Marshill

Intent

At Marsh Hill, we believe that an art, craft and design education will engage, inspire and challenge pupils, equipping them with the knowledge and skills to participate in, experiment with, invent and create their own works of art, craft and design. We value the contribution that art and design has in our curriculum and to the culture, creativity and wealth of our nation. We provide a high-quality art and design curriculum which provides pupils with the opportunity to use and understand the properties of a wide range of tools, materials and techniques. Crucially it provides children with regular opportunities to think imaginatively and creatively and develop confidence in other subjects and life skills.

Art, craft and design is a practical, and creative subject. Through their active participation, pupils at Marsh Hill Primary School learn to explore their imagination, generate ideas, acquire skills and apply judgement. It is also a subject in which pupils develop their knowledge and understanding as well as their skills. They learn about the materials and techniques they use and about the world of art, craft and design, recognising the achievements of artists, designers and craftspeople from many different times and cultures. It also develops and encourages critical and creative thinking.

Pupils in EYFS are encouraged to be "Dynamic Designers" and "Talented Tool Users" through planned adult led activities and child initiated activites in the continuous provision.

Aims

To enable children to become visually literate and understand that art is a form of communication.
To enable children to use a wide range of media to communicate ideas and feelings.
To nurture and harness creativity and acquire and develop a range of skills and techniques.
To develop children’s capacity for imaginative and original thought and to try out ideas without the fear of failing.
To enable children through observation to learn about the world around them.
To help children learn about the role of art, craft and design in their environment and take inspiration from it.
To enable children to become independent in the planning and reviewing of their work
To enable children to develop their full potential confidently and independently.

We intend for children to:

gain the art and design skills that they need to further their education at secondary school
inspire and motivate children to pursue a career in the creative industries
enjoy art and see how it can impact on their personal and professional life
be able to talk about influential artists. Both current and in the past.

Implementation

The teaching and implementation of the Art and Design Curriculum at Marsh Hill Primary School is based on the National Curriculum and has a thematic approach. We ensure that art and design is given the same importance as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. The Art and Design curriculum is planned carefully to ensure that we equip pupils with the knowledge and skills that they will need to succeed in life.

During the course of the academic year, each year group completes the equivalent of three half terms of art. The focus is either drawing, painting or sculpture. This is detailed in our long term plan and, where possible, links to the current topic being taught. Skills in drawing, painting and sculpture are progressive and build upon the previous year’s learning. In each unit of work, children develop their skills which build up to produce a final piece. Units of work are sequenced across the school to ensure that new knowledge and skills build upon previous learning.

· Using a variety of approaches that are matched to the activity and cater for the range of ability of the children.

· Having the opportunity to examine natural objects, everyday artefacts, historical artefacts. Developing clear links between art and design and I.C.T. opportunities.

· Encouraging children to work individually, in pairs, small groups and as whole class when required.

· Encouraging the development of personal and social skills, being fully inclusive and giving equal access for pupils to learning opportunities.

· Ensuring that issues of Health and Safety are addressed in the planning and delivery of the art curriculum.

The key concepts in art and design we plan a progression for are as follows:

Generating Ideas
Drawing
Painting
Printing
Sculpture
Collage
Evaluating
Knowledge and understanding
Vocabulary

The Early Years Foundation Stage

At Marsh Hill, we encourage creative work in our reception class as this is part of the foundation stage. We relate the creative development of the children to the objectives set out in the early learning goals, which underpin the curriculum planning for children aged three to five. The children’s learning includes art, music, dance, role-play and imaginative play. The range of experience encourages children to make connections between one area of learning and another and so extends their understanding. We provide a rich environment in which we encourage and value creativity. Children experience a wide range of activities that they respond to, using the various senses. We give them the opportunity to work alongside artists and other adults. The activities that they take part in are imaginative and enjoyable.

At Marsh Hill, within the foundation stage we run continuous provision, where children have free access to all resources and opportunities, allowing them to develop their knowledge, skills and understanding at their own pace and interest. We relate the creative development of the children to the points set out in the foundation stage profile, as well as the age-related expectations in development matters which underpin the curriculum planning for children from birth to five. The children’s learning includes art, music, dance, role-play and imaginative play. The range of experiences encourages children to make connections between one area of learning and another and so extends their understanding

Impact

To celebrate the children’s art work, there is a Marsh Hill Art Gallery in the hall. Each term, it has a different focus and shows progression across the school in a particular area, for example painting, drawing or sculpture. Where possible the children’s original art work is displayed but sometimes it might be a photograph. Alongside our curriculum provision for art and design, we also provide pupils with the opportunity to participate in art based after school clubs. Educational visits provide the opportunity for teachers to plan for additional art and design learning outside the classroom. Within art and design, we strive to instil an appreciation and enjoyment of the arts enriching the children’s learning experience. Our art and design curriculum is high quality, well thought out and is planned to demonstrate progression.

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

Assessing children’s progress towards end of year expectations
Expectation grids are completing throughout the unit. This enables children to self-assess against the expectations for the unit and give them the next steps in their learning. Teachers use this when forming a judgement at the end of the year.
Photographs and videos of the children’s practical learning
Talking to the pupils about their learning (pupil voice)
Marking grids are used in Art and Design lessons. Success criteria for the lesson are shared with the children then the teachers assess whether the child is working towards it or at it. This informs their assessments.
Annual reporting of standards across the curriculum to SLT and Governors

Here is the Art and Design Long Term Plan for Years 1 to Year 6.

Here is the Art and Design Progression of Skills document for EYFS to Year 6.

Computing

Intent

At Marsh Hill Primary School, we understand that a high-quality computing education is essential for pupils to understand modern information and communication technologies (ICT), and for them to use these skills to become responsible, competent, confident and creative participants of an increasingly digital world. Computing allows us to solve problems, design systems, and understand the power and limits of human and machine intelligence. It is a skill that empowers, and one that all pupils should be aware of and develop competence in. Pupils who can think computationally are better able to conceptualise, understand and use computer-based technology, and so are better prepared for today’s world and the future.

Aims of Computing Curriculum

To develop children’s individual computing capability and understanding
To ensure all children know how to stay safe online
To enhance teaching and learning in other areas of the curriculum by cross curricular use of computing
To develop computing as a tool for learning and investigation
To equip pupils with the confidence and capability to use IT throughout their education, home and further work life.
To recognize the potential, and deepen the necessity of computing in everyday life
To stimulate interest in new technologies

We intend for children to:

have gained the digital skills that they need to further their education at secondary school.
enjoy using digital technologies to support learning in other subjects
Inspire and motivate children to pursue a career in computing – especially girls.

(Women are underrepresented in both the uptake of digital qualifications and in digital roles. Just 17% of people who work in the tech sector and only 9.5% of students taking computer science A level courses are female. Yet women make up almost half of the workforce. UK Digital Strategy)

Implementation

At Marsh Hill Primary, we primarily follow the Purple Mash Computing Scheme of Work. Each child has their own individual username and passwords so their work can be saved in their own folders automatically and can be easily reviewed and assessed by their class teacher. Children are supported by having their printed login cards to hand. Years 1 to 6 have a set of 30 Chromebooks to share between them. This allows each class to be able to teach a computing lesson each week as well as plan for computing skills to be developed across the curriculum. In EYFS, there are 16 Chromebooks which allow small groups to work to develop their computing skills. Children have a QR code and a Wonde login which enables the children to login independently and quickly.

The key concepts in computing that we plan a progression for are as follows:

Computer Science
Information Technology
Digital literacy

At Marsh Hill to enhance the teaching and learning of all curriculum areas within the school, teachers employ a range of strategies including:

Demonstrating to the whole class/group using the IWB.
Discussion with the whole class/group.
Individual or paired working.
Collaborative group work.
Encouraging pupils to demonstrate new skills to others

At Marsh Hill, the computing curriculum incorporates cross curricular links and discrete computing skills. Children are taught computing every week and also have the opportunity to further their computing skills in other subjects. There are eight areas of learning within the Purple Mash Computing Scheme of Work and these have been integrated into the computing LTP (long term plan).

Coding and computational thinking
Spreadsheets
Internet and Email
Art and Design
Music
Databases and graphing
Writing and Presenting
Communication and networks

EYFS

Despite computing not being explicitly mentioned within the Early Years Foundation Stage (EYFS) statutory framework, there are many opportunities for the children at Marsh Hill to use technology to solve problems and produce creative outcomes. They are taught a well-planned computing curriculum ensures that they enter Year 1 with a strong foundation of knowledge, but Computing lessons in the EYFS also ensure that children develop listening skills, problem-solving abilities and thoughtful questioning — as well as improving subject skills across the seven areas of learning. Our computing provision for the EYFS is centred around play-based, unplugged (no computer) activities that focus on building children’s listening skills, curiosity and creativity and problem solving. Children also have the opportunity to use the Chromebooks to complete work on Purple Mash (Mini Mash).

Technology in the Early Years can mean: taking a photograph with a camera or tablet; searching for information on the internet; playing games on the interactive whiteboard; exploring an old typewriter or other mechanical toys; using a Beebot; watching a video clip; listening to music. Allowing children the opportunity to explore technology in this carefree and often child-led way, means that not only will they develop a familiarity with equipment and vocabulary but they will have a strong start in Key Stage 1 Computing and all that it demands.

E-Safety

E-Safety is high profile at Marsh Hill. The subject lead provides the children with a weekly Thunk for them to respond to. When possible, the Thunk is linked to the school’s value of the month and children have the opportunity to respond to it on the whole school blog on Purple Mash as well as on the internet safety board in the hall. At Marsh Hill, staff, pupils and parents are made aware of the importance of e-safety and sign an acceptable use agreement on entry to school and this is reviewed yearly. Staff, pupils or parents with concerns about e-safety are to contact the Headteacher if they have any concerns.

Assessment

At Marsh Hill, children are assessed against their progress in understanding and applying computing against their year group expectations. Each child, from EYFS to Year 6, has a computing assessment booklet. The exemplar of what a child at an expected level would be able to demonstrate for each Purple Mash unit are divided into whether it is computer science, information technology or digital literacy. They are in child friendly speak. Children are given the opportunity to self-assess against them in computing lessons. Teachers then highlight the objectives in green if they think it is achieved, orange if it is partially achieved and pink if it is not yet achieved. This will be self-evident from the work produced in a situation where no teacher support is given once a task has been assigned. If a child is achieving approximately 75% of the objectives, then overall they will be assessed as working at ARE.

Impact

We measure the impact of our curriculum through the following methods: assessing children’s progress in computing against year group expectations; talking to the pupils about their learning (pupil voice); staff voice; regularly reviewing the curriculum to make sure that it is meeting the needs of our children; lesson observations/learning walks/drop ins; monitoring of children’s work on the cloud; annual reporting of standards across the curriculum to SLT and Governors.

Click on the link to see Marsh Hill Primary School Computing Long Term Plan and the Progression of Skills document

Click on the logos below to access more information about online safety or visit our e-safety page.

Kidsmart

CEOP

Design and Technology

Intent

At Marsh Hill Primary School, we believe that Design and Technology gives pupils the opportunity to develop skills, knowledge and understanding of designing and making functional products. We feel it is vital to nurture creativity and innovation through design, and by exploring the designed and made world in which we all live and work. Pupils in EYFS are encouraged to be a "Dynamic Designer" and "Talented Tool User" through planned adult led activities and child initiated activites in the continuous provision.

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

We intend for children to:

gain the design and technology skills that they need to further their education at secondary school.
enjoy design and technology lessons and use it to support learning in other subjects.
be inspired and motivated to pursue a career in design and technology. E.g. engineering or costume design.
be able to talk about influential chefs, architects and designers. Both current and in the past.

Implementation

At Marsh Hill Primary, Design and Technology contributes to cross-curricular programmes and to various events and activities during the school year. These opportunities support learning in design and technology. However, we understand and value the importance of a well-planned scheme of work where the knowledge, skills and understanding that are necessary to make appropriate progress in the subject are progressive, planned and developed systematically. As a school, we understand that pupils require sufficient time to develop mastery of skills and opportunities to create learning outcomes.

The teaching and implementation of the Design and Technology Curriculum at Marsh Hill Primary School is based on the National Curriculum and has a thematic approach. We ensure that design and technology is given the same importance as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. The Design and Technology curriculum is planned carefully to ensure that we equip pupils with the knowledge and skills that they will need to succeed in life.

During the course of the academic year, each year group completes the equivalent of three half terms of Design and Technology. The focus is either textiles, mechanisms or food and nutrition. This is detailed in our long term plan and, where possible, links to the current topic being taught. Skills in textiles, mechanisms and food and nutrition build upon the previous year’s learning. In each unit of work, children develop their skills which build up to produce a final piece. Units of work are sequenced across the school to ensure that new knowledge and skills build upon previous learning.

The key concepts in design and technology, as recommended by the Design and Technology Association, that we plan a progression for are as follows:

Design (Understanding contexts, users and purposes and Generating, developing, modelling and communicating ideas)
Making (planning and practical skills and techniques)
Evaluate (own ideas and products, existing products and key events and individuals)
Technical Knowledge (Making products work)
Cooking and Nutrition (where food comes from, food preparation, cooking and nutrition)

At Marsh Hill Primary School children learn to produce practical solutions to real problems. Children develop technical understanding and making skills, learn about design methods and investigate their environment and the materials around them. We use a variety of teaching and learning styles in design technology lessons. The principal aim is to develop children’s knowledge, skills and understanding in design and technology, and teachers encourage children to use their knowledge and understanding when developing ideas, planning and making products and evaluating them. We use a balance of whole class teaching and individual or group activities, giving children opportunity to both work on their own and to collaborate with others.

Children are encouraged to listen to the ideas of others, and treat them with respect, to critically evaluate existing products, both their own work and those of others. They have the opportunity to use a wide range of materials and resources, including ICT.

Knowledge and Understanding

At Marsh Hill Primary School all children are encouraged to:

Generate ideas through discussion and experimentation
Extend knowledge and understanding of a wide range of materials, including construction kits, textiles, food, wood, plastic, metals and reclaimed/junk materials.
Work within groups and as individuals.
Make use of drawings and models to communicate their ideas.
Evaluate their work and identify strengths and weaknesses in a positive way.
Experiment with simple components, mechanisms and structures.
Learn about health and safety aspects when working with a variety of materials and tools.
Consider risk to themselves and to others and build up a knowledge and understanding of the dangers inherent in certain products and tools.
Experience design technology through off-site visits, where practicable, in order to see technology used in a real environment

Knowledge and Skills

At Marsh Hill Primary School children learn how to draw on a developing repertoire of skills and knowledge, which will include:

Learning how to work independently and collaboratively
Developing, planning and communicating ideas
Working with tools, equipment, materials and components to make quality products
Evaluating processes and products
Developing knowledge and understanding of materials and components
Learning the importance of health and safety

Impact

Our Design and Technology curriculum is high quality, well thought out and is planned to demonstrate progression. We focus on the progression of knowledge, skills and vocabulary in each unit of work. We measure the impact of our curriculum through the following methods: Assessing children’s understanding of the vocabulary taught in a unit of work. Expectation grids are completing throughout the unit. This enables children to self-assess against the expectations for the unit and give them the next steps in their learning. Teachers use this when forming a judgement at the end of the year. Photographs and videos of the children’s practical learning. Talking to the pupils about their learning (pupil voice). Moderation staff meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their pupils’ work against given criteria. Annual reporting of standards across the curriculum to SLT and Governors. Marking grids are used in design and technology lessons. Success criteria for the lesson are shared with the children then teachers assess whether the child is working towards it or at it. This informs their assessments.

Here is the Design and Technology Long Term Plan for Year 1 to Year 6.

This is the Progression of Skills in Design and Technology document for EYFS to Year 6.

Geography

At Marsh Hill Primary School, we aim to deliver a curriculum that is inspiring and ambitious. Our curriculum builds on children’s prior knowledge, ensuring that there is a clear progression of skills throughout both key stages. We aim to deliver high-quality lessons in both History and Geography, using a wealth of practical and online resources.

The geography curriculum at Marsh Hill enables children to develop knowledge and skills that are transferable to other curriculum areas and which promote their spiritual, moral, social and cultural development. Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills. Although children need to remember key content that is taught, we want to equip children with the skills they need to be geographers. Our curriculum is designed to ensure that teaching equips 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. We make links with our local environment when possible in order to provide context when learning. As pupils progress through the school, they will be exposed to a range of topics that will enable them to develop and extend their geographical skills to the wider world. Geographical knowledge and skills are progressive and are sequenced to provide the framework and approaches that provide explanation of how the earth’s features at different scales are shaped, interconnected and change over time. We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives, equipping them well for further education and beyond.

Pupils in EYFS work towards being an "Exceptional Explorer" through planned adult led activities and child initiated activties in the continuous provision.

The aims of teaching geography at Marsh Hill are:

To inspire pupils’ curiosity to discover more about their own locality and contrast this with the wider world.
To ensure children know about the location of the world’s continents, countries, cities, seas and oceans.
To develop in children the skills of interpreting a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).
To help children understand how the human and physical features of a place shapes it location and can change over time.

When teaching Geography, we know that children are naturally curious about the world in which they live. They are enthusiastic to learn more about the wider community and contrasting countries. Our long term goal is to provide a curriculum that reflects our school’s local context and heritage whilst at the same time being engaging.

Geography at Marsh Hill is taught in half-termly blocks throughout the year, so that children can achieve depth in their learning. We have moved away from a topic based approach however genuine connections between subjects and topics will be integrated throughout. Careful sequencing of the curriculum enables knowledge to be taught as components and then developed into composite ideas. As children progress, the ideas between components and composite ideas are explicitly taught so that children's conceptual understanding grows. The geography curriculum at Marsh Hill Primary School is based upon the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills and taught in each Key Stage. Teachers plan lessons for their class using our progression of knowledge and skills document. Teachers have identified the key knowledge and skills of each half termly topic and theses are mapped across the school, ensuring that knowledge builds progressively and that children develop skills systematically. This progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group. Existing knowledge is checked at the beginning of each topic, as part of the KWL strategy (What I know, What I would like to Know and What I have Learned). This ensures that teaching is informed by the children’s starting points and encourages our pupils to be reflective learners. At the end of each topic, key knowledge is reviewed by the children and consolidated as necessary. Teachers aim to provide appropriate challenge to all learners, in line with our school’s commitment to inclusion.

Outcomes in geography books evidence a broad and balanced curriculum and demonstrate children’s acquisition of identified key knowledge relating to each of the identified national curriculum strands, as appropriate to key stage; locational knowledge, place knowledge and human and physical geography. This is in addition to the development and application of key skills, supported by fieldwork. As children progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local area and its place within the wider geographical context. Geographical understanding, as well as children’s spiritual, moral, social and cultural development is further supported by educational visits and local area walks. We focus on progression of knowledge and skills and discreet vocabulary progression through each unit of work. Children will deepen their understanding of the interaction between physical and human processes and how this affects landscapes and environments.

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

Children are assessed according to their Key Stage National Curriculum requirements based on their progression in skills and knowledge.
Teachers use ongoing assessment to identify where children require additional support or challenge.
Pupils are encouraged to discuss their learning often and this is then used to inform planning going forward. (pupil voice).
The moderation of pupil’s books happens regularly and there is the opportunity for a dialogue between teachers and subject leaders in order to provide high quality teaching.
Images and videos of the children’s practical learning are used as evidence towards key skills.
Annual analysis of children’s progress across the year is carried out by the subject leader.

Here is the Geography Progression of Skills document for EYFS to Year 6.

History and Geography Overview for Year 1

History and Geography Overview for Year 2

History and Geography Overview for Year 3

History and Geography Overview for Year 4

History and Geography Overview for Year 5

History and Geography Overview for Year 6

History

The History curriculum at Marsh Hill aims to provide children with a coherent understanding of Britain’s past and that of the wider world. Our aims are to fulfil the requirements of the National Curriculum for history; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of historical concepts, knowledge and skills; and for the children to develop a love for history. Furthermore, we aim to inspire in pupils a curiosity and fascination about history that will lead to pupils leaving Marsh Hill wanting to know more. Pupils in EYFS work towards being an "Exceptional Explorer" through planned adult led activities and child initiated activties in the continuous provision.

The aims of teaching history in our school are:

to inspire pupils’ curiosity to discover more about the past and to develop an understanding that enables them to enjoy all that history has to offer;
to enable children to know about significant events in British history and to appreciate how things have changed over time;
to develop a good sense of chronology;
to have some knowledge and understanding of historical development in the wider world;
to help children understand society and their place within it, so that they develop a sense of their own cultural heritage;
to develop in children the skills of enquiry, investigation, analysis, evaluation, debate, interpretation, problem solving and presentation.

We aim to provide a curriculum that is meaningful and engages our children. To teach history effectively, we look to teach and implement key skills throughout a broad range of topics. We aim to equip children with skills, vital knowledge and deep understanding that they need as they develop their own historical perceptions.

Implementation

History at Marsh Hill is taught in half-termly blocks throughout the year, so that children can achieve depth in their learning. We have moved away from a topic-based approach, however, genuine connections between subjects and topics will be integrated throughout. The key knowledge and skills that children acquire and develop throughout each block have been mapped to ensure progression between year groups throughout the school. At the beginning of each new history topic, teachers refer to timelines to develop children’s understanding of chronology. Each topic is introduced with reference to the chronology of previous topics when appropriate.

The history curriculum at Marsh Hill Primary School is based upon the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills and taught in each Key Stage. Teachers plan lessons for their class using our progression of knowledge and skills document. Teachers have identified the key knowledge and skills of each half termly topic and theses are mapped across the school, ensuring that knowledge builds progressively and that children develop skills systematically. This progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group. Existing knowledge is checked at the beginning of each topic, as part of the KWL strategy (What I know, What I would like to Know and What I have Learned). This ensures that teaching is informed by the children’s starting points and encourages our pupils to be reflective learners. At the end of each topic, key knowledge is reviewed by the children and consolidated as necessary. Teachers aim to provide appropriate challenge to all learners, in line with our school’s commitment to inclusion.

Impact

Outcomes in history books evidence a broad and balanced curriculum and demonstrate children’s acquisition of identified key knowledge relating to each of the identified national curriculum strands, as appropriate to key stage. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. We aim to encourage learners to ask insightful questions, think critically, examine evidence, scrutinise arguments and present their opinions by developing viewpoint and judgement. At Marsh Hill, we use summative assessment to determine children’s understanding and inform teachers' planning. This is reviewed on a termly basis by the Subject Leader who also carries out regular learning walks, book scrutinies and lesson observations.

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

Children are assessed according to their Key Stage National Curriculum requirements based on their progression in skills and knowledge.
Teachers use ongoing assessment to identify where children require additional support or challenge.
Pupils are encouraged to discuss their learning often and this is then used to inform planning going forward. (pupil voice).
The moderation of pupil’s books happens regularly and there is the opportunity for a dialogue between teachers and subject leaders in order to provide high quality teaching.
Images and videos of the children’s practical learning are used as evidence towards key skills.
Annual analysis of children’s progress across the year is carried out by the subject leader.

Here is the History Progression of Skills document for EYFS to Year 6.

History and Geography Overview for Year 1

History and Geography Overview for Year 2

History and Geography Overview for Year 3

History and Geography Overview for Year 4

History and Geography Overview for Year 5

History and Geography Overview for Year 6

Languages: Spanish in Key Stage 2

At Marsh Hill our aim is to offer a coherently planned sequence of lessons, ensuring progressive coverage of the skills required by the national curriculum. Our chosen themes - Our Past, Let's Explore a Spanish Town and Discovering Spain - provide an introduction to the culture of Spanish-speaking countries and communities. It aims to foster children’s curiosity and help deepen their understanding of the world. A linear curriculum has been chosen to allow an opportunity for children to gradually build on their skills. At Our Spanish scheme enables children to express their ideas and thoughts in Spanish, providing opportunities for them to interact and communicate with others for practical purposes both in speech and in writing. We aim to expose children to authentic Spanish and offer regular opportunities to listen to native speakers. The intent in Lower KS2 is that children acquire basic skills and understanding in Spanish with a strong emphasis placed on developing their Speaking and Listening ability. These will be further developed in Upper KS2 alongside Reading and Writing skills, gradually progressing to more complex language concepts and greater learner autonomy. Through our Spanish scheme, we aim to inspire pupils to develop a love of languages and to expand their horizons to other countries, cultures and people. We intend to help children grow into curious, confident and reflective language learners and to provide them with a foundation that will equip them for further language studies.

Lessons are sequenced so that prior learning is considered and opportunities for revision of language and grammatical concepts are built into lessons. Our lessons and resources help children to build on prior knowledge alongside the introduction of new skills. A series of lessons are suggested, providing structure and context as well as offering an insight into the culture of Spanish-speaking countries and communities. The introduction and revision of key vocabulary and grammatical structures is built into each lesson. This vocabulary is then included in display materials and additional resources so that children have opportunities to repeat and revise their learning.

Teaching and using the full range of resources, including display materials, will increase the profile of languages across school. The learning environment will be consistent with key Spanish vocabulary displayed, spoken and used by all learners. Whole-school and parental engagement will improve through the use of language-specific home learning tasks and opportunities suggested in lessons and overviews for wider learning. We want to ensure that Spanish is loved across school and encourage our children to embark on further language studies. Impact can also be measured through key questioning skills built into lessons, child-led assessment such as success criteria grids, jigsaw targets and KWL grids and summative assessments aimed at targeting next steps in learning.

Progression of skills from Y3 - Y6

Here is the Spanish Long Term Plan for Year 3 to Year 6.

Music

Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression; it can play an important part in the personal development of children. As technology is increasingly available, music is more accessible in the culture and society we live in. Therefore, the teaching and learning of Music enables the children to better understand the world around them. Music can help children to appreciate and connect with others past and present. It can also help children to understand and celebrate their own distinctiveness. Music has the potential to promote responsibility and leadership and to prepare and inspire children.

Marsh Hill uses Charanga, a progressive, spiral scheme which reflects the suggested guidelines of the current National Curriculum, to teach Music across EYFS, Key Stages 1 and 2. This ensures continuity and progression in knowledge and application of: music appraisal, games for rhythm and beat, singing, playing instruments, improvisation, composition and performing and sharing learning. These seven components of teaching and learning have been modified and adapted to cater for individual classes and children. Furthermore,specialist music teachers work regularly to teach an instrument in Year 3, in addition, electives are also available for children in Key Stage 2. Click here to find out more about Charanga.

At Marsh Hill, we encourage musical development in the Early Years Foundation Stage by encouraging pupils to be Proud Performers to achieve the Early Learning Goals. Through planned play based and child initiated activties, Music opportunities take place in the continuous provision. Pupils have the opportunity to perform and compose music on the outdoor stage using percussion instruments and dance resources such as rhythm ribbons and feathers. There is an outside bluetooth speaker that provides exposure to different genres of music. Pupils are encouraged to sing, move their body to the music and use percussion instruments. As a result pupils gain knowledge of the elements of music to prepare them for Year 1. Charanga is taught once a week to teach them the skills such as following and finding the beat and rhythm. The social aspect of music making provides unique opportunities for children to be part of collaborative activity during whole class music sessions.

Learning music enables children to explore and to think imaginatively and innovatively. It can help children to develop a risk taking approach when engaged in learning.

Here is the Long Term Plan for Music for the whole school.

Progression of skills for EYFS

Progression of skills for Year 1

Progression of skills for Year 2

Progression of skills for Year 3

Progression of skills for Year 4

Progression of skills for Year 5

Progression of skills for Year 6

Physical Education

Personal, Social, Health and Economic Education

Religious Education

At Marsh Hill Primary School, we follow the Birmingham Agreed Syllabus 2022 for Religious Education. This conforms to national legislation which states that an agreed syllabus should: … reflect the fact that the religious traditions in Great Britain are in the main Christian. Whilst taking account of the teaching and practices of the other principle religions represented in Great Britain. (Education Reform Act 1988). Pupils in EYFS work towards being "Compassionate Citizens" through planned adult led activities and child initiated activties in the continuous provision.

Click here to find out more.

In RE we aim to develop the children’s knowledge and understanding of the major world faiths. We enable the children to develop a sound knowledge of world religions and to develop mutual respect of different faiths and beliefs through twenty four dispositions which are grouped into six clusters. During RE children have the opportunity to reflect on what it means to have faith and to develop their own spiritual knowledge and understanding. We help the children to learn from religions as well as about religions. Religious Education enables children to investigate and reflect on some of the most fundamental questions asked by people. Religious Education promotes pupils’ spiritual, moral, social and cultural development by helping them: to be reflective about their own beliefs; to be respectful of others with different faiths and beliefs; to celebrate diversity and to develop a greater understanding, tolerance and respect of those around them in Modern Britain. Our RE curriculum is broadly Christian to reflect the main religious traditions in Britain, whilst simultaneously incorporating the religious background of our community during RE lessons and Collective Worship.

Collective Worship

Collective Worship is a legal requirement in all schools and should be a daily act of worship which is "wholly or mainly Christian in character". At Marsh Hill we have an inclusive approach, wanting all children and adults to have the opportunity to join in with this. Collective Worship is part of an assembly but may also be carried out in class if there isn't an assembly. We do this through the use of reflection - using a piece of music and something visual, with a thought to reflect upon. Prayers can also be used, these may be private and personal or lead by someone - children are given the option to "join in" these collective prayers by adding an "Ameen" or "Amen" at the end, which means "I agree". If children do not want to participate, they are encouraged to sit quietly so the children who want to take part are able to without distractions. Children can formally be withdrawn from acts of Collective Worship by agreement, in writing, with the Headteacher.

Here is the Religious Education Long Term Plan for Year 1 to Year 6.

Science

Curriculum

Foundation Subjects

Collective Worship