teaching and learning policy - sacred heart rc … · web view“complacency is a word not found in...

Sacred Heart Primary School part of SHCAT

“Complacency is a word not found in the vocabulary of Sacred Heart School. School leaders are well aware of the ever changing world of education and continually raise their game to meet these challenges because they want to

ensure that their pupils are best prepared for the future.” Section 48 Report 2013

Teaching and Learning Policy

This policy has been written to articulate the characteristics of quality teaching and learning at Sacred Heart School.

Aims of Teaching & Learning

To provide a safe, happy and friendly environment which enables each child to develop their self-esteem and decision making skills enabling them to make positive contribution to school life and life beyond school

To manage pupils’ behaviour highly effectively with clear rules that are consistently enforced. To instill a love of learning and promote high expectations, celebrating both success and effort so that pupils

love the challenge of learning and are resilient to failure. To raise levels of attainment and progress and to identify and support any pupil who is falling behind, and

enable almost all to catch up. To provide an inspiring, fun, engaging curriculum with both challenge and support, in and beyond the

classroom, which embeds reading, writing and communication and, where appropriate, mathematics, equipping all pupils with the necessary skills to make progress

To develop collegiality between teachers To work hand-in –hand with parents/carers and members of the school community to maintain and develop

a school of which we can all be proud To provide adequate time for practice to embed the pupils’ knowledge, understanding and skills securely. To introduce subject content progressively and constantly demand more of pupils. To check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely

support. To provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can

do to improve their knowledge, understanding and skills.

Mission Statement

Following Jesus in all we do, think and say

Sacred Heart School will:

Welcome everyone

Provide a great education for all

Teach you about Jesus and how he wants you to live your life

Listen to you and help in any way we can

Find out what you are good at and help you to become better at it

Make every day safe and exciting so you can find happiness in everything you do in school.

of 87 Alternative Formats On Request


This policy is designed to:

Set out guidelines for the agreed principles and approaches which underpin teaching for learning in Sacred Heart School

Promote the consistency of approach and expectations, continuity and progression in order the improve the quality of teaching for learning

Recognise, acknowledge and implement the most effective classroom practices in order to ensure progress academically, socially, emotionally and physically

Guidelines for effective teaching for learning

The planned curriculum is based on an understanding of how learning takes place. It promotes the enjoyment of learning both information and skills for lifelong learning. It incorporates the following

1. The setting of clear and high expectations

Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Teachers have consistently high expectations of all pupils’ attitudes to learning.

When staff set clear and high expectations which are communicated to children, learning is at its best because:

there is greater awareness of progression pupils are challenged and tasks meet the needs of individual pupils there is improved motivation pupils feel the learning is more worthwhile

2. The use of detailed subject knowledge, understanding and key skills

Teachers will demonstrate a deep knowledge and understanding of the subjects they teach. They will use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They will identify pupils’ common misconceptions and act to ensure they are corrected. When staff has clear knowledge and understanding of subjects they are able to bring freshness and `real life' to their lessons. They are also generally more:

able to ask the right questions to check on, consolidate and extend pupils' learning able to explain and demonstrate ideas clearly and in a variety of new ways able to offer alternative examples and explanations when pupils initially struggle to understand attuned to their own professional development; they are confident and enthusiastic

3.

Effective Planning

Teachers will plan lessons very effectively, making maximum use of lesson time and coordinating lesson resources well. Effective planning makes lessons more purposeful because it:

helps each member of staff to be more focused results in clear learning objectives which provide direction and purpose helps to ensure that activities and resources are closely linked to the objectives supports a good match between pupils' learning needs and relevant activities encourages learning to build

upon the prior knowledge of pupils



involves professional collaboration in the key teaching and learning processes

4. The use of appropriate methodology

The choice of appropriate methodology has a very significant influence on the effectiveness of learning, so it is important staff:

know and understand their pupils' learning needs are confident and are able to use a broad range of teaching methods select the appropriate mode of teaching, from their repertoire, to suit the purpose of each lesson develop good questioning skills in order to stimulate, assess, diagnose, consolidate and extend learning intervene at the right moment to extend pupils' learning be aware of existing research on learning theory and current thinking

5. Recognising and meeting the needs of all pupils

Effective differentiation allows all pupils to experience success. This will include:

acknowledging prior learning breaking down learning into appropriate steps exploiting the potential for making links with pupils' cultural heritage using support programmes with precision and imagination acknowledging possible gender issues in relation to learning styles

6. Managing the climate for learning

Pupils tend to behave best, show maturity and develop self-discipline when:

they feel encouraged and included in an atmosphere of mutual respect work is planned at a level to meet individual needs beginnings of lessons are clearly focused they understand the purpose of the learning they are interested, engaged and challenged there are elements of choice about where pupils can take meaningful decisions the lesson has pace there is consistency of high expectations across the school expectations are clear, understood and fairly applied

Teachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. Resources and teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience. Pupils love the challenge of learning.

7. An exciting and purposeful learning environment which will:

inspire pupils to learn be rich, colourful, welcoming and efficiently organised include challenges which lead to high standards of attainment and presentation celebrate children`s work in display include the non-negotiable displays: Times Tables Olympics, handwriting, Rights Respecting Charter, traffic

lights behaviour charts, inviting reading areas and records of reading at home, RE Big Questions, vocabulary walls/word of the week



8. Using time and managing resources effectively

Effective use of time and resources depends on:

each lesson starting on time good lesson planning, which takes account of the differing concentration spans of pupils pupils sharing the objectives of lessons an acknowledgement that every minute of every lesson is important linking resources, educational technology and support staff to the purpose of the lesson

9. Assessing pupils' work effectively and using the information gained constructively

The core purpose of assessment is to evaluate the extent of learning which has taken place in order to inform the next steps in both teaching and learning. This is most effectively delivered when assessment is:

shared with pupils, e.g. through marking & feedback, and, where appropriate, with parents and carers, e.g. through 1:1 consultation meetings and reports etc

sharply focused on specific areas of learning and on individual pupils honest in celebrating progress and effort translated into individual targets used to help pupils to understand how to improve easily managed

(See Marking Policy Appendix 7)

10. Providing homework which reinforces and extends what is learned in school (Homework Grids)

Teachers will set challenging homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come.

Homework will:

be built on a whole-school policy which is clearly communicated to, and fully understood by, pupils and parents

have clear and straightforward expectations in terms of quality and quantity of homework as well as the precise roles of parents and carers

be planned progressively and consistently across the school be sensitive and responsive to both the opportunities and limitations of the pupils' home-based learning be supported through school where pupils face difficulties in working at home draw on a rich and varied range of enjoyable and stimulating activities be always followed up by staff

Factors which help pupils to learn

1. Staff should always remember that pupils say "I work best for someone who:

I can talk to and who listens to me enjoys teaching the subject and enjoys teaching me makes the lesson interesting and links it to life outside school gives us work we can join in with will `have a laugh' but knows how to keep order is fair and doesn't shout



doesn't 'go on' about things and explains things without making you feel small doesn't give up on me creates a warm, secure, fun atmosphere brings in a variety of interesting things to learn about"

Partnerships lie at the heart of most successful efforts to enhance teaching and learning. The key partnerships are:

between staff and pupils to involve them as active rather than as passive learners between pupils to develop social and reasoning skills with parents and carers to encourage them to support and value learning. with business and with the community to create, enrich and extend the learning between the MAT and neighbouring schools and alliances working together to share good practice

Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Parents are given guidance about how to support their child to improve.

2. Teaching and Learning Styles

Much has been learned in recent years about how the brain works and the learning process. Three of the best known models from research into learning styles and intelligences are included here. There are clear similarities between them and even clearer implications for us as teachers to ensure that variety of delivery and activities in the classroom will help maximise learning and attainment.

Providing variety in Teaching and Learning Styles is vital because:

People learn best in different ways Each of us has a preference for the way we receive information and the way we process it Learners need opportunities to work with their different intelligences so that learning is optimised A teacher's own preferred learning style can become their preferred teaching style which can mean that

two thirds of the class are repeatedly working outside their own preferred learning style To constantly work outside one's own preferred learning style can lead to boredom and lack of motivation.

Strongly kinaesthetic learners are the students who are most disadvantaged in secondary schools

Practical implications

Teachers need to:

Understand learners preferred learning style Accommodate individuality Accommodate different learning styles. The key to this is to have lots of teaching techniques at your

fingertips Begin to think about issues of the arrangement of the classroom to allow for movement; be flexible Think about ways of reducing the use of textbooks, exercise books and worksheets as the dominant

resources used in the classroom

3. Questioning



A vital skill for teachers because:

It is an essential and integral part of virtually all models of teaching and learning across all subjects It can transfer ownership of knowledge and understanding from teacher to pupil It determines the level of challenge in a lesson It is an easily accessible way of assessing the effectiveness of learning

Purposes include:

To provide a warm-up activity To check the extent of prior learning To check on and stimulate recall To stimulate interest, engagement and depth of thinking To identify future learning needs To review and consolidate the learning objectives of the lesson To diagnose learning difficulties To focus attention on the teacher or a particular resource To help share ideas amongst the pupils To encourage expression of feelings or opinions To stimulate language development and reasoning skills

Types of Questions:

Teachers need to know how to select types of questions open or closed - and what are the appropriate starting points.

An open question -

may allow more opportunity for pupils to show the extent of their understanding may be more useful in identifying learning difficulties or lack of understanding may stimulate higher order thinking and learning will encourage language development because it requires a lengthier response may also encourage the expression of feelings and emotions.

A closed question -

may be more useful in judging prior knowledge may be more useful for testing precise recall may help rapid repetition of facts and help memorisation

Oral questioning is powerful - a teacher's skill can include or exclude pupils. Many questions will be asked of whole classes. How do you make this work?

Do you choose a volunteer (who has put his/her hand up) or do you `conscript' someone? Are you matching your choice of pupil to the level of difficulty of the question you are asking? Do you choose someone who you think will know the answer or can you gain by asking someone with a

partial understanding whose answer you can build on? Are you involving pupils from all parts of the room (lolly stick approach)? Are you involving different groups of pupils (boys/girls, able/less able)? Are you maintaining the involvement of all pupils by your choices?

Questioning skills could also:



encourage children to ask each other questions; encourage and value the questions the pupils ask you; `snowball' questions, working from pairs to groups to whole classes; establish some children as `experts', perhaps as a result of other work they have done.

Effectiveness seems to depend on:

breaking down shyness so that children are willing to risk or be tentative; children carefully listening to each other's answers or questions - not just to the teacher; the teacher capturing the `line of sight' of children; variety and sometimes surprise; the use of appropriate and supportive resources.

But be careful - it is easy to:

over use closed questions; concentrate heavily on `recall' questions; ask the wrong question of the wrong person; use only primary questions with no follow up; leave the children no time to think before you intervene; pursue `red herring' answers; handle incorrect answers ineffectively or insensitively.

Review Practice

Ask yourself the following:

Did I?:

plan my key questions matched to learning objectives; use a mix of what, how, why and what if questions; ask some questions which were open and extending; distribute questions so that a mix of children were drawn in - `volunteers' and `conscripts', able and less

able, boys and girls, EAL etc; target questions towards individual pupils; use and include subject specific vocabulary; use strategies to encourage children to question and answer e.g. pairs, groups; use pupil answers to check their understanding, so as to plan the next step; use questions which help me, capture their attention and use their ideas; evaluate the effectiveness of my questions?

Did pupils:

all have an opportunity to become involved; have time to think about their answers; give reasons for their answers; look at me and show signs of their learning; give a range of responses - recall, comprehension, analysis, evaluation etc; have the chance to agree or disagree with other pupils; offer answers even if they were not sure

Non negotiable elements in practice for all year groups



Ref: general non-negotiables (Appendix 1)

RE

RE is a core subject and should be taught over at least 10% of curriculum time. RE follows the Come and See scheme which is supported by the Come and See website.

Ref: RE Policy and the Seven Strands of Excellence in RE (Appendix 2)

English

English is taught every day and in every area of the curriculum.

Ref: English policies and non-negotiables (Appendix 3a)

Ref: Reading Policy (Appendix 3b)

Ref: Progression in GPS and Sentence Structure Document

Maths

Maths is taught every day through 5 a day, I Can Do Maths and maths lessons

Ref: Maths Policy and maths non-negotiables (Appendix 4)

Science

Ref: Science Policy and science non-negotiables (Appendix 5)

Other National Curriculum Subjects

Ref: Subject specific policies (Appendix 6)

Chair of Governors: ………………………………..…..

Head of School:

To be reviewed annually

Last review: September2017

Next review: September 2018



Appendix 1

General Non-Negotiables

Safeguarding All doors to the playground should be kept closed. Appoint door monitors to close the door after your class and then check that the door is shut. Children are not allowed in the PE cupboard.Children may help gather chairs from the hall cupboard but must be supervised at all times

PE Pupils & staff to wear appropriate clothing & footwear. Staff must contact parents immediately if children don’t have PE kit. Where appropriate incorporate movement – e.g. classroom moves into lessons.

RE Daily Prayers – Morning / Lunch / End of Day. RE focus table / display (Age appropriate materials and children’s own prayers in books or on display - plus Be-attitudes, BIG Question, key words/phrases)Please ensure you have a class candle, statue and crucifix. The Bible should be open at a topic related reading in KS2 and an appropriate artefact/picture for KS1

Planning To be on Office 365 by Monday morningEnglish and Maths plans should have a corresponding weekly assessment sheetReading planning and assessment to be in reading file

Science Planning should be in the format as directed by the Science Coordinator – the dual objective planningAssessment Rockets should be handed in at the end of each term

Marking All marking should follow the marking policy.

Targets Children`s next steps should be detailed in their Reading and Writing assessments. Twinkl assessments in maths should be completed with children/groups of children so that they know their next steps

ICT Teachers as well as TAs to teach ICT. Ultimately, teacher is responsible for planning & progress No child to be left unsupervised – EVER – on PCs, laptops, i-pads. No PCs, laptops or i-pads to be used by children at break/lunch timeStaff MUST NOT work on PC at same time as pupils.Only school approved, licensed software on school laptopsMobile phones MUST BE switched to silent during class time

Display Organise displays / prompts by area so as not to confuse pupilsInteractive displays / displays in progress / 3D displays are all goodEngaging Reading Area – Books displayed attractivelyMaths Apparatus Area – Displayed attractively – silhouetted so children can return things to correct place (up to end of Y3)

ClassroomOrg

The classroom is for the children. Staff has their own areas for resources / notice boards – where possible out of sight of the childrenClass responsibilities – as many children as possible should have responsibility for keeping the classroom in order, e.g. librarians, water bottle fillers, pencil sharpeners etcTidy desks/table tops at end of dayNothing should be left on the floorFile homework, worksheets. Unfiled work gives the wrong message to pupils – i.e. we don’t



value their work?Teachers should NEVER sit behind their desks during teaching time – sit with children, sit, stand or move. ENERGY – it’s catching!!!

AssessmentEvidence

Weekly Reading and WritingEnd of maths unit – assessment to be added to the correct boxes on the planning sheet and completed with detailHalf termly – Twinkl maths sheets, Termly – Reading and writing assessments ( twice in the autumn term) Science Rockets, Subject Skills Grids, RE, Art Portfolio (A sample of work covered) PE using the children`s self assessment sheet and the teacher`s assessment sheetOngoing – FDS Profile

Break Time Staff must be punctual on the playground. Thermos coffee mugs to be used from Sep. Staff to return immediately to class after duty unless a toilet break is needed.Staff should be prompt in collecting children from the playground

Lunch Time No food to be eaten in classrooms at lunchtimeStaff should be prompt in collecting children from the playground

Movement around school

Children should move around school quietly. Insist on silence in the lines at playtime and when KS2 are walking up and down stairs. There should be two members of staff with a class – one in the front and one at the back.

Team Leaders to organise immersive topic displays in public areas

Appendix 2

R.E. POLICY

Introduction



As teachers we should be aware that we are role models for the children in our care. The sincerity of our commitment to religious education should manifest itself in all areas of school life.

Aims & Objectives

To build a loving relationship with God our father, Jesus our redeemer and the Holy Spirit who sustains us, through prayer, worship and the scriptures.

To nurture, guide and spiritually enrich the children on their journey in faith. To encourage the children to develop self-respect, respect for others and God’s creation. To foster a living commitment to the Catholic Faith and its traditions- a responsibility we share with the

parents and the parish. To develop the children’s awareness of their responsibility for justice and peace in the local and wider

community. To offer each child a secure and caring environment in which they are encouraged to develop

academically, physically, socially and emotionally to their full potential. To develop in the children a sense of responsibility for their actions and enable them to develop an

informed conscience and sound moral judgement. To endeavour to achieve high standards in teaching and learning across the RE curriculum. To encourage children to respect, recognise and value other cultures religions and faiths to the multi-

cultural society in which they live. To learn about other faiths (2 per year, 1 week for each faith– always to include Judaism)

Method of Teaching

Teachers will use the method most appropriate to the method of the particular topic. (See Teaching and Learning policy)This could include, Children working in groups to evaluate possible solutions to a moral issue.

Teachers must ensure: They use the ‘Big Question’ in their lessons, refer to this and display it on their R.E board. Implement Godly Play at least once every two weeks. Refer to the driver words in their marking. These should also be displayed in their classroom

according to their year group. Teachers must also be familiar with the ‘Seven strands of excellence’ in R.E in order to ensure

lessons are engaging and implemented with a view to being an outstanding lesson.

Inclusion

The Sacred Heart School will follow the guidelines for inclusion set out in the NC.

Curriculum

The religious education programme “Come and See” is the core of the RE scheme in Sacred Heart School. A whole school approach is adopted with all classes exploring a variety of topics at the same time, three per term following a two year cycle. A letter goes home once a term to allow the parents to discuss the topics with their children and gives them the opportunity to acknowledge certain feast dates in the church calendar of events.



The “Come and See” programme is supplemented with Bible stories, teaching about the liturgical year incorporating major feast days, lives of the saints, mysteries of the Faith, preparations for the Sacraments of Reconciliation and First Holy Communion, prayer and worship and Godly Play.

Children are expected to know the traditional prayers of the church. Every class teacher has the responsibility to ensure that the Morning and Evening prayers and Graces before and after meals are said daily with the children.

Pupils will regularly participate in Family Sunday Mass at Sacred Heart Church at 9:30am. (Ref annual calendar for dates) and classes throughout the school will go to Mass on Friday Morning on a rota basis.

Health & Safety

Candles may only be used under the supervision of a teacher. Children need to be made aware of the dangers of naked flames and matches.

ICT

Teachers will use ICT where appropriate to the topic studied, especially using the Come and See website and extranet.

Assessment in RE

The areas of RE where we will make assessment will be. The acquisition of knowledge. The external signs of developing and maturing faith. The perceptiveness of questions and answers. At the end of each topic pupils will record their personal thoughts and new knowledge they have

learned during that topic.

Children are formally assessed each term. Staff are given assessment guidance from the descriptor levels for RE. Individual trackers are in place to record progress. The RE Co-ordinator regularly tracks 6 pupils from Year 1 to Year 6.

Chair of Governors: …………………………………….

Head of School: ……………………………………

Approval Date:





Sacred Heart RC Primary School

What to look for in RE Scrutinies

The 7 Strands of Excellence


What to look for in RE Scrutinies

The 7 Strands of Excellence

According to our marking policy, the purpose of marking and feedback is to: Show that we value children`s work and encourage them to do the same Boost their self esteem and aspirations through use of praise and

encouragement Give them a clear general picture of how far they have come in their

learning and inform them of the next steps in learning Offer them specific information on the extent to which they have met the

lesson objective, and/or the individual targets set for them Promote self-assessment, whereby they recognise their difficulties and are

encourage to accept guidance from others Share clear expectations Gauge their understanding and identify any misconceptions Provide a basis both for summative and for formative assessment Provide the ongoing assessment that should inform our future planning If this is the case, then we need to ensure that marking in RE books meets the following criteria. Early Years Foundation Stage Children in the early years will receive continuous feedback and next steps in form of Verbal comments that recognise achievement Photographs to show success and achievements—displayed around the

classroom or entered into learning journeys/floor books Achievements and next steps will be shared verbally Success criteria will be shared verbally Written comments will be used in the children`s learning journeys/floor

books and next steps will be communicated verbally Some written work (often for termly assessment) may be completed if

appropriate to individual children Assessment of the 3 termly topics will be completed and handed to the RE Co-ordinator along with completed assessment sheets provided by the diocese.

Key Stages 1 and 2



1. Marking and Feedback Be specific about what the child has done well Feedback comments should link to the learning objectives and focus on use of

driver words Provide specific guidance on how to improve (this can be done in more detail in

the end of topic summary sheet in KS2) It is not sufficient in RE to give a tick or SCA. Children should be encouraged to respond to feedback, with any additions,

corrections or further answers written in green pen Marking should be legible and follow the school`s handwriting policy, using cursive

script to model handwriting to the children 2. Presentation This should be in line with the school policy (using DUMTUM) Every book should have a dedication sheet at the beginning, completed by the

child KS2 books should have the driver words for each level of attainment displayed

inside the front cover In KS2 each topic should begin with the `Can I?` statements stuck in the child`s

book and finish with the child`s self assessment, target and teacher`s comment

The child should complete the `Can I?` self assessment at the end of each piece of work

In KS1 Walt and Wilf should be stuck into each child`s book for individual pieces of work

3. Lesson Design A variety of activities should be evident in children`s book Use of scripture from God`s story, the Bible or Come and See Website should be

used and evident in children`s books Photographs of practical activities should be placed in the children`s books

annotated by the teacher or child as appropriate Links with other curriculum areas such as art, English, drama, ICT should be

evident

4, High expectations and challenge Capital letters and full stops should be evident in every child`s book from Y2



onwards and work without these basics should not be accepted Children should be encouraged to do their best at all times and work that is less

than their best should not be accepted Teacher comments at the end of a topic should encourage children towards their

next steps and give appropriate challenge for personal ability Teachers should carefully consider tasks so that children can achieve at the

appropriate level. (e.g. Making links—structure a writing frame so that only links can be made and no retelling)

5. Differentiation This should be obvious in books Differentiation for levels 1,2,3,4 within teams should be obvious in planning The big question should be shown in planning but answers displayed in class or on

IWB should show differentiated answers Differentiation can take many forms: support, time, activity, paired/individual

work, word banks etc. 6. Progress Progress should be seen in work/books from September to present scrutiny.

Improvement over time should be in either: presentation, quality, complexity of task

In marking feedback and teacher comments at the end of a topic, avoid repeating the same phrase or suggestion as children should have acted on feedback previously.

7. Praise This should be given appropriately but sparingly as it can lose its effect Avoid saying work is `wonderful` `amazing` unless it really is! Give specific praise—I really like ...... You have .......really well The following marking codes could be used in RETA teacher Assistant T teacherI independentGW guided work

Dedication sheet to be stuck on the front page of every RE book.


I dedicate my RE book to

I promise I will put lots of thought and

effort into all my work in this book.May I learn from _________________________ love for me how

much God loves me.

Amen


KS2 This `Can I?` sheet should be stuck into every child`s book (for the appropriate level) and completed at the end of every piece of work. The statements are taken direction from the planning for each topic. (success criteria .... I can)


Y3/4 Come and SeeLoving - Family

Can I.. Yes No Some

Explorefind out my family tree and I know how a family tree work?

LF1retell Mathew`s Gospel in writing Jesus` family tree?

LF2retell the story of Abraham and Isaac?

LF3create a family tree to show how Jacob is related to his ancestors?

LF4retell part of the story of Ruth using speech bubbles?

LF5ask questions which are difficult and find a wise answer like Solomon?

LF6retell parts of Jesus` family tree especially St Joseph?


My Response to my Learning


Y3/4 Come and SeeLoving - Family


This should be stuck into every child`s book at the end of a topic and completed by the child and the teacher.The teacher comment could agree with the child`s assessment and target—e.g., Yes I agree you have worked hard and that you should improve ..........If the child has chosen an inappropriate target (i.e. not an RE target focussing on driver words (child friendly speak) , the teacher comment should address this. E.G. I think you need to ...... DO NOT let children choose the same target for more than 2 topics or targets which are to do with handwriting or spelling/punctuation.

Appendix 3aEnglish Policy

Sacred Heart School aims to help all pupils develop a love for the English language through the spoken and written word. Mastery over language empowers pupils to communicate: effectively, creatively and imaginatively, as well as allowing them engagement with the world at large.

Aims

We aim to develop pupils’ abilities within an integrated programme of Speaking and Listening, Drama, Reading and Writing. Pupils will be given opportunity to interrelate the requirements of English within a broad and balanced approach to the teaching of English across the curriculum, with opportunities to consolidate and practise taught Literacy skills.At Sacred Heart School we strive for pupils to be able to: Read and write with confidence, fluency and understanding, orchestrating a range of independent strategies to self-monitor and correct. Have an interest in books and read for enjoyment and knowledge. Have an interest in words and their meanings. Develop a growing vocabulary in spoken and written forms. Understand a range of text types and genres. Be able to write in a variety of styles and forms appropriate to the situation. Develop the powers of imagination, inventiveness and critical awareness. Have a suitable technical vocabulary to articulate their responses.

Time Allocation

There are 5 allocated English hours per week where possible. There are also up to 5 hours for the provision of the wider English curriculum, (including Read, Write Inc., Fresh Start, spelling, sentence work including handwriting, and Reading Lessons; 3 x 1 hour in KS2, 4 x 40 mins in Y 2, 2 x phonic sessions and 2 x 40 minutes reading lessons in Y1).

Planning

Medium term planning is undertaken by: Year group teams Class teachersTeachers work together to plan English programme ensuring balance and progression across the Key Stages, using National Curriculum English as the core scheme of work.Staff meetings are used to discuss the English curriculum and to ensure consistency of approach, standards and expectations.

Weekly Planning – All teachers are responsible for short term planning, based on agreed Focussed Plans.They will: Identify the learning objectives and success criteria Identify appropriate teaching and learning strategies required. Identify sentence type and GPS element for that week. Provide a balance and variety within the classroom – of content and organisational learning opportunities for pupils.



Assess and plan for the specific needs of pupils within their own class whilst adhering to the progression within the National Curriculum year bands.

Teaching & Learning

The variety of teaching and learning methods employed at Sacred Heart School will develop and enhance pupils’ knowledge, attitudes & understanding. This will be achieved by providing opportunities for: Whole class, group, paired and individual work. Opportunities for discussion. Using a range of teaching strategies including direction, demonstration, modelling, scaffolding, explanation, targeted questioning, initiating

and guiding exploration, discussing and challenging ideas generated by the pupils. We will also incorporate ideas from successful training courses, such as Alan Peat’s Whole School Approach to Literacy, as agreed by the

staff as a whole. We also utilise useful ideas from initiatives, such as Talk for Writing. We will teach sentence types during some handwriting lessons to

give more context, and seek to incorporate these in other areas of the curriculum. Listening and responding to pupils in a sensitive and supporting manner. Discussing and evaluating pupil’s successes. Developing literacy skills across other areas of the curriculum.All pupils will have full access to the English lesson. Any intensive additional support that is required will take place either during the independent session of the lesson, or at other times during the school day as available.

Entitlement / Equal Opportunities

All pupils are entitled to access English across the curriculum irrespective of race, gender or religion. Sacred Heart School will ensure that all pupils cover the content made statutory by the N.C. accessing the curriculum at the appropriate level, thus ensuring progression and differentiation.Suitable resources and appropriate learning environments will be available to facilitate pupils’ learning.

S.E.N.

Differentiated activities will be provided to support less able, and extend more able, pupils. Pupils with learning difficulties will be diagnosed and have provision made for their particular needs. Any Provision Plans or other individual programmes of study will be linked, where appropriate to the suitable year and objectives from the N.C. Where necessary outside agencies will be involved (e.g. LSS) Parents will be kept informed and encouraged to assist in helping with their children.

Assessment & Recording

Formative assessment is an integral part of the role of the class teacher and is carried out on a regular basis to inform future planning. (Ref: Marking Policy) Teachers annotate their weekly plans to assess progress by groups within the class, to record achievements and to highlight areas of concern for the future.

Summative assessments are carried out at the end of KS1/KS2 in accordance with N.C. requirements.Star Reading test (from Accelerated Reader) will be undertaken in Y2 and KS2, YARK reading assessments will be used in Y1 in conjunction with RWInc. on-going assessments. Writing will be assessed termly. (each half term in the autumn term)In Year 1 the children will take part the Government’s new Phonic check.A spelling test is carried out each year for Years 3-6 using the Vernon Spelling Test. In Year 2 and Year 6 the children will take the Spelling, Punctuation and Grammar test.

Foundation Stage

Assessment is ongoing in EYFS.

Drama


Marking should be as per our Marking Policy: One piece of focussed marking should be carried out for each child within each genre, Other marking may include Peer Marking, Self-Assessment against success criteria and Oral Feedback. We use highlighters; pink for ‘tickled pink’ and green for ‘Growth’ and the Green Paperclip Challenge, help the children identify where

they need to improve, what they have done well, and as motivational challenges.


Drama contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. Children develop their language skills by being given the opportunity to perform their work in front of their peers, paying particular attention to diction, and when performing and interpreting poetry, to rhythm and rhyme. Drama is also used to stimulate discussion or creative writing. Through working with others in a drama setting, children develop their ability to communicate ideas effectively.

To develop their skills in drama, children need to:

Be given the opportunity to improvise and work in role, creating and sustaining roles both individually and when working with others;

Be given the opportunity to script and perform plays and stories using language and actions to express and convey situations, characters and emotions;

Be given the opportunity to respond to their own and others’ performances, commenting constructively on dramatic effects, characterisation and overall impact.

To be able to do this, children need to;

Use language which is appropriate to the role, context and theme of the play/performance; Be challenged to move beyond the familiar and everyday; Be given time to reflect on both the meaning of the drama and how it is enacted; Develop a repertoire and make progress in performance by varying the techniques used, working in role and evaluation. Establish a clear set of ground rules for drama lessons so children know what to expect and have a clear framework within

which to create roles, explore movement or develop scenarios.

Teachers can provide opportunities for drama not only in English but throughout their topic work e.g. history (how people lived in the past) or Geography and P.S.H.E (exploring how different cultures live and customs). Teachers include drama in their lessons by using a variety of techniques such as:

1 Freeze frames/flashbacks/flash forwardsStill images or silent tableaux by individuals or groups of children can be used to illustrate a specific incident or event enabling close scrutiny of a specific situation. Encourages discussion and reflection of something that is happening, about to happen or has happened.

2 Conscience AlleyA means of exploring a character’s mind at a moment of crisis and of investigating the complexity of the decision they are facing.

3 Thought trackingA technique for creating and examining the private thoughts of characters, focusing on the character in freeze frame. The class contributes ideas as if they were speaking the thoughts of the character/characters.

4 Hot SeatingHot seating involves the class asking questions of someone in role as a character, fictional or historical, who sits in a ‘hot seat’. The questions can be prepared or improvised. This technique focuses on character and enables motivation to be explored.

5 Paired ImprovisationChildren are divided into pairs and begin a dialogue on a given signal, making up a conversation, in role as they go along.

Handwriting

Sacred Heart School aims to teach pupils to write in a way that is legible, fluent and at an appropriate pace, in line with age related expectation. We aim to support pupils systematically through the stages of learning a clear, fluent legible style of writing. We aim to develop joined handwriting as soon as individual pre-cursive handwriting has been mastered (usually in Y.2.) As there is a clear link between handwriting and spelling, we aim to achieve this by using the RWInc approach to phonics in Foundation Stage, Key Stage 1 and Key Stage 2 where appropriate.



Pupils need to understand the sound and spelling system to read accurately and become fluent in everyday writing. Spelling and handwriting practice needs to be little and often so that neither skill interferes with the act of composition. Sacred Heart School aims to teach handwriting at least 3 times a week outside of the English lessons. Years 1 and 2 will be phonics based, and some handwriting lessons will incorporate sentence types and/or spellings as set out in the English curriculum.

Pupils need to: Sit comfortably with the tables and chairs at the correct height. Have a relaxed pencil grip but with efficient control of the pencil. Hold pencil between thumb and forefinger with pencil resting on 3 rd finger. Have a direct view of the board. Use non-writing hand to steady the paper. Have supervision until letter formation is secure.

In addition left-handed pupils will need to: Always sit on the left hand side of the desk. Tilt the paper slightly to the right. Use right hand to steady the paper. Position fingers about 1.5 cms away from the end of the writing implement. Sit the pencil in the ‘v’ between thumb and forefinger placing it parallel to the thumb and keeping the wrist straight.

In the initial stages teachers may also need to: Place a mark at the left hand side of the paper for those children who have a tendency to mirror-write from the right. Model the letter formation in the air with their left hand.

Teaching & Learning

Letter FormationPupils will be taught the cursive script from Reception onwards, and will be taught to: Practice with patterns and movement to develop and promote hand–eye co-ordination, fine motor skills and correct letter

formation. Work from left to right Begin each lower case letter from main writing line. (This may need to be highlighted for some children) Each lower case letter should be taught with lead-in, lead –out stroke. Make joined lower case letters, where possible, resemble closely their printed counterparts. Make letters such as ‘s’ have the same form wherever they occur in a word. Join all lower case letters where possible Start and finish letters at the correct point. Make letters a uniform size and shape. Pencil/pen should be lifted from page as little as possible when linking lower case letters in words, thus reinforcing the

patterns of joined movements within letter strings and as an aid to memorising phonic spelling patterns. Regularity of spacing for letters and words is very important if clear, neat presentation is to be achieved. Teachers will highlight good examples of children’s letter or word formation in pink highlighter, any mistakes or incorrect

joins or formations will be highlighted in green. Where any incorrect formations or joins, or mistakes have been made the teacher will model the correction for the child to

copy when doing their corrections. Teachers must use the grey lines guides when modelling in children’s books For some children it may be necessary for the teacher to write the letter, join or word in a yellow fine felt tipped pen for the

child to write over during the handwriting lesson. Only 3 errors will be highlighted in any session of handwriting and all teachers must strive to find at least one letter, join or

word which can be highlighted in pink for every child.

Foundation StageBy the end of the Foundation Stage pupils are expected to: Develop good gross and fine motor control. Develop a recognition of pattern that moves from left to right. Talk about movement they make in patterns. Develop a language to talk about shapes and movement. Develop the main handwriting movements involved in the three basic letter shapes l,c, r. Learn and identify initial, final and dominant sounds. Read the letters that represent these sounds for all letters a-z.



Write letters in response to letter sounds. Identify and write phonemes in c-v-c words. Use a pre-cursive style.

Key Stage 1This is the start of formal tuition in handwriting.In Key Stage One there is a strong emphasis on the systematic teaching of phonics alongside handwriting so that the pupils are taught to: Form each individual letter with a lead-in and lead-out stroke on the writing line. Discriminate between the separate sounds in words. Learn letters and letter combinations most commonly used to represent these sounds. Spell words by segmenting the phonemes and use their growing knowledge of letter-sound correspondence to represent the

phonemes. Practice the patterns, shapes and joins linked to the spelling programme to reinforce the patterns of the main onset and

rime and spelling patterns (e.g. onset and rime, digraphs, initial/final blends, vowel phonemes).

During Y2 transition from pre-cursive to cursive writing will be introduced using the 4 main letter joins: Diagonal joins without ascenders Horizontal joins without ascenders Diagonal joins to letters with ascenders Horizontal joins to letters with ascendersUpper and lower case letters are reinforced through some of the main rime patterns and the development of cursive writing is linked to the introduction of spelling patterns.

Letter RelationshipsIt is essential that lined paper is available for those pupils who are able to show the relationship between the letters. The body of the descender (the bit that sits on the line) is the same height as the letter x. The ascender part of a letter is twice the size as the main letter. The letter t is not quite as tall as an ascender. The letter f is distinguished by the way it is written. Letter formation is mainly practised on whiteboards and the interactive whiteboards in Foundation Stage and Key Stage 1.

Progression from Key Stage 1 to Key Stage 2.

The emphasis for handwriting practice moves from the teaching of phonics to more focused teaching of spelling strategies, conventions and rules to build up the pupil’s knowledge. Teachers will continue to model and demonstrate the letter joins. Handwriting lessons may also include sentence work. In Key Stage 2 pupils are encouraged to examine different handwriting styles for different purposes. Practice at speed is also introduced. Pupils will be encouraged to develop three different handwriting styles: A neat, best form for presentation purposes. A speedier and sometimes less neat form for note-making. A clear, well-formed print style for labels, notices, captions, demonstrating judgement about style, size and spatial

awareness of the room available. By Year 6 pupils will be encouraged to develop a style that is personal and unique to them as long as it fits the criteria of being clear, fluent, legible and fast.

Materials & Resources

For handwriting practice pencils will be used initially. When the pupil is sufficiently proficient handwriting pens will be used. Children will choose their own handwriting pen from a suitable range. A range of suitable implements will be provided to enable pupils to make choices and judgements about what is most appropriate for a given task, e.g. multi coloured Stabilo fine writers in each classroom from Year 2 onwards for ‘special writing’ together with a range of different coloured paper from which the children may choose.

Speaking and Listening

We aim to foster in a systematic approach in order to teach the pupils to become effective, confident speakers, listeners and learners.1. Speaking: able to speak clearly and to develop and sustain ideas in talk.2. Listening: developing active listening strategies and critical skills of analysis.3. Group discussion and interaction: taking different roles in groups, making a range of contributions and working collaboratively.4. Drama: working in role, scripting and performing, and responding to performances.



Speaking, listening and learning are relevant to all parts of the English lesson. Whole class work: shared reading and writing will provide opportunities for discussion when working in detail on texts, looking at

meaning and considering the use of literary techniques to achieve particular effects. Group and paired work: all pupils will be encouraged to participate and share ideas. Independent work: pupils will be given the opportunity to share ideas in in-depth work, helping them to refine and reflect their ideas and

learning and to extend their thinking. Plenary: Oral evaluation and consolidation of what has been learned, complemented by moving the learning on. We aim to use all areas of the curriculum to offer distinctive opportunities for developing children’s speaking and listening. Pupils will be taught to try out ideas in talk before writing them.

Progression in Speaking & Listening:

This is related to the pupil’s ability to: Contribute in a variety of ways. Sustain speaking and listening using and appreciating imaginative, expressive and informative language. Use standard English appropriately. Adapt to different circumstances and contexts with independence and confidence. Talk explicitly about speaking and listening.

To ensure progress teachers will: Provide a variety of social contexts in which talk takes place. Help pupils to extend and sustain their talk. Encourage maximum participation in class discussion and whole class work. Enable pupils to be explicit about the nature of spoken language by teaching them appropriate terminology for discussing it, including

drama conventions. Monitor and assess pupil’s achievements systematically, identifying strengths and weaknesses and ways in which they can improve. Correct pupils’ and other adults’ mistakes sensitively, when they are noticed Make clear to pupils what is expected of them in talk by explaining the criteria for judging achievement and improvement and helping

them to review their own progress

Spelling

Everything that is said or written in contemporary English is encoded in approximately 44 sounds (phonemes) represented by 26 letters in about 140 letter combinations.

Through the spelling policy, pupils will learn to identify the phonemes in spoken language and learn how each of these phonemes is commonly spelt.Pupils will be taught to: Identify sounds in spoken words (phonological awareness) Write each letter of the alphabet Discriminate between the separate sounds in words Learn and use the letters / letter combinations most commonly used to represent sounds Recognise and use the common spellings for each phoneme / phoneme – grapheme correspondence Blend phonemes into words for reading Spell words by segmenting the phonemes and using their knowledge of letter / sound correspondences to represent the

phonemes Write common letter strings within familiar and common words Spell commonly occurring simple words Spell words with common prefixes and suffixes Become proficient in applying the skills of segmenting and blending to the alphabetic code in order to read and spell Check the accuracy of their spelling Use word books and dictionaries, using the initial letters as the means of locating words Be given opportunities to experiment with the spelling of complex words and discuss misapplied generalisations and other

reasons for misspellings Be taught to pay close attention to word families



Foundation Stage

Spelling and handwriting are taught simultaneously using the RWInc and a multi-sensory approach. This includes: The 42 main sounds of English, including the 26 alphabet sounds Stages of blending sounds to form words Identifying sounds in words and relating letters to sounds Phoneme and grapheme awareness Reinforcement and consolidation activities

Key Stage 1

The teaching of spelling and handwriting will continue, using RWInc of Work.The teaching of Phonics will be given through the RWInc scheme.

Key Stage 2

Spelling will be taught systematically, often alongside handwriting for consolidation and practice, using and including; RWInc phonics (for groups where discrete phonics is still required) 1:1 RWInc phonics for specific children when required RWInc Spelling programme for 15 -20 minutes at least 3 times a week.

Each area will house an easily accessible variety of dictionaries, word and picture dictionaries, rhyming dictionaries, ACE Spelling dictionaries (in Key Stage 2) and thesaurus relevant to the age range of the pupils. Grammar, Punctuation and Spelling Dictionaries will be used in Years 5 and 6.

Reporting Procedures

Reporting procedures are in line with DFE regulations for KS1 and KS2 assessment and teacher assessment.Parents receive an annual written report and are invited to two parental interviews throughout the academic year.

Chair of Governors ………………………………………..

Head of School: ………………….………………………

This policy will be reviewed annually

Phonics Policy

IntroductionRead, Write, Inc is a reading programme used in school for:Reception-Y2 children- who are learning to read and write.Y3-Y4 children- who need to catch up rapidly.Y5-Y6 children- struggling readers in these classes follow the Fresh Start programme.In Read Write Inc, children will:Decode letter sound correspondences quickly.Read common exception words on sight.Understand what they read.Read aloud with fluency and expression.Spell quickly and easily by segmenting sounds in the words.Phonics Lessons



Children are given an initial assessment at the start of the year and are then placed in bands A-J in accordance with how many sounds they can recognise and how many words they can blend.Each phonics lesson lasts for half an hour and takes place at the start of the school day. Children are taught in the groups, according to which they have banded in the initial assessment.Lesson StructureAll teachers and TAs must follow the lesson plans based on the set of sounds, from either Set 1 or Set 2 and 3. This includes:Recapping on previously taught sounds.Introducing the new sound, blending orally using My Turn, Your Turn.Using the new sound to spell words using Say, Pinch, and Write. Teachers and TAs must also use the reading books provided which are closely matched to the child’s increasing knowledge of phonics and common exception words. The reading books enable children to experience success and gain confidence as readers.Teachers and TAs must follow the timetable provided and ensure that they re-read the books and discuss with the children so that they can fully support their increasingly fluent decoding. PraiseTeachers and TAs must ensure that they use the praise techniques taught on the Ruth Miskin training. These encourage and support the children throughout the lesson. AssessmentAt the end of each term, the children are assessed again and the groups are changed in order to ensure each child is placed in a group according to their ability. The aim of the Read, Write, Inc programme is for children to complete the Phonics programme quickly so that they can then choose books for enjoyment and for their own comprehension level. Once a child has completed this, they then go on to complete the Read, Write, Inc spelling programme.This policy will be reviewed annually

Appendix 3b

READING POLICYThis policy reflects the school`s values and mission statement in relation to the teaching and learning of reading. It sets out a framework within which teaching and non-teaching staff can operate and it gives guidance of teaching and assessment. This policy should be read in conjunction with the National Curriculum.AimsSacred Heart School aims to:

Promote and encourage a lifelong love of reading Develop an interest in, and love of, books, encouraging children to become attentive listeners and

independent and reflective readers Develop reading strategies and key skills, accuracy and fluency, understanding and response to texts Enable children to understand the meaning of what is read to them and what they read Enable children to access all areas of the curriculum Enable children to access, understand and begin to manage information

ObjectivesThese objectives are derived from our aims and should inform planning, teaching and assessment. To develop as effective readers, pupils should be taught to:



Extend and develop as readers throughout their time at Sacred Heart School Read a variety of texts for purpose and pleasure, accurately, fluently and with understanding Develop a range of reading skills and strategies to enable them to become independent readers Understand and respond to a wider range of books and media texts on paper and on screen Understand the variety of written language and the difference between fiction and non-fiction Improve their ability to read, analyse, summarise and evaluate a wide range of texts including literature from

other cultures and traditions Develop higher order reading skills, enabling the use of inference and deduction

Equal opportunities and multiculturalismAt Sacred Heart School we are dedicated to promoting and raising the standards of reading in both boys and girls. Pupils have the opportunity to study books based on a wide range of topics and from a range of cultures in order to broaden their understanding of the multi-cultural society in which we live. Reading sessions should give EAL pupils the support needed to become confident readers.Differentiation and SENDChildren are organised into similar reading ability groups during reading sessions. Where pupils work outside these boundaries, care and attention is given to intervention programmes.

The role of the subject leader for readingThe subject leader for reading is responsible for:

Monitoring of reading Analysis of data and tracking progress and attainment Supporting colleagues in recording progress in reading Supporting colleagues in their CPD Purchasing and organising resources The quality of the learning environment, especially reading areas Informing Governors and keeping them up-to-date with any developments Liaising with the National Literacy Trust (book parties)

Approaches to reading and reading interventions Engaging and exciting reading environments in classrooms Class reading book shared at the end of the school day Reading at home (home/school reading records) RWInc phonics RWInc Freshstart PIXL reading resources Reading for inference intervention

Reading lessons should include elements of the following (as appropriate to phase): Shared reading Guided reading Whole class reading Reciprocal reading DERIC Power of reading sequences Class book



Reading Lessons KS1 4 x 40 minute reading lessons per week (Y1/2 increasing in length and pace from beginning of Y1

up to 40 minutes) LKS2 3 x 1 hour reading lesson per week UKS2 3 x 1 hour reading lesson per week

Individual ReadingChildren need to be heard to read individually if their reading age is more than a year behind their chronological age or if the class teacher is aware they receive no reading support from home. This should happen at least twice a week in KS2 and as often as possible in KS1 but certainly more than twice a week.

Weekly Planning/Assessment by phaseEYFS Nursery - Reading assessment from 16 – 26 months and 22 to 36 months per group with reading overview sheet annotated and datedEYFS Reception - Guided reading assessment sheets per child dated and annotated reading records per childKS1 - Weekly plan, including objectives and weekly assessment sheet plus annotated guided reading sheet for a group when guided reading is plannedLKS2 - Weekly plan, including objectives and weekly assessment sheet plus annotated guided reading sheet for a group when guided reading is plannedUKS2 - Weekly plan, including objectives and weekly assessment sheet plus annotated guided reading sheet for a group when guided reading is plannedAssessmentEYFS:

Ongoing assessment of reading behaviours during the session or day Ongoing assessment using objectives from the EYFS curriculum Phonic assessments End of foundation stage profile assessment

KS1: Y1 York assessment of reading Y2 Accelerated Reader reading age On-going assessment during reading lessons linked to assessment foci RW Inc Phonic assessments Year 1 phonic screening test End of KS1 tests

KS2: Accelerated Reader reading age On-going assessment during reading lessons linked to assessment foci RW Inc Phonics checks where necessary Freshstart assessment (intervention) PIXL end of year reading tests (Y3,4,5) End of KS2 tests

Parental EngagementParents receive a written report in the summer term and are invited to two parent consultation days during the school year. Parents record in home/school reading records when their child has read at home, and are invited to make comments. Parents are given resources to support reading at home when they attend parent consultation days.



Members of teaching and non-teaching staff, keep a record of the number of times a child has read at home during each half term and this is recorded on the progress charts displayed in classrooms (chart of teacher`s choosing). Other opportunities for parental engagement:

Book clubs Book Fairs World Book Day Reading SAT sessions Welcome to Key Stage meetings

This policy was reviewed September 2017Next review September 2018

Chair of Governors ………………………………………..

Head of School …………………………………………

Sacred Heart School Progression in Reading ComprehensionYear Group

StrandLISTENING TO AND READING BOOKS FOR PLEASURE

Statutory (POS) Non-statutory, guidance and overviews

Year 1 Listen to and discuss textsRead for pleasure

Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that which they read or hear read to their own experience.

Having practice reading books consistent with their developing phonic knowledge, share and discuss a wide range of quality books to develop a love of reading and broaden their vocabulary.

Year 2 Listen to and discuss textsRead for pleasure

Listen to, discuss and express views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently.

Teachers should make sure that pupils listen to and discuss a wide range of stories, poems, plays and information books – this should include whole books.

Year 3/4 Listen to and discuss textsRead for pleasure

Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or text books.

Pupils should continue to have opportunities to listen frequently to stories, poems, non-fiction and other writing and not just extracts so that they build on what was taught previously. In this way, they also meet books and authors that they might not choose themselves.

Year 5/6 Listen to and discuss textsRead for pleasure

Continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fictions and reference books or textbooks.

By the beginning of Y5, pupils should be able to read aloud a wider range of poetry and books written at an age-appropriate level with increasing accuracy and at a reasonable speaking pace



Pupils should be reading widely and frequently, outside as well as in school, for pleasure and for information.Even though pupils can now read independently, reading aloud to them should include whole books that they might not chose to read themselves

Year Group

StrandORAL RETELLING


Year 1 Key stories, traditional tales, myths, legends, stories from other cultures and from our literary heritage

Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics.

Year 2 Key stories, traditional tales, myths, legends, stories from other cultures and from our literary heritage

Becoming increasingly familiar with, and retelling, a wider range of stories, fairy stories and traditional tales.

Year 3/4 Key stories, traditional tales, myths, legends, stories from other cultures and from our literary heritage

Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling stories of these orally.

Recognising simple recurring literary language in stories and poetry.

Year 5/6 Key stories, traditional tales, myths, legends, stories from other cultures and from our literary heritage

Increasing their familiarity with a wide range of books including myths and legends, traditional stories, modern fiction, fiction from our literary heritage and books from other cultures and traditions.

Pupils should be able to summarise and present a familiar story in their own words.

Year Group

StrandPoetry, playsReciting by heart, performing


Year 1 Poetry, playsReciting by heart, performing

Learning to appreciate rhymes and poems and to recite some by heart.

Year 2 Poetry, playsReciting by heart, performing

Continuing to build up a repertoire of poems learned by heart, appreciating these and reciting some with appropriate intonation to make the meaning



clear.Year 3/4 Poetry, plays

Reciting by heart, performing

Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and actions.

Reading, re-reading and rehearsing poems and plays for presentation and performanceGive pupils opportunities to discuss language, including vocabulary, extending their interest in the meaning and origin of words.

Year 5/6 Poetry, playsReciting by heart, performing

Learning a wider range of poetry by heartPreparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

Pupils should be able to prepare readings with appropriate intonation to show their understanding.

Year Group

StrandDeveloping vocabulary and interest in language


Year 1 Developing vocabulary and interest in language

Discussing word meaning, linking new meanings to those already known.

Pupils should follow the Y1 programme of study in terms of the books they listen to and discuss so that they develop their vocabulary and understanding of grammar, as well as their knowledge more generally across the curriculum Pupils should follow the Y3/4 programme of study in terms of listening to new books and hearing new vocabulary, grammatical structures and discussing these

Teachers should ensure that their teaching develops pupils` oral vocabulary as well as their ability to understand and use a variety of grammatical structures, giving particular support to pupils where language skills are insufficiently developed

Pupils` vocabulary should be developed when they listen to books read aloud and when they discuss what they have heard. Such vocabulary should feed into their own writing

Through listening, pupils also start to learn how language sounds and increase their vocabulary



and awareness of grammatical structures. In due course, they will be able to draw on such grammar in their own writing

Year 2 Developing vocabulary and interest in language

Discussing and clarifying the meaning of words, linking new meanings to known vocabularyDiscussing their favourite words and phrases.

Use the Year2 programme of study for comprehension, so that pupils hear and talk about new books, poems, other writing and vocabulary with the rest of the class

The meaning of new words should be explained to pupils within the context of what they are reading and they should be encouraged to use morphology such as prefixes to work out unknown words

Deliberate steps should be taken to increase vocabulary and awareness of grammar so that pupils continue to understand the difference between spoken and written language

Year 3/4 Developing vocabulary and interest in language

Use dictionaries to check the meaning of words that they have read.Discussing words and phrases that capture the reader`s interest and imagination.

Pupils should follow the Y3/4 programme of study in terms of listening to new books, hearing and learning new vocabulary, grammatical structures and discussing these

Year 5/6 Developing vocabulary and interest in language

Pupils should follow the Y5/6 programme of study in terms of listening to books and other writing that they have not come across before, hearing and learning new



vocabulary and grammatical structures, and having a chance to talk about these

Pupils should be able to read silently, with good understanding, inferring the meaning of unfamiliar words, and then discuss what they have read

During Y5/6 teachers should continue to emphasise pupils` enjoyment and understanding of language, especially vocabulary, to support their reading and writing

Pupils should understand nuances in vocabulary and age appropriate academic writing, practice and discussion of language

Reading – word reading – when teachers are reading with or to pupils, attention should be paid to new vocabulary – both a word`s meaning(s) and its correct pronunciation

Year Group

Strand

GENRE


Year 1 GENRE By listening frequently to stories, poems and non-fiction that they cannot yet read for themselves, pupils begin to understand how written language can be structures in order – for example, to build suspense or to present facts.

Year 2 GENREYear 3/4 GENRE Reading books that are structures

indifferent ways and reading for a range of purposes.Recognising some different forms of poetry (for example: free verse, narrative).

They should also learn the conventions of different styles of writing (for example: the greetings in letters, a diary written in 1st person, or the use of presentational devices such as numbers and subheadings in instructions.

Year 5/6 GENRE Reading books that are structures Continue to learn the conventions of different types of writing such as



in different ways and reading for a range of purposes.

the use of first person in autobiographies.

Year Group

Strand

THEMES


Year 1 THEMESYear 2 THEMESYear 3/4 THEMES Identifying themes and

conventions in a wide range of books.

Pupils should be taught to recognise themes in what they read, such as the triumph of good over evil or the use of magical devices in fairy stories and folk tales.

Year 5/6 THEMES Identifying and discussing themes and conventions in and across a wide range of writing.Making comparisons within and across books.Recommending books that they have read to their peers, giving reasons for their criticisms.

Pupils should be taught to recognise themes in what they read, such as loss or heroism. They should have opportunities to compare characters, consider different accounts (both of authors and of fictional characters) within a text and across more than one text.Pupils should be shown how to compare characters, feelings, and other aspects of what they read.

Year Group

Strand

Reading with meaning and thinking about texts


Year 1 Reading with meaning and thinking about texts

Understand what is read by drawing on what they know, or on background information and vocabulary provided by the teacher.

Year 2 Reading with meaning and thinking about texts

Understand what is read by drawing on what they know, or on background information and vocabulary provided by the teacherChecking that the text makes sense to them as they read and correcting inaccurate reading.

Pupils should monitor what they read, checking that the word they have decoded fits in with what else they have read and makes sense with the context of what they already know about the topic.

Year 3/4 Reading with meaning and thinking about texts

Understand what they have read independently and had read to them, checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.

Year 5/6 Reading with meaning and

Understand what they read by checking that the book makes sense to them, discussing their



thinking about texts understanding and explaining the meaning of words in context.

Year Group

Strand

Structure and organisation, summarising and deducing


Year 1 Structure and organisation, summarising and deducing

Discussing the significance of the title and events.

Year 2 Structure and organisation, summarising and deducing

Discussing the sequence of events in books and how items of information are relatedBeing introduced to non-fiction books that are structures in different ways.

Pupils should learn about cause and effect in both narrative and non-fiction (for example, what has prompted a character`s behaviour in a story or why certain dates are commemorated annually, from non- fiction) Thinking aloud, when reading to pupils may help them to understand what skilled readers do.

Year 3/4 Structure and organisation, summarising and deducing

Identifying ideas drawn from more than one paragraph and summarising these.Identifying how language structure and presentation contribute to meaning.

Year 5/6 Structure and organisation, summarising and deducing

Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas,

Pupils should be able to summarise and present a familiar story in their own words,

Year Group

Strand

Inference, prediction and enquiry


Year 1 Inference, prediction and enquiry

Making inferences on the basis of what is being said and donePredicting what might happen on the basis of what has been read so far.

Once pupils have already decoded words successfully, the meaning of those words can be discussed in order to develop early inference skills.

Year 2 Inference, prediction and enquiry

Making inferences on the basis of what is being said and doneAnswering and asking questionsPredicting what might happen on



the basis of what has been read so far.

Year 3/4 Inference, prediction and enquiry

Drawing inferences such as inferring characters` thought, feelings and motives AND JUSTIFYING INFERENCE WITH EVIDENCE FROM WHAT HAS BEEN READPredicting what might happen, from details STATED and IMPLIED.

Year 5/6 Inference, prediction and enquiry

Drawing inferences such as inferring characters` thought, feelings and motives AND JUSTIFYING INFERENCE WITH EVIDENCE FROM WHAT HAS BEEN READAsking questions to improve understandingPredicting what might happen, from details STATED and IMPLIED.

Year Group

Strand

ROLE PLAY AND DRAMA


Year 1 ROLE PLAY AND DRAMA

Use role play to identify and explore characters and to try out the language they have listened to

Year 2 ROLE PLAY AND DRAMA

Use role play and other drama techniques to explore characters – expanding understanding of what they have read and trying out the language they have listened to

Year 3/4 ROLE PLAY AND DRAMA

Pupils should be encouraged to use drama techniques to understand how to perform plays and poems to support their understanding of meaning – focusing on expression which leads to deeper understanding

Year 5/6 ROLE PLAY AND DRAMA

Year Group

Strand

DISCUSSION AND EXPLANATION


Year 1 DISCUSSION AND EXPLANATION

Participate in discussion about what is read to them, taking time

Rules for effective discussion should be agreed with, and



and listening to what others sayExplain clearly their understanding of what is read to them.

demonstrated for pupils. They should help to develop and evaluate them, with the expectation that everyone takes part. Pupils should be helped to consider the opinions of others.

Year 2 DISCUSSION AND EXPLANATION

Participate in discussion about books, poems and other works that are read to them and those that they can read for themselvesExplain and discuss their understanding of books, poems and other materials.

Discussion should be demonstrated to pupils. They should be guided to participate in it and they should be helped to consider the opinions of others. They should receive feedback in their discussions.

Year 3/4 DISCUSSION AND EXPLANATION

Participate in discussion about books they have read to them and those they read themselves. They should take turns and listen carefully to what others say.

Pupils should have guidance about the kinds of explanations and questions that are expected from them. They should help to develop, agree on and evaluate rules for effective discussion. The expectation should be that all pupils take part.

Year 5/6 DISCUSSION AND EXPLANATION

Participate in discussion about books they have read to them and those they read themselves, building on their own and others` ideas and challenging views courteously.Explain and discuss their understanding of what they have read, including through formal presentation and debates, maintaining a focus on the topic and using notes where necessary.Provide reasoned justifications for their views.

Pupils should have guidance and feedback on the quality of their explanations and contributions to discussion.

Year Group

Strand

Non-fiction, library and selecting books


Year 1 Non-fiction, library and selecting books

Listening to, and discussing, information books and other non-fiction, establishes the foundations of their learning in other subjects. Pupils should be shown some of the processes of finding out information within a non-fiction book.

Year 2 Non-fiction, library and selecting books

Listening to, and discussing, information books and other non-fiction, establishes the foundations of their learning in other subjects. Pupils should be shown some of the processes of finding out information within a non-fiction book

Year 3/4 Non-fiction, library Select and record information In using non-fiction, pupils should know what information they are looking for



and selecting books from non-fiction books. before they begin, and be clear about the task. They should use contents pages and indexes to locate information.Pupils should have the opportunity to exercise choice in selecting books and be taught how to do so, with teachers making use of library services and expertise to support them.

Year 5/6 Non-fiction, library and selecting books

Retrieve, record and present information from non-fiction.Distinguish between statements of fact and opinion,

In using non-fiction, pupils should know what information they are looking for before they begin, and be clear about the task. They should use contents pages and indexes to locate information.The skills of information retrieval that are taught should be applied when reading books within topics and in contexts where pupils are motivated to find out information.Teachers should use library services and other expertise to develop these skills.

Year Group

Strand

FIGURATIVE LANGUAGE


Year 1 FIGURATIVE LANGUAGE

Year 2 FIGURATIVE LANGUAGE

Year 3/4 FIGURATIVE LANGUAGE

Pupils should demonstrate features of figurative language, distinguish shades of meaning among related words, and use age-appropriate academic language.

Year 5/6 FIGURATIVE LANGUAGE

Discuss and evaluate how authors use language, including figurative language, considering the impact on the read.

Pupils should be taught technical, and other terms, for discussing what they hear and read such as: metaphor, simile, analogy, imagery, style, effect and impression.



Appendix 4 Maths Policy

Introduction

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. (National Curriculum 2014)

Aims

The purpose of mathematics in our school, and in accordance with our ethos, is to develop: - a positive attitude towards mathematics and an awareness of the relevance of mathematics in the real world - competence and confidence in mathematical knowledge, concepts and skills - an ability to solve problems, to reason, to think logically and to work systematically and accurately.- initiative and an ability to work both independently and in cooperation with others - an ability to communicate mathematics - an ability to use and apply mathematics across the curriculum and in real life - an understanding of mathematics through a process of enquiry and experiment

This policy has been written in conjuction with the Teaching and Learning policy, and shares the same guidelines for effective teaching and learning, which are:

11. The setting of clear and high expectations

In all mathematics lessons, teachers show high expectations of children through ensuring that reasoning is taking place in every lesson. When mathematical concepts have been mastered, children are then challenged to reason orally, before progressing to written reasoning. Children know what they need to do to recognise success and what their next steps are through the use of progression boards, which are explained further in the 'effective planning' paragraph of this document.



12. The use of detailed subject knowledge, understanding and key skills

It is the responsibility of each member of staff to determine her/his own professional development needs in mathematics. If any individual member of staff has any concerns about her/his mathematical development, she/he should inform the Key-Stage Co-ordinator or the Maths Leader to arrange and attend professional development courses.

The Maths Leader will have the responsibility for attending any relevant in-service courses ensuring that latest developments are communicated to staff. However, it should be noted that all members of staff have internet access to interactive resources and can update their knowledge independently as part of their on-going professional development.

13. Effective Planning

Long term planning follows the White Rose units for each year group. EYFS follow their own planning document to ensure coverage of the full mathematics curriculum, and will also follow the White Rose documents when they are released.

EYFS PLANNING

Mathematics within the EYFS is developed through purposeful, play based experiences and will be represented throughout the indoor and outdoor provision. The learning will be based on pupils’ interests and schemas or current themes and will focus on the expectations from Development Matters / Early Years Outcomes. As the pupils progress through, more focus is placed on representing their mathematical knowledge through more formal experiences. Pupils will be encouraged to record their mathematical thinking when ready and this will increase throughout the year

Year 1/2 classes work on objectives through a carousel of independent and guided activities throughout a week to ensure that children have a solid understanding of mathematical concepts, and that individual observations can be made. Lessons are well planned to take into account the needs of all pupils, matching support/challenge as appropriate. Children progress from practical to written methods throughout the year.

From the Y2 class through to Y6, staff used the AET format of planning, which ensures that mathematics lessons focus on:

Support, making sense and representing (recapping previous learning and introducing concepts) Fluency in concepts Reasoning and problem solving through three levels:

1. Probing questions2. Explaining and reasoning3. Rich and complex tasks or problems

In each classroom, there are coloured progression boards which help children visualise their learning in each concept or planned series of lessons. The wording on these boards varies in order to help pupils understand the progression but they all signify the following:

Green Red Light Blue Dark Blue YellowSupport Making sense Representing Recapping previous

Fluency Probing questions Explaining and reasoning

Rich and complex tasks or problems



year's objectives to ensure solid foundations

Children in the mixed year 1/2 classes will begin using this format in the summer term for smoother transition into their next year group.

14. The use of appropriate methodology

Through careful planning and preparation we aim to ensure that throughout the school children are given opportunities for: - practical activities and mathematical games - problem solving - individual, group and whole class discussions and activities - open and closed tasks

It is essential to have a balance between individual working and total class participation. Working as a member of a group helps to build confidence and encourage children to co-operate and collaborate with each other to support and assist the learning process.

Children from Y3-Y6 take part in ‘I Can Do Maths’ by Schofield and Sims, completing a section each morning and moving to different ability groups on a Friday morning for marking.

5-a-day also takes place for children in Y2-Y6. In Y3-Y6 children are given five questions (one of each +, -, x, ÷ and a problem solving calculation), four times a week on average. In Y1/2 children are given three questions (addition and subtraction) three times a week. Children have to show and explain how they worked out the calculation and endeavour to complete the five questions in five minutes.

15. Recognising and meeting the needs of all pupils

To overcome any potential barriers to learning in mathematics, some pupils may require:-

Specific help with number recall or the interpretation of data represented in graphs, tables or bar charts, to compensate for difficulties with long or short term memory or visual discrimination (table squares).

Access to tactile, structured equipment for work relating to shape, space and measures, to compensate for difficulties in managing visual information.

Help in interpreting or responding to oral directions when making mental calculations, to compensate for difficulties in hearing or with auditory discrimination.

Access to equipment such as ICT to overcome difficulties in thinking and working in the abstract.

Children who have not made satisfactory progress or who are deemed to be cause for concern should be identified and monitored initially by the class teacher. Intervention measures should be implemented, e.g. Wave, additional adult support in class, peer group support, homework and parental support, clear targets set. l. These children will also be tracked by the Team Leader, Maths Leader and Head of School, to ensure that all strategies are explored and implemented to address the problem.

16. Managing the climate for learning

See Teaching and Learning policy.

17. An exciting and purposeful learning environment



Staff should promote mathematics through high standards of classroom display. On going topics and cross curricular links should be evident in the setting and mathematics given a profile within the classroom. All classrooms have a 'Times Table Olympic' display, and have a mathematics area where children can access any resources needed to work independently. Vocabulary is displayed to allow children to understand and use correctly.

18. Using time and managing resources effectively

See Teaching and Learning policy.

19. Assessing pupils' work effectively and using the information gained constructively

Marking follows the school's marking policy. Teacher assessment is on-going. Staff will use appropriate assessment material to evaluate progress and to inform planning. Teacher assessment is vital to ensure continuity and progression and must be totally reliable. Ongoing assessment should be evident on planning sheets and in children`s books (tick sheets at the back). It should be accurate and are a true reflection of the child’s ability. This is the responsibility of the class teacher.

It is essential when marking practical work that evaluation is made of the process/processes involved when arriving at the result, even when the answer is not the correct outcome to the particular problem. Development of criteria to suit all eventualities is difficult to establish but on a broad basis approach the following should be considered:- Has the child selected suitable materials/equipment/resources in attempting to solve the problem? Has the child used the correct branch of mathematics to arrive at a conclusion? Has the child used any mental strategies he/she has been taught? Is there any evidence that the child made any predictions or tested any theories out in order to arrive at the

outcome?

Discussion with the child/or group is paramount in this type of approach, as without definitive marked assessment, considerable emphasis is placed on the subjective evaluation of the teacher. Dialogue avails the possibility of ensuring that the child has recorded accurately his/her attempt at solving the problem and that this has been carried through to an effective conclusion. An evaluation should be made and recorded without wholesale dismissal of a complete piece of work. Our aim is to support and encourage, not de-motivate individual children through one piece of work without establishing a dialogue to find the cause of the problem.

20. Providing homework which reinforces and extends what is learned in school

Children have maths lessons with parents once a term, and children from Y1 - 6 have homework given every two weeks to consolidate concepts taught in school. Children can also access Education City at home, where homework can be set.

Factors which help pupils to learn

Teaching and Learning Styles

Children should be given the opportunity to experience a range of activities to generate interest and enjoyment in mathematics.

Children should wherever possible, be exposed to as wide a range of mathematical resources with the aim of developing fundamental conceptual understanding of the topic. Visual resources such as the interactive white board, visualisers, OHP, number-lines, hundred boards and interactive classroom displays should be used to support mathematical learning. ICT materials should be available to all children within the school and used to engage and motivate children to enjoy mathematics.



Where ever possible staff will avail children with the opportunity to use ICT to support their maths. This will offer those children needing encouragement and motivation another avenue, but will allow them to engage mathematics in an exciting way. Education City and Sumdog are available for all children to use.

Resources

Foundation, KS1 and KS2 will review and distribute resources once a term. Staff will have to share resources and equipment and should monitor where within the KS resources are stored. If equipment is damaged and needs to be replaced, this should be brought to the attention of the Maths Leader. Each member of staff has responsibility of checking equipment in and out and ensuring that it is in good working order.

We offer a range of text book resources for pupils and an extensive resource bank for teachers. Children of all ages should be provided with structured apparatus to support their learning and this should be available and accessible to every child in the classroom every day. Children must be encouraged to be independent learners and be able to select the appropriate equipment to solve mathematical problems and know where to locate it within the setting. Therefore maths equipment and resources should be clearly visible in the setting and children shown where maths equipment and activities are stored within the KS.



Last review: September2017

Next review: September 2018



Appendix 5Science Policy

Introduction

This policy aims to develop a consistent teaching approach to science to ensure the children get the scientific skills and knowledge required to make them secondary ready. It also aims to provide effective staff information to enable all staff to effectively plan, teach and assess science in his/her class so that all children have the opportunity to progress to their highest potential level.

Aims and Objectives

We aim to:

Provide every pupil with the range of scientific topics to which they are entitled. Communicate and relate science to everyday life and develop these experiences. To develop an awareness of the importance of science in everyday life. Link science to other areas of the curriculum where possible. Develop interest and enthusiasm for science. Develop skills, knowledge and understanding of science. Teach children how to explain science effectively. Teach appropriate scientific vocabulary. Help children acquire knowledge of a range of scientific concepts. Help children understand that scientific knowledge relies on evidence. Help children acquire specific scientific skills required in secondary school. Make children aware of risks and health and safety issues.

Objectives for Foundation Stage:

We teach science in the Nursery and Reception classes as an integral part of the topic work covered during the year. As the Reception class is part of the Foundation Stage of the National Curriculum, we relate the scientific aspects of the children’s work to the objectives set out in the Early Learning Goals (ELGs) which underpin the curriculum planning for children aged three to five. Science makes a significant contribution to the objective in the ELGs of developing a child’s understanding of the world, e.g. People and Communities, The World and Technology.

Objectives for KS1:

To begin to develop their ability to explain science: remembering simple science facts, words, relevant information as well as labelling scientific diagrams and describing things they have seen.

To begin to develop their ability to classify and group information or work out what materials might be used for. To begin to develop their ability to undertake experiments: making simple predictions, understanding what

equipment can be used for, possible dangers, suggesting ideas, identifying variables and following instructions. To begin to develop their ability to measure and present data using simple tables, block charts and pictograms. To begin to develop their ability to describe simple patterns or changes they notice when conducting

experiments and to suggest different ways to do things.



Objectives for KS2:

To develop their ability to explain science: using science facts to explain ideas and concepts, showing understanding of complex science words, using science models to explain why and how things occur, drawing and annotating their own diagrams, having their own thoughts and arguments to given questions.

To begin to develop their ability to classify and group information: use of spider diagrams and number keys, grouping and sub-grouping and describing and explaining properties of materials.

To develop their ability to undertake experiments: using knowledge and understanding to explain their predictions, selecting suitable equipment, predicting risks and understanding safe use, planning fair tests with understanding of different variables, suggest data ranges and collecting readings and designing and writing their own instructions.

To develop their ability to measure and present data using more complex measurement data, complex tables, plotting of coordinates, constructing bar and line graphs.

To develop their ability to describe patterns or trends they notice when conducting experiments, to spot unusual data, to use data to support conclusions and to identify improvements to their experiments.

To provide the children with the scientific knowledge and skills to ensure they are secondary ready.

Curriculum

Using bespoke scientific planning, a two year rolling programme has been organised for KS1, lower KS2 and upper KS2. This will ensure that all children have a range of creative and engaging scientific experiences throughout their time at the school, ensuring coverage of the science topics within the National Curriculum. Teachers will teach using 'duel objective' lessons, ensuring the development of both the children's scientific skills and scientific knowledge. The scientific topics covered in the National Curriculum are as follows:

KS1Throughout KS1: Working ScientificallyYear 1: Plants, Animals including humans, Everyday materials, Seasonal changes Year 2: Living things and their habitats, Plants, Animals including humans, Uses of everyday materials

KS2Throughout KS2: Working ScientificallyYear 3: Plants, Animals including humans, Rocks, Light, Forces and magnetsYear 4: Living things and their habitats, Animals including humans, States of matter, Sound, ElectricityYear 5: Living things and their habitats, Animals including humans, Properties and changes of materials, Earth and Space, ForcesYear 6: Living things and their habitats, Animals including humans, Evolution and inheritance, Light, Electricity

Assessment

Children’s work will be marked according to the agreed school policy and their performance continually assessed in accordance with the National Curriculum by the class teacher. Use of the 'Primary Assessment Board' and assessment 'Science Rockets' will monitor pupil's progress throughout the year. Class teachers may also test children from time to time, as may the Head of School. Examples of children’s scientific work, scrutiny of books and planning, child interviews and class drops-ins will be undertaken as per the school’s monitoring timetable by the Science Coordinator. Teachers will pass on relevant information to other teachers and staff as required (such as assessment records).

Science non-negotiables



Science must be undertaken at least once a week in KS1 and KS2 (taking into account holidays, school trips etc) Science must be taught using the STEM science planning sheets. Each KS1 and KS2 science lesson must be delivered using duel-objective planning:

o Learn the content objective (parts of a plant) through teaching the skill objective (remember science words)

Ensure it is clear on the child's work what content and skill they are learning i.e. What are the parts of a plant? - I can remember simple science words

Assessment of KS1 and KS2 science will be undertaken using the STEM 'Primary Assessment Board' in combination with the 'Science Rockets'.

Copies of the Science Rockets will be provided to the schools Science Coordinator at the end of each term. Science levels will be reported at the end of each term to the Headteacher. In KS2 a title page must be put in each child's book for each new science topic. Each classroom must have an area where relevant science vocabulary can be written and added to as the

science topic progresses Nursery/reception must have areas within their environments that give the children opportunities to experience

and increase their understanding of the world.

Equal Opportunities

The teaching of science will be in accordance with the present policy for Equal Opportunities. We aim to provide equal access to science for those children with Special Educational Needs and those pupils who are very able and require extension activities, through small group work and use of Teaching Assistant’s help where available.

Health and Safety

At all times adequate precautions must be taken. Children need to be made aware of the dangers of the improper use of electricity, heat and materials. Goggles are available and must be used where necessary. Iron filings may only be used for demonstration or if provided in a sealed unit. Children need to be aware of the danger of tasting unknown substances.

ICT

ICT will be used where appropriate to develop scientific skills. For example, use can be made of the Internet to observe things which cannot readily be seen or microscopes used to record growth in plants. Scientific apps for iPads will also be used where available and appropriate.


Head of School: …………………………………………….


Appendix 6

Music Policy



The Purpose of this Document

This policy reflects the school’s values and philosophy in relation to the teaching and learning of Music. It sets out a framework within which teaching and non-teaching staff can operate. It gives guidance on teaching and assessment. The policy should be read in conjunction with the Charanga Scheme of Work which shows how we plan to provide for the needs of the children at this school, within the context of the implementation of the expectations in Music. This document has been prepared by all the teaching staff of Sacred Heart School.

Why do we teach Music at Sacred Heart School?

From an early age, children find pleasure and enjoyment in music. They begin by learning simple rhymes and feeling strong rhythm patterns in songs. In the course of their daily lives, children are exposed to music in many forms especially through the media. It follows that their appreciation can be heightened by raising their awareness of the variety of styles of music, which originate in other cultures and periods of history.

Making music provides an opportunity for children’s creativity, enabling them to work at their own appropriate level. As children develop understanding and knowledge of music, they are able to refine their skills and perform for an audience with increased confidence. Music allows all children regardless of ability to perform together at an individual level, each making a valuable contribution.

Aims & Objectives

The aim of Music in Sacred Heart School is to provide all children (taking into account their abilities and their needs) with the opportunity to become actively involved in creating and responding to Music through performing, composing, listening and appraising. More specifically to:

enjoy music and performing

learn how to order sounds and musical patterns

explore music from their own and other cultures

understand some of the structures in music

begin to understand the influences of music in different contexts and in its relationship within the broader topic areas

respond to music through movement and dance

explore ways of recording their music using technology and notation

develop understanding of worship through use of music and song in collective worship and school celebration of Mass

How do pupils learn Music?

Music in the primary school setting extends and enhances the early experiences of music from the home environment, which each child brings with him/her.



Provision of relevant activities and focused teaching will advance the acquisition of key skills. Application of such skills will enhance children’s performance of their own compositions, developing confidence and improving structure of work.

Through studying the works of other musicians, children learn to discriminate and become selective, developing individual preferences. They also become familiar with particular styles, which they may incorporate into their own composition.

First hand experience is gained by working with visiting instrumental ensembles. Cross-curricular links in topic work provide stimuli for musical creativity.

Use of recording systems allows children to evaluate their work, to make refinements and to improve the quality of their creative compositions.The Charanga Scheme of Work details the continuity and progression through the key skills.

Equal Opportunities

At Sacred Heart School all children will have access to the music curriculum regardless of their race, gender, disability, class or other special need. Positive action is needed to provide equal opportunities for all pupils – this can be done in a number of ways, including: using non-discriminatory music sources and reference books careful choice of materials and tasks set focusing on music from many different cultures supporting the individual child who may not have been introduced to music-related activities from an early age supporting pupils with special needs using a variety of teaching approaches to offer every child access to the music curriculum.

Special Educational Needs

Some pupils experience learning difficulties which affect their progress in Music. Class teachers are responsible for trying to pinpoint any difficulties so that suitable support can be provided. They will need to be sensitive to the needs of any children with poor motor skills or physical disabilities. Class teachers will ensure that suitable activities are set for pupils with SEN through careful planning for differentiation.

The opportunities in music for individual expression will help children with SEN to achieve success by contributing at a level at which they feel confident, including:

first hand experience with support from more accomplished musicians as needed. knowledge and skills can be developed in small steps through practical activities. music activities can provide stimuli for individual interpretation in composing. working in small groups can encourage participation and interpersonal communication. working on a variety of activities allows children to share their strengths and help one another.

Planning the Music Curriculum for Differentiated Work (SEN and more able)

Examples

Set up ability groups. Task management within groups i.e. specific tasks within groups to ensure they have opportunities to work

on different aspects at their level e.g. selecting resources, recording etc.



Use of extension and support materials. Use of self-supporting study, reinforcing or extending work e.g. use of reference books. Providing similar improvisational activities, which can be tackled at different levels by different children

according to their ability. Open-ended tasks, differentiated by outcome. Using children’s ideas as a starting point. By task – task designed to target a limited range of levels.

Planning the Music Curriculum

The overall plans for achieving the expectations in music are contained in the Music Express Scheme of Work. This shows a clear progression throughout each year group with targets for specific musical elements outlined for the end of each key stage. It is then the responsibility of the class teacher to plan work for his/her pupils from this document for the year group(s) he/she teaches. There will be yearly plans (long term) which identify the musical aspects to be covered that year. There will be termly plans (medium term) which identify the parts the music teacher intends to cover. There will also be the teacher’s personal notes for assessment and resource needs, e.g. music needed for collective worship.

Evaluation – the music co-ordinator will make informal evaluations as the children progress through the programmes of study e.g. children’s responses to each musical aspect covered and the appropriateness of existing groupings as the topic continues.

Cross Curricular Links

When planning the music curriculum the essential areas of knowledge are defined within the programmes of study. Practical work needs to be underpinned with musical knowledge to give the children the necessary information to take their work forward. There is, however, a need to ensure the balance and to recognise that music contributes to broader curriculum areas. Music can provide the response to a variety of stimuli arising from RE / worship and most other curriculum areas, particularly with language development where common and complimentary skills are shared.

Safety in Music

Music like all other practically based areas of the curriculum has a small element of risk attached to it. Certain general procedures and precautions, which constitute good practice, are worth noting e.g.

if using any wind instruments care should be taken to ensure that all mouth pieces are sterilised before being used again by other children.

children should be encouraged to treat all musical instruments with respect and be shown the most appropriate storage arrangement to avoid damage which could give rise to dangerous sharp edges.

children should be taught to report any damage found on instruments in order that repairs can be made, thus avoiding injury.

teachers should ensure that children are familiar with the operation of electronic instruments and recording facilities, which they might wish to access. Their attention should also be drawn to the dangers of water coming into contact with electrical items.

transporting musical instruments should be supervised by an adult.

Resources / Accommodation

The music co-ordinator is responsible for the management of music resources which are housed in the Godly Play Area in the hall.The following resources are available:



books audio/video tapes and records variety of instruments photocopiable materials 1 piano and 1 stool (Hall) music sound systems x 2 (Hall) computer programs listening and tape recording facilities music scheme of work for each year group – online access via Charanga.

An audit will be carried out by the music teacher and new resources ordered annually, or as necessary.

Assessment / Recording

On-going teacher assessment has always been an integral part of good practice. It is important to remember that the main reason for assessment is to enable the teacher to match the tasks set to the abilities and needs of the pupils as they progress.

Music is assessed through :

focused observation of a group or individual listening to children / discussion verbal interaction with children using carefully planned questions recordings of individual / group compositions children’s written notation questioning targeting

The end result of assessment is an overall picture of a group or child. Assessment can be short term and general based on observation of approach and discussion about the outcome. A longer term view might involve looking at more specific skills assessment for recording.

Good records need to be kept which can:

indicate coverage of the programmes of study (see long and medium term plans) assist with identifying new areas for study through teacher evaluations in short term plans indicate achievements and areas of difficulty through teacher evaluations in short term plans informal records will be kept by staff to inform parents of their child’s progress on an annual basis

It is our intention to involve pupils in the record keeping process at a later date. If they know the purpose of the task and what is expected of them, they are more likely to be successful in it. This improves motivation and provides a sense of direction.

Developing and Monitoring the Music Curriculum

The member of staff in charge of music is responsible for the planning, development and monitoring of the music curriculum.






Progression in Music

Skill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6Creating and developing musical ideas (composing)

Make a sequence of long and short sounds with help (duration). Clap longer rhythms with help. Make different sounds (high and low– pitch; loud and quiet– dynamics; fast and slow-tempo; quality of the sound smooth, crisp, scratchy, rattling, tinkling etc.– timbre).

Carefully choose sounds to achieve an effect (including use of ICT). Order sounds to create an effect (structure- beginnings/endings). Create short musical patterns. Create sequences of long and short sounds- rhythmic patterns (duration). Control playing instruments so they sound as they should. Use pitch changes to communicate an idea. Start to compose with two or three notes.

Compose and perform melodies using two or three notes. Use sound to create abstract effects (including using ICT). Create/ improvise repeated patterns (ostinati) with a range of instruments. Effectively choose, order, combine and control sounds (texture/ structure).

Compose and perform melodies using three or four notes. Make creative use of the way sounds can be changed, organised and controlled (including ICT). Create accompaniments for tunes using drones or melodic ostinati (riffs). Create (dotted) rhythmic patterns with awareness of timbre and duration.

Compose and perform melodies using four or five notes. Use a variety of different musical devices including melody, rhythms and chords. Record own compositions. Create own songs (raps- structure). Identify where to place emphasis and accents in a song to create effects (duration).

Compose and perform melodies using five or more notes. Show confidence, thoughtfulness and imagination in selecting sounds and structures to convey an idea. Create music reflecting given intentions and record using standard notation. Use ICT to organise musical ideas (where appropriate). (Combine all )

Responding and reviewing

Hear the pulse in music.

Identify the pulse in music.

Internalise the pulse in music.

Know how pulse stays the same but

Know how pulse, rhythm and pitch

Know how the other dimensions of



(appraising Hear different moods in music. Identify texture– one sound or several sounds? Choose sounds to represent different things (ideas, thoughts, feelings, moods etc.).

Recognise changes in timbre (sound quality- smooth, crisp, scratchy, rattling, tinkling etc.), dynamics (loud and quiet), tempo (fast and slow) and pitch (high and low). Start to recognise different instruments.

Know the difference between pulse and rhythm. Start to use musical dimensions vocabulary to describe music–duration, timbre, pitch, dynamics, tempo, texture, structure. Use these words to identify where music works well/ needs improving.

rhythm changes in a piece of music. Listen to several layers of sound (texture) and talk about the effect on mood and feelings. Use more musical dimensions vocabulary to describe music–duration, timbre, pitch, dynamics, tempo, texture, structure, rhythm, metre, riff, ostinato, melody, harmony. Identify orchestral family timbres. Identify cyclic patterns.

fit together. Use a range of words to describe music (eg. duration, timbre, pitch, dynamics, tempo, texture, structure, beat, rhythm, metre, silence, riff, ostinato, melody, harmony, chord, flat, sharp, dotted rhythm, staccato, legato, crescendo, diminuendo). Use these words to identify strengths and weaknesses in own and others’ music.

music are sprinkled through songs and pieces of music. Use musical vocabulary confidently to describe music. Work out how harmonies are used and how drones and melodic ostinati (riffs) are used to accompany singing. Use knowledge of how lyrics reflect cultural context and have social meaning to enhance own compositions. Refine and improve own/

Listening and applying knowledge and understanding

Listen for different types of sounds. Know how sounds are made and changed. Make sounds with a slight difference, with help. Use voice in different ways to create different effects.

Listen carefully and recall short rhythmic and melodic patterns. Use changes in dynamics, timbre and pitch to organise music. Change sounds to suit a situation. Make own sounds and symbols to make and record music. Start to look at basic formal notation- play by ear first. Know music can be played or listened to for a variety of purposes (in history/ different

Use musical dimensions together to compose music. Know number of beats in a minim, crotchet, quaver and semibreve and recognise symbols (duration). Play with a sound-then-symbol approach. Use silence for effect and know symbol for a rest (duration). Describe different purposes of music in history/ other cultures.

Combine sounds expressively (all dimensions). Read notes and know how many beats they represent (minim, crotchet, semibreve, quaver, dotted crotchet, rests). Know that sense of occasion affects performance. Describe different purposes of music in history/ other cultures.

Create music with an understanding of how lyrics, melody, rhythms and accompaniments work together effectively (pitch/texture/ structure). Read/ work out the musical stave (notes as Year 4). Perform songs in a way that reflects the meaning of the words, the venue and sense of occasion so that the audience appreciates it. Describe different purposes of music in history/ other cultures.

Use increased aural memory to recall sounds accurately. Use knowledge of musical dimensions to know how to best combine them. Know and use standard musical notation to perform and record own music (adding dotted quavers). Use different venues and occasions to vary performances. (Combining all musical dimensions). Describe different purposes of music in history/ other cultures.



Art and Design Policy

Purpose of Study

A high quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Pupils should be able to think critically and develop a rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Aims

Article 28 of the UN Convention on the Rights of the Child states all children have the right to a good quality education and should be encouraged to go to school to the highest level they can. Article 29 states that their education should help them to use and develop their talents and abilities. In teaching Art and Design within the school, we are seeking to make pupils visually sensitive to the world around them, through their powers of observation and their ability to select, record and interpret what is seen, imagined or felt. We encourage our pupils to enjoy and experience art and design, gaining pleasure from them and in so doing foster their individual creativity.

Objectives

To implement the aims of our policy, pupils will have experience of/be taught skills in;1. Recording from experience, observation, memory and imagination.2. Exploring a range of starting points as a base for some aspects of practical work e.g. themselves,

their experiences, stories, pictures, artefacts, preparatory sketches.



3. Developing their manipulative skills and discovering the qualities and limitations of the range of materials and tools with which they are working.

4. Exploring the basic elements of the subject – colour, form, line, pattern, shape, texture and tone.5. Increasing their awareness of art and design in their environment (both natural and manmade)6. Appreciating the work of other artists, craftspeople, and designers from other times, styles and

cultures.7. Reflecting on and considering ways of developing their work.8. Making use of appropriate ICT skills in the context of their work.9. Expressing opinions of their own and others’ work and having value given to their feelings.

Methods of Teaching

Lessons are taught so pupils learn and develop skills new to them, in order that they develop their own work. We encourage pupils to work individually, in small groups and as a whole class. This is at the discretion of the teacher and will relate to the task being undertaken. We use progression grids to ensure coverage and the development of essential skills across a range of art forms. The 4 Year curriculum plan gives the context in which children will work.

Inclusion

Article 2 of the UN Convention on the Rights of the Child states all children have these rights, no matter who they are, where they live, what their parents do, what language they speak, what their religion is, whether they are a boy or girl, what their culture is, whether they have a disability, whether they are rich or poor. No child should be treated unfairly on any basis. For reference to general teaching requirements on inclusion ref SEN and Inclusion Policy.

With particular reference to this subjectWe aim to provide effective learning opportunities for all our pupils. To overcome any potential barriers to learning in art and design we may need to provide: alternative tasks to overcome any difficulties arising from specific religious beliefs relating to ideas and

experiences they are expected to represent access to stimuli, participation in everyday events and explorations, materials, word descriptions and

other resources to compensate for a lack of specific first hand experiences and allow pupils to explore an idea or theme

alternative or adapted activities to overcome difficulties with manipulating tools, equipment or materials

help to manage particular types of materials to which they may be allergic

Health and Safety

We encourage pupils to use materials, tools and techniques for practical work in accordance with health and safety requirements.

Use of ICT.

Pupils will be given access to relevant paint and draw programs in order to develop their work. They will also be given access to use of digital equipment to record observations. Digital images may be used as starting points for their work.



Internet access is available for research into work of artists, craftspeople and designers.

Assessment and Review

Portfolios/profiles of work in art and design are kept for all pupils from Y1 (Foundation Stage have a learning journey book).Each year pupils will produce a self-portrait as evidence of their skills progression. These will be kept in pupils’ portfolios/profiles.


Design and Technology Policy

Purpose of study

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. 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 and Objectives

Article 28 of the UN Convention on the Rights of the Child states all children have the right to a good quality education and should be encouraged to go to school to the highest level they can. Article 29 states that their education should help them to use and develop their talents and abilities. We aim To teach children technological skills and knowledge. To think imaginatively and talk about their work. To help them identify the needs and the opportunities for technology solutions. To teach the pupils to apply knowledge and skills from other curriculum areas in looking for a technological

solution. To help them consider alternative solutions to needs and to evaluate and modify their work. To 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. To use ICT as part of their designing and making. To understand and apply the principles of nutrition and learn how to cook.

Methods of Teaching

Design and technology is a very practical subject and therefore children will have practical and active learning experiences. Design and technology is dependent upon collaborative working and children will at times be required to work in groups. Design and technology is an interactive subject which will give the children the opportunity to apply knowledge and skills acquired elsewhere in the curriculum.



Inclusion

Article 2 of the UN Convention on the Rights of the Child states all children have these rights, no matter who they are, where they live, what their parents do, what language they speak, what their religion is, whether they are a boy or girl, what their culture is, whether they have a disability, whether they are rich or poor. No child should be treated unfairly on any basis. In planning and teaching Design and Technology staff has due regard to the following principles: Every pupil has the opportunity to experience success in learning and to achieve as higher standard as possible. Pupils whose attainments fall significantly below the expected levels at a particular key stage will have a greater

degree of differentiation. Pupils whose attainment significantly exceeds the expected level of attainment within design and technology

during a key stage will have more challenging work planned for them.

Curriculum

During the key stages, pupils should be taught the knowledge, skills and understanding through investigating and evaluating a range of familiar products, thinking about how they work, how they are used, the views of people who use them. Pupils should be focused on practical tasks that develop a range of techniques, skills, processes and knowledge. Pupils should design using a range of materials, including electrical and mechanical components, food, mouldable materials, stiff and flexible sheet materials and textiles. These inform our planning and help with ensuring progression. In addition we use a progression grid to monitor the progress of pupils.

Health and Safety

When working with tools, equipment and materials, in particular activities and different environments, including those that are unfamiliar, pupils will be taught: About hazards, risks, and risk control. To recognise hazards, assess consequent risks and take steps to control the risks to themselves and others. To manage their environment to ensure the health and safety to themselves and others. To explain the steps the take to control risks. To use tools appropriately and safely. To use the glue gun and Stanley knife under adult supervision only. To use goggles where appropriate. To use a vice or bench hook when sawing wood.

Use of ICT.

Pupils should be given opportunities to apply and develop their ICT capability through the use if ICT tools to support their learning. They should be given opportunities to support their work by being taught to: Find things out from a variety of sources, selecting and synthesising the information to meet their needs and

developing an ability to question its accuracy, bias and plausibility. Develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy. Exchange and share information, both directly and through electronic media. Apply their understanding of computing to programme, monitor and control their products.

Assessment and Review

The ‘Cornerstones’ two year rolling programme and the design technology progression grid will provide opportunities to: develop, plan and communicate ideas; work tools, equipment, materials and components to make quality products; evaluate processes and products the pupils make and to have a knowledge and understanding of materials and components. We try to build assessment into our daily teaching by observation and by outcome.




MFL Policy

“Learning a language enriches the curriculum. It provides excitement, enjoyment and challenge for children and teachers, helping to create enthusiastic learners and to develop positive attitudes to language learning throughout life. The natural links between languages and other areas of the curriculum can enhance the overall teaching and learning experience. The skills, knowledge and understanding gained can make a major contribution to the development of children’s oracy and literacy and to their understanding of their own culture/s and those of others.” The key Stage 2 Framework for Languages (DfED 2005). Part two page 4.

At Sacred Heart School we believe that the learning of a foreign language provides a valuable educational, social and cultural experience for our pupils. It helps them to develop communication skills including key skills of speaking and listening and extends their knowledge of how language works. Learning another language gives children a new perspective on the world, encouraging them to understand their own cultures and those of others.

All Key Stage 2 pupils are entitled to learn another language in school time. In Sacred Heart School we recognise the value of this initiative and provide appropriate Primary Languages learning opportunities for all children throughout the school. The focus language taught in our school is French.

Aims and Objectives:

The aims of Primary Language teaching are to: foster an interest in language learning by introducing children to other languages in a way that is

enjoyable and accessible to all pupils; stimulate and encourage children’s curiosity about language and creativity in experimenting with it; support oracy and literacy, and in particular develop speaking and listening skills; help children develop their awareness of cultural similarities and differences; lay the foundations for future language study by pupils; provide an added perspective on first language teaching and learning; gives an extra dimension to teaching and learning across the curriculum; develop pupils talents and abilities - Article 29: UNCRC

Speaking and Listening

The children will learn to: listen carefully and recognise sounds and combinations of sounds which are similar to, or different from,

those of English; understand and respond with increasing competence, accuracy and confidence in a range of situations; join in songs, rhymes, raps and stories which enable them to practise the sounds of the language in an

enjoyable and non-threatening way; Take part in conversations at an appropriate level, reacting to instructions and questions and expressing

opinions and feelings; memorise and recite short texts, and prepare and give a talk on a familiar subject confidently and with

regard for the audience;

Reading and Writing



The children will learn to: remember grapheme-phoneme correspondence and vocabulary directly taught and reinforced through word

games and similar activities; read stories and rhymes for enjoyment and to gain awareness of the structure of the written language; read, copy and write independently familiar words and simple phrases in context e.g. classroom items,

display labels, weather chart, date; write sentences and short texts independently and from memory;

Intercultural Understanding

The children will learn to: describe the life of children in the countries where the language is spoken; identify similarities and differences in everyday life, social conventions, traditional stories and celebrations; recognise how symbols, products and objects can represent the culture of a country, and how aspects of the

culture of different countries become incorporated in the daily life of others; understand and respect cultural diversity;

Teaching and Learning Primary Languages

At Sacred Heart School we integrate language learning into everyday school life, with teachers, teaching assistants and children using and experimenting with their knowledge of different languages whenever the opportunity arises. We foster a problem-solving approach, giving children opportunities to work out language use for themselves in a supported context where risk-taking and creativity are encouraged, and there is an emphasis on having fun with the new language. ICT is used where appropriate to enhance teaching and learning.

Although Primary Languages cuts across the curriculum, children are taught specific skills, concepts and vocabulary in dedicated lesson with Mrs. McGinley (HLTA). The class teacher reinforces the content of these sessions during the week.Where appropriate, teachers give children opportunities to practise their foreign language in the context of lessons in other subject areas. For instance, some instructions may be given in French in a PE lesson; or children may count in another language while carrying out a numeracy activity. This acts to reinforce the vocabulary and structures they have learned.

Languages are a part of the everyday life of the school. Teachers use the French language to give simple classroom instructions e.g. listen, look, to take the register and lead Assembly. Children are encouraged to respond using the language they have learned.This integrated approach is a strong model for teaching and learning, giving children opportunities to use and develop their language for communicating in stress-free real-life contexts.

Intercultural Understanding

Primary Languages provides a basis for teaching and learning about other cultures, and this is incorporated into many areas of the curriculum including personal and social education and citizenship, geography, religious education design and technology, music, art and dance. Efforts are made to ensure that teaching material across the curriculum includes a ‘flavour’ of the country where the focus language is spoken.

Inclusion

Article 2 of the UN Convention on the Rights of the Child states all children have these rights, no matter who they are, where they live, what their parents do, what language they speak, what their religion is, whether they are a boy or girl, what their culture is, whether they have a disability, whether they are rich or poor. No child should be treated unfairly on any basis.



Primary Languages teaching at Sacred Heart is fully inclusive. No child is excluded by reason of a learning difficulty, or because they have English as an additional language. Experience has shown that such children can derive particular benefit from taking part in Primary Languages learning activities in which they may be less disadvantaged than in other areas of the curriculum.

Planning and Resources

Primary Languages is planned following the broad guidelines set out in the Key Stage 2 Framework for Languages (DfES 2005). The school’s Scheme of Work ensures that there is continuity and progression in both skills and content across all classes.The Primary Languages section in the school library has a vast amount of fiction texts, non-fiction text, posters, CD’s DVD’s games and dual language books.

Staff Development

Teachers and other staff are given regular opportunities and encouragement to develop their own language and language teaching skills through in school and Local Authority training. Mrs. McGinley (HLTA) and Mrs. Laverick (Head of School) identify school needs and co-ordinate professional development opportunities.

Partnerships

We will endeavour to work in partnership with other schools in the Middlesbrough area and schools abroad to develop children’s language acquisition and love of language skills.

Monitoring Progress and Assessment

Assessment is evaluated against the four national Attainment Targets of: - Listening and Responding Speaking Reading and Responding Writing

Most assessment is formative and is used to support teaching and learning and inform future planning. Assessment could be through oral questioning and end of unit assessment. These informal assessments will be used to identify gifted linguists and those requiring extra support. Formal assessment will be through an online language resource (tout-le-monde).


Computing Policy



Introduction The use of information and communication technology is an integral part of the national curriculum and is a key skill for everyday life. Computers, tablets, programmable robots, digital and video cameras are a few of the tools that can be used to acquire, organise, store, manipulate, interpret, communicate and present information. At Sacred Heart Primary School, we recognise that pupils are entitled to quality hardware and software and a structured and progressive approach to the learning of the skills needed to enable them to use it effectively. The purpose of this policy is to state how the school intends to make this provision.

Aims

Article 28 of the UN Convention on the Rights of the Child states all children have the right to a good quality education and should be encouraged to go to school to the highest level they can. Article 29 states that their education should help them to use and develop their talents and abilities. In using ICT we will:

• Provide a relevant, challenging and enjoyable curriculum for computing for all pupils. • Meet the requirements of the national curriculum programmes of study for computing. • Use computing as a tool to enhance learning throughout the curriculum. • Respond to new developments in technology. • Equip pupils with the confidence and capability to use computing throughout their later life. • Enhance learning in other areas of the curriculum using computing. • Develop the understanding of how to use computing safely and responsibly.

The new national curriculum for computing aims to ensure that all pupils:• Can understand and apply the fundamental principles of computer science, including logic, algorithms, data

representation, and communication. • Can analyse problems in computational terms, and have repeated practical experience of writing computer

programs in order to solve such problems. • Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to

solve problems. • Are responsible, competent, confident and creative users of information and communication technology.

Rationale The school believes that computing:

• Gives pupils immediate access to a rich source of materials. • Can present information in new ways which help pupils understand, access and use it more readily. • Can motivate and enthuse pupils. • Can help pupils focus and concentrate. • Offers potential for effective group working. • Has the flexibility to meet the individual needs and abilities of each pupil.

Objectives Early Years

It is important in the foundation stage to give children a broad, play-based experience of computing in a range of contexts, including outdoor play. Computing is not just about computers. Early years learning environments should feature computing scenarios based on experience in the real world, such as in role play. Children gain confidence, control and language skills through opportunities to ‘paint’ on the whiteboard or program a toy. Recording devices can support children to develop their communication skills. This is particular useful with children who have English as an additional language.



Key Stage 1

By the end of Key Stage 1, pupils should be taught to:

• Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.

• Write and test simple programs. • Use logical reasoning to predict and computing the behaviour of simple programs. • Organise, store, manipulate and retrieve data in a range of digital formats. • Communicate safely and respectfully online, keeping personal information private, and recognise common

uses of information technology beyond school.

Key Stage 2

By the end of Key Stage 2, pupils should be taught to:

• Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

• Use sequence, selection, and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs.

• Use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs.

• Understand computer networks including the Internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration.

• Describe how Internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.

• Select, use and combine a variety of software (including Internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Planning As the school develops its resources and expertise to deliver the computing curriculum, modules will be planned in line with the national curriculum and will allow for clear progression. Modules will be designed to enable pupils to achieve stated objectives. Pupil progress towards these objectives will be recorded by teachers on the Computing assessment tracker. Where computing is part of PPA teaching time, PPA staff will follow medium term plans with objectives set out in the national curriculum. All other staff will indicate on their weekly planning sheets or timetables when Computing has been planned for in their lessons.

We recognise that all classes have children with widely differing computing abilities. This is especially true when some children have access to equipment at home, while others do not. We provide suitable learning opportunities for all children by matching the challenge of the task to the ability and experience of the child. We achieve this in a variety of ways, by

Setting common tasks which are open-ended and can have a variety of responses.

• Setting tasks of increasing difficulty (not all children complete all tasks).

• Grouping children by ability in the room and setting different tasks for each ability group.

• Providing resources of different complexity that are matched to the ability of the child.

• Using classroom assistants to support the work of individual children or groups of children.



Teaching and Learning Style As the aims of computing are to equip children with the skills necessary to use technology to become independent learners, the teaching style that we adopt is as active and practical as possible. While at times we do give children direct instruction on how to use hardware or software, the main emphasis of our teaching in computing is for individuals or groups of children to use computers to help them in whatever they are trying to study. So, for example, children might research a history topic by on the Internet. Children who are learning science might use the computer to model a problem or to analyse data. We encourage the children to explore ways in which the use of computing can improve their results, for example, how a piece of writing can be edited or how the presentation of a piece of work can be improved by moving text about, etc.

Inclusion

Article 2 of the UN Convention on the Rights of the Child states all children have these rights, no matter who they are, where they live, what their parents do, what language they speak, what their religion is, whether they are a boy or girl, what their culture is, whether they have a disability, whether they are rich or poor. No child should be treated unfairly on any basis. At Sacred Heart, we plan to provide for all pupils to achieve, including boys and girls, higher achieving pupils, gifted and talented pupils, those with SEN, pupils with disabilities, pupils from all social and cultural backgrounds, children who are in care and those subject to safeguarding, pupils from different ethnic groups and those from diverse linguistic backgrounds.

Resources and Access The school acknowledges the need continually to maintain, update and develop its resources and to make progress towards a consistent, compatible PC system by investing in resources that will effectively deliver the strands of the national curriculum and support the use of computing across the school. Teachers are required to inform the computing leader of any faults as soon as they are noticed. Resources if not classroom based are located in the annex of the Year 6 classroom. Computing network infrastructure and equipment has been sited so that:

Each classroom has at least two networked and Internet linked PCs. 15 laptops are available (stored in the Y6 (PL) classroom) Each class is allocated two weekly slots with the trolley laptops. This includes 1 PPA skills session. There

are other free times available. 12 interactive whiteboards are in use and in FDS/KS1 and KS2. I plasma screen, interactive TV is in use the Nursery. KS1 have a full class set of iPads. There is an additional class set of iPads which are timetabled for each class per half term. All children in year 6 have their own individual iPad for use in class at all times. Each KS2 class has a kindle. The school network is levelled with children having access to age appropriate software and access to their

personal file storage area. Each teacher has a personal iPad

Along with the computers, the school has the following:

Hardware

colour printers photocopier visulisers in each key stage mini visualisers robot (pixie, roamer, Bee-Bots) Rasberry pi

Software



a word processing package painting/drawing software clip art a multimedia program spreadsheets/database programs Education City Purple Mash Marvellous Me Sumdog Technician - school employs a qualified technician. He is responsible for installation of new software,

maintenance of hardware and offers support to staff where difficulties arise. The technician is in school every week.

Cross Curricular Links

The contribution of computing to teaching in other curriculum areas Computing contributes to teaching and learning in all curriculum areas. For example, graphics work links in closely with work in art, and work using databases supports work in maths, while the Internet proves very useful for research in humanities subjects. Computing enables children to present their information and conclusions in the most appropriate, and most creative way.

English

ICT is a major contributor to the teaching of English. Through the development of keyboard skills and the use of computers, children learn how to edit and revise text. They learn how to improve the presentation of their work by using desk-top publishing software.

Maths

Many ICT activities build upon the mathematical skills of the children. Children use computing in mathematics to collect data, make predictions, analyse results, and present information graphically. They also acquire measuring techniques involving positive and negative numbers, and including decimal places.

SMSC and Citizenship

Computing makes a contribution to the teaching of SMCS and citizenship as children learn to work together in a collaborative manner. They develop a sense of global citizenship by using the Internet and email. Through the discussion of moral issues related to electronic communication, children develop a view about the use and misuse, and they also gain a knowledge and understanding of the interdependence of people around the world.

Health and Safety and Safeguarding

The school is aware of the health and safety issues involved in children’s use of computing. All electrical appliances in school are tested accordingly. It is advised that staff should not bring their own electrical equipment in to school but if this is necessary, then the equipment must be PAT tested before being used in school. This also applies to any equipment brought in to school by, for example, people running workshops, activities, etc. and it is the responsibility of the member of staff organising the workshop, etc. to advise those people. All staff should visually check electrical equipment before they use it and take any damaged equipment out of use. Damaged equipment should then be reported to the ICT technician, bursar or head teacher who will arrange for repair or disposal. (Ref: E-safety and Anti-Bullying Policies)

Monitoring and Reviewing The monitoring of the standards of the children’s work and of the quality of teaching in computing is the responsibility of the subject leader. The subject leader is also responsible for supporting colleagues in the teaching of computing, for keeping informed about current developments in the subject and for providing a strategic lead and direction for the



subject in the school. The subject leader gives the head teacher an annual summary report in which s/he evaluates the strengths and weaknesses in the subject and indicates areas for further improvement.

Security

• The ICT and Computing technician will be responsible for regularly updating anti-virus software. • Use of computing will be in line with the school’s ‘acceptable use policy’. All staff, volunteers and children

must sign a copy of the schools AUP. • Parents will be made aware of the ‘acceptable use policy’. • All pupils and parents will be aware of the school rules for responsible use of computing and the Internet

and will understand the consequence of any misuse. • The agreed rules for safe and responsible use of computing and the Internet will be displayed in all

computing areas.


Sacred Heart Computing Pupil TrackerName____________________________________________

Understand what algorithms are; how they

are implemented as programs on digital devices; and that

programs execute by following precise &

unambiguous instructions

Create & debug simple programs

Use technology purposefully to create, organise, store,

manipulate & retrieve digital content

Recognise common features of technology

beyond school

Use technology safely and respectfully, keeping personal

information private; identify where to go for

help & support when they have concerns

about content or contact on the internet

or other online technologies

Year 1

Create a story algorithm‘Direct a person bot’ through a simple algorithmUnderstand that an algorithm is a set of instructionsUse a screen turtleUnderstand buttons for commands.

Use programmable toys for purposeDevelop a program using a programmable toyRecord program for others to followCorrect errors in adult generated programs using a floor robot.

Recognise that technology can help to collect dataUnderstand that information can be stored in different ways (sound, text, video, images)Use a range of programs to gather and store information.Use the filing system on the school networkUse different input devices to store information (cameras, mp3 players)

Recognise a range of technology in the workplace, in the home, in the world around themDescribe the uses of technology and begin to understand how to use technology for a range or purposesBegin to experiment with simple email and messaging

Understand when and why passwords are usedAgree rules for using the computerUnderstand how to ‘log on’Know how to safely communicate online



Year 2

Write own narrative algorithms, using a list of commands, with precision & clarity.Create programs to be executed on a programmable toyUnderstand that an algorithm is a set of instructions which is implemented as a program

Use programmable toys and screen turtles as programming devicesCorrect errors in own programs on both a screen turtle and a floor robotUse the term ‘debug’

Collect a range of information using technologyRepresent data in different waysCreate a range of digital content. Save, retrieve & evaluateUnderstand the file system in the school network and on online spaceRetrieve information from the internetUse a safe searchSelect appropriate tools for a task

Talk about and use technology linked to a variety of topics (weather, post etc). Identify the purposeUse a simple messaging and email programModel the use of video messaging and webcamsDiscuss the reliability of internet search results

Understand what personal information is and how to keep it privateKnow what to do if something online makes them uncomfortableUnderstand the different between online world and the real world.Know how to be respectful and polite onlineAgree e-safety rulesChoose age appropriate material on the internet

Design, write and debug programs that accomplish specific

goals, including controlling or

simulating physical systems; solve problems by

decomposing them into smaller parts

Use sequence, selection and repetition in

programs; work with variables

and various forms and input

and output

Use logical reasoning to explain how some simple algorithms work and to detect and

correct errors in

algorithms and

programs

Understand computer networks

including the internet; how they

can provide multiple services, such as the world wide web; and

the opportunities they offer for

communication and collaboration

Use search technologies effectively,

appreciate how results are

selected and ranked, and be discerning in evaluating

digital content

Select, use and combine a variety of software (including internet

services) to design and

create a range of programs, systems and contact that accomplish given goals,

including collecting, analysing,

evaluating & presenting data and information

Use technology safely, respectfully

and responsibly; recognise

acceptable/unacceptable behaviour;

identify a range of ways to report concerns about

content and contact,

Year 3

Design and write programs with specific outcomesPredict outcomes, test and evaluateUnderstand and explore a range of commands

Recognise that different sequences can achieve the same outcomeRecognise repeat in a sequenceExplore input and output forms

Recognise that errors can occur when writing programsTest and modify sequences in programs

Understand the difference between the school network and the internetUnderstand the different between the world wide web and the internetUnderstand when using resources from the school network, the internet or a personal deviceStore information in different places using different devicesUse email and blogs to communicate

Use a range of searches with adult supervision

Use technology to develop, organise and share information across a safe, shared platformUse a range of resources to preset work effectivelyEvaluate and modify appropriatelyUse data to answer questionsUse different tools to present dataUse a pre-prepared database

Keep information safe & privateBegin to understand how to keep safe when sharing information onlineKnow how to report online problems, discussing cyber bullingRecognise the need to choose age appropriate online sitesDiscuss viruses and malware

Year 4

Create and edit proceduresEvaluate and improve programsUse if.......Break a problem into smaller parts in order to build a procedure/program

Refine programs to improve efficiencyUse repeat to simplify programsUse simple sensing to log a changeUnderstand and use input and outputExperiment with variables

Plan an algorithm to achieve a specific outcomeStep through program sequences to identify errorsUse a range of resources for programming

Differentiate storage areas of video, images, sound, textUse links to the internet and the networkBegin to understand that information found online may not be accurateInvestigate a variety of sources for obtaining information and understand copyrightUse a folder structure on a range of storage

Use a range of search techniques in order to square informationEvaluate results and information presented

Use technology to edit and organise ideas, collaborate and hsare ideas to achieve an agreed outcomeUse online spaces to share and collaborateSelect appropriate resources to present workEvaluate own work and modify accordinglyUse appropriate tools to present dataPose questions & collect specific dataPlan and create a database

Develop a secure passwordKeep personal information safe by hiding identityUnderstand the procedures for reporting online incidents, share ruls with othersUnderstand how to protect against virusesKnow who can view online information

Design, write and

debug programs

that accomplish

specific goals,

including controlling

or simulating physical systems;

solve problems by decomposing them into

smaller parts

Use sequence, selection

and repetition

in programs; work with variables

and various

forms and input and

output

Use logical

reasoning to

explain how some

simple algorithms work and to detect

and correct

errors in algorithms and

programs

Understand computer networks

including the internet; how

they can provide multiple

services, such as the world

wide web; and the

opportunities they offer for communicatio

n and collaboration

Use search technologie

s effectively, appreciate how results

are selected

and ranked, and be

discerning in

evaluating digital

content

Select, use and combine a variety of software

(including internet services) to design and create a

range of programs, systems and contact that accomplish

given goals, including collecting, analysing,

evaluating & presenting data and information

Use technology safely,

respectfully and responsibly;

recognise acceptable/unacceptable behaviour; identify a range of

ways to report concerns about

content and contact,



Year 5

Recognise that problems should be broken into smaller parts in order to achieve a solution effectivelyUse if...then...Sense change to begin an action

Begin to understand the need for a variable in a programChange an input and observe output

Recognise that effective algorithms and procedures are important for achieving required outcomes.Understand that logical reasoning enables the detection and then correction of errorsKnow the difference between an algorithm and a program

Understand that online content should not be adapted without permission or acknowledgementUnderstand the importance of evaluating online informationUnderstand how different devices connect to the internetUnderstand how to share and collaborate online using blogs, wikis, messagingIdentify elements on a web page

Use effective strategies to search with appropriate search engines

Explore and use a range of data handling resourcesUse a spreadsheet or database for collecting dataFormulate questions accurately in order to solve problemsAnalyse information and interrogate the dataUse a range of technology to present information for an audienceCombine media on order to present information effectivelyShare using a variety of tools both on and offlineEvaluate and refine to produce effective presentations

Keep information safe and privateBegin to understand how to keep safe when sharing information onlineKnow how to report online problems, discuss cyberbullyingRecognise the need to choose age appropriate online sitesDiscuss viruses and malware

Year 6

Break problems into smaller parts to achieve a solutionDesign and write programs to answer own questionsTest, evaluate and refineUse programs to simulate real world experiences

Understand when a variable is needed in a programUse one or more inputs and predict then test outcomes

Understand that effective algorithms and procedures are used to solve problems and planned outcomesDetect and correct errors and identify the errors in the original algorithm

Recognise and describe the services that are part of the internetUse email attachments, upload documents to shared space in order to understand protocolsShare and collaborate using a range of online resources: forums, messaging, e – portfolios, appsChoose and evaluate appropriate tools

Use search engines as part of effective researchDescribe how search results are selected and ranked

Select the most appropriate tool for the taskUnderstand why information is presented in different waysSet own challengesUse formula in a spreadsheet to present and analyse informationPresent the results appropriatelyCritically evaluate dataIdentify the purpose of a task and select the most appropriate tool/s for effectivenessStore information online where it can be shared with others.Use sound/images/text/transitions/hyperlinks/html code effectively for presenting workEvaluate effectiveness of own and others work

Develop a secure passwordKeep personal information safe by hiding identityUnderstand the procedures for reporting online incidents, share rules with othersUnderstand how to protect against virusesKnow who can view online information

Physical Education Policy

The school believes that;

PE is vital to the physical, metal and social well-being of all children. We endeavour to provide our pupils with an enjoyment of physical activity that they will carry with them for the rest of their lives.



Through PE pupils will be provided with the opportunity to develop and acquire new skills; select and apply appropriate skills; evaluate and improve performance; gain knowledge and understanding of health and fitness.

Our school will provide an inclusive approach to PE that will lead to the improvement of vital life skills such as: self-esteem, confidence, communication, teamwork, leadership and dealing with success and failure.

Aims

The national curriculum for physical education aims to ensure that all pupils:

develop competence to excel in a broad range of physical activities are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives

Key stage 1

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils should be taught to:

master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

participate in team games, developing simple tactics for attacking and defending perform dances using simple movement patterns

Key stage 2

Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils should be taught to:

use running, jumping, throwing and catching in isolation and in combination play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football,

hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] perform dances using a range of movement patterns take part in outdoor and adventurous activity challenges both individually and within a team compare their performances with previous ones and demonstrate improvement to achieve their personal

best

Swimming and water safety

All schools must provide swimming instruction either in key stage 1 or key stage 2. In particular, pupils should be taught to:



swim competently, confidently and proficiently over a distance of at least 25 metres use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] perform safe self-rescue in different water-based situations

PE OverviewThis provides a full overview of the Physical Education Curriculum throughout the Key Stages. Children will experience a minimum of two hours curriculum time PE per week



Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2EYFS

Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.They move confidently in a range of ways, safely negotiating space.

Travels with confidence and skill around, under, over and through balancing and climbing equipment. Experiments with different ways of moving.Children show good control and co-ordination in large and small movements.

Jumps off an object and lands appropriately. Travels with confidence and skill around, under, over and through balancing and climbing equipment. They move confidently in a range of ways, safely negotiating space.

Shows increasing control over an object in pushing, patting, throwing, catching or kicking it.Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.

Experiments with different ways of moving.Jumps off an object and lands appropriately.Children show good control and co-ordination in large and small movements

Y1 Invasion Games SkillsTHROWING/CATCHING

Sporthall Athletics

Invasion Games Skills

THROWING/CATCHING

Dance

Invasion Games SkillsTHROWING/CATCHINGGymnastics


DRIBBLING / HITTING

Net & Wall SkillsAIMING / HITTING

Aiming / StrikingAthletics (Track &

Field)


DRIBBLING / HITTING

Enrichment: Parachute &

SkippingY2 Invasion Games Skills

THROWING/CATCHING

Sporthall Athletics


THROWING/CATCHING

Dance

Invasion Games SkillsTHROWING/CATCHINGGymnastics


DRIBBLING / HITTING

Net & Wall SkillsAIMING / HITTING

Striking and Fielding

Athletics (Track & Field)


DRIBBLING / HITTING


SkippingY3 Invasion Games

TAG RUGBYSportshall Athletics

Invasion GamesBASKETBALL

Dance

Invasion GamesNETBALL

Gymnastics

Invasion GamesFOOTBALLNet & WallTENNIS


Striking & FieldingCRICKET

Athletics OAA





Dance


Gymnastics



Striking & FieldingCRICKET

Athletics OAA





Dance


Gymnastics




CRICKET

Athletics OAA

Enrichment: Circuits & Agility

Y 6 Invasion GamesTAG RUGBY

Sportshall Athletics


Dance


Gymnastics




CRICKET

Athletics OAA

Enrichment: Circuits & Agility



In PE lessons children will learn:-

1. To be physically active and demonstrate their knowledge and understanding mainly through physical actions rather than verbal explanation.

2. To be aware of the terminology relevant to the activities undertaken.3. To be engaged in activities that involve the whole body, maintain flexibility and develop strength and endurance.4. They learn to plan, perform and evaluate actions, ideas and performances to improve their quality and effectiveness.5. To consolidate skills through repetition and practice.6. To observe the conventions of fair play, honest competition and good sporting behaviour.7. To cope with success and failure and be aware of the strengths and weaknesses of themselves and others. They will

discover their aptitudes, abilities and preferences, and make choices about how to get involved in lifelong physical activity.

8. To be aware of their own, and other children’s safety.

Areas of Activity

DanceDance is an art form that is concerned with developing control, co-ordination and versatility in the use of the body. It helps to maintain flexibility, develop strength and aesthetic awareness and the appreciation of beauty and quality in movement. Composition, performance and appreciation are the three components of dance. All are inter-related and will usually be taught together.

Aims To develop control, co-ordination, balance and poise in basic actions of travelling, elevation and stillness To enable children to learn, to enrich movements by varying shape, size, direction, level, speed, tension and continuity To experience and respond to a variety of stimuli, including music. To explore moods, express feelings and ideas and create simple characteristics and narratives in movement To create dances with clear beginnings, middles and ends To use techniques and styles to communicate meanings and ideas To give children the opportunity to describe, interpret and evaluate all aspects of dance, choreography, performance and

content production To experience examples of traditional/folk dances from different countries

GamesGames and competitive sports are an essential part of the physical education programme. They involve children participating individually, in a team, co-operatively and are concerned with skills, tactics and principles of play.

Aims To provide experience of a variety of different games including invasion games such as football, netball and hockey, net

and ball games such as tennis and volley-ball and striking and fielding games such as cricket and rounders To gain understanding of common skills and principles including, attack and defence in all types of game To provide games practices that help improve skills To develop own games, rules and scoring systems To experience a variety of rules in each game including umpiring To play and understand small-sided versions of recognised games To learn more advanced techniques and tactics in selected games and how to analyse them in order to improve

performance To experience the full-sided version of a game and play in different positions in competitive situations



GymnasticsIn gymnastics the focus is on the body. We are concerned with acquiring control, co-ordination and versatility. Strength is developed and flexibility is maintained. The natural actions involved include, leaping, balancing, inverting, climbing, rolling and swinging. Pupils work alone, with partners and in small groups, sharing ideas, carefully sharing space and helping one another to lift, carry, place and use apparatus.

Aims To experience many ways of performing basic actions To improve control of individual actions through repeated practice To learn to link together a series of actions on floor and apparatus and to be able to repeat them To learn how to lift, carry and position apparatus To learn to emphasise elements such as changing shape, speed and direction in a longer series of actions in response to

a task To understand and be able to show how body tension, clarity of shape and extension influence quality To understand and develop aesthetic qualities such as contrast, variety and repetition in more complex sequences To develop sequences with or without contact in partner work – to learn and be able to analyse more advanced

techniques

SwimmingSwimming is a crucial survival skill and an essential prerequisite for a range of activities in and around water. It provides an excellent form of all round exercise and can contribute to the development of flexibility, strength and stamina.

Aims To develop safety and confidence in the water To know and understand the basic principles of water safety To learn the fundamentals of recognised strokes and a variety of general water skills To ensure that all children at the end of Key Stage 2 can swim at least 25 metres

Athletic ActivitiesIn athletics the focus is upon developing a variety of natural physical actions like running, jumping and throwing. The activities provide excellent opportunities for promoting physical fitness and understanding of how the body works.

Aims To experience and participate in running, jumping and throwing activities To develop and practise the basic skills leading to the different athletic events To learn how to measure, compare and improve performance To experience competition To learn about the effects of exercise upon physical health and fitness

Outdoor and Adventurous ActivitiesOutdoor and adventurous activities have the potential to satisfy the need for excitement and challenge in a positive way. They also provide opportunities for learning about our environment and ourselves. This area is chiefly addressed at Carlton Outdoor Centre.



Aims To explore the potential for physical activities within the immediate environment To understand simple orientation activities To learn the principles of safety in the outdoors and how to avoid danger To experience at least one exciting and challenging activity in an unfamiliar environment and learn the skills necessary for

the activity To experience the need for mutual support/reliance on others in a challenging environment

Co-ordinationThe role of the PE co-ordinator is to; Take the lead in policy development Take responsibility for the purchase and organisation of central resources for PE Give support to colleagues where appropriate Keep up to date with developments in PE through attending relevant INSET Assist in organising an annual sports day for each Key Stage Provide trainees with training and support

PlanningPlanning in PE is a process in which all teachers are involved. Each class teacher follows the school curriculum map and is supported by relevant schemes of work in order to produce short-term plans that relate to weekly activities for children, and the co-ordinator and the Head of School monitor these.In planning, the following must be considered; Warm up / cool down Differentiation Depth and breadth of work Progression and continuity

AssessmentAt school, we believe that it is crucial to monitor each child’s progress in each aspect of the subject and as such, formative assessment is used to determine what each child has learned and what therefore should be the next stage in their learning.

Suitable tasks for assessment include; Small group discussions related to a practical task Practical tasks directly observed by the teacher – using iPad Children to self-assess (3 children at the start and end of a unit) Teacher Assessment Grid (1 per half term)

A written report is given annually to parents/guardians.

Reporting in PE will focus on each child’s; Control, co-ordination and mobility Skill and confidence in a range of physical activities Awareness of the physical capabilities of the body Co-operative skills

Special NeedsThrough suitable differentiation in the nature of tasks, teachers will ensure that PE is accessible to all pupils. It is recognised that PE, as a means of self expression, can play an important part in developing positive attitudes and providing a sense of achievement which can raise self esteem and so benefit other areas of learning. Although differentiation will often be by outcome, there will be occasions when differentiation by task is appropriate for pupils with particular learning difficulties or



physical disabilities. Where children have disabilities, the school recognises the need to support these children through their Special Educational Support Plans.

Equal OpportunitiesThe school aims to provide equal opportunities for all children, regardless of gender, ethnic origin or ability, in lesson time and extra-curricular activities. Ref: Equal Opportunities Policy.

Health and SafetySafe practice will be adopted in all physical activities by;1. Being concerned with their own and others safety.2. Understanding the importance of warming up and cooling down to prevent injury.3. Adopting good posture and the correct use of the body at all times.4. Lifting, carrying. Placing and replacing equipment safely.5. A member of staff checking the apparatus and equipment before use.6. Wearing appropriate clothing, footwear, footwear and protection for the different activities.7. Responding readily to instructions and signals within established routines and follow relevant rules and codes.

Members of staff are required to wear appropriate footwear during indoor and outdoor PE lessons.

No jewellery is to be worn during PE lessons. Parents are reminded (in the School Prospectus and by letter) what our policy clearly states.

All large equipment is checked on an annual basis by a qualified firm of inspectors. Repairs are made as necessary. Members of staff are asked to report any item of equipment that is considered to be unsafe for use. Such equipment will be withdrawn until a suitable repair or replacement is made.




Humanities Policy

The Purpose of this document

This policy reflects the school’s values and philosophy in relation to the teaching and learning of the Humanities (e.g. History, Geography and the wider curriculum). It sets out a framework within which teaching and non-teaching staff can operate. It gives guidance on teaching and assessment. The Humanities co-leaders, in consultation and discussion with all the teaching staff of Sacred Heart School, have prepared this document.

1. AIMS AND OBJECTIVESExtending and nurturing a child’s innate curiosityChildren’s lives will be enriched if their curiosity is encouraged by talking and exploring and thinking about the variety of physical and human conditions in the past, present and future. Children need to understand progressively the interdependence of lands, of peoples, of cultures and of generations within a global ecosystem. Without an historical and geographical perspective, children may build themselves a distorted picture of the world. The aim seeks to foster a desire for



learning which will continue for the rest of the children’s lives. It may also result in children developing leisure activities, e.g. local history, using museums, rock collecting, etc.

Enquiry and CommunicationStudying the humanities is an investigative process which requires an enquiry approach. Children must have the opportunity to ask questions, analyse information and communicate knowledge and understanding. By developing children’s questioning, we aim to ensure that humanities help children to explore causes, impacts and consequences leading to sound knowledge, understanding and skill development.

Enjoyment and a Sense of PurposeThese are seen as vital elements. The aim is to foster a sense of enjoyment and recognise the importance of spontaneity and excitement in learning. Children must also see a purpose in what they are doing and why they are doing it.

Spiritual, Moral and Aesthetic AwarenessWe aim to encourage an awareness that other people have different personalities, cultures, habits and practices. We also aim to develop empathy, the capacity to begin to understand the viewpoints of others without necessarily agreeing with them. Much of the subject matter of history and geography rouses implicit or explicit moral questions. As children’s ability to understand interpretations of history develops, they will be able to explore conflicting viewpoints which will help them to identify and thus challenge racial or other forms of prejudice and stereotyping. In geography, we aim to help pupils build an informed and balanced view of the world and their place in it. We also aim to encourage aesthetic awareness and a sense of wonder in the appreciation of the beauty in natural and manmade phenomena.

Good Citizenship, International Understanding and Environmental AwarenessWe aim to foster the idea of good citizenship and community responsibility and to stimulate children’s interests and value judgements in issues at local, national, European and global levels. It involves developing an informed concern for the world in which we live, for its people and for the natural environment. And also, where possible, to realise that concern in practical action. This should help to develop in children a positive self-image, leading to confidence an a sense of their own power and an ability to influence their own and other people’s future. In a world of change, it is important to prepare children for changes and encouraging autonomy implies that a child will be able to exercise choice.

FieldworkFieldwork is an important way of stimulating children in both history and geography and should be a purposeful and integral part of planning. We aim to make as full as possible use of the local area and the resources that are provided around us.

Cross-Curricular LinksThere are important relationships between history and geography and the rest of the curriculum. All subjects have an historical dimension and history allows children to develop skills including communication, numeracy, problem solving, information handling and study skills. Geography has links, too, with the development of mathematical skills, scientific investigation and I.C.T. for example.The aim is to explore opportunities to complement and enrich other areas of the curriculum wherever such opportunities exist. Both Geography and History can make significant contributions to cross-curricular themes and we aim to develop these in our planning .

2. ROLES AND RESPONSIBILITIESEach member of the teaching staff will have the responsibility for the teaching of humanities and they will need to ensure that their own knowledge is continually updated.The school has a Humanities co-ordinator to assist this process and take specificresponsibility for history and geography issues in the school.

It is their responsibility to:- support colleagues in teaching the subject content



- monitor current practice- instigate schemes of work where necessary- develop a school policy- resource the curriculum- facilitate the assessment of children’s work- be a consultant to colleagues in planning the Humanities content of their teaching- keep people informed of possible visits and courses- maintain geography and history curriculum files which include medium term plans

3. ENTITLEMENT

The coverage of Geography and History themes is set out within a whole school long term frameworkThe time spent on geography and history in Key Stage 1 is 24 hours and at Key Stage 2 is 36 hours per year approximately.

The entitlement to the curriculum in this area is planned rigorously via the use of Cornerstones which involves an ‘Engage’ activity at the beginning of each topic to introduce and ‘bring to life’ the topic that is being studied. Many of these topics have a History or Geography focus.

4. TEACHING & LEARNING STYLESWe believe that good teaching in Humanities should reflect the School Policy which requires the use of a variety of teaching and learning strategies. This is so important in sustaining children’s interest. We will include the following in our medium term planning:• Presentation from pupil• Knowledge given by the teacher• Story telling• Fieldwork, visits to museums and historic sites – individual investigationgroup investigation

- interviewing- questionnaire- surveys- field sketching/recording

• Questions and answers• Individual and group work• Investigations and enquiries - resolving a problem set• Use of television, radio, tape, video and film• Creative activities, e.g. model making and painting• Use of book, booklets, worksheets, leaflets, maps, plans and atlases• Role-play and drama - simulation of situations• Discussion and debate – group, pairs, class• Use of I.C.T.• Games – playing games relating to learning devising games relating to learning

5. PROGRESSIONProgression is built into our subject units. Concepts and important skills are introduced appropriately and are then revisited in different contexts. Tasks have to be devised which enable the children to explore the content as well as to develop skills and concepts, in other words to ensure a measure of challenge for children of different aptitudes. This spiral curriculum also ensures that skill and conceptual development occurs not in isolation but inappropriate contexts.

6. DIFFERENTIATIONChildren are taught in mixed ability classes. Class teachers have the responsibility for



meeting the needs of the most and least able children and thus need a range of teaching and learning strategies that can build on the interests, abilities and experiences of ALL the children in the class. Class teachers will ensure that suitable work is set in class for pupils with SEN through careful planning for differentiationDifferentiation requires class teachers to link planning, teaching and learning, assessment and evaluation in a cycle to identify and match task to needs.We believe effective learning is most likely to occur when:• Children have the opportunity to clarify tasks and have a clear purpose• Children have the opportunity to work collaboratively, contributing their strengths and seeking support where necessary• Teachers have identified what children already know through brainstorming, topic webs or concept maps so that teachers and children can determine what needs to be done. This would allow for a range of starting points and give children responsibility for their own learning.• Teachers listen and talk to children questioning, clarifying and extending the children’s thinking and planning. Some children will need more teacher intervention and support than others. This intervention may mean identifying alternative resources or tasks, or it might be an extension question to develop the child’s thinking or line of enquiry.

7. INFORMATION AND COMMUNICATION TECHNOLOGY

There is little doubt that humanities learning can be enhanced through the use of ICT and that ICT will play an increasingly important role in the development of children’s knowledge, skills and understanding.We have three broad objectives to form a basis for this entitlement:• To enhance their skills of enquiry with databases, spreadsheets and other software• To provide a range of information sources to enhance their knowledge by providing access to historical knowledge and a knowledge of the culture and character of places e.g.internet, using access to CD/ROM, e,g, encyclopaedia, atlas.

8. RESOURCESMost units lend themselves to the use of a range of resources. These resources are constantly being developed and added to. Some resource materials are kept by the year group responsible for teaching a particular topic but some more general and thematic materials are kept by the P.P.A. room. The resources used in humanities include:• artefacts• books – reference and literature• newspapers• music/dance/drama• local and personal records• photographs• posters• cartoons• film, video and slides• places, buildings and sites• human resources – adult visitors• taped accounts• maps• displays and exhibitions

9. ASSESSMENT, RECORDING AND RECORD KEEPINGAssessment is an integral pat of teaching and enabling teachers to:• identify what has been taught and learnt• monitor children’s progress through the National Curriculum Programmes of Study• establish children’s needs as a basis for future planning and teachingWe assess children by:• observing them – individually and in groups• questioning, talking and listening to them



• looking at materials produced by them and discussing these materials with themRECORDING in Humanities must be straightforward, manageable and understandable to those who need to use the information. Records are kept by class teachers in such a way that they are helpful both in planning and as a basis for reporting children’s progress.We believe that the INVOLVEMENT OF CHILDREN in assessing their own work helps them to understand better their own strengths and needs.Children’s self-esteem can only be enhanced by increased awareness of their own progress.Children will record their Humanities knowledge, skills and understanding in a number of ways:• discussion and debate with each other or the teacher• in writing – including narrative, analysis, explanation and description• presentations to the class, year group or school• displays/exhibitions –using models, visual and written work, photographs, graphs, maps,charts, audio-visual• drama/role play• evaluations of their work

10. MONITORING AND EVALUATIONWe believe that good Humanities teaching will be present in our school when:• children see a purpose in what they are doing and know why they are doing it• children have the opportunity to experience a range of teaching and learning styles• children have the opportunity to present their work in a variety of ways• children can access a full, colourful and interesting range of resources• children have a programme of visits and fieldwork• children are presented with open and investigative [enquiry] styles of learning• we achieve, through effective planning, continuity and progression between the yearsand Key Stages• we obtain evidence of attainment and diagnose learning difficulties through teacherassessment• we appreciate the importance of language skills and the need to develop a Humanities vocabulary• we address cross curricular themes such as Environmental Education and Citizenship

WE SEEK TO MONITOR AND EVALUATE THE CHILDREN’S LEARNING EXPERIENCES ON AN ONGOING BASIS

13. REVIEW AND REVISION

This policy will be reviewed annually by the Humanities Co-ordinator and is based on the school’s understanding of the History and Geography National Curriculum.




Sacred Heart Primary School Geography Non NegotiablesGeography skills should be taught when linked to projects where possible to ensure real world application.

Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Locational Knowledge

Talk about features in immediate environment.

Know how environments might vary from each other.

Know that the world is made up of land and water.

Know countries have a capital city.

Know the world has continents and oceans.

Know the 4 countries of the UK.

Know the 5 oceansKnow the seven continents.

Know the capital cities of the UK and surrounding countries.

Locate on a map- Human and physical characteristics of the UK.

Locate on a map- Human and physical characteristics of Europe.

Locate on a map- Human and physical characteristics of countries around the world and major cities.

Know meaning of latitude or longitude, Equator or Tropics of Capricorn and Cancer or Artic and Antarctic Circles or Time zones.

Place Knowledge

Know similarities and differences in relation to places.

Know differences and similarities between Stockton, Middlesbrough and another city.

Know geographical features of the UK.

Compare features of the UK to geographical features of 1 chosen country.

Study geographical similarities and differences between regions in the UK.

Study geographical similarities and differences between countries in Europe.

Study geographical similarities and differences between countries around the world.

Study environments and compare similarities and differences in a range of some features stated above.

Human and Physical

Geography

Talk about and make observations of and explain why some things occur, talk about changes.

Understand seasons and weather in each season.

Describe features of environment.

Use some key vocabulary to describe features of the environment.

Know the typical weather of the UK.

Know hot and cold areas in relation to the equator.

Know different types of settlement.

Know where food comes from (trade routes)

Study rivers, mountains, volcanoes and natural disasters.

Know where energy comes from.

Know about the water cycle and natural resources (where they come from)

Know meaning of Biomes and vegetation belts. ORKnow about climate change orKnow about plate


Key Skills Uk and Locality

Knowledge of the worldSubject-specific vocabulary


tectonics.Geographical

Skills and Fieldwork

Explore immediate area within school grounds.

Know what a map is.

Find features on school grounds / park.

Use directional language (left or right, near or far).

Study features of the local environment.

Use maps, atlases and globes to identify the UK and selected other countries.

Construct basic maps using symbols in a key.

Continue to use globes, maps and atlases to apply knowledge.

Use aerial photographs, ordinance survey maps and satellite maps to support study.

Use Geographical information systems (GIS) to analyse data.

Use multiple sources of complex information to draw conclusions.

Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6Chronological

eventsImitates events in their own life during play.

Talks about special events in their own lives.

Put significant events in their lives in order.

Begin to understand past and present.

Put things in orderSignificant to themselves.

Put things in order within the topic.

Order events over a larger timescale.

Beginning to think about the impact of historical events/people.

Shows some understanding and talks with some clarity about the impact of historical events.

Talk in depth about the theme in relation to other historical events and the impact of these, linking to modern day.

Use of sources Begin to look at the world around them.

Begin to ask questions.

Ask questions to find out more about People or photographs.

Say own opinions and ideas.

People, photographs, Personal Opinions and facts.

Offers opinions and facts with some reasoning.

Distinguishing between fact and opinions and given reasons.

Understanding the difference between primary and secondary sources.

Use a variety of reliable sources to gain a deeper understanding of Compare historical sources and suggest the validity of these.subject.

Understand the methods of historical enquiry, including how it is used to make historical claims.

Historical Enquiry

Begin to ask why.

Ask questions to find out more information.

Who? Where? When? Why?

Answer simple questions relating to the topic.

Children pose own questions to gain an understanding of the topic.

Generate purposeful questions.

Begin to use questions to understand significant events.

Identify significant events, make connections, draw contrast and analyse trends

Analyse and evaluate the

impact of significant

people/events in history

Talk about past and present in their own lives and that of family and friends.

Begin to talk about why something has happened showing their understanding.

To talk simply about why something happened.

Explore a particular event and how if affected people at the time.

Question why something happened and how it impacted people.

Question why something happened and how it impacted people long term.

A detailed study of a particular famous person and their historical legacy.

A detailed study of a particular famous person and their historical legacy from at least two different points of view.

Vocabulary Long ago,PastNowPresentTomorrow future.

Past PresentFutureUse and understand meanings of words related to

Past , present, futureLanguage specific to topic (e.g. mummified)

Language specific to topic (e.g. mummified)







topic.Historical timeline: FS: Events within living memory- Historic Middlesbrough, the place where I live.The royal family/ Kings and Queens.

KS1:Changes within living memory. Events from the past centuries e.g. The Great fire of London, The first Airplane flight (nationally or globally) Significant individuals from the past to compare life in different periods e.g. Kings and Queens, Explorers e.g. Christopher Columbus and Neil Armstrong. Florence Nightingale, Mary Seacole, Rosa Parks. Historical events, people and places in their locality e.g. Captain Cook

LKS2;Britain stone age to iron age/ Celts e.g. Early hunter-gatherer’s, early farmers, bronze age, iron age, The Roman Empire and its impact on Britain e.g. Influence on Middlesbrough, Stockton, Durham could be a focus, culture and beliefs, roman inventions, Boudicca, Julius Caesar etc. Local history study e,g. Ireland, Scotland, Famous invasions or a significant sites in British history. Ancient Greece e.g. a study of achievements and their influence on the western world.

UPKS2: Study an aspect/theme in British history that extends pupils chronological knowledge beyond 1066. E.g. Case studies on changing monarchs, Changes in social history i,e, crime and punishment, turning points in British history- the first railways, the battle of Britain, the great wars. Earliest civilizations – e.g. Inca’s, Aztecs.Non-European society to provide contrasts e.g. Mayan Civilization, African civilizations.



Appendix 7Marking Policy

Introduction

At Sacred Heart School we take a professional approach to the tasks of marking work and feeding back on it. We have written an agreed standardised strategy for all year groups although for some aspects the age of the children has been taken into account. We believe that all children are entitled to regular and comprehensive feedback as an essential part of teaching and learning and assessment processes and we believe they should be included as partners enabling them to understand that marking is helpful to their progress.

In all subjects the learning objectives / success criteria dictate the specific focus for marking e.g. subject knowledge and understanding, punctuation, organising writing appropriately for the purpose of the reader etc.

Aims

We mark children’s work and offer feedback in order to:1. show that we value their work, and encourage them to do the same;2. boost their self-esteem and aspirations, through use of praise and encouragement;3. give them a clear general picture of how far they have come in their learning, and inform them of the next steps in

learning;4. offer them specific information on the extent to which they have met the lesson objective, and/or the individual targets

set for them;5. promote self-assessment, whereby they recognise their difficulties and are encouraged to accept guidance from

others;6. share clear expectations;7. gauge their understanding, and identify any misconceptions;8. provide a basis both for summative and for formative assessment;9. provide the ongoing assessment that should inform our future lesson planning.

Principles of Marking and Feedback

1. The process of marking and offering feedback should be a positive one, with pride of place given to recognition of the efforts made by the child.

2. Marking should set high expectations so as to challenge pupils, matching curricular objectives / success criteria and the needs of pupils

3. The child must be able to read and respond to the comments made, and be given time to do so. Where the child is not able to read and respond in the usual way, other arrangements for communication must be made.



4. Comments should be appropriate to the age and ability of the child, and may vary across year groups and key stages.

5. Comments will focus on only one or two key areas for improvement at any one time.6. Staff should aim to promote children’s self-assessment by linking marking and feedback into a wider process of

engaging the child in his/her own learning, This includes sharing the learning objectives and the key expectations for the task right from the outset.

7. Whenever possible, marking and feedback should involve the child directly. The younger the child, the more important it is that the feedback is oral and immediate.

8. The marking system should be constructive and formative. A useful formula is this: ‘praise, advice on improvement, more praise.’

9. For 1:1 feedback to be effective, sufficient mutual trust must be established.10. Feedback may also be given by support staff, or through peer review.11. Feedback is also provided through plenaries and in group sessions.12. Feedback can identify a child’s key learning difficulties.13. Errors that were made by many children should not be the subject of individual comments, but should be noted in

planning.14. Marking will normally be done before the next lesson in that subject, although this may not always be possible for

longer pieces of work.15. Focused marking, in writing, should be carried out, for one group of children once per week in KS1, when children

are able to understand the focus of the marking, rotating the groups. In KS2, at the end of each genre, all children should have focus marked work or peer marked work. Both types of marking should be evident in books. The children should be given time to respond to the focused marking. All improvements should take place in the same week as the marking.

16. Throughout the school, teachers should use pink highlighters to show children things they have done well. A green highlighter should be used to show children where they can improve. This applies to writing and handwriting. Staff must always mark in purple. In KS1, improvements are written in a green box, drawn staff. In KS2 any improvements and corrections should be written, by the child, in green.

Specific Approaches:

ENGLISH (WRITING)As above, each pupil should receive either focused marking or peer marking, using the formats below.

FOCUSED MARKING


Learning objective: Context:

Success Criteria:BRONZE SILVER GOLD

Comment:

Suggestions for improvement:


PEER MARKING


NB: teachers should also comment on how accurate the peer assessment has been and ensure it is matched to the success criteria. The teacher may also comment on something that should be improved which has not been identified by the peer.


(KS1)Writing Assessment

Learning Objective:

Pop Star Rock Star

Superstar

EXP (2E+, 2D, 2D+)

I have included this in

my writing

Tick if met in

this piece

of work

I use punctuation correctly, including:Full stops and capital letters, including proper nouns

Some question marks and exclamation marks I can use different sentences in my writing, including:

QuestionsStatementsCommands

ExclamationsI include 2A sentencesI use the past and present tense correctly in all my writingI use the words and, or, but, when, if, that and becauseI use my phonics to spell many words correctlyI write many of my Y2 spellings correctlyI can spell some words with apostrophesI can spell some words with suffixes correctly e.g. –ful, -ly, -ment, -ness, -lessI can join some of my writingMy capital letters are bigger than my low case lettersI use the right amount of space between my wordsI can write longer pieces, independently, that include sequenced, meaningful sentences.I can correct mistakes in my sentences/writing.I can write pieces of independent writing that match the purpose of the task.

Comments: __________________________________________________________________________________________________________________________________Next steps:

In addition any support/scaffolding should be identified using the mark codes in appendix one. (NB in the lead up to writing assessment (especially in Y6) marking codes for spelling, punctuation etc. will not be used as writing must be independent. The teacher, in feedback, should direct children to improve grammar, punctuation or spelling but not point out where mistakes are made.)


http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCOXIrYis_scCFYu2GgodmTEKYA&url=http://www.clipartbest.com/cartoon-microphone&psig=AFQjCNGrAw7XJ4z88elTrLX988qVzfuTIQ&ust=1442588685809070

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=&url=http://cliparts.co/electric-guitar-cartoon&psig=AFQjCNEwD4lhzJKmpRVBZYVtdMvsMzB5UA&ust=1442588912979978


ENGLISH (READING)

Where book are used, they must be marked using marking codes (see appendix 1) and where necessary, children will be asked to improve work and correct any mistakes.

RE

All work must be marked using feedback which refers to driver words. Where appropriate, some focused or peer marking may be used.

TOPIC

All work must be marked using the mark codes (appendix 1). Where appropriate, some focused or peer marking may be used especially if the topic suits writing within any of the genres of the writing curriculum. To support this, topic work and English are in the same book.

SCIENCE

All work must be marked using the mark codes (appendix 1). Where appropriate, some focused or peer marking may be used especially if the topic suits writing within any of the genres of the writing curriculum.

MATHS

All work must be marked using the mark codes (appendix 1). Some modelling should be used, and feedforward comments on setting out of work, formation of numbers and general presentation, when required. When children are peer marking in maths, they should mark in red. Corrections should be done in green. Time should be given for children to complete corrections within the unit of work that they are completing.

General Advice to Teachers

1. The main objective of marking and feedback is not to find fault, but to help children learn. If children’s work is well matched to their abilities, then errors that need to be corrected will not be so numerous as to affect their self-esteem. However, children should not have pages of work with no errors as this may show lack of challenge.

2. A delicate balance has to be achieved. Children should not receive the impression that things are right when they are not. On the other hand they should not be discouraged from being adventurous.

3. The school has explicit rules that apply to all pieces of work, e.g. date and title must be underlined (DUMTUM).4. In addition to these general rules there are specific rules for specific types of work, e.g. numeracy. These rules have been

taught such as one digit in one square of a maths book.5. Handwriting, in handwriting books, should be marked using highlighters, pink highlighter is used to show where the child

has make a good join or written a word with the correct formation, green highlighter is used to show children where their handwriting is not quite right. The error should then be modelled by the teacher below the work for the child to copy and practise.

6. The extent of staff’s response to a piece of work is determined not by the number of errors found in it, but by the teacher’s professional judgement. Consideration is given to what a particular child is capable of, what the next steps in learning stages involve and what should now have priority

7. In order to encourage a positive response, any negative comment must always be followed up by a constructive statement on how to improve.

8. Oral as well as written feedback must be given as appropriate. The correct marking code should be used.9. Ticks are normal where work is correct and a dot where errors have been made. 10. Whenever possible, staff should establish direct links between oral and written praise and the class reward system. At the

same time staff should remember that stickers and praise in themselves do nothing to close gaps in understanding, or to bring about improvements.



11. From Reception upwards pupils should be provided with opportunities to assess their own and each others` work. (Staff should review this marking.)

12. Children should be encouraged to assess their work ahead of final marking. This can remind children of their learning targets, or suggest common checks to perform (Spelling, punctuation and grammar) This helps the children to self-assess at each step of the learning process.

13. Pupils should understand their achievements and know what they need to do next to make progress, i.e. feed forward comments and/or targets.

14. Staff should focus the response e.g. written or oral comment, on the learning objective and success criteria.

Monitoring and Review

We share this policy with pupils, parents and governors and will carry out regular reviews to ensure our marking is consistent and understood by all teachers and is understood by new members of staff. Policy must reflect school practice therefore the leadership team or subject co-ordinators will regularly scrutinise pupil’s work.

Questions to think about when responding to pupils’ work.

Does marking: Relate to success criteria linked to the learning objective? Help pupils to understand what is good about their work? Inform pupils what is required of them? Encourage and praise where appropriate? Recognise and handle misconceptions? Challenge pupils thinking and learning? Move the children on?

Chair of Governors …………………………………………………..

Head of School ……………………………..……………………

To be reviewed annually: Last review September 2017

Next review September 2018

Appendix 1Marking Guide for Classroom Wall

Key Stage 2 Key Stage 1


teaching and learning policy - sacred heart rc … · web view“complacency is a word not found in...

Documents