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Curriculum - Long Term Planning

2(4)

"There are lots of things to do like; play football, do Maths, fun English, RE, free clubs and play instruments."

Curriculum

A broad balanced Curriculum

We offer a curriculum at KS1 and KS2 which is balanced and broadly based which:

  • Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and in society and..
  • Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

We follow recommended rollout schedule of the New National Curriculum with all year groups teaching the new NC by September 2015. More information about the new NC is available here

Each year group follows a curriculum map outlining when each unit for each subject should be taught.

We make provision for a daily act of collective worship and teach religious education to pupils.

Allenby Primary School also makes provision for personal, social, health and economic education as well as citizenship drawing on good practice (PSHE & C).

At Early Years Foundation Stage (EYFS) our curriculum is based around seven areas of learning and development:

  • Communication and Language
  • Physical Development
  • Personal, Social and Emotional Development
  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive arts and design

 

 

Collective Worship and Religious education

Allenby Primary School has opted out of the requirement to follow a mainly Christian act of collective worship, in line with Ealing SACRE (Standing Advisory Council for Religious Education). Assemblies (both school and class) contribute to pupils’ spiritual, moral and cultural development. Non-contentious non-denominational themes and issues from a variety of faiths are selected with time for silent reflection. We follow the London Borough of Ealing agreed syllabus. We believe that it is the responsibility of the parents to educate their child in the ways of any particular religion/faith.

In school religious education is mainly part of cross-curricular topic work but it is also taught as a specific subject for study. There is no denominational partiality. Emphasis is placed largely on understanding, responding and valuing all religions. The school has a multi-faith approach within which ethical, moral issues are raised and all major festivals celebrated.

As part of religious education study children visit religious places of worship of all religions. This enables them to understand each other’s beliefs and not cause offence because of ignorance. Parents are encouraged to allow children to participate in all visits as these foster mutual understanding and respect. Parents have a right to withdraw their children from collective worship and religious studies. 

 

Literacy

At Allenby, we follow the National Curriculum. Great emphasis is laid on the teaching of English throughout the school not only through literacy lessons, but within all areas of the curriculum.

We promote high standards of literacy by equipping pupils with a strong command of the written and spoken word and develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
 
  • Read easily, fluently and with good understanding
  • Develop the habit of reading widely and often, for both pleasure and information
  • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • 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
  • Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

The content of the National Curriculum programmes of study for English is divided into specific areas of development for consolidating pupils’ spoken language; reading; writing; grammar, spelling andvocabulary

Allenby has always provided high standards of language and literacy and will continue to provide a high-quality of education in English. Besides the teaching of the curriculum, the school is committed in planning for all learning and other broader experiences for the inclusion of all pupils.

Download a copy of the National Curriculum English Programmes of Study for KS1 & KS2

Reading for Enjoyment

All staff at Allenby endeavour to foster in the children a love of reading and books. As a school we provide various opportunities to read from a range of sources and to a range of people – both at school and at home. These include guided reading groups, 1:1 reading support, a class library of books and access to online books in KS1 and KS2.

Writing

Children learn to write as they learn to read gradually developing accurate spelling, neatly formed handwriting and an extensive vocabulary bank. At all stages in their learning they extend their ability to express their thoughts in written form. These include stories, descriptions, autobiographies, biographies, reports, poems, letters, play scripts etc. Simultaneously, they are also developing their spelling, punctuation and grammar.

Phonics

At Allenby, children in Reception and Key Stage 1 follow the synthetic phonics approach at Allenby we use the” Read, Write Inc.” Phonics programme written by Ruth Miskin. We are dedicated to ensuring that each and every one of our children learn to read with accuracy and confidence. We believe that the Read, Write Inc. programme will allow us to do this, as well as allowing us to support you in fostering a love of reading in your child that will last a lifetime!

At the core of the programme is the lively and vigorous teaching of synthetic phonics. Children learn the 44 common sounds in the English language and how to sound-blend words for reading (decoding) at the same time as developing handwriting skills and spelling (encoding). As their confidence in decoding develops they are taught to comprehend and compose ideas for their own writing. The children have the pleasure of reading exciting storybooks perfectly matched to their level – so that they have early success in reading!

The children follow a structured programme of reading and writing activities in groups of up to 12.

Mathematics

We follow the National Curriculum for Mathematics which aims to ensure that all pupils become fluent in Maths, are able to reason mathematically and can solve problems by applying their skills, knowledge and understanding. We have recently joined the West and Central London Maths Hub and use White Rose Maths Hub methods and resources to support our childrens learning. The following aspects are covered in KS1 and KS2:
 
  • ​Number – number and place value, addition and subtraction, multiplication & division and fractions
  • Measurement –
  • Geometry – properties of shapes, position and direction.
  • KS2 also covers statistics

Teaching styles and resources are used to cater for the needs of all pupils. We endeavour to make links to real life situations and provide opportunities for children to apply their skills and make cross curricular links. 
Download a copy of the National Curriculum Maths Programmes of Study for KS1 & KS2

Science

The National Curriculum aims to ensure that children develop "scientific knowledge and conceptual understanding" The National Curriculum also states children should develop an understanding of "working scientifically". These two strands are the focus of planning and assessment in Science. 

Purpose of study

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 is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Aims

The national curriculum for science aims to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics;
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them;
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Our programmes of study for each year group follows the National Curriculum in England 2014 document.

 

Geography

Geography helps pupils to make sense of their surroundings. We plan to give children first hand experience of their locality, moving on to study regional and world environments. Each year group in KS2 focuses their study on a specific continent and draws comparisons with UK geography. It is important for children to learn about the physical world and the human society in which they are growing up

 

History

Pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. At KS1 pupils will consider changes within living memory as well as those beyond living memory that are significant nationally or globally. They will study lives of significant individuals in the past who have contributed to national and international achievements.

Closer to home they will explore significant historical events, people and places in their own locality.

At KS2 children will continue to develop a chronologically secure knowledge and understanding of British, local and world history.

Specific topics taught can be seen in the curriculum map

 

Music

Children learn to sing, compose and appreciate music both as part of classroom activities and with our specialist music teacher. The children in Years 3,4,5 and 6 also take part in weekly drumming lessons led by a speiclist teacher. 

 

 

Art & Design

Children are encouraged from an early age to experience a wide variety of creative work, craft and design. They will experience drawing, painting, sculpture and other art, craft and design techniques. They also learn about great artists, craft makers and designers past and present.

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Aims

The national 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.

Key stage 1

Through a variety of creative and practical activities, linked to our Creative Curriculum pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They work in a range of relevant contexts outlined within Allenby’s Curriculum. When designing and making, pupils are taught to:

Design

  • design purposeful, functional, appealing products for themselves and other users based on design criteria
  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

Make

  • select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

Evaluate

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

Technical knowledge

  • build structures, exploring how they can be made stronger, stiffer and more stable
  • explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products.

Key stage 2

When designing and making, pupils are taught to:

Design

  • 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
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

Make

  • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • 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

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

Technical knowledge

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
  • understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • apply their understanding of computing to program, monitor and control their products.

 

 

Physical Education (PE)

Physical Education includes indoor and outdoor games, athletics, gymnastics, swimming, dance and outdoor activities. Through physical education at Allenby we aim to develop pupils’ skills, flexibility, stamina, strength, self-confidence, self-esteem, their concept of fair play and good sportsmanship 


We also aim to develop pupils’ understanding of the importance of physical activity in relation to a healthy lifestyles and the capacity to persevere and achieve success through engaging in competitive sports. Children are taught to express ideas in various forms and appreciate the aesthetic quality of movement.

Allenby Primary School provides a balanced curriculum through which all essential aspects of physical education are experienced by all pupils of all abilities. There are also several after school sports clubs available and each class has two PE lessons each week. 

Swimming 

Children in Year 4 access swimming at a local leisure centre and the aim of these sessions is to make sure all children are able to swim at least 25m by the time they enter Year 5. Children in Diamond class also access swimming in the summer term to improve confidence in the water and give them access to this enjoyable sensory experience. 

     

Computing

The core of the computing curriculum is computer science in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Children will explore abstraction, logic, algorithms and data representation. The school has a “Managed learning Environment”, DB Primary which provides resources through which children can develop these skills. The school uses interactive white boards, tablets, and PCs available for use by children. The school has an ICT room fitted out with over 30 work stations enabling all children to follow the curriculum seamlessly.

 

Personal, Social, Health Education (PSHE)

Allenby Primary School follows the Ealing LA Scheme of Work for PSHE Education, Citizenship and SEAL (Social, Emotional Aspects of Learning).

The four main themes are:

  • Developing confidence and responsibility and making the most of their abilities.
  • Preparing to play an active part as citizens
  • Developing a healthier, safer lifestyle
  • Developing good relationships and respecting differences between people.

 

 

Languages - French

Bonjour! Language study at Allenby provides a balance of spoken and written languages and lays the foundation for further foreign language teaching at KS3. Pupils are provided with the opportunity to understand and communicate ideas, facts and feelings in speech and writing focused on familiar and routine matters. All pupils in Key Stage 2 have a one french lesson a week taught by our specilist teacher. 

Pupils are taught to:

  • listen attentively to spoken language and show understanding by joining in and responding;
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words;
  • engage in conversations, ask and answer questions, express opinions and respond to those of others, seek clarification and help;
  • speak in sentences, using familiar vocabulary, phrases and basic language structures;
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases;
  • present ideas and information orally to a range of audiences;
  • read carefully and show understanding of words, phrases and simple writing;
  • appreciate stories, songs, poems and rhymes in the language;
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary;
  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly;
  • describe people, places, things and actions orally and in writing understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.