this reason, language learning can give children a new perspective on their own language and cultural identity.

    Our aims

    • To develop an interest in learning to speak a foreign language.
    • To provide a solid foundation for learning foreign languages later in children’s school careers.
    • To improve pupils’ skills in oracy, literacy, grammar and their appreciation of global citizenship.
    • Stimulate and encourage pupils’ curiosity about language and creativity through experimentation, rhymes, role play and songs.
    • Make children aware of the benefits of language learning and opportunities available to those capable of speaking a foreign language.

    Implementation

    We teach pupils French across both schools in all year groups in KS2.  Pupils receive a weekly 45-minute lesson.  We use Twinkl’s in-depth and well-structured programme to teach French. The curriculum has been chosen to allow opportunities for children to gradually build on their skills. It enables pupils to express their ideas and thoughts in French and provides opportunities to interact and communicate with others both in speech and in writing.

    Our programme focuses on four fundamental areas: Oracy, Literacy, Grammar, and Global Citizenship.

    The content for each year group consists of 6 main units.  These units are then broken down into six lessons. Units help children build on prior knowledge and also offer an insight into the culture of the French-speaking world. The revision of key vocabulary and grammatical structures is built into each lesson and children are given the chance to apply this knowledge.

    Impact

    We wish to increase the profile of languages across school. Whilst in school, children will have access to a fun, structured and enticing French programme. Over the course of KS2, children will build on their knowledge and improve their use of French. This will not only allow them to simply learn a foreign language, but to appreciate foreign culture and – most importantly – to have fun! We want our children to thoroughly enjoy learning a foreign language, laying the foundation for further studies in secondary school and beyond. Through our programme, they will develop skills and understanding in Oracy, Literacy, Grammar, and Global Citizenship.

    MFL curriculum

    Year group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
    3 Getting to know you All about me Food glorious food Family and friends Our School Time
    4 All around town On the move Going shopping Where in the world? What’s the time? Holidays and hobbies
    5 Getting to know you All about ourselves That’s tasty Family and friends School life Time travelling
    6 Let’s visit a French town Let’s go shopping This is France Consolidation time All in a day

    Impact

    We use a variety of ways to measure the impact of our MFL curriculum including

    • Weekly Teacher assessment
    • Lesson observations
    • Feedback from children
    • Feedback from teachers

    We use this information to regularly review and refine our MFL curriculum.

  • Music

    The River Peck Federation

    Music rationale

    Intent

    The National Curriculum for music aims to ensure that all children:

    • Perform, listen to, review and evaluate music.
    • Be taught to sign, create and compose music.
    • Understand and explore how music is created, produced and communicated.

    We believe that a high-quality music education should engage and inspire pupils to foster a love of music. They should be given the opportunity to develop their skills as musicians and increase their self-confidence, creativity and sense of achievement. Overall, and most importantly, we want our children to love and respect music, and be given the chance to develop their skills and talent.

    Implementation

    Our music curriculum ensures that children sing, listen, play, perform, compose and evaluate. This is primarily delivered in the classroom through a programme based on Music Express. For one term each year, every year group will also receive weekly lessons from a specialised musician in a particular instrument.

    In the classroom, children learn key aspects of music through cross-curricular links. They also learn how to compose and understand music, focusing on different musical dimensions, which aids their understanding when listening, performing or analysing music.

    Music curriculum

    Year group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
    1 Exploring sounds Pitch Beat

     

    Enrichment
    Beat
    2 Exploring sounds Pitch Exploring sounds Performance Enrichment
    Beat
    3 Composition Beat Enrichment Pitch Structure
    Exploring sounds Composition Performance
    4 Composition Beat Enrichment Structure Notation
    Exploring sounds Pitch composition Performance
    5 Enrichment Structure Beat Composition Performance
    6 Enrichment Performance Performance

    Impact

    Whilst in school, children have access to a varied and well-structured music programme. This will allow them to discover areas of strength, as well as areas they may wish to improve upon. With weekly specialist lessons in an instrument, we aim to provide our children with the chance to discover their musical talents and allow for further learning later in their school careers. Through our curriculum and enrichment, children will be exposed to fundamental abilities and experiences, such as achievement, self-confidence, awareness of others and other cultures and self-reflection

    We use a variety of ways to measure the impact of our music curriculum including

    • Weekly Teacher assessment
    • Lesson observations
    • Feedback from children
    • Feedback from teachers

    We use this information to regularly review and refine our music curriculum.

     

  • P.E

    The River Peck Federation

    P.E rationale

    Intent

    We are committed to developing excellence in physical education and all pupils receive the minimum of 2 hours of P.E each week.  Our aim is to give every child every chance to be active and understand the importance of living a healthy life.

    The curriculum has been designed so that pupils build on skills learnt and pupils have regular opportunities to revisit what they know in order to deepen and extend their understanding of the different sports disciplines.

    PE offers children opportunities to:

    • Become skilled and intelligent performers.
    • Acquire and develop skills, performing with increasing physical competence and confidence, in a range of physical activities and contexts.
    • Learn how to select and apply skills, tactics and compositional ideas to suit activities that need different approaches and ways of thinking.
    • Develop their ideas in a creative way.
    • Set targets for themselves and compete against others, individually and as team members.
    • Understand what it takes to persevere, succeed and acknowledge others’ success.
    • Respond to a variety of challenges in a range of physical contexts and environments.
    • Take the initiative, lead activities and focus on improving aspects of their own performances.
    • Discover their own aptitudes and preferences for different activities.
    • Make informed decisions about the importance of exercise in their loves.
    • Develop positive attitudes to participation in physical activity.

    Through PE, we believe that pupils develop the following skills and values:

    • Teamwork, creativity, resilience
    • Co-operation
    • Practical knowledge about exercise
    • Improving health
    • confidence

    Implementation

    The PE curriculum is mapped out for every class and is wide-ranging and builds upon previous learning from year to year.  It is accessible to and meets the needs and interests of all pupils.  Children enjoy lessons in gymnastics, dance, competitive games (which are sport specific); skills such as throwing, catching, running and jumping, athletics, swimming.

    Competitive sport

    Throughout the year, pupils take part in competitive sport within school and outside of school.  Examples are:-

    • children take part in competitions organised by the PE network.
    • There is a boys’ and girls’ football team who take part in the football league
    • Each year group has the chance to play a competitive sports against the federation school as part of the federation cup iniative
    • On sports day, teams compete against each other throughout all year groups.

    The P.E curiculum

    Year

    group

    Autumn Spring Summer
    Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
    1 The basics Gymnastics Dance Ball skills Multi-skills Team games
    2 The basics Gymnastics Dance Ball skills Multi-skills Team games
    3 Tennis Dance Hockey Netball Athletics Rounders
    4 Tennis Dance Hockey Netball Athletics Rounders
    5 Badminton Gymnastics Tag rugby Basketball Athletics Cricket
    6 Badminton Gymnastics Tag rugby Basketball Athletics Cricket

    Impact

    We use a variety of ways to measure the impact of our PE curriculum including

    • Teacher assessment
    • Lesson observations
    • Feedback from children
    • Feedback from teachers

    We use this information to regularly review and refine our P.E curriculum. 

  • P.S.H.E

    The River Peck Federation

    PSHE rationale 

    Intent

    Through PSHE, pupils develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepared for life and work.  We firmly believe that PSHE can have an impact on both academic and non-academic outcomes for all pupils.

    Our aims are that pupils learn how to

    • Respect themselves and others, and value both the similarities and differences between people.
    • Establish and maintain positive relationships with other members of the school and wider community.
    • Become a responsible member of society.
    • Develop both self-confidence and self-esteem, and make informed choices about personal and social issues.
    • Know and understand what constitutes a healthy and active
    • To be aware of safety issues (including safety issues in the digital world) and manage risk accordingly.

    PSHE is taught weekly in thirty minute slots, and is taught mostly through discussion and practical activities.  A class book is kept where key discussion points are recorded.  As well as this, some aspects of PSHE may be taught through special projects or themed weeks such as ‘road safety week’; ‘friendship week’ and ‘clean air week.’

    Implementation

    PSHE curriculum

    Year group Autumn Spring 1 Spring 2 Summer
    1 Families and people who care for me Healthy eating Healthy mind Communities and shared responsibilities
    2 Caring friendships Physical health and fitness Healthy mind Economic wellbeing
    3 Respectful relationships Internet safety and harms Healthy mind Shared responsibilities
    4 Online relationships Health and prevention Healthy mind Communities
    5 Being safe Basic first aid Healthy mind Economic wellbeing
    6 Recognising negative relationships and seeking help Drugs, alcohol and tobacco Healthy mind Economic wellbeing – aspirations and career

    Impact

    We use a variety of ways to measure the impact of our PSHE curriculum including

    • Teacher assessment
    • Lesson observations
    • Feedback from children
    • Feedback from teachers

    We use this information to regularly review and refine our PSHE curriculum. 

  • R.E

    The River Peck Federation

    R.E rationale

    Intent

    R.E is a statutory subject and is crucial in creating a harmonious and cohesive society in modern Britain.  The law states that all pupils registered in school must be taught religious education.

    We follow the Southwark agreed syllabus.  In R.E, children are taught both Christianity and the other major faith groups.

    R.E has a vital part to play in promoting the spiritual, moral, social, cultural and intellectual development of our pupils and in helping them gain a greater understanding of themselves and developing empathy towards others.

    Children will learn to understand their place in the world, and know that all members of the school community show respect and tolerance towards others.  This in turn will lead to a better cultural understanding.

    Discussion is an integral part of this subject.  Pupils will have the opportunity tp consider the meaning and purpose of life; beliefs about God; issues of right and wrong, and what it means to be human.

    We aim to promote:-

    • A deep understanding of the importance of faith and spirituality to many people.
    • An understanding of the similarities between different faiths in order to promote tolerance and acceptance within our multi-faith society.

    British values

    British values are embedded in the R.E curriculum.  By exploring the main different religions practised in the UK, children develop tolerance of those of different faiths and beliefs.

    Through school visits and external visitors, we teach children the importance of celebrating similarities and differences in our community and the wider world. 

    Spiritual development

    We aim to develop pupils’ spirituality by giving them the opportunity to be reflective about their beliefs (religious or otherwise.)  This then informs their perspective on their life and leads to an interest in and respect for different people’s faiths and values.

    Moral development

    Children’s understanding of morals is developed through the storytelling element of R.E.  By exploring characters’ behaviours in religious stories and parables, pupils are able to recognise the differences between right and wrong and understand the consequences of behaviours and actions.

    Cultural development

    Through learning R.E, children have the opportunity to learn about the wide range of cultural influences with school and beyond our local community that have shaped their heritage and that of others in preparation for life in modern Britain.  Children are encouraged to gain an interest when exploring different beliefs – improving their understanding and showing respect for different faiths and cultural diversity.  The R.E curriculum instils in pupils the values of understanding, accepting, respecting and celebrating diversity.

    Implementation

    Year

    group

    Autumn Spring Summer
    Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
    1 How do you belong to Christianity? How do Christians celebrate Christmas? What does it mean to be a Muslim? What does it mean to be a Hindu? How do you belong to Sikhism? How do we live well with friends and family?
    2 Forgiveness Special books Why did Jesus tell stories? How do we know Easter is coming? Where does the world come from? Food and fasting
    3 Signs, symbols and sayings Jesus and Buddha How do Jews celebrate? Sikh beliefs Why is Holi important? What is special about light?
    4 Religions in our neighbourhood Why is the bible important to Christians? What makes me the person I am? Why is Easter important? Hinduism Why do some people get married?
    5 Inner forces How is Christmas celebrated around the world? Thankfulness God is everywhere Animal law case Why is Muhammad(PBUH) important to Muslim people
    6 Art in Christianity How do different religions create celebrations? Similarities and differences Easter Religious leaders What do people believe about life after death?

    Impact

    We use a variety of ways to measure the impact of our R.E curriculum including

    • Teacher assessment
    • Lesson observations
    • Feedback from children
    • Feedback from teachers

     

  • Science

    The River Peck Federation

    Science rationale

    Intent

    We provide pupils with opportunities to develop their knowledge and understanding of the world in which they live – both through practical experience and from other sources of information.  We believe that all pupils are entitled to a broad and balanced science curriculum and that Science provides a platform to prepare pupils for life in an increasingly scientific and technological world.

    We encourage the development of pupils’ positive attitudes to science.  We do this by building upon children’s natural curiosity and helping them develop a scientific approach to problems.  We encourage core values such as open-mindedness, self-assessment, perseverance and responsibility.  These skills develop pupils’ self-confidence to enable them to work both independently and collaboratively.  Our aim of for pupils to enjoy science, so that they will develop a deep and lasting interest.

    Throughout each unit of study, the emphasis is on the children learning through doing. The topics the pupils study enables them to make links and test previously held ideas.  In doing so, pupils develop a bank of skills and an understanding of the processes required to carry out effective scientific enquiry.

    The Science curriculum has been sequenced so that pupils’ knowledge is sequenced so it can develop incrementally over time.  Pupils have the opportunity to consolidate their scientific knowledge by revisiting and building on prior knowledge so that it remains in their long term memory.

    We recognise the importance of using scientific vocabulary and there is an emphasis upon developing pupils’ scientific vocabulary.  Vocabulary associated with each unit is also prominently displayed in the classroom.

    Implementation

    At Bellenden and Pilgrims’ Way School, we follow a bespoke Science scheme of work.

    Science is taught weekly in Key stage one and key stage two.  At the beginning of each unit, pupils are given a topic sheet which links both the objectives the pupils are learning as well as the skills they will be developing.

    We encourage pupils to think about the five ways we learn in Science

    • Pattern seeking
    • Comparative and fair testing
    • Grouping and classifying
    • Observing changes over time
    • Researching using secondary sources.

    As well as developing pupils’ scientific skills, we also make cross-curricular links where possible so that pupils’ English and maths knowledge and skills are used and applied effectively throughout the curriculum.

    Key stage one content overview

    Year one Year two
    Autumn Autumn 1a Humans and the senses Materials and their everyday use.
    Autumn 1b Autumn and Winter
    Spring Spring 2a Materials Animals including humans
    Spring 2b Plants Plants
    Summer Summer 3a Spring and summer Habitats and living things
    Summer 3b Animals – vertebrates

    Scientific methods taught:- 

    Year One Year Two
    ·       Classifying and grouping

    ·       Comparative testing

    ·       Pattern seeking

    ·       Observation over time

    ·       Researching using secondary sources

    ·       Recording and presenting data

    ·       Simple testing

    ·       pattern seeking

    ·       grouping and classifying

    ·       researching using secondary sources

    ·       observation over time

    ·       identifying, classifying and grouping

    ·       comparative and fair testing

    ·       gathering, recording and presenting data

    Key stage two content overview 

    Year three Year four
    Autumn Autumn 1a Rocks States of Matter
    Autumn 1b Light
    Spring Spring 2a Forces and Magnets Animals including humans – the digestive system.
    Spring 2b Sound
    Summer Summer 3a Plants Living things and their habitats
    Summer 3b Animals including humans – Nutrition and the skeleton. Sound

     

    Year five Year six
    Autumn Autumn 1a Properties and changes of materials Evolution
    Autumn 1b
    Spring Spring 2a Animals including humans – puberty Light
    Spring 2b Earth and space Animals including humans – the circulatory system
    Summer Summer 3a Living things and their habitats Electricity
    Summer 3b Forces Living things and their habitats

    Scientific methods taught:-

    Year Three Year Four
    ·        Grouping and classifying

    ·       Comparative testing

    ·       Using secondary sources for research

    ·       Noticing and describing patterns

    ·       Comparative and fair testing

    ·       Observing changes over time

    ·       Making careful and systematic observations

    ·       Gathering, recording, classifying and presenting data in a variety of ways.

    ·        Grouping

    ·       Using secondary sources for research

    ·       Observing changes over time

    ·       Comparative testing

    ·       Grouping and classifying

    ·       Taking accurate measurements

    ·       Making careful and systematic observations.

    ·       Gathering, recording, classifying and presenting data in a variety of ways.

     

    Year Five Year Six
    ·       Comparative testing

    ·       Controlling variables

    ·       Taking measures using a range of equipment

    ·       Reporting and presenting findings

    ·       Fair testing

    ·       Causal relationships

    ·       Recording and presenting data in a range of ways

    ·       Reporting and presenting findings from enquiries

    ·       Make predictions

    ·       Planning a scientific enquiry

    ·        Reporting findings

    ·       Understanding how scientific ideas have developed over time

    ·       Identifying scientific evidence which has been used to support/refute ideas/arguments

    ·       Comparative testing

    ·       Taking measures using a range of equipment

    ·       Drawing conclusions

    ·       Planning a scientific enquiry to answer questions

    ·       Taking measurements and recording data

    ·       Presenting findings from enquiries

    ·       Controlling variables

    ·       Recording and presenting data in a range of ways.

    Impact

    We use a variety of ways to measure the impact of our Science curriculum including

    • Teacher assessment
    • Regular ‘show what you know’ assessments
    • Data analysis
    • Looking at children’s work and other evidence of outcomes
    • Lesson observations
    • Feedback from children
    • Feedback from teachers

    We use this information to regularly review and refine our Science curriculum.

Bellenden Primary School

Dewar Street
London, SE15 4JP
Tel: 020 7732 7107

Pilgrims’ Way Primary School

Manor Grove
London, SE15 1EF
Tel: 0207 639 1995