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Datchet St Mary's CofE Primary Academy

Friendship, Love, Compassion, Honesty, Forgiveness, Resilience and Equality

Curriculum Statements

English 

Intent: The National Curriculum (2014) forms the basis for all subject teaching ensuring continuity and progression in an age-related curriculum. In addition, teachers make sure the content is relevant and stimulating by delivering through themes and topics. At Datchet St Mary’s Academy our English curriculum has been developed to recognise the importance of English in every aspect of daily life and to develop children’s love of reading, writing and discussion. We recognise the importance of nurturing a culture where children love to read, take pride in their writing and can clearly and accurately adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and to be able to use discussion to communicate and further their learning.

Our intent is to enable children to:

• Read easily, fluently and with good understanding

• Develop the habit of reading widely and often, for both pleasure and information

• Appreciate our rich and varied literary heritage

• Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences

• Develop a love of writing and to be able to express their thoughts and ideas clearly and creatively through the written word.

• Re-read, edit and improve their own writing

• Confidently use the essential skills of grammar, punctuation and spelling

• Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language

• Use discussion in order to learn; they should be able to elaborate and clearly explain their understanding and ideas

• Become competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Implementation: At Datchet St Mary’s Academy We ensure that our English teaching and learning provides many purposeful opportunities for reading, writing and discussion. We use a wide variety of experiences, quality texts and resources to motivate and inspire our children. All pupils receive a daily English lesson. Teachers also ensure that cross curricular links with concurrent topic work are woven into the programme of study.

• Teachers create a positive reading and writing culture in school, where both are promoted, enjoyed and considered ‘a pleasure’ for all pupils.

• Promotion of reading through teachers reading out loud regularly to their class during shared reading sessions.

• Pupils in EYFS and KS1 to have daily phonics sessions.

• Year 1-6, to teach a planned weekly spelling session for the spelling rule that week.

• Age appropriate spellings sent home weekly for pupils to practise their words. Tested each Friday.

• Pupils are encouraged to use magpie books and magpie walls to become adventurous with vocabulary choices.

• Pupils to acquire strategies to enable them to become independent learners in English (spelling rules and patterns and how to tackle unfamiliar words when reading).

• Pupils to discuss and to present their ideas to each other by talking, being able to elaborate and explain themselves clearly, make presentations and participate in debates.

• Working Walls – all classes aiding pupils and guiding them through the process of Reading and Analysing, Gathering Content, Planning and Writing.

• Vocabulary promoted through displays in class, all curriculum areas, enhancing and encouraging a wider use of vocabulary.

• Vocabulary mats to be used where needed and thesauruses and dictionaries which are easily accessible for pupils to use.

• Teaching a range of genres across the school (progressing in difficulty) both in English and other curriculum areas; resulting in pupils being exposed to, and knowledgeable about, literary styles, authors and genres. They can express preferences and give opinions, supported by evidence, about different texts.

Reading and writing events (throughout the year) to encourage and promote enjoyment and opportunities to develop lifelong learning.

Editing taught as a skill to continually improve work and writing

Impact: The impact and measure of this is to ensure children not only acquire the appropriate age-related knowledge linked to the English curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives.

Long term pupils will:

• be confident in the art of speaking and listening and to be able to use discussion to communicate and further their learning

• be able to read fluently both for pleasure and to further their learning.

• enjoy writing across a range of genres

• Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded

• have a wide vocabulary and be adventurous with vocabulary choices within their writing

• have a good knowledge of how to adapt their writing based on the context and audience

• leave primary school being able to effectively apply spelling rules and patterns they have been taught

• make good and better progress from their starting points to achieve their full potential Pupils of all abilities will succeed in all English lessons because work will be appropriately scaffolded.

Assessment and Monitoring in English: The impact of our English curriculum is measured through the monitoring cycle in school:

• Lesson observations, book monitoring and learning walks

• Skills progressing (grammar and punctuation) throughout the school is evident in children’s books.

• Gathering pupil voice – to check understanding, understanding of key skills and knowledge, progression, confidence in discussing English

• Moderating pupils work in school and in cluster meetings with other schools to ensure accurate assessments are made

• Tracking pupils’ progress each half term in Reading, Writing. This informs planning and any intervention needed

• Pupil progress meetings ensure different groups (including EAL, PP and SEND) and individual progress is monitored, and interventions organised to support good and better progress

• Parents and carers will understand how they can support spelling, grammar and composition and home, and contribute regularly to homework.

• Monitoring is also used to identify gaps in the curriculum that may need to be addressed across the school, or within individual year groups. Monitoring is an ongoing cycle, which is used productively to provide the best possible English curriculum for our children and to ensure it is inclusive to all.

 

 

Maths

Intent:

The 2013 National Curriculum Program of Study for Maths aims to ensure that all children:

  • 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 nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Implementation:

Maths at Datchet St Mary’s: 

  • Maths is taught daily.
  • A range of reasoning resources are used to challenge all children and give them the opportunity to reason with their understanding.
  • Children are taught through targeted differentiated small group and mixed ability whole class lessons. This may be delivered through using guided teaching, whereby the class is split and while some are being taught by the teacher before starting their work, others are working to consolidate skills or practise a skill before being taught and doing their daily work this ensures that previous learning is revisited and maths skills are embedded.
  • The skills, knowledge and concepts introduced during direct teaching times, are then reinforced further through providing opportunities for discussion, application, practise, consolidation and/or gaining practical experience, through appropriate follow up work, either individually or with in groups.
  • Homework is set to develop and review children's learning. 
  • Where possible, links are made with other subjects across the curriculum and to the real world.
  • Interventions are used to boost children’s learning, understanding and confidence in Maths.

Impact:

As a result of our Maths teaching at Datchet St. Mary’s  you will see:

  • Engaged children who are all challenged.
  • Confident children who can all talk about Maths and their learning and the links between Mathematical topics.
  • Lessons that use a variety of resources to support learning.
  • Different representations of mathematical concepts.
  • Learning that is tracked and monitored to ensure all children make good progress. 
  •  

R.E

Intent: At Datchet St Mary’s Primary School we have designed our RE curriculum with the intent that our children are prepared for their future in multi-cultural Britain. The children will develop knowledge and understanding of Christianity and the other principal religions within the world that we live. They will begin to appreciate the way that religious beliefs shape life and behaviour and to develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development.  

Implementation: At Datchet St Mary’s our RE syllabus reflects ‘the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teaching and practices of the other principal religions represented in Great Britain.’ According to the Education Act, 1996. Our RE subject leader drives the development of the subject through out the whole school. Well planned and sequenced lesson using our schemes of Discovery RE and Understanding Christianity ensure that Christianity, Judaism, Sikhism, Buddhism, Hinduism and Islam are taught by building on prior knowledge and skills to ensure progression is evident in books. Effective teaching ensures regular assessment and various forms of feedback to check understanding, provide further challenge or address misconceptions. RE is taught on a weekly basis with a yearly RE day which is chosen according to feedback from our students. To promote an interest in RE we have invested in artefacts and plan and arrange visitors of all religions that we teach in order to provide real life experiences involving the religions and cultures of the people in our multi-cultural society. We also keep our RE board up to date for children to see the purpose of their work as well as promote interest in the RE curriculum to children throughout the school. This also supports long term memory of knowledge and skills which children can transfer to other areas of the curriculum.

Impact: 

Our RE curriculum is high quality, well thought out, and planned to demonstrate progress.

We measure the impact of our curriculum through the following methods:

  • Monitored by subject leaders following the timetable throughout the year in many forms. Including book scrutiny, pupil conferencing to discuss their learning and understanding, lesson observations, working with and reporting to governors.
  • Teachers completing foundation trackers at the end of every long term, this data is collated, analysed by the subject leader reporting to the governors and SLT.

 

Science:

Intent: 

Datchet St Mary’s recognises the importance of science and scientific enquiry and aims to give all children a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically and to gain an understanding of scientific processes

 Through our Christian values we encourage the children to work with one another and provide them with an understanding of the uses and implications of Science today, as it is vital to the world’s future prosperity and the role they can have in this.

 We ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments and investigation, building arguments and explaining concepts confidently, being familiar with scientific terminology and, most importantly, to continue to ask questions. It will develop the natural curiosity of the children,encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence.

Our curriculum covers a range of topics that are laid out in the National Curriculum but reflects the children’s choices and therefore the order has been switched to mirror this. When topics are repeated, our aim is to go into more detail and build on and develop the children’s prior knowledge. This increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory

Implementation: Leaders and subject leaders drive the development of science throughout the whole school. Well planned sequenced lessons are used to build on prior knowledge and skills taught to ensure progression is evident in books. Effective teaching ensures regular assessments and various forms of feedback to check understanding, provide further challenge or address misconceptions. Opportunities are made for children applying previous knowledge and skills in varying  curriculum areas and this is encouraged by our cross curricular approach to learning. This supports long term memory of knowledge and skills which children can transfer to other areas of the curriculum. There is, where applicable, links to children’s interests and provides real life experiences. We offer a yearly science day that reinforces the children’s STEM skills and inspires them in the chosen science topic.

Impact:

Our science curriculum is a high quality, well thought out, and planned to demonstrate progress.

We measure the impact of our curriculum through the following methods:

  • Monitored by subject leaders following the timetable throughout the year in many forms. Including book scrutiny, pupil conferencing to discuss their learning and understanding and passion for the subject, lesson observations, working with and reporting to governors.
  • Teachers completing foundation trackers at the end of every long term, this data is collated, analysed by the subject leader reporting to governors and the SLT.
  • Teachers assessing the learning of each term against the planned skills and out comes specific to science topics and the working scientifically skills.

Through these methods support can be provided in the form of mentoring and CPD.

 

History

Intent: At Datchet St Mary’s, we aim to deliver a high-quality history curriculum which inspires in pupils a curiosity about, and an appreciation and understanding of, the past. We aim to equip pupils with knowledge about how people around the world used to live and the historical sources which give us an insight regarding this. Pupils will understand different methods of historical enquiry and be able to ask and answer questions. They will develop an appreciation of the fact that interpretations of historical sources may differ. They will be taught to make links between different historical topics, with the aim of developing engaged, motivated and curious learners that can reflect on the past and make meaningful links to the present day. We want children to enjoy learning about history by gaining this knowledge and skills, not just through classroom learning, but also with the use of fieldwork and educational visits.

Implementation: The subject leader and SLT drive the development of history throughout the whole school. The history curriculum is organised into a progressive model that outlines the skills, knowledge and vocabulary to be taught. Well planned sequenced lessons are used to build on prior knowledge and skills taught to ensure progression is evident in books. Effective teaching ensures regular assessments and various forms of feedback to check understanding, provide further challenge or address misconceptions. Opportunities are made for children applying previous knowledge and skills in varying curriculum areas and this is encouraged by our cross curricular approach to learning. This supports long term memory of knowledge and skills which children can transfer to other areas of the curriculum. There is where applicable, links to children’s interests and provides real life experiences.

Impact: 

Our history curriculum is a high-quality, well thought out, and planned to demonstrate progress. We measure the impact of our curriculum through the following methods: • Monitored by subject leaders following the timetable throughout the year in many forms. Including book scrutiny, pupil conferencing to discuss their learning and understanding, lesson observations, working with and reporting to governors. • Teachers completing foundation trackers at the end of every long term, this data is collated, analysed by the subject leader reporting to governs and the SLT. • Teachers assessing the learning of each term against the planned skills and outcomes specific to history topics.

 

 

Geography

Intent: At Datchet St Mary’s we believe that geography should prompt and offer answers to questions about both the natural and human aspects of the world. Children are encouraged to develop a greater understanding and knowledge of the world, along their place in it and the role they play. Our geography curriculum enables children to develop knowledge and skills that are transferable to other curriculum areas, which are used to promote their spiritual, moral, social and cultural development. Geography is, by nature, an investigative subject, which develops and understanding of concepts, knowledge and skills.  It is our intent for the Geography element of our school curriculum to inspire pupils with a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with 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. The curriculum is designed develop knowledge and skills that are progressive, as well as transferable. In ensuring high standards of teaching and learning in geography, we implement a curriculum that is progressive throughout the whole school. Geography is taught as part of a half-termly topic. We ensure that geography has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. For example, locating our school on a map in Key Stage 1, to exploring our local area in greater depth in Lower Key Stage 2, through to changes in the environment in Upper Key Stage 2.

Implementation: Leaders and subject leaders drive the development of geography throughout the whole school. Well planned sequenced lessons are used to build on prior knowledge and skills taught to ensure progression is evident in books. Effective teaching ensures regular assessments and various forms of feedback to check understanding, provide further challenge or address misconceptions. Opportunities are made for children applying previous knowledge and skills in varying curriculum areas and this is encouraged by our cross curricular approach to learning. This supports long term memory of knowledge and skills which children can transfer to other areas of the curriculum. There is where applicable, links to children’s interests and provides real life experiences.

Impact: Our Geography Curriculum is a high quality ,well thought out, and planned to demonstrate progress. We measure the impact of our curriculum through the following methods:

· Monitored by subject leaders following the timetable throughout the year in many forms. Including book scrutiny, pupil conferencing to discuss their learning and understanding, lesson observations, working with and reporting to governors.

· Teachers completing foundation trackers at the end of every long term, this data is collated, analysed by the subject leader reporting to governs and the SLT.

· Teachers assessing the learning of each term against the planned skills and out comes specific to Geography topics.

 

 

Art 

Intent: At Datchet St Mary’s we value Art and Design as an essential part of the children’s entitlement to a broad and balanced National Curriculum. Art and Design provides progressive development of knowledge and skills which enable children to observe and record from first-hand experience and imagination.

We develop the children’s competence in controlling materials and tools, acquire knowledge and become proficient in various art and design techniques and processes. Children develop their knowledge of colour, pattern, texture, line, tone, shape, form and space.

We foster an enjoyment and appreciation of the visual arts and develop a knowledge of significant artists, significant art movements, crafts people and designers within our curriculum. We also promote an environment where the emotional, physical, academic, social, moral, spiritual and cultural development of each child is nurtured through our Christian values.

The aims of teaching Art and Design at St Mary’s are:

  • Children have the opportunity to record from first-hand experience and from imagination.
  • They develop opportunities to select their own ideas for use in their work.
  • We develop creativity and imagination through a range of complex activities.
  • Children develop the ability to control materials, tools and techniques;
  • Pupils increase their critical awareness of the roles and purposes of art and design in different times and cultures.
  • Children develop increasing confidence in the use of visual and tactile elements and materials.
  • We foster an enjoyment and appreciation of the visual arts and a knowledge of  a range of artists, crafts people and designers through our curriculum.

Implementation:To ensure high standards of teaching and learning in Art and Design, we implement a curriculum that is progressive throughout the whole school. Art and design is taught as part of a half-termly or termly topic, focusing on knowledge and skills stated in the National Curriculum which provides a broad framework and outlines the knowledge and skills and taught in each Key Stage. Teachers plan their Art and Design lessons suitable to their class’s interests and what they want to learn. The art scheme of work  ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group.

We provide a variety of opportunities for art and design learning inside and outside the classroom, this includes enrichment visits to museums ( on-line too) , art galleries and visits by subject experts.

Impact:  Classroom displays reflect the children’s sense of pride in their artwork and this is also demonstrated by creative outcomes across the wider curriculum. The class, web pages and school environment also celebrate children’s achievements in art.

Impact is measured through pupil discussions about their learning; which includes discussion of their thoughts, ideas, processing and evaluation of work.

The opportunity for children to refine and develop their techniques over time is supported by effective lesson sequencing and progression between year groups. This  supports children in achieving age related expectations at the end of their cohort year. We track  progress through Target Tracker.

By the end of their time with us, we want pupils to have learned, improved and embedded a range of artistic skills. They should have 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 explore, experiment and take risks, placing value on the process and journey that they take, not just on the finished product. Most importantly, we want children to have found and enjoyed a creative outlet – a means of self-expression and enjoyment.

Design Technology

Intent: At St Mary’s we aim to provide all children with a broad and balanced curriculum which prepares them for life beyond primary education. We encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Design and Technology is an inspiring, rigorous and practical subject. It is found in the objects children use each day and is a part of children’s immediate experiences.

Design and Technology encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team. D&T allows children to apply the knowledge and skills learned in other subjects, particularly Maths, Science and Art, giving children motivation and meaning for their learning.

At St Mary’s  the curriculum for Design and Technology aims to ensure that all pupils:

• develop the creative, technical and practical expertise needed to perform

everyday tasks confidently and to participate successfully in an increasingly

technological world.

• build and apply a repertoire of knowledge, understanding and skills in order to

design and make high-quality prototypes and products for a wide range of users.

• critique, evaluate and test their ideas and products and the work of others

• understand and apply the principles of nutrition and learn how to cook.

Implementation:  To ensure high standards of teaching and learning in Art and Design, we implement a curriculum that is progressive throughout the whole school. Art and design is taught as part of a half-termly or termly topic, focusing on knowledge and skills stated in the National Curriculum which provides a broad framework and outlines the knowledge and skills and taught in each Key Stage. Teachers plan their Art and Design lessons suitable to their class’s interests and what they want to learn. The art scheme of work  ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group.

We provide a variety of opportunities for art and design learning inside and outside the classroom, this includes enrichment visits to museums ( on-line too) , art galleries and visits by subject experts.

Impact: Impact is measured through pupil discussions about their learning; which includes discussion of their thoughts, ideas, processing and evaluation of work.

The opportunity for children to refine and develop their techniques over time is supported by effective lesson sequencing and progression between year groups. This  supports children in achieving age related expectations in DT at the end of their cohort year. We track  progress through Target Tracker.

By the end of their time with us, we want pupils to have learned, improved and embedded a range of DT skills.

By the time children leave our school they will have :

  • An excellent attitude to learning and independent working.
  • The ability to use time efficiently and work constructively and productively with others.
  • The ability to act as responsible designers and makers, working ethically, using finite materials carefully and working safely.
  • A thorough knowledge of which tools, equipment and materials to use to make their products.
  • The ability to apply mathematical knowledge and skills accurately.
  • The ability to manage risks exceptionally well to manufacture products safely and hygienically.
  • A passion for the subject.

 

PE

Intent: Physical Education (PE) should be experienced in a safe and supportive environment to ensure optimum physical and emotional development and good health in our pupils. At Datchet St Mary's we offer children the opportunity to experience high quality Physical Education, Physical activity and School Sport that will inspire them to participate in physical activity for the rest of their lives and shape them into healthy, social and active young people. We deliver high-quality teaching and learning opportunities to inspire all children to experience success in physical education and in developing life skills such as swimming. We teach children how to successfully work with others as part of an effective team and to understand fairness and equality of play. These life-long values are ones that can transfer across the whole curriculum. Our intention is to improve the wellbeing and fitness of all children at Datchet St Mary's, not only through the sporting skills taught, but through developing a range of cognitive and social skills and embedding the underpinning values and disciplines PE promotes. 

Implementation: 

  • Leaders and subject leaders drive the development of PE throughout the whole school. Well planned sequenced lessons are used to provide challenging and enjoyable learning through a range of sporting activities including; invasion games, net & wall games, striking and fielding games, gymnastics, dance, swimming and outdoor adventurous activity.
  • The long term plan sets out the PE units which are to be taught throughout the year and ensures that the requirements of the National Curriculum are fully met. These units build on prior knowledge and skills taught to ensure progression is evident across each year group. Effective teaching ensures regular assessments and various forms of feedback to check understanding, provide further challenge or address misconceptions. In addition, children are encouraged to participate in a varied range of extra-curricular activities as well as keeping active at lunch and playtimes by working with the sports leaders.
  • Children in Year 3 swim once a week for 10 weeks in the Spring and Summer term to work towards the target of swimming 25 metres by the end of KS2.
  • All classes complete the Daily Mile to help work towards the Government’s aim that all children and young people take part in at least 30 minutes of physical activity every day in school in addition to PE lessons.

Impact: 

Our PE Curriculum is high quality, well thought out and planned to demonstrate progress.

We measure the impact of our curriculum through the following methods:

  • Monitored by subject leaders following the timetable throughout the year in many forms. Including pupil conferencing to discuss their learning and understanding, lesson observations, working with and reporting to governors.
  • Teachers completing foundation trackers at the end of every long term, this data is collated, analysed by the subject leader reporting to governors and the SLT.
  • Teachers assessing the learning of each term against the planned skills and outcomes specific to PE topics.

Through these methods support can be provided in the form of mentoring and CPD.

 

Computing

Intent: Technology is an essential part of our lives today and it is difficult to imagine life without it. At Datchet St Marys we will equip our children to participate in this rapidly changing world where work and leisure activities are increasingly transformed by technology. We will prepare our children to use technology in their future learning and to participate in the digital world around them. Our Computing curriculum 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. These strands are revisited repeatedly through a range of themes during children’s time in school to ensure the learning is embedded and skills are successfully developed. Our intention is that Computing also supports children’s creativity and cross curricular learning to engage children and enrich their experiences in school. Through our Christian values, we foster an environment where the emotional, physical, academic, social, moral, spiritual and cultural development of each child is nurtured. 

Implementation: At Datchet St Mary’s Computing is taught through discreet computing lessons. The curriculum is delivered through a range of well-planned lessons to ensure variety of lessons and progression of skills. Lessons taught and planned to ensure that we can use the infrastructure we have in place at school so that the lesson can meet the needs of all our pupils. Having discreet lessons mean that children are able to develop depth in their knowledge and skills over the duration of each of their computing topics. Where appropriate, meaningful links will be made between the computing curriculum and the wider curriculum. In computing lessons, children will use either iPads or the computing suite in order to access a range of apps and software. Discreet computing lessons will focus on the curriculum skills of data handling, technology in our lives, multimedia, programming and online safety.

Impact:  Our Computing curriculum is based on skills from the national curriculum and is planned to demonstrate progress.

We measure the impact of our curriculum through the following methods:

  • Monitored by subject leaders following the timetable throughout the year in many forms. Including work scrutiny that will be uploaded half termly by the teacher, pupil conferencing to discuss their learning and understanding, lesson observations, working with and reporting to governors.
  • Teachers completing foundation trackers at the end of every long term, this data is collated, analysed by the subject leader and reported to governors and the SLT.
  • Teachers assessing the learning of each term against the planned skills and out comes specific to the computing topics.

 

PSHCE

Intent: At Datchet St Mary’s Academy we all adhere to the school ethos which is expressed through our Christian values; love and compassion, friendship, honesty, resilience, and equality.  Our PSHE curriculum will prepare children with the skills and resilience required to be a confident and responsible citizen. Alongside parents, we will nurture the development of personal aspirations and to recognise their goals and potentials in life.  By providing a safe environment for children, we will also encourage children to take risks and not be afraid of failure or mistakes. We will encourage children to   ask questions, challenge the information they are offered, draw on their own experience, express their views and opinions and put what they have learned into practice in their own lives. Our Relationships and Sex Education enables our children to learn how to be safe, and to understand and develop healthy relationships, both now and in their future lives.

Implementation: Our whole school approach to teaching PSHE is based on a spiral curriculum using ‘Jigsaw’, which is a progressive scheme of work. It aims o ‘prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world’. There is a strong emphasis on emotional Literacy, building resilience and nurturing mental and physical health. It includes mindfulness to allow children to advance their emotional awareness, concentration and focus.  The curriculum for PSHE is delivered throughout the whole school starting with a shared assembly each half term to introduce new topics. The six topics covered are: Being Me in My World, Celebrating Difference, Dreams and Goals, Healthy Me, Relationships and Changing Me. Learning in each topic then takes place during weekly whole class Jigsaw lessons which explore the different themes. These themes are also embedded through all other lessons and the whole school day with everyone supporting and encouraging the children they interact with to use the skills they are developing and to make links to other areas of learning.

At Datchet St Mary's, we teach about different kinds of relationships, including same sex relationships, and gender identity because it is important that our children should have an understanding of the full diversity of the world they live in and be prepared for life in modern Britain. The Sex Education aspects of PSHE are also taught through the ‘Jigsaw’.

Impact: By the time our children leave Datchet St Mary's they will:

  • be able to approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life
  • be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society
  • appreciate difference and diversity
  • recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty
  • be  able to understand and manage their emotions
  • be able to look after their mental health and well-being
  • be able to develop positive, healthy relationship with their peers both now and in the future.
  •  understand the physical aspects involved in RSE at an age appropriate level
  •  have respect for themselves and others.
  •  have a positive self esteem

The impact of following this programme will be that the standards of attainment across the school will meet or exceed those which are expected of our children nationally. We will use book looks, learning walks and assessment tools to analyse our impact. We continuously assess the implementation and impact of our PSHE curriculum in order to achieve the highest outcomes possible across all year groups and ensure we provide the support that is necessary for all children to achieve.

Music

Intent:  At Datchet St Mary’s Academy we all adhere to the school ethos which is expressed through our Christian values; love and compassion, friendship, honesty, resilience, and equality. It is our intent, that within a modern, social culture, we will prepare children with the skills and resilience required to be a confident and responsible citizen. At Datchet St Mary’s Academy our music curriculum intends to inspire creativity, self-expression and encourages our children on their musical journeys as well as giving them opportunities to connect with others.   We hope to foster a lifelong love of music by exposing them to diverse musical experiences and igniting a passion for music. By listening and responding to different musical styles, finding their voices as singers and performers and as composers, all will enable them to become confident, reflective musicians. 

Implementation: The music curriculum ensures students sing, listen, play, compose, perform and evaluate. This is embedded in classroom activities as well as weekly singing assemblies, various concerts and performances, the learning of instruments, and the joining of musical ensembles. We follow a broad and balanced Music curriculum that builds on previous learning and provides both support and challenge for learners. We follow a music scheme that ensures progression of skills and covers all aspects of the music curriculum. All classes will have a scheduled Music lesson each week. We want children to use the language of music to discuss it, and understand how it is made, played, appreciated and analysed. In the classroom students learn how to play various un-tuned percussion instruments and a tuned instrument, glockenspiel. In doing so they understand the different principles of creating notes, as well as how to devise and read their own musical scores and basic music notation. They also learn how to compose focussing on different dimensions of music, which in turn feeds their understanding when listening, playing, or analysing music. Composing or performing using body percussion, vocal sounds and technology is also part of the curriculum, which develops the understanding of musical elements. Well planned sequenced lessons are used to build on prior knowledge and skills taught to ensure progress in the children’s learning. Effective teaching ensures regular assessments and various forms of  feedback to check understanding, provide further challenge. We want to ensure that Music is embedded in our whole school curriculum and that opportunities for enhancing learning by using music are always taken.

Impact: 

Whilst in school, children have opportunities to forge their own musical journey, which allows them to discover areas of strength, as well as areas they might like to improve upon. The integral nature of music and the learner creates an enormously rich palette from which a child may access fundamental abilities such as: achievement, self-confidence, interaction with and awareness of others, and self-reflection. The children will also develop an understanding of culture and history, both in relation to students individually, as well as ethnicities from across the world. Children are able to enjoy music, in as many ways as they choose - either as listener, creator or performer. They can discuss music and comprehend its parts. They can sing, feel a pulse, add rhythms and create melodies in a group and they can further develop these skills in the future and continue to enjoy and embrace music in their lives.

Our Music Curriculum is a high quality ,well thought out, and planned to demonstrate progress.

Progress in Music is demonstrated through regularly reviewing and scrutinising children’s work, in accordance with our Music assessment policy to ensure that progression of skills is taking place. Namely through:

  • Monitored by subject leaders following the timetable throughout the year in many forms. Including book scrutiny, pupil conferencing to discuss their learning and understanding, lesson observations,  working with and reporting to governors.
  • Teachers completing foundation trackers at the end of every long term, this data is  collated, analysed by the subject leader reporting to governs and the SLT.
  • Teachers assessing the learning of each term against the planned skills and out comes specific to Music.

The Music curriculum will contribute to children’s personal development in creativity, independence, judgement and self-reflection. This would be seen in them being able to talk confidently about their work, and sharing their work with others.

 

French (MFL)

Intent:  The 2013 National Curriculum for Modern Foreign Languages aims to ensure that all children:

· Understand and respond to spoken and written language from a variety of authentic sources.

· Are able to speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and that they are 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.

A high quality languages education should foster children’s curiosity and deepen their understanding of the world. At Datchet St Mary’s Primary Academy, we are committed to ensuring that competence in another language enables children to interpret, create and exchange meaning within and across cultures. It also helps children develop skills that will open further opportunities later in life. The teaching of French in KS2 provides an appropriate balance of spoken and written language and lays the foundations for further foreign language teaching at KS3.

Implementation:  Children are introduced to French in KS2 and receive a weekly lesson. This enables the children to develop early language acquisition skills that facilitate their understanding of the patterns of language and how these differ from, or are similar to, English.

Children learn French throughout Key Stage 2, which is timetabled for a 30-minute session per week. The class teacher or HLTA delivers the language in his/her class and incorporates French where possible in daily routines.

Lessons across the Key Stage supports the skills of speaking, listening, reading and writing:

· Children are taught to listen attentively to spoken language and respond, joining in with songs, rhymes and games.

· Children develop an appreciation of a variety of stories, songs, poems and rhymes in French.

 · We follow the primary MFL scheme of work from Twinkl planit.

·  A French Day enables the whole school to be immersed in the inclusion of the culture and use languages meaningfully in context.

Impact: Our MFL curriculum ensures that children develop their knowledge of where different languages, including the range of home languages spoken by the families of the school, as well as French, are spoken in the world. Varied learning experiences, including ‘French Day’ also ensure that languages are celebrated throughout the school community whilst providing a context for language learning and develop the children’s understanding of different cultures.

 

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