Mrs Karen Halford
Head Teacher
Tel: 01777 703683
Email: head@www.st-giles.notts.sch.uk

KS1 & KS2 Rationale

Primary: EYFS

KS1 and KS2 Rationale –  2017 – 2018

 St. Giles School, Retford.

At St. Giles School it is understood that every pupil in the Primary Department is entitled to receive a balanced and broadly based curriculum which “…promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life…” (DFE 2013)

Despite our pupils having needs that may be a barrier to learning, our primary based teacher’s plan appropriately challenging work for pupils whatever their attainment and abilities. Good and careful planning enables all our pupils to learn and achieve without barriers and to experience all Primary Curriculum Subjects in a suitably levelled and facilitated manner.

English

High-quality education in English encourages pupils to communicate, speak and write so that they can communicate their ideas and emotions to others and others can communicate with them.

Every pupil in the Primary Department is entitled to receive the following opportunities as they progress through the years and Key Stages.

Early Years Foundation Stage

  • To have independent access to books.
  • To learn and achieve in a print rich environment.
  • To have mark making opportunities.
  • To develop recognition of their name.
  • To receive planned literacy sessions.
  • To have a communication means and methods observed, recorded, analysed and system trialled.

Key Stage 1

  • To learn the skills of reading, writing and communication that is appropriate to the needs of the child.
  • To be assessed formally in synthetic phonics, reading and early writing.
  • A structures programme devised for potential readers based on assessments.
  • Every child will have a personalised route to writing.
  • All pupils will have a communication system in place.

Key Stage 2

  • All pupils will continue to develop and refine the skills of reading, writing and communication through their own personalised route.
  • All pupils will have opportunities to apply their learned skills in reading, writing and communication to influence their world around them.
  • All pupils will have opportunities to begin to transfer their learned skills in reading, writing and communication to other areas of the curriculum.
  • All pupils will be formally evaluated on Knowledge, Skills and Understanding.
  • Every pupil will have a thorough transition of information.

The Structure of English Teaching

Early Years – 2-5

Based on IEP targets and Early Years Foundation Stage; Development Matters.

Communication: ongoing throughout the day through every activity and subject. Where necessary communication targets are included within the pupil IEP.

KS1

Communication: Ongoing throughout the day through every activity and subject. Where necessary communication targets are included within the pupil IEP.

Skills Sessions and theme Based English such as “Engage to Create” – daily

Phonics/reading daily where appropriate to needs and understanding.

KS2

Communication: Ongoing throughout the day through every activity and subject. Where necessary communication targets are included within the pupil IEP.

Skills Sessions and theme Based English such as “Engage to Create” – daily

Phonics/reading daily

Literacy is taught for at least 5 hours a week from EYFS, through Key Stage 1 to Key Stage 2. Each child will be working towards specific targets in Literacy guided by detailed assessment, “Solar” assessment tool and “Development Matters.” Lessons may be integrated with other subjects and activities through cross curricular links to support learning and understanding through experiences.

Thematic Schemes of Work covering the Literacy National Curriculum ensure that children have the opportunity to make meaningful connections between experiences and the subjects that they are taught.

Signing is used throughout the school by all class staff regardless of ability or needs of a pupil. Pupils will use low tech (Objects of Reference, photographs, symbols and signs) as well as high tech communication aids (switches, iPads with communication apps) to aid and support communication.

EYFS and Key Stages 1 and 2

Phonics is taught 5 times a week with students grouped in ability levelled groups within each class. The main scheme will be based around “Letters and Sounds.” All pupils will have an equal opportunity to learn the basic skills or reading and writing.

Two sessions each week have a discrete focus on the teaching and learning of highly differentiated Reading and Writing skills. This will be personalised, directly linked to assessment information and may also be linked to the pupil’s IEP.

Two sessions each week will follow the Scheme of work, whereby pupils will have the opportunity to develop, practice and refine knowledge, skills and understanding of the application of their Literacy skills.

At the end of Key Stage 1 pupils will be assessed and those working at P4 – P8 will undertake a reading assessment.

All pupils in KS2 who have had a Reading Assessment will receive 1:1 tuition for Reading and will have a book band level assessment to develop their reading skills. This is led by the school Literacy Lead and Coordinator.

Mathematics

Mathematics is essential to everyday life, science and technology.

A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically and, hopefully, a sense of enjoyment and curiosity about the subject.

Every pupil in the Primary Department is entitled to receive the following opportunities as they progress through the EYFS years and Key Stages.

 Early Years Foundation Stage

  • To have independent access to mathematical equipment and resources including colours, shapes, measures, numbers and problem solving activities.
  • To learn and achieve in a mathematically rich environment.
  • To have opportunities to develop mathematical skills from counting and sharing to matching and sorting.
  • To develop recognition of numerals through songs, games and rhymes.
  • To develop recognition of shapes and colours through play and exploration.
  • To receive planned, differentiated mathematical sessions.
  • To have mathematical means and methods observed, recorded, analysed and system trialled.

Key Stage 1

  • To develop confidence with whole numbers, counting and place value.
  • To recognise, describe, draw, compare and sort different shapes and understand the related vocabulary.
  • To explore a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
  • To experience number bonds to 20.
  • Every child will have a personalised route to mathematics.

Key Stage 2

  • To continue to further develop confidence with whole numbers, counting and place value and to use this knowledge in problem solving activities.
  • To experience and develop an understanding of multiplication tables.
  • To experience and develop the connections between the four mathematical operations and how they can be interchanged.
  • To experience simple fractions in everyday life.
  • To continue to develop knowledge of the range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
  • To classify shapes by their properties.
  • Every pupil will have a personalised route to mathematics.

 The Structure of Mathematics Teaching

 Early Years – 2-5

Based on IEP targets where appropriate, Early Years Foundation Stage and daily activities centred around problem solving, number, shape and capacity delivered through group and play activities .

 KS1

Daily activities centred around problem solving, number, shape and capacity delivered through individual, group and play activities.

Skills Sessions – equivalent of 4 x 1hour sessions delivered either as discrete lessons or through topic lessons or grouped in a larger block.

KS2

Skills Sessions – 4×1 hour streamed groups within the class where appropriate

Daily mental mathematics delivered through individual, group and class activities and based within the context of class learning and activity.

Mathematics should be taught for 4 hours a week from EYFS, through Key Stage 1 to Key Stage 2. Each child will be working towards specific targets in Mathematics guided by detailed assessment on Solar online assessment tool.

Thematic Schemes of Work covering the Mathematics National Curriculum ensure that children have the opportunity to make meaningful connections between experiences and the subjects that they are taught.

Science

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science.

Every pupil in the Primary Department is entitled to receive the following opportunities as they progress through the years and Key Stages.

 Early Years Foundation Stage – Understanding the World: The World

  • To be given opportunities to explore the similarities and differences in relation to places, objects, materials and living things.
  • To explore and discuss the features of their own immediate environment and how environments might vary from one another.
  • To be encouraged to make observations of animals and plants and be given opportunities to explain why some things occur.
  • To talk about changes.
  • To receive planned, differentiated sessions.
  • To have exploratory scientific means and methods observed, recorded, analysed and system trialled.

Key Stage 1

  • To enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them.
  • To be encouraged to be curious and ask questions about what they notice.
  • To be helped to develop an understanding of scientific ideas
  • by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information.
  • To begin to use simple scientific language to talk about what they have found out.
  • To experience and use first-hand practical experiences, but also some use of appropriate secondary sources, such as books, photographs and videos.
  • To have a personalised route to Science.

 Key Stage 2

  • To enable pupils to broaden their scientific view of the world around them through exploring, talking about, testing and developing ideas about the relationships between living things and familiar environments.
  • To develop their ideas about functions, relationships and interactions.
  • To be encouraged to ask their own questions about what they observe.
  • Make some decisions about which types of scientific enquiry are appropriate, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information.
  • They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.
  • To have a personalised route to Science.

The Structure of Scientific Teaching

Early Years – 2-5

Based on IEP targets and Early Years Foundation Stage.

KS1

Skills Sessions – 1.5 hours per week.

KS2

Skills Sessions – 2 hours per week.

Science should be taught weekly from EYFS, through Key Stage 1 to Key Stage 2. Each child will be working towards specific targets in Science guided by detailed assessment using Solar, an online assessment tool.

Thematic Schemes of Work covering the Science National Curriculum ensure that children have the opportunity to make meaningful connections between experiences and the subjects that they are taught.

Computing

Computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication as active participants in a digital world.

Every pupil in the Primary Department is entitled to receive the following opportunities as they progress through the years and Key Stages.

Early Years Foundation Stage – Understanding the World: Technology

  • Children recognise that a range of technology is used in places such as homes and schools.
  • They select and use technology for particular purposes.
  • To receive planned, differentiated sessions.
  • To have exploratory scientific means and methods observed, recorded, analysed and system trialled.

Key Stage 1

  • To experience and complete simple data processing.
  • To be able to create simple programs with support.
  • To use logical reasoning, with support, to predict the behaviour of simple programs
  • To experience and use technology purposefully to create, organise, store, manipulate and retrieve digital content.
  • To be able to recognise common uses of information technology beyond school.
  • To be able to use technology safely.
  • To have a personalised route to ICT and Computing.

Key Stage 2

  • To experience designing programs that accomplish specific goals
  • To experience the use of sequence, selection, and repetition in programs;
  • To use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • To understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  • To use search technologies effectively; selecting, using and combining a variety of software (including internet services) on a range of digital devices.
  • To use technology safely, respectfully and responsibly; recognise acceptable /unacceptable behaviour; identify a range of ways to report concerns about content and contact.
  • To have a personalised route to ICT and Computing.

The Structure of ICT and Computing Teaching

Computing lessons will be taught by class teachers and supported and developed during all class activities.

Early Years – 2-5

Based on IEP targets and Early Years Foundation Stage.

 KS1

Specialist skill sessions – 1 hour per week as well as supported activities during class work.

 KS2

Specialist skill sessions – 1 hour per week as well as supported activities during class work.

Computing is taught weekly by class teachers and leads, from EYFS, through Key Stage 1 to Key Stage 2. Each child will be working towards specific targets in Computing guided by detailed assessment, using Solar, an online assessment tool.

Thematic Schemes of Work covering the Computing National Curriculum ensure that children have the opportunity to make meaningful connections between experiences and the subjects that they are taught.

Physical Education

At St Giles, Physical Education takes varying forms which includes Physiotherapy, Hydrotherapy/Swimming, Rebound, Soft Play, TAC PAC, Sherbourne, Parachute, Aromatherapy/massage, Curriculum PE and Proprioception and Vestibular sensory activities.

Fine Motor Skills needed for getting dressed /undressed/shoes on and off etc. Class teachers deliver PE.

Every pupil in the Primary Department is entitled to receive the following opportunities as they progress through the years and Key Stages.

Early Years Foundation Stage – Physical Development

  • Children are encouraged to develop as best possible the skills to show good control and co-ordination in large and small movements.
  • They are encouraged to move confidently in a range of ways, safely negotiating space.
  • They develop skills to handle equipment and tools effectively, including pencils for writing.
  • To receive planned, differentiated physical sessions.
  • To have physical means and methods observed, recorded, analysed and system trialled.

Key Stage 1

  • To develop and master basic movements including running, jumping, throwing and catching.
  • To experience and develop balance, agility and co-ordination, and begin to apply these in a range of activities.
  • To be encouraged to participate in team games, developing simple tactics for attacking and defending
  • To experience and develop form dances using simple movement patterns.
  • To have a personalised route to PE according to need and ability.

 Key Stage 2

  • To use running, jumping, throwing and catching in isolation and in combination.
  • To experience and play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending.
  • To develop flexibility, strength, technique, control and balance, for example, through athletics and gymnastics.
  • To experience and perform dances using a range of movement patterns
  • To take part in outdoor and adventurous activity challenges both individually and within a team.
  • To be supported to compare their performances with previous ones and demonstrate improvement to achieve their personal best.
  • To have a personalised route to PE according to need and ability.

The Structure of PE

PE/physical activity lessons will be taught by class teachers and supported, developed during class activities.

Early Years – 2-5

Based on IEP targets and Early Years Foundation Stage.

KS1

Specialist skill sessions – 2 hours per week including supported activities such as Soft Play, Rebound, Swimming, Boccia, Physio as appropriate.

KS2

Specialist skill sessions – 2 hours per week including supported activities such as Soft Play, Rebound, Swimming, Physio as appropriate.

All pupils in Primary from Foundation to Year Two may participate in a cross department ability skilled PE activity. The pupils will be grouped into high ability, middle ability and PMLD groups and activities will be planned and led by department staff. The department has also adopted a “House” approach with each pupil in the department belonging to one of four houses.

 Each child will be working towards specific targets in PE guided by detailed assessment using Solar, an online assessment tool.

Thematic Schemes of Work covering the PE National Curriculum ensure that children have the opportunity to make meaningful connections between experiences and the subjects that they are taught.

Design and Technology

Using creativity and imagination, pupils are encouraged to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs and wants. They are able to draw on disciplines such as mathematics, science, engineering, computing and art.

Every pupil in the Primary Department is entitled to receive the following opportunities as they progress through the years and Key Stages.

Early Years Foundation Stage – Expressive Arts and Design

  • To safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • To receive planned, differentiated design sessions.
  • To have design means and methods observed, recorded, analysed and system trialled.

Key Stage 1

Design

  • To design purposeful, functional, appealing products for themselves and other users
  • To experience and generate, develop, model and communicate their ideas through talking, drawing and ICT

Make

  • To select from and use a range of tools and equipment to perform practical tasks.
  • To select from and use a wide range of materials and components according to their characteristics

Evaluate

  • To explore and evaluate a range of existing products
  • To evaluate ideas and products against design criteria

Technical knowledge

  • To build structures, exploring how they can be made stronger, stiffer and more stable.
  • To explore and use mechanisms in their products.
  • To have a personalised route to Design and Technology according to need and ability.

Key Stage 2

Design

  • To use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
  • To generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

 Make

  • To select from and use a wider range of tools and equipment to perform practical tasks.
  • To select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

Evaluate

  • To investigate and analyse a range of existing products.
  • To evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • To understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

  • To apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • To understand and use mechanical systems in their products.
  • To understand and use electrical systems in their products.
  • To apply their understanding of computing to program, monitor and control their products.
  • To have a personalised route to Design and Technology according to need and ability.

The Structure of Design and Technology

Design and Technology activity lessons will be taught by class teachers and/or the specialist teacher and supported, developed during class activities.

Early Years – 2-5

Based on IEP targets and Early Years Foundation Stage.

KS1

Skills session – 1 hour per week. Design and Technology is closely linked to Mathematics planning on the curriculum cycle plan.

KS2

Skills session – 1 hour per week.

Each child will be working towards specific targets in Design and Technology guided by detailed assessment, P level, B Squared information or Routes for Learning.

Thematic Schemes of Work covering the Design and Technology National Curriculum ensure that children have the opportunity to make meaningful connections between experiences and the subjects that they are taught.

History

History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. At St. Giles, some aspects of History needs to be taught through experiences and may need to be adapted to include the experiences and understanding of the present.

Every pupil in the Primary Department is entitled to receive the following opportunities as they progress through the years and Key Stages.

Early Years Foundation Stage – Understanding the World: People and Communities

  • To experience and talk about past and present events in their own lives and in the lives of family members.
  • To experience and know that other children don’t always enjoy the same things. To experience and discuss the similarities and differences between themselves and others, and among families, communities and traditions.
  • To receive planned, differentiated History sessions.
  • To have History means and methods observed, recorded, analysed and system trialled.

 Key Stage 1 and 2

  • To experience changes within living memory.
  • To experience events beyond living memory that are significant nationally or globally through festivals or anniversaries]
  • To learn about the lives of significant individuals in the past who have contributed to national and international achievements.
  • To experience and learn about significant historical events, people and places in their own locality.
  • To have a personalised route to History according to need and ability.

The Structure of History

History lessons will be taught by class teachers. In most classes History and Geography will be taught in termly blocks – three blocks a year for each subject.

Early Years – 2-5

Based on IEP targets and Early Years Foundation Stage.

KS1

Skills session – 1 hour per week within topic lessons.

KS2

Skills session – 1 hour per week within topic lessons.

 Each child will be working towards specific targets in History guided by detailed assessment using Solar, an online assessment tool.

Thematic Schemes of Work covering the History National Curriculum ensure that children have the opportunity to make meaningful connections between experiences and the subjects that they are taught.

Geography

The teaching of Geography at St. Giles enables pupils to gain knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

Every pupil in the Primary Department is entitled to receive the following opportunities as they progress through the years and Key Stages.

Early Years Foundation Stage – Understanding the World: People and Communities

  • To experience and talk about past and present events in their own lives and in the lives of family members.
  • To experience and know that other children don’t always enjoy the same things. To experience and discuss the similarities and differences between themselves and others, and among families, communities and traditions.
  • To receive planned, differentiated Geography sessions.
  • To have Geography means and methods observed, recorded, analysed and system trialled.

Key Stage 1

Pupils should be taught and experience:

Locational knowledge

  • Experience and name/locate the world’s seven continents and five oceans
  • Experience and name/locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

  • To understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography

  • To identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world.
  • To use basic geographical vocabulary to refer to key physical features including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river.
  • To experience key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork

  • To experience and use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
  • To use simple compass directions (North, South, East and West) and locational and directional language, to describe the location of features and routes on a map.
  • To devise a simple map; and use and construct basic symbols in a key
  • To use simple fieldwork and observational skills to study the geography of the school and its grounds.
  • To have a personalised route to Geography according to need and ability.

 Key Stage 2

Pupils will experience the following

Locational knowledge

  • To experience and locate the world’s countries, using maps to focus on Europe and North and South America,
  • To experience and name and locate counties and cities of the United Kingdom, and understand how some of these aspects have changed over time
  • To experience and identify day and night and understand time zones

Place knowledge

  • To understand geographical similarities and differences through the study of a region of the United Kingdom, a region in a European country, and a region within North or South America

Human and physical geography

  • To experience and understand key aspects of:
  • To experience and discuss physical geography, including: rivers, mountains, volcanoes and earthquakes, and the water cycle

Geographical skills and fieldwork

  • To explore and experience maps, atlases, globes and digital/computer mapping to locate countries.
  • To use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.
  • To use fieldwork to observe, measure, record and present the human and physical features in the local area.

 The Structure of Geography

Geography lessons will be taught by class teachers. In most classes Geography and History will be taught in termly blocks – three blocks a year for each subject.

Early Years – 2-5

Based on IEP targets and Early Years Foundation Stage.

KS1

Skills session – 1 hour per week as part of topic activities.

KS2

Skills session – 1 hour per week as part of topic activities.

 Each child will be working towards specific targets in Geography guided by detailed assessment using Solar, an online assessment tool.

Thematic Schemes of Work covering the Geography National Curriculum ensure that children have the opportunity to make meaningful connections between experiences and the subjects that they are taught.

Art and Design

This subject in St. Giles aims 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. Pupils are also encouraged to think critically about their work and those of others.

Every pupil in the Primary Department is entitled to receive the following opportunities as they progress through the years and Key Stages.

Early Years Foundation Stage – Expressive Art and Design: Exploring and Using Media and Materials

  • Pupils experience and are encouraged to safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • To receive planned, differentiated Expressive arts sessions.
  • To have expressive art methods observed, recorded, analysed and system trialled.

Key Stage 1

Pupils should be taught:

  • To experience and use a range of materials creatively to design and make products.
  • To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
  • To experience and develop a wide range of art and design techniques.
  • To experience the work of a range of artists, craft makers and designers.

Key Stage 2

Pupils should be taught:

  • To create sketch books to record their observations and use them to review and revisit ideas
  • To improve their art and design techniques, including drawing, painting and sculpture with a range of materials.
  • About great artists, architects and designers in history.

The Structure of Art and Design

Art and Design lessons will be taught by class teachers.

Early Years – 2-5

Based on IEP targets and Early Years Foundation Stage.

KS1

Skills session – 1 hour per week. The subject may be taught in conjunction with other subjects in a thematic approach.

KS2

Skills session – 1 hour per week. The subject may be taught in conjunction with other subjects in a thematic approach.

Each child will be working towards specific targets in Art and Design guided by detailed assessment using Solar, an online assessment tool.

Thematic Schemes of Work covering the Art and Design National Curriculum ensure that children have the opportunity to make meaningful connections between experiences and the subjects that they are taught.

Languages

The Primary Department at St. Giles School focuses on the language of Spanish at Key Stage 2. This subject will not be taught in a weekly, discrete lesson but through other class/school activities such as assembly, snack time and as a celebration day at the end of each term.

The department will also celebrate other languages and cultures through special themed days such as European Day of Languages and the public holidays/cultural days of different countries around the world.

The teaching of a language at St. Giles provides opportunities for our pupils to communicate for practical purposes, learn new ways of thinking and to provide the foundation for learning further languages as pupils move through the school.

Every pupil in the Primary Department is entitled to receive the following opportunities as they progress through the years and Key Stages.

Early Years Foundation Stage and Key Stage One

Pupils will enjoy rich cultural experiences through specialist days. Pupils will explore the language, costumes, music, food and location of varied countries, including the chosen language of the department.

Key Stage Two

Pupils will follow a termly plan devised by a KS2 teacher.

Spanish will be practised within the daily activities of class life; greeting time, snack time, assembly and during the special cultural day each term.

The Structure of Languages

Spanish lessons will be taught by KS2 class teachers.

KS2

Specialist Day – 1 day per term. The subject will be taught in conjunction with other subjects in a thematic approach.

Each child will be working towards specific targets in Art and Design guided by detailed assessment using Solar an online assessment tool.

Thematic Schemes of Work covering the Language National Curriculum ensure that children in KS2 have the opportunity to make meaningful connections between experiences and the subjects that they are taught.

Music

At St. Giles music is part of our universal language and is often the means by which many of our pupils communicate either directly or indirectly. We believe that music increases self-confidence, creativity and sense of personal achievement. For pupils with sensory hearing impairments music is delivered through touch, feel and vibrations.

Every pupil in the Primary Department is entitled to receive the following opportunities as they progress through the years and Key Stages.

Early Years Foundation Stage – Expressive Art and Design: Exploring and Using Media and Materials

  • Pupils experience and sing songs, make music and dance, and experiment with ways of changing them.
  • To receive planned, differentiated Expressive arts sessions.
  • To have musical methods observed, recorded, analysed and system trialled.

Key Stage 1

Pupils should be taught:

  • To use their voices expressively and creatively by singing songs and speaking chants and rhymes.
  • To explore and play tuned and un-tuned instruments.
  • To listen with concentration and understanding to a range of high-quality live and recorded music.
  • To experiment with, create, select and combine sounds using the inter-related dimensions of music.

Key Stage 2

Pupils should be taught:

  • To play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression.
  • To improvise and compose music for a range of purposes.
  • To listen with attention to detail and recall sounds with increasing aural memory
  • To experience and understand staff musical notations
  • To appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
  • To develop an understanding of the history of music.

The Structure of Music

Music lessons will be taught by class teachers.

Early Years – 2-5

Based on IEP targets and Early Years Foundation Stage.

KS1

Skills session – 1 hour per week with time also given during other curricular subjects.

KS2

Skills session – 1 hour per week with time also given during other curricular subjects.

Each child will be working towards specific targets in the “Basic Curriculum” guided by detailed assessment using Solar, an online assessment tool.

Thematic Schemes of Work covering the “Basic” National Curriculum ensure that children have the opportunity to make meaningful connections between experiences and the subjects that they are taught.

Basic Curriculum: Re. Sex Education, PSHE, Citizenship

St. Giles Primary Department believes very strongly in supporting and teaching our pupils skills for life. These include the areas of PSHE and Citizenship, which are taught through cross curricular links and during small group and class activities. Links will be made to the area of Science, History and Geography.

The diverse needs of our pupils’ means that this area is taught with differentiation appropriate to the needs of each student. What suits one class or group of students will not suit the needs of another and so each class will plan accordingly.

Key Stage 1

Pupils will be encouraged to

  • Take turns, share, and be mindful of each other, their own possessions and those of other people.
  • Be aware of the differences of each pupil in the class.
  • To learn the nature of “learning to learn”; listen, look, sit, concentrate.
  • Learn about our bodies, body names and parts, healthy eating and how to maintain good health.

Key Stage 2

Pupils will be encouraged to further develop skills in

  • Taking turns, sharing, and being mindful of each other, their own possessions and those of other people.
  • Being aware of the differences and needs of each pupil in the class and to take steps to demonstrate this awareness.
  • To continue practicing the nature of “learning to learn”; listening, looking, sitting, concentrating.
  • Learning about our bodies, body names and parts, healthy eating and how to maintain good health and puberty and its effects on the body.

Re

St Giles Primary department will follow the Nottinghamshire RE Curriculum Document.

Monitoring

All Primary Staff at St. Giles School have a responsibility to ensure that pupils receive their entitlement to each subject. Entitlement will be monitored through the following ways:

  • Through identified subject planning on Medium term Planning and Class Planning.
  • Creating learning opportunities to enable transference of each subject and learned skills through all subject areas which are stated on the medium term planning.
  • Targets that are set in each subject will be linked to Early Years Foundation Stage, through learning outcomes specific to the Prime and Specific Areas of EYFS 2014.
  • Targets that are set in each subject will be linked to Primary National Curriculum KS1 and KS2 and reviewed on a termly/ yearly basis by class staff
  • Every subject area activity will be creatively rich and reflect the learning methods of the pupils i.e. symbols, print and other languages.
  • Through formative and summative assessment.
  • Through personalised Assessment targets and through careful tracking and monitoring by class staff, Phase Leader, subject specialists and Head of Learning Pathways.

Homework

It is recognised that homework is now statutory. Homework is set by class teachers and is appropriate to each pupil’s individual needs. Teachers are aware of the priority areas for pupils and their broader communication needs, as well as their more academic abilities. Homework is set and is appropriate for these needs and may be either more formal “work” such as learning words, investigating topics or reading, or more informal but equally important activities such as experiences/activities in the community or home. Each teacher is responsible for setting, assessing and reporting on homework tasks. For more information please see the Primary Department Homework Policy.

Kirstie Mallatratt

Assistant Head for Primary.

St. Giles School.

June 2017