Purpose of study
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.
The rationale behind the sequencing and structure of the Art and Design curriculum at ECS.
Key points to note:
- All children have a sketchbook which moves with them as they progress through each year group and represents the progress they make in all elements of the art curriculum
- Knowledge of drawing, painting, sculpture and other art, craft and design techniques and skills are integrated into units and pupils develop their understanding and application of these further each year.
- Pupils have the opportunities in each phase to use a wealth of visual and tactile elements and materials with a focus on developing increased confidence.
- All units support pupils to develop the ability to control materials, tools and techniques so that our pupils leave Year 6 with a solid knowledge and understanding of the formal elements of art and design such as line, tone, shape, space, texture, value and colour.
- All units include encountering and knowing the work of great artists, craft makers, architects or designers, and the historical and cultural development and significance of their art forms.
- Each phase builds on previous knowledge and experiences to foster an enjoyment and appreciation of the visual arts and a knowledge of artists, craftspeople, architects and designers.
- Evaluation and analysis of creative works using the language of art, craft and design is incorporated in art lessons and other subjects such as RE and History and pupils develop these further each year.
- Opportunities to record from their first-hand experiences as well as from their imagination are included throughout the sequence of units.
- Pupils develop creativity and imagination through a range of complex activities and have opportunities to select their own ideas for use in their work and articulate their reasons for their choices.
Purpose of study
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems.
The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content.
Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
The national curriculum for computing aims to ensure that all pupils:
- can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
- 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.
The rationale behind the sequencing and structure of the computing curriculum at ECS.
Key points to note:
- The aim of the computing curriculum is to instill a passion for technology whilst developing a firm knowledge, understanding and respect of how technology contributes to the world we experience. We also aim for all children to achieve an understanding of how to keep themselves and others safe online whilst celebrating their individual identities through their creativity.
- In these units, children will be learning coding and programming skills that are essential for their future in this technologically advancing world. These skills are significant as they enable children to develop problem-solving skills and appreciate how things work.
- Children will begin to understand what algorithms are and how they are implemented as programs on digital devices that give precise and unambiguous instructions. They will learn how to create and debug simple programs, and develop logical reasoning skills to predict their behaviour.
- In these units, children will be learning about the importance of data handling and computer technology using different styles and softwares purposefully to create, organize, store, manipulate and retrieve digital content to display data.
- In these units, children will be building on their essential digital literacy skill, enabling them to communicate to different audiences through emails, word processed documents and slide
- Children will begin to use technology purposefully to create, organize, store, manipulate and retrieve digital content.
- These units will also teach children the etiquettes of communication online effectively and safely through a variety of methods and tools to a range of audiences, such as online blogs, posts and emails.
- In these units, children will be learning computer skills, digital literacy and research skills that are essential for their future in this technologically advancing world. They will develop critical thinking, communication skills and awareness of the necessary standards of behaviour expected in online environments.
- Children will begin to understand the common uses of technology beyond the school, e.g. telephones, electric toys, shopping tills, etc. through role-play and discussions. They will also learn the basic components; how to power it, use a mouse and how to log in safely.
- Throughout the curriculum, emphasis will be put on online safety and children will learn about how to keep personal information safe, the risks of posting comments/photos and videos, sending and receiving emails, inappropriate content and misinformation/fake news.
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, considering their own and others’ needs, wants and values.
They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.
Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
The rationale behind the sequencing and structure of the design and technology curriculum at ECS.
Key points to note:
- During each phase (KS1, LKS2 and UKS2) all pupils will have the opportunity to develop their skills and knowledge in design, structures, mechanisms, electrical control and a range of materials including food and textiles.
- Pupils will be given the opportunity to develop skills, knowledge and understanding of designing and making functional products for specified users.
- In each design and technology project, there will be three core activities which are combined into a sequence to create project activities which involve investigating and evaluation existing products; focused tasks in which children develop particular aspects of knowledge and skills; designing and making activities in which children design and make ‘something’ for ‘somebody’ for ‘some purpose’.
- Developing relationships with local secondary schools to promote opportunities and experiences within the subject
- STEM afterschool club to inspire and further develop the knowledge and skills of pupils through an introduction to engineering by invention and making processes.
Purpose of study
A high-quality geography education should inspire 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 formation 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.
The rationale behind the sequencing and structure of the geography curriculum at ECS.
Key points to note:
- All units are planned to develop these key geographical (Geography’s big ideas) concepts: place, space, scale, environmental impact and sustainability, interconnections, cultural awareness and diversity
- All pupils should develop a depth of understanding behind the difference between human and physical geography.
- Each unit develops pupils’ locational knowledge and understanding of geographical similarities and differences between places.
- Pupils develop an understanding of interconnections between features, places, events and people over units across each phase
- Knowledge of and ability to use geographical vocabulary correctly to communicate knowledge of human and physical features is developed
- All units develop pupils’ ability to enquire, question and discover geographical knowledge collaboratively with peers and independently
- Fieldwork and map skills are integrated into units and pupils develop these further each year
- Each phase revisits and deepens knowledge of the school’s locality and compares this with a range of other localities and geographical themes.
Purpose of study
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. 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.
The rationale behind the sequencing and structure of the history curriculum at ECS.
Key points to note:
- Pupils develop an understanding behind how and why the world, our country, culture and local community have developed over time by understanding how the past influences the present
- All units build on pupils’ previous knowledge of significant events and people, situations and developments from a wide range of backgrounds and places to reflect and celebrate our diverse society
- All pupils should develop a context for their growing sense of identity and a chronological framework for the knowledge of significant events and people
- All units of history begin with an enquiry question and are designed to stimulate pupils’ curiosity, reflect on their existing knowledge and encourage them to question historical events, viewpoints and evidence
- Pupils develop an understanding of historical concepts such as continuity and change, cause and consequence, similarity, difference and significance. By the time pupils leave us in Year 6 they can use this solid knowledge to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, analyses, arguments and interpretations of the past
- All units refer to and develop pupils’ understanding and knowing of the historical chronological narrative, from the earliest times to the present day: how people’s lives have shaped Britain and how Britain has influences and been influenced by the wider world
- All units integrate methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
- Knowledge of and ability to use historical vocabulary correctly to communicate knowledge and deploy a historically grounded understanding of abstract terms such as ‘empire’, civilisation’, ‘parliament’, and ‘peasantry’
At Esher Church School we believe that music is a vital part of the children’s education and offer a rich and varied curriculum to aid learning academically, emotionally, physically and spiritually.
Each class in Key Stages 1 and 2 have regular music lessons which give children the opportunity to listen to, sing, compose and perform music both individually and in groups. Children perform on a wide range of tuned and un-tuned percussion instruments. For one term children in years 3 and 4 learn to play the recorder and children in years 5 and 6 learn to play simple tunes on the keyboard. Each year group performs some world music, experiencing Samba, African, Indian, Chinese and Gamelan Music. Year 6 children experience ‘Garage music’ and Stomp.
Each Key Stage puts on a production to showcase their musical and dramatic skills. ‘Encore’, our annual Performing Arts Celebration, which allows a wide range of groups to perform.
In addition, we run a range of school music clubs for our children including recorder, school orchestra and infant and junior choirs – all of whom perform beautifully at our seasonal occasions and at local care homes.
Purpose of study
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.
The rationale behind the sequencing and structure of the Maths curriculum at ECS.
Key points to note:
- Our curriculum aims to ensure that all pupils become fluent in the fundamentals of mathematics; can reason mathematically which includes making generalisations and conjectures and can solve problems by applying their deep understanding of concepts within the appropriate stage of their learning
- Our curriculum supports our pupils so they leave Year 6 with strong, efficient and effective mental and written calculation methods for all four operations; secure knowledge and understanding of the place value of numbers up to one million; secure knowledge and application of their multiplication tables; a firm understanding and handling of the relationship between fractions, percentages, decimals and ratio; the ability to select and use appropriate tools to complete tasks involving measurement, geometry and statistics
- Vocabulary has a high profile in all lessons so children can use correct mathematical language to both develop and explain their conceptual understanding both verbally and in writing
- Application of mathematical ideas and understanding is applied within other subjects such as science and computing to support the building of knowledge and creation of links as well as the application of skills
- Our curriculum is based on the principles of ‘maths mastery’ which means we focus on our pupils acquiring a deep, long-term, secure and adaptable understanding of the subject which then enables them to move on to more advanced material
- We deliver our mastery curriculum using the five big ideas of ‘maths mastery’ as defined by the NCETM (National Centre for Excellence in the Teaching of Mathematics):
- Coherence: Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.
- Representation and Structure: Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation
- Mathematical Thinking: If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others
- Fluency: Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics
- Variation: Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.
- Offering exciting challenges such as the UK Junior Mathematical Challenge inspires our children to relish the opportunity to tackle a range of advanced questions
Purpose of study
At ECS, our MFL is Spanish.
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster 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.
The rationale behind the sequencing and structure of the MFL curriculum (Spanish) at ECS.
Key points to note:
- The MFL curriculum is delivered in blocks of learning that develop pupils’ knowledge of topic vocabulary underpinned by the learning of key grammatical structures and skills relevant to the Key Stage that underpin all learning. This will enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters.
- There is a sequential approach to language learning and pupils need to be able to make the links between current and prior learning. Further opportunities to make links between home taught languages will encourage an overall passion.
- The teaching in Spanish will lay the foundations for further foreign language teaching at key stage 3.
At Esher Church School we are committed to giving our children a plethora of opportunities to participate in both competitive and non-competitive sporting activities both within and outside of the school day.
We are fortunate to have a large playing field and hard court area, our own heated outdoor swimming pool as well as a school hall allowing all of our children to engage in Physical Education (PE) and school sport.
In PE lessons we aim to team up with specialist coaches in different sporting disciplines to ensure that our children have access to quality provision. We are fortunate to be situated next door to Esher Tennis Club, meaning our children benefit from access to specialist coaching and the use of their facilities. We also have excellent links with some of the best local specialist sports providers, such as Surbiton Hockey Club, Sport England and Surrey Football Coaching to ensure that our children have access to the very best sporting provision.
We offer a wide range of co-curricular clubs before and after school; these clubs are fully inclusive and open to all. We have many competitive teams who perform extremely well in sports such as cricket, cross country running, football, hockey, netball, swimming and tag rugby and we also participate in sports festivals to introduce children to new disciplines such as badminton, dodgeball and table tennis.
For more information visit Co-Curricular Clubs
Purpose of study
Personal, social, health, citizenship and economic (PSHCE) education is curriculum subject through which pupils develop the knowledge, skills and attributes they need to manage their lives now and in the future.
It helps our children to stay physically and emotionally healthy and safe whilst preparing them to make the most of their lives within society.
At Esher Church School our vision for PSHCE and RSE is that all of our children will feel safe, valued and confident to develop themselves, their understanding of the world and their ability to communicate their feelings so that they feel equipped to manage their futures as they embark on their next steps and beyond. We intend for the children to learn ways to care for each other, respect and empathise difference, and become valued members of their communities and agents of change.
Key Points to Note
Our spiralling knowledge and life-skills based curriculum gives all children the opportunity to revisit key themes throughout their years at ECS and to develop a deeper appreciation and understanding of these topics. Provision is taught through engaging, thought-provoking, active and inclusive learning using the core headings of: Health and Wellbeing, Relationships and Living in the Wider World. PSHCE education cannot exist in isolation with close cross-curricular links to: Science (RSE) Computing (Online Safety) RE (Relationships) and PE (Health).
At ECS we recognise the role that PSHCE is at the heart of everything that we do, from the importance of embedding our Cornerstones of, Ready, Respectful, Safe, to our Christian Values of, Dignity, Hope, Wisdom and Community. Whole school initiatives such as: The Wellbeing Story Project, British Values assemblies, Playground friends, Big Friends/Little Friends/ School Parliament and commitment to Anti-Bullying, eco schools, healthy schools all compliment the high-quality teaching and learning of PSHCE throughout the whole school from Reception through to year 6.
Purpose of study
The programmes of study for reading at key stages 1 and 2 consist of two dimensions:
- word reading
- comprehension (both listening and reading).
It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each.
Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.
Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.
It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.
Teaching of phonics
The school follows the Little Wandle Letters & Sounds programme. This is introduced in Reception and taught consistently into Year 1. Phonics continues to be taught in the rest of the school for those children who require intervention. Parent support makes a significant difference to children’s progress, therefore phonics homework is often sent home to consolidate learning.
Reading practice sessions in Reception and Year 1
In addition to the daily phonics lessons, all pupils have reading practice sessions three times a week with decodable reading books. These sessions will include teaching explicit strategies to decode unfamiliar words, read sight words, use context to understand new vocabulary etc. This will also include an opportunity for children to discuss the text chosen and their understanding of the story or topic etc. Children will discuss literal understanding and deeper layers of meaning such as inferring from the text and identifying themes, character traits, motivations etc.
Reading in Year 2 and key stage 2
Pupils participate in whole-class reading lessons, where there is a focus on developing background knowledge, vocabulary and range of reading skills. Year groups generally focus on one quality text each half-term, although there will be opportunities for pupils to read poetry, non-fiction texts and self-selected texts.
A selection of age-specific essentials reads are in the class book corners and are assigned to pupils to read independently. These are examples of high-quality literature and offer a breadth of genres and authors. These should be read at home and maybe discussed in school with peers and adults.
Reading across the curriculum
Reading for pleasure and enjoyment is given a high priority and enough time is set aside for this. Opportunities are provided for pupils to practise and extend their reading in other subjects across the curriculum. For example, pupils read aloud the learning objective, success criteria and other texts visible on the whiteboard. Additional adults, including learning support assistants and parent volunteers, are used to provide further support.
Reading is seen as a gateway to all learning and therefore the communication about reading between school and home is essential throughout the primary years. A reading record is maintained by every parent/pupil throughout the school. This is brought to school daily with comments written by the pupil/parent depending upon the year group. Parents and carers should sign the reading record once a week to indicate that they have discussed their child’s reading at home.
At Esher Church School we believe that for all our children to become fluent readers and writers, phonics must be taught through a systematic and structured phonics programme.
We use the Little Wandle Letters and Sounds Revised to plan and provide daily engaging phonics lessons. In phonics, we teach children that the letters of the alphabet represent a different sound, that these can be used in a variety of combinations and are put together to make words. The children learn to recognise all of the different sounds and combinations that they might see when they are reading or writing. Our phonics teaching starts in Nursery and follows a very specific sequence that allows our children to build on their previous phonic knowledge and master specific phonic strategies as they move through school. As a result, all our children are able to tackle any unfamiliar words that they might discover. At Chesterton we also model these strategies in shared reading and writing both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on the development of language skills for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.
How we teach phonics and Early Reading (Early Years and KS1)
- In the nursery, children follow the Little Wandle Letters and Sounds Revised ‘Foundations for Phonics’ guidance. The focus is on daily oral blending and language development through high quality stories and rhymes.
- In reception and Y1, children follow the progression within Little Wandle Letters and Sounds Revised programme. Phonics is taught daily and there is a review session on a Friday.
- Phonics starts in reception in week 2 to ensure the children make a strong start.
- By the end of reception, children will have been taught up to the end of phase 4.
- By the end of year 1, children will have been taught up to the end of phase 5.
- Children in year 2 recap any gaps in their phonics knowledge in the autumn term.
- Reception lessons start at 15 minutes, with daily additional oral blending – increasing quickly to 30 minutes.
- Y1 lessons are 30 minutes long.
Reading practice sessions
- Children across reception, year 1, year 2 (and beyond if appropriate) apply their phonics knowledge by using a full matched decodable reader in a small group reading practice session.
- These sessions are 15 minutes long and happen three times a week. There are approximately 6 children in a group.
- The sessions follow the model set out in Little Wandle Letters and Sounds Revised.
- The children then take the same book home the following week to ensure success is shared with the family.
- In reception these sessions start in week 4. Children who are not yet blending take a wordless book home.
How do we assess phonic knowledge?
- In reception, year 1 and year 2 at the end of each week there is a review session which recaps the learning. There are also whole review weeks (pre-planned and bespoke review weeks to address gaps identified by the class teacher’s ongoing formative assessment).
- Children identified in reception, year 1 and year 2 as in danger of falling behind are immediately identified and daily ‘keep up’ sessions are put in place – these sessions follow the Little Wandle Letters and Sounds Revised programme.
- In reception and year 1, the children are assessed at the end of every half term using the Little Wandle Letters and Sounds Revised assessment tracker.
- Children in year 1 complete the statutory Phonics Screening Check in the summer term.
- Children who do not meet standard in the Phonics Screening Check in Y1, will complete this in Y2. Support continues to be put in place for these children.
Reading for pleasure – Early Years and KS1
Alongside daily teaching of phonics, reading for pleasure is an important part of our Early Reading offer. We ensure children develop a love of reading and are exposed to a range of interesting and relevant authors. We promote a love of reading in the following ways:
- Teaching of poetry, which includes performing and learning a range of poems by heart.
- Daily storytime.
- Whole class reading sessions which include a range of books that are mapped out to ensure children have a rich reading diet, vocabulary is explicitly taught and children can learn key phrases in the book.
- Book areas within the classroom which have a careful selection of books, including books by the focus author.
- Use of Little Wandle Letters and Sounds Revised ‘Foundations for a Love of reading’ stories in nursery.
- Alongside children’s decodable reading book, children also take home a reading for pleasure book each week. In each year group, children will take home a range of book by authors, including some which they have read in class.
For useful reading links, our approach to reading in KS2 and reading enrichment across the school please click here
If you are a parent and would like more information about how to support your child with phonics at home, please follow this link to find the Reception and Year 1 overview as well as videos of the sound pronunciations, letter formation sheets and other helpful resources.
Purpose of study
As a Church school, where pupils and staff come from all faiths and none, Religious Education is a truly valued academic subject that enables pupils to understand how religion and beliefs affect our lives and the world around us.
At the heart of our RE curriculum at Esher Church School is the teaching of Christianity, as well ensuring that our pupils are religiously literate through the exploration and learning of other faiths and world views. This supports our pupils and enables them to have the knowledge to hold well informed and balanced conversations about religion and beliefs.
During key stage 1, pupils develop their knowledge and understanding of the Christian faith, Judaism & Islam (and where appropriate, non-religious beliefs). They will also develop important subject-specific and cross-curricular skills, which are identified within each unit of study.
Through their learning in KS1, pupils should:
- learn what Christians believe about God and the world around them, and be introduced to what Jews & Muslims believe;
- explore and respond to a range of stories, artefacts and other religious materials, such as art & music;
- learn to recognise that peoples’ beliefs are expressed in a variety of ways, and begin to use subject specific vocabulary;
- begin to understand the importance and value of religion and belief, especially for other children, their families and the communities they belong to through their knowledge of Christianity and other faiths;
- ask relevant questions and develop a sense of wonder about the world, using their imagination and new knowledge;
- ask questions and express their own views about what is important to themselves and to others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging.
During key stage 2, pupils should extend their knowledge of Christianity, Judaism and Islam, and be introduced to aspects of Hinduism & Buddhism, recognising the impact of religion and belief locally (including within their own Church school), nationally and globally. The Optional Study Units for KS2 also include elements of Sikhism and exploring what we can learn about Christianity from the classic series ‘The Chronicles of Narnia’ by C.S Lewis. Pupils may also begin to consider theological, philosophical and human/social issues, and where appropriate, they may also encounter non-religious belief systems such as Humanism. Pupils will also further develop important subject-specific and cross-curricular skills, which are identified within each unit of study. Where possible, pupils should be encouraged to make links between different aspects of their learning in RE, utilising higher level thinking skills and creating opportunities for greater progress and challenge in RE.
Through their learning in KS2, pupils should:
- express their own ideas in response to the material they engage with, identifying relevant information, using prior and new knowledge to select examples and give reasons to support their ideas and views;
- make connections between differing aspects of religion and consider the different forms of religious expression through their knowledge of Christianity and other faiths;
- consider the beliefs, teachings, practices and ways of life central to religion;
- be introduced to an extended range of sacred texts and other sources and consider their meanings;
- recognise diversity, learning about similarities & differences both within and between religions & beliefs, and the importance of dialogue between them;
- extend the range and use of subject specific vocabulary;
- recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true;
- communicate their ideas, recognising other people’s viewpoints;
consider their own beliefs and values and those of others in the light of their learning in religious education.
Purpose of study
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science.
Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.
They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
The rationale behind the sequencing and structure of the Science curriculum at ECS.
Key points to note:
- All pupils are enabled to experience and observe phenomena, looking closely at the natural and humanly-constructed world around them. They are encouraged to be curious and ask questions about what they notice.
- Pupils are taught how to ‘work scientifically’, developing an understanding of the processes and methods of science. Working scientifically is embedded within each lesson, seeking answers through investigation and experimentation, then through collecting, analyzing and presenting data.
- Pupils are helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer questions, including observing changes over time, noticing patterns, grouping and classifying, comparative and fair tests, and finding things out using secondary sources of information.
- Children are encouraged and equipped to use scientific language to talk about what they have found out and to communicate their ideas. Pupils build up an extended specialist vocabulary over their time at ECS, adding to previous knowledge.
- Each unit of learning builds on pupils’ previous learning of scientific concepts and skills whilst integrating scientific enquiry.
- Pupils develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage.
Purpose of study
The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:
- transcription (spelling and handwriting)
- composition (articulating ideas and structuring them in speech and writing).
It is essential that teaching develops pupils’ competence in these two dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition.
Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.
The importance of writing to the curriculum
Writing is a primary means of expression, both for personal cognitive purposes and for communicating meaning to others. Pupils learn how to write with confidence, fluency, imagination and accuracy by orchestrating their knowledge of context and composition (text level), grammatical knowledge (sentence level) and knowledge of phonemes, graphemes, word recognition and a wider range of spelling strategies at Key Stage 2 (word level).
- Daily opportunities to experiment with different types of writing through play activities are given
- Teachers model writing during shared writing sessions daily
- Opportunities for pupils to familiarize themselves with writing movements are given before pupils apply them independently
- Pupils are given directed writing time once their skill level is sufficient
- Pupils are given opportunities to write through guided and independent writing sessions
- Pupils have opportunities to write for a variety of purposes and audiences
- Links between spoken language, reading and writing are made explicit
- Pupils in EYFS will work towards the development matters statements
Key Stage 1
At Key Stage 1 pupils become increasingly competent as writers. They write for a range of purposes and audiences and develop their degree of control accordingly for the complexity of the task. Through shared and guided writing, the pupils have opportunities to plan, develop and review/redraft their writing both on paper and on-screen.
They write stories of different types based on known texts. Poetry, rhyme and language play provide models for the pupils’ own writing through adaptation, mimicry or substitution. Some of the organizational and linguistic features of non-fiction texts are evident in the pupils’ own recounts, reports, instructions and explanations.
Key Stage 2
At Key Stage 2, pupils experience writing in different forms for a variety of audiences. They write for different purposes: to imagine and explore feelings and ideas, to inform and explain, to persuade and to review and comment. They also see how writing is concerned with process as well as product, being an aid to thinking, organization and learning. That are taught to plan, draft, revise, proofread and present their writing on paper and on screen, and to discuss and evaluate their own writing and that of others.
The links between reading and writing in fiction and non-fiction continue to be made explicit. Pupils use their knowledge of texts they have studied to construct their own writing and have greater control over their organization, language features, vocabulary and spelling.