Draft SIP to leaders; stakeholder and governors
Disciplinary subject knowledge All NC subjects & EYFS
Workload Revise, revisit and check VFM
Soft skills Embed
Life skills Embed
Revise CPD delivery model EEF & Workload
Marking & Feedback Review and ensure effective steps to success
Abbey SIP summary 2023-24
Metacognition Review practice
LSP Hubs Expert practitioners catch-up
Bucket list Embed
Curriculum
Pedagogy
EYFS
Bucket Life Soft
Assessment
Leadership
Review small steps
EYFS Framework
Kahoot Y2
Embed
DFE CPD programme
All non-core & EYFS * 3 yr rolling
Domain specific vocabulary
Peer & Self assessment
Metacognition
Review Practice
All non-core & EYFS * 3 yr rolling
Review, refresh and update
Diversity All Year group refresh
Parental engagement Pilot follow through
Embed WAGOLL & Technology Use and effectiveness
At Abbey, children are at the heart of what we do. We will foster a love of learning and make learning fun. We will take sensible risks leading to memorable, challenging learning. We will help our children to learn to think, challenge and have confdence to shape their world. Our children will have a voice. We recognise that each child is unique and celebrate the successes of all. We will promote tolerance and mutual respect as part of a global community. We want all our children to thrive and lead happy, healthy lives.
Key performance indicators
Metacognition: Marking & Feedback: Disciplinary
DFE CPD:metacognition: Parent project All staff complete the accredited DFE CPD programme leading to strengthen adult interactions to ensure rapid progress for all. Metacognition strategies become embedded in pedagogy (including mindfulness & self regulation) leading to rapid progress. Parents undertake an Abbey induction to support them in home/school learning. This will follow through as they migrate through the school leading to stronger progress for all.
Small steps: Vocabulary: Diversity Rapid progress - 90% of pupils make good or better progress against the school’s curriculum. Review and refine small-step learning * 3yr plan Domain specific vocabulary is reviewed, refined, embedded. Pupils talk with depth about their learning. Review and update the diverse range of adults, places, artists, musicians etc. learnt through the curriculum. Promotion of SMSC, PD, FBV leading to pupils being well-prepared for next steps and life in modern Britain. CURRICULUM
Kahoot: Peer & Self : WAGOLL
Revise:Re-invent: Teach & practice
Workload: CPD; Experts
01
03
02
05
04
06
Kahoot is refined and embedded along with other AFL (tech based) strategies so that staff are acutely aware of gaps in learning and next steps - more pupils successfully learn the curriculum. The process of pupils’ peer/self assessing is reviewed to ensure that it supports all to understand next steps and successes. Pupils make rapid progress to address misconception. Review and refine the WAGOLL used across the school in teaching sequences. Leading to a close match between small-step learning and the support for all pupils. ASSESSMENT
Workload reform supports staff well-being, retention and useful knowledge of next steps leading to rapid progress from starting points. CPD model reviewed to ensure staff cognitive overload is accounted for. A new model to support the 3yr aspect of the curriculum (and other) sections. LSP hubs of expert practice on specific interferons ensures expertise is shared; pupils get more specific intervention to accelerate progress.
BSL are revised, revisited, promoted and permeate through the curriculum.
Metacognition strategies become embedded in pedagogy leading to rapid progress. Digital forms and revised assessment processes reduces workload, improves teacher knowledge and supports well-being and retention. 5% uplift in non-core attainment against the school’s curriculum.
Bucket list adds extra-curricular opportunities.
Life skills support Abbey’s community in non- National Curriculum skills and attributes.
Soft skills support wider employment skills and rapid progress of all pupils.
Staff and pupils understand and can talk about Disciplinary subject knowledge.
LEADERSHIP
BSL
EYFS
PEDAGOGY
Sitting underneath this overarching SIP is a series of subject review booklets that have individual subject/aspect detail. Note: Some aspects of curriculum review will span academic years to ensure effectiveness, rigour and workload.
EVALUATION
INTENT 1. Rapid progress - 90% of pupils make good or better progress against the school’s curriculum. Review and refine small-step learning * 3yr plan 2. Domain specific vocabulary is reviewed, refined, embedded. This language is clear on all planning Notebooks. Pupils talk with depth about their learning. 3. Review and update the diverse range of adults, places, artists, musicians etc. learnt through the curriculum. Promotion of SMSC, PD, FBV leading to pupils being well-prepared for next steps and life in modern Britain.
Left blank for on-going and/or final evaluation
5
1
IMPLEMENTATION 1. Leaders & UPS staff to ensure that prior knowledge gaps, identified by staff, are sufficiently scaffolded to ensure rapid progress from starting points. 2. Ensure that knowledge grids in non-core identify domain (subject) specific vocabulary and shape the teaching sequence/learning journeys . Audit against the progression maps. As staff move year groups, topic changes updated on the school’s schemas. 3. Develop and enhance the promotion of diversity through the curriculum. Ensure that the models support the community profile at Abbey and further international dimensions. Ensure that there is balance - develop summary artwork by year group.
RESOURCES & TIME
4
2
1. Leadership release for coaching and mentoring. 9 x £200 per week release = £72,000
2. INSET days x 3
3
3. Directed time to integrate plans
4. Summary year group artwork representing diversity
IMPACT 1. Pupils learn the curriculum well; attainment in-line to above national at all key-stages. 2. Skill progression covered fully and scaffolded for strategic catch-up; 5% uplift in non-core attainment. Domain specific vocabulary is used well by all stakeholders. 3. Diversity promotion is clear across all areas of the curriculum and key-stages. 4. 90% of children make good progress against the school’s curriculum.
INTENT 1. All staff complete the accredited DFE CPD programme leading to strengthen adult interactions to ensure rapid progress for all. 2. Metacognition strategies become embedded in pedagogy (including mindfulness & self regulation) leading to rapid progress. 3. Parents undertake an Abbey induction to support them in home/school learning. This will follow through as they migrate through the school leading to stronger progress for all.
EVALUATION
Left blank for on-going and/or final evaluation
5
1
RESOURCES & TIME
IMPLEMENTATION
4
2
1. INSET Curriculum & Metacognition 2. Leadership release for coaching and mentoring. 9 x £200 per week release = £72,000 INSET days x 3 3. Directed time to integrate plans.
1. INSET day to refresh the pedagogy choices and add to the agreed practice by cascade of EEF Metacognition. 2. Ensure that knowledge grids in non-core identify domain (subject) specific vocabulary and shape the teaching sequence/learning journeys . Audit against the progression maps 3. By 1/2 term 1 induction on reading and maths; 1/2 term 3 phase 3 phonics and number strategies; by 1/2 term 6 preparation for y1.
3
IMPACT 1. EEF Metacognition strategies support all pupils’ progress and teacher tools for delivery. 2. All staff are confident and comfortable to be able to articulate the bandings and pupil next steps. Domain specific vocabulary is used well by all stakeholders. 3. New parent programme follows through school to increase home/school learning so more pupils make rapid progress and parents play a wider role in education
Example note: History Disciplinary knowledge
INTENT
Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change , the diversity of societies and relationships between different groups , as well as their own identity and the challenges of their time.
1. A cross-school group of staff will revise, revisit and present a curriculum pedagogy update of key features to support effective learning. This will help cement into staff long term memory. 2. Further develop the use of new technology to revise and resists assessment and workload leading to smarter knowledge of what pupils know and can do. This will also support workload and workforce retention. One key element will be the revision of peer/self assessment that pupils complete to increase effectiveness and self- awareness. 3. Develop and sharpen staff knowledge of the curricula disciplinary knowledge so that the overarching aims of the national curriculum are strengthened; EYFS curriculum will strengthen preparedness for KS1.
5
1
RESOURCES & TIME
IMPLEMENTATION
4
2
1. EN lead to revise writing
1. INSET day to refresh the pedagogy choices and add to the agreed practice by cascade of EEF Metacognition. 3. Links to L&M section and workforce survey. Revise assessment records and use of smart self-marking forms to support TLA. Free teacher time to focus on next-steps. Revise and develop peer and self- assessment 4. Staff to draw upon the subject disciplinary knowledge so that, through half-termly review, all subjects are covered in a 3 yr period.
2. SMT to support use of Google forms
3
3. INSET day Sept 2023 for EEF Metacognition aspects to inform pedagogy choices.
4. Follow through with the school’s QA.
9 x £200 per week release = £72,000 INSET days x 3
IMPACT 1. EEF Metacognition strategies support all pupils’ progress and teacher tools for delivery. 2. Workload reduces, teacher knowledge improves and next-steps are addressed swiftly. 3. Pupils learn the curriculum well including the individual subjects’ disciplinary aspects.
INTENT
EVALUATION
1. The opportunity to experience ‘Bucket list, life skills and soft skills’ has been significantly impacted by COVID restrictions. These need to be revised and refreshed. 2. Staff are moving year groups which also brings the opportunity to revise, revisit and refresh the main curricular themes and BSL links.
Left blank for on-going and/or final evaluation
3. Revise, revisit and refresh.
5
1
RESOURCES & TIME
IMPLEMENTATION 1. All year groups to revise, revisit, refresh and engage pupils and the wider community in the design.
4
2
1. Directed time to plan
2. Website and bookings
3
2. B - build in curricular enrichment
3. L - enhance the NC by providing opportunities to meet the Abbey mission statement and local knowledge. 4. S - ensure that these are taught and experienced through the year 5. Check for coverage loss and adjust so that these resonate strongly with children and adults.
IMPACT
1. Curriculum plans show evidence of BSL. 2. L support leaders’ vision for the wider curriculum opportunity and specific contextual challenges 3. S are actively drawn upon to ensure good progress, behaviour and work ethic.
INTENT 1. Kahoot is refined and embedded along with other AFL (tech based) strategies so that staff are acutely aware of gaps in learning and next steps - more pupils successfully learn the curriculum. 2. The process of pupils’ peer/self assessing is reviewed to ensure that it supports all to understand next steps and successes. Pupils make rapid progress to address misconception. 3. Review and refine the WAGOLL used across the school in teaching sequences. Leading to a close match between small-step learning and the support for all pupils.
EVALUATION
Left blank for on-going and/or final evaluation
5
1
RESOURCES & TIME 1. QA and associated follow through of subject release time 2. INSET day Sept 2023 for EEF Metacognition aspects to inform pedagogy choices.
IMPLEMENTATION 1. All year groups to revise, revisit and check the suitability of Kahoots/Google forms through the 1/2 termly planning cycles. 2. From EYFS, each phase will revise and devise a change to the use of peer and self-assessment to support marking, workload and pupil understanding. Task and finish groups UPS staff. 3. Refine the use of WAGOLL to ensure domain specific and disciplinary knowledge is also well integrated. Each 1/2 term teaching sequence.
4
2
3
IMPACT
1. Low stakes testing is used effectively to assess learning of curriculum, next steps and adjustments. 2. Pupils’ understanding of self-efficacy and next steps is age-appropriate and sharp. 3. WAGOLL provides a sharp model of success that is used and referred to.
INTENT 1. Workload reform supports staff well-being, retention and useful knowledge of next steps leading to rapid progress from starting points. 2. CPD model reviewed to ensure staff cognitive overload is accounted for. A new model to support the 3yr aspect of the curriculum (and other) sections. 3. LSP hubs of expert practice on specific interferons ensures expertise is shared; pupils get more specific intervention to accelerate progress.
EVALUATION
Left blank for on-going and/or final evaluation
5
1
RESOURCES & TIME
IMPLEMENTATION 1. Involve a wider phase-based group of staff in QA to develop system-wide capacity to lead to a self- monitoring school including in any reforms proposed. 2. A mix of directed time over a 1/2 term to substantively lead to SIP improvements - see CPD schedule. 3. Audit and identify key-staff with interests in specific intervention. Train and introduce a ‘hub- model’ to support a wider group of expertise.
4
2
1. QA release @ £200 per day 2. Staff CPD directed time to ensure consistency 3. Joint SMT development.
3
IMPACT
1. Staff actively engage in QA and through the process challenge and support colleagues to follow the school’s agreed practices and policies. This will lead to accelerated progress for all. 2. Cognitive overload reduced, staff work-load manageable, cements and improves provision. 3. Expert hubs support all staff to make rapid progress with pupil catch-up using defined intervention sharply matched to need.
1. 2. 3. 4. 5.
Curriculum INSET days x 2
1. Rapid progress - 90% of pupils make good or beter progress against the school’s curriculum. Review and refne small-step learning * 3yr plan 2. Domain specifc vocabulary is reviewed, refned, embedded. This language is clear on all planning Notebooks. Pupils talk with depth about their learning. 3. Review and update the diverse range of adults, places, artsts, musicians etc. learnt through the curriculum. Promoton of SMSC, PD, FBV leading to pupils being well-prepared for next steps and life in modern Britain. 1. All staf complete the accredited DFE CPD programme leading to strengthen adult interactons to ensure rapid progress for all. 2. Metacogniton strategies become embedded in pedagogy (including mindfulness & self regulaton) leading to rapid progress. 3. Parents undertake an Abbey inducton to support them in home/school learning. This will follow through as they migrate through the school leading to stronger progress for all. 1. A cross-school group of staff will revise, revisit and present a curriculum pedagogy update of key features to support effective learning. This will help cement into staff long term memory. 2. Further develop the use of new technology to revise and resists assessment and workload leading to smarter knowledge of what pupils know and can do. This will also support workload and workforce retention. One key element will be the revision of peer/self assessment that pupils complete to increase effectiveness and self-awareness. 3. Develop and sharpen staff knowledge of the curricula disciplinary knowledge so that the overarching aims of the national curriculum are strengthened; EYFS curriculum will strengthen preparedness for KS1. 1. The opportunity to experience ‘Bucket list, life skills and sof skills’ has been signifcantly impacted by COVID restrictons. These need to be revised and refreshed. 2. Staf are moving year groups which also brings the opportunity to revise, revisit and refresh the main curricular themes and BSL links. 3. Revise, revisit and refresh. 1. Kahoot is refned and embedded along with other AFL (tech based) strategies so that staf are acutely aware of gaps in learning and next steps - more pupils successfully learn the curriculum. 2. The process of pupils’ peer/self assessing is reviewed to ensure that it supports all to understand next steps and successes. Pupils make rapid progress to address misconcepton. 3. Review and refne the WAGOLL used across the school in teaching sequences. Leading to a close match between small-step learning and the support for all pupils. 1. Workload reform supports staf well-being, retenton and useful knowledge of next steps leading to rapid progress from startng points. 2. CPD model reviewed to ensure staf cognitve overload is accounted for. A new model to support the 3yr aspect of the curriculum (and other) sectons. 3. LSP hubs of expert practce on specifc interferons ensures expertse is shared; pupils get more specifc interventon to accelerate progress.
1. Pupils learn the curriculum well; atainment in-line to above natonal at all key-stages. Small-steps reviewed and checked against NC. 2. Skill progression covered fully and scafolded for strategic catch-up; 5% uplif in non-core atainment. Domain specifc vocabulary is used well by all stakeholders. 3. Diversity promoton is clear across all areas of the curriculum and key-stages. 4. 90% of children make good progress against the school’s curriculum.
1. Leaders & UPS staf to ensure that prior knowledge gaps, identfed by staf, are sufciently scafolded to ensure rapid progress from startng points. Small-step learning checked for suitability. 2. Ensure that knowledge grids in non-core identfy domain (subject) specifc vocabulary and shape the teaching sequence/learning journeys . Audit against the progression maps. As staf move year groups, topic changes updated on the school’s schemas. 3. Develop and enhance the promoton of diversity through the curriculum. Ensure that the models support the community profle at Abbey and further internatonal dimensions. Ensure that there is balance - develop summary artwork by year group. 1. INSET day to refresh the pedagogy choices and add to the agreed practce by cascade of EEF Metacogniton. 2. Ensure that knowledge grids in non-core identfy domain (subject) specifc vocabulary and shape the teaching sequence/learning journeys . Audit against the progression maps 3. By 1/2 term 1 inducton on reading and maths; 1/2 term 3 phase 3 phonics and number strategies; by 1/2 term 6 preparaton for y1. 4. 1. INSET day to refresh the pedagogy choices and add to the agreed practice by cascade of EEF Metacognition. 2. 3. Links to L&M section and workforce survey. Revise assessment records and use of smart self-marking forms to support TLA. Free teacher time to focus on next-steps. Revise and develop peer and self-assessment 4. Staff to draw upon the subject disciplinary knowledge so that, through half-termly review, all subjects are covered in a 3 yr period. 1. All year groups to revise, revisit, refresh and engage pupils and the wider community in the design. 2. B - build in curricular enrichment 3. L - enhance the NC by providing opportunites to meet the Abbey mission statement and local knowledge. 4. S - ensure that these are taught and experienced through the year 5. Check for coverage loss and adjust so that these resonate strongly with children and adults. 1. All year groups to revise, revisit and check the suitability of Kahoots/ Google forms through the 1/2 termly planning cycles. 2. From EYFS, each phase will revise and devise a change to the use of peer and self-assessment to support marking, workload and pupil understanding. Task and fnish groups UPS staf. 3. Refne the use of WAGOLL to ensure domain specifc and disciplinary knowledge is also well integrated. Each 1/2 term teaching sequence. 1. Involve a wider phase-based group of staf in QA to develop system-wide capacity to lead to a self-monitoring school including in any reforms proposed. 2. A mix of directed tme over a 1/2 term to substantvely lead to SIP improvements - see CPD schedule. 3. Audit and identfy key-staf with interests in specifc interventon. Train and introduce a ‘hub-model’ to support a wider group of expertse.
1. Leadership release for coaching and mentoring. 9 x £200 per week release = £72,000
4 x Pupil Progress PDM ongoing
2. INSET days x 3
Staff QA - wider group Complete cycle will take one year
3. Directed tme to integrate plans
4. Summary year group artwork representng diversity
1. EEF Metacogniton strategies support all pupils’ progress and teacher tools for delivery. 2. All staf are confdent and comfortable to be able to artculate the bandings and pupil next steps. Domain specifc vocabulary is used well by all stakeholders. 3. New parent programme follows through school to increase home/ school learning so more pupils make rapid progress and parents play a wider role in educaton
1. INSET Curriculum & Metacogniton 2. Leadership release for coaching and mentoring. 9 x £200 per week release = £72,000 INSET days x 3 3. Directed tme to integrate plans.
1. INSET day x 1 September 2. Follow up PDM for LSP each half term 3. Weekly phase meetngs 4. 1/2 day per week L&M in-class support
1. EEF Metacognition strategies support all pupils’ progress and teacher tools for delivery. 2. Workload reduces, teacher knowledge improves and next-steps are addressed swiftly. 3. Pupils learn the curriculum well including the individual subjects’ disciplinary aspects.
1. EN lead to revise writing
1. 2.
INSET Day September
Follow up PDM to ‘vignette’ good practice linked to pedagogy
2. SMT to support use of Google forms
3. L&M Time to check through the weekly release 4. 1/2 termly review of subjects NPQML & NPQSL
3. INSET day Sept 2023 for EEF Metacognition aspects to inform pedagogy choices.
4. Follow through with the school’s QA.
9 x £200 per week release = £72,000 INSET days x 3
1. 2. 3. 4.
INSET Day September INSET Day February PPA for all staff weekly
1. BSL are revised, revisited, promoted and permeate through the curriculum. 2. Bucket list adds extra-curricular opportunites. 3. Life skills support Abbey’s community in non- Natonal Curriculum skills and atributes. 4. Sof skills support wider employment skills and rapid progress of all pupils. 5. Curriculum plans show evidence of BSL. 6. L support leaders’ vision for the wider curriculum opportunity and specifc contextual challenges 7. S are actvely drawn upon to ensure good progress, behaviour and work ethic. 1. Low stakes testng is used efectvely to assess learning of curriculum, next steps and adjustments. 2. Pupils’ understanding of self-efcacy and next steps is age- appropriate and sharp. 3. WAGOLL provides a sharp model of success that is used and referred to.
1. Directed tme to plan 2. Website and bookings
Calendar of events for staff/ parents
1.
Systematic task and review beginning Autumn 2 Review through QA process
1. QA and associated follow through of subject release tme 2. INSET day Sept 2023 for EEF Metacogniton aspects to inform pedagogy choices.
2.
1. Half termly review with NPQML/SL to draw from and inform provision
1. Staf actvely engage in QA and through the process challenge and support colleagues to follow the school’s agreed practces and policies. This will lead to accelerated progress for all. 2. Cognitve overload reduced, staf work-load manageable, cements and improves provision. 3. Expert hubs support all staf to make rapid progress with pupil catch- up using defned interventon sharply matched to need.
1. QA release @ £200 per day 2. Staf CPD directed tme to ensure consistency 3. Joint SMT development.
Sense check and links to EIF aspects - triangulate with the SEF and ‘Why are we still good documents’
Quality of Education*
Behaviour & Attitudes
Personal Development
Leadership, management & governance
III links to the new EIF and where the intentions from the SIP fit into the EIF.
•
Intent
Implementation
Impact
Curriculum to narrow gaps
Curriculum conversations lead to updates, improvement and amendments to narrow gaps
90%/35% of pupils make better than expected progress through the school’s curriculum. Diversity images refreshed to reflect Abbey population and global perspective
Metacognition and self-regulation supports enhanced focus on tasks - leading to stronger progress
Parental workshops
NPQML & SL embedding
Non-core curriculum assessment
Bucket, life & soft review, revise & refresh Mental health & well-being active mindfulness
UPS staff VFM
Non-core domain specific language and small-steps sharpened
BSL review
Marking and feedback workload reform
EYFS DFE CPD
Disciplinary knowledge sharpened
Workload remains manageable and retention good
Marking & Feedback workload reform through digital
Pupils talk confidently about the curriculum learning journey
Diversity promotes SMSC and FBV
Pedagogy and Meta-cognition consistent practice
Proportions at ARE YN & YR; Pedagogy of all adults strengthened
BSL enhance the national curriculum by bespoke Abbey aspects; pupils use and talk confidently.
Diverse images permeate the curriculum.
5% uplift non-core ARE
Expert LSP ‘hub model’ to strengthen and cascade effective practice
Workload tasks evaluated for VFM
LSP experts sharply focus on curriculum gaps
LSP focussed training and coaching
Link Governors: See committee terms of reference and termly governor visit schedule.
Current situaton as at Spring 2023. The school has successfully become a hard-federaton the Infant school good S5 (May ’13) & again S8 October 2017 & March 2023; the Junior School Good (May ’15) S5 & again December 2019 S8. Our school is a racially harmonious community, which we celebrate widely and are proud of. We are highly commited to raising standards. Our IDACI rank is 9488 out of 32844 placing us in the botom 30% for deprivaton. KS2 is housed in a Victorian building built in 1901; KS1 has benefted from a partal new-build (Summer 2019); EYFS is in two separate blocks. We are part of a ffeen-school cluster who have successfully supported each other through a planned programme of network meetngs for middle and senior leaders. Additonally, the school is part of the Oakham Alliance and an afliate partner to the University of Wolverhampton -providing BA (Hons) places to support new teacher training recruits. We are commited to developing our staf and run a range of CPD for teaching and non-teaching staf at all levels. Succession planning is strong and a number of staf have completed NPQML and NPQSL. Also, the HT fulfls the role as ‘School Improvement Advisor’ for a range of demographically diferent schools in the West Midlands providing training, support and challenge to the schools and their middle, senior and Governing Body teams as well as being both a lead and additonal Inspector (both Graded & Ungraded) for OFSTED since 2007 – this supports the school with self-evaluaton. Despite extraordinarily challenging budget forecasts, leaders have been proactve in reducing commitments and ensuring that appropriate support is in place for learners, without the need for any redundancy. Leaders have made sensible and strategic curriculum adaptatons to help mitgate Covid-19. Leaders at all levels contribute to ensuring that the quality of educaton is good and the school has received a number of awards supportng the self-evaluaton of the quality of curriculum. Our mission statement drives the strategic decision taken by leaders. [NOTE: Leaders can be read as ‘leaders at all levels’]
Expectations by Summer 2024 – Overarching outcomes statement.
In Y1,3,4,5 the proportion of children making expected and better than expected progress against the school’s own curriculum is 90%/35%.
In Y2 & Y6 the school’s attainment places us close to Fischer Family Trust (FFT) 20 therefore in the top 20% of schools for progress. (Note below re: published assessment information)
In EYFS the Good level of Development (GLD) remains at national or above; the proportion of pupils making good progress against the school’s curriculum is 90%/35% (pending new year baseline assessment)
Pupil premium children attainment and progress match the non-pupil premium in-school group and diminish the difference to the national non-disadvantaged group or is rapidly improving.
Science Disciplinary knowledge Teaching should develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics. Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them. Equip pupils with the scientific knowledge required to understand the uses and implications of science, today and for the future. Working scientifically - observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources . Pupils should seek answers to questions through collecting, analysing and presenting data. DT Disciplinary knowledge Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values . 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.
History Disciplinary knowledge Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change , the diversity of societies and relationships between different groups , as well as their own identity and the challenges of their time.
Geography Disciplinary knowledge
Art Disciplinary knowledge Art, craft and design embody some of the highest forms of human creativity . 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 . As pupils progress, they should be able to think critically and develop a more 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. Evaluate and analyse; become proficient.
A high-quality geography education should i nspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments , together with a deep understanding of the Earth’s key physical and human processes . As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes , and of the f ormation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
Computing Disciplinary knowledge
PE Disciplinary knowledge A high-quality physical education curriculum i nspires all pupils to succeed and excel in competitive sport and other physically-demanding activities . It should provide opportunities for pupils to become p hysically confident in a way which supports their health and fitness . Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.
MFL Disciplinary knowledge
Music Disciplinary knowledge Music is a universal language that embodies one of the highest forms of creativity. A high- quality music education should engage and inspire pupils to develop a love of music and their talent as musicians , and so i ncrease their self-confidence, creativity and sense of achievement . As pupils progress, they should develop a critical engagement with music, allowing them to compose , and to l isten with discrimination to the best in the musical canon.
A high-quality languages education should f oster pupils’ curiosity and deepen their understanding of the world . The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers , both in speech and in writing . It should also provide opportunities for them to communicate for practical purposes , learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.
Use computational thinking and creativity to understand and change the world. Provide insights into both natural and artificial systems . Taught the principles of information and computation , how digital systems work , and how to put this knowledge to use through programming . Use information technology to create programs, systems and a range of content. Become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology ready for a digital world.
NOTES
NOTES
NOTES
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