At Longden we use a Maths Mastery approach when teaching Mathematics by using the White Rose scheme of work and the Mastering of Number materials.

We aim to develop children’s fluency with basic number facts. To achieve this goal we are dependent on accurate and rapid recall of basic number bonds to 20 and times-tables facts.

Looking for connections is also an important step in developing children’s confidence in maths. They will use a range of pictorial and concrete materials to aid them with reasoning and making connections. The question “What’s the same, what’s different?” is used frequently to make comparisons. For example “What’s the same, what’s different between the three times table and the six times table?” Using other structured models such as tens frames, part whole models or bar models can help children to reason about mathematical relationships.

We expect children to use correct mathematical terminology and to express their reasoning in complete sentences. The quality of children’s mathematical reasoning and conceptual understanding is significantly enhanced if they are consistently expected to use correct mathematical terminology (e.g. saying ‘digit’ rather than ‘number’) and to explain their mathematical thinking in complete sentences.

Early Years - Our Nursery children explore and learn through play:

Cardinality and Counting

• Understanding that the cardinal value of a number refers to the quantity, or ‘howmanyness’ of things it represents

Comparison

• Understanding that comparing numbers involves knowing which numbers are worth more or less than each other

Composition

• Understanding that one number can be made up from (composed from) two or more smaller numbers

Pattern

• Looking for and finding patterns helps children notice and understand mathematical relationships

Shape and Space

• Understanding what happens when shapes move, or combine with other shapes, helps develop wider mathematical thinking

Measures

Comparing different aspects such as length, weight and volume, as a preliminary to using units to compare later

Early Years - Reception children build on learning through play in:

Number

• Have a deep understanding of number to 10, including the composition of each number.

• Subitise (recognise quantities without counting) up to 5.

Numerical Patterns

• Verbally count beyond 20, recognising the pattern of the counting system.

• Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.

Number

• Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical Patterns

• Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Shape, Space and Measures

Talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using informal and mathematical language: ‘sides’, ‘corners’; ‘straight’, ‘flat’, ‘round’.

• Understand position through words alone – for example, “The bag is under the table,” – with no pointing. Describe a familiar route. Discuss routes and locations, using words like ‘in front of’ and ‘behind’.
• Make comparisons between objects relating to size, length, weight and capacity.
• Select shapes appropriately: flat surfaces for building, a triangular prism for a roof, etc. Combine shapes to make new ones – an arch, a bigger triangle, etc.

Talk about and identify the patterns around them. For example: stripes on clothes, designs on rugs and wallpaper. Use informal language like ‘pointy’, ‘spotty’, ‘blobs’, etc. Extend and create ABAB patterns – stick, leaf, stick, leaf. Notice and correct an error in a repeating pattern. Begin to describe a sequence of events, real or fictional, using words such as ‘first’, ‘then...’

 

Key Stage 1

The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the 4 operations, including with practical resources [for example, concrete objects and measuring tools].

At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.

Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

Key Stage 2

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the 4 operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.

At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.

By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.

Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word-reading knowledge and their knowledge of spelling.

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of year 6, pupils should be fluent in written methods for all 4 operations, including long multiplication and division, and in working with fractions, decimals and percentages.

Pupils should read, spell and pronounce mathematical vocabulary correctly.

Early Years:

In Nursery, we plan opportunities for the children to:

• Understand simple questions about ‘who’, ‘what’ and ‘where’ (but generally not ‘why’)
• Notice and ask questions about differences, such as skin colour, types of hair, gender, special needs and disabilities and so on.
• Explore materials with different properties.
• Explore natural materials, indoors and outside.
• Explore and respond to different natural phenomena in their setting and on trips.
• Understand ‘why’ questions, like: “Why do you think the caterpillar got so fat?”
• Make healthy choices about food, drink, activity and toothbrushing.
• Use all their senses in hands-on exploration of natural materials.
• Explore collections of materials with similar and/or different properties.
• Talk about what they see, using a wide vocabulary.
• Begin to make sense of their own life-story and family’s history.
• Explore how things work.
• Plant seeds and care for growing plants.
• Understand the key features of the life cycle of a plant and an animal.
• Begin to understand the need to respect and care for the natural environment and all living things.
• Explore and talk about different forces they can feel.
• Talk about the differences between materials and changes they notice.

In reception, our Science curriculum provides the opportunities and experiences to meet the following goals in Communication and Language (Listening Attention and Understanding), Personal, Social and Emotional Development (Managing Self) and Understanding the World (The Natural World).

• Make comments about what they have heard and ask questions to clarify their understanding.
• Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
• Explore the natural world around them, making observations and drawing pictures of animals and plants.
• Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
• Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

• In Key Stages 1 & 2

  In the ‘National Curriculum’ the purpose of study for science states:

  A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

  Aims

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

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

In Early Years Foundation Stage

The EYFS Statutory Educational Programme for ‘Understanding the World’ states:

‘Understanding the World involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.’

This is the main area which has relevant statements that are prerequisite skills and knowledge for History within the National Curriculum.

At Longden we fully encompass this statement in both nursery and reception by planning experiences through our curriculum to enable the children to develop their knowledge and skills as well as having opportunities for independent exploration in our continuous provision.

At the end of reception, the children are assessed against the Early Learning Goals and our History curriculum provides the opportunities and experiences to meet the following goals in Understanding the World (The World Past and Present).

• Talk about the lives of people around them and their roles in society.

• Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.

• Understand the past through settings, characters and events encountered in books read in class and storytelling.

Key Stage 1

Our history curriculum aims to provide all pupils with a high-quality history education that will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world.

Our history curriculum inspires pupils’ curiosity leading to a desire to know more about the past. Teaching will 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.

At Longden we are following the Grammarsaurus History Curriculum and our aims are to:

1. Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
2. Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
3. Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
4. Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses
5. Understand the 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
6. Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.                                                                                                                                                                                                                                             To help children expand their knowledge and retain more in each area of history, the lesson sequence is designed with a focus on prior learning, ensuring opportunities for revision and retrieval of key dates, events, and facts are incorporated throughout. We’ve introduced "Stop and Jot" sections at the beginning of certain lessons, which often revisit essential knowledge from the linked knowledge organiser or accesses prior learning. Retrieval quizzes further support this process by reinforcing key information. This approach makes revision a regular practice and enhances children's depth of historical understanding. By revisiting and consolidating skills, our lessons and resources help children build on what they’ve already learned while introducing new skills and challenges. Each lesson also includes the revision and introduction of key vocabulary, which is reinforced through knowledge organisers, displays, and supplementary materials, providing children with repeated opportunities to engage with and revise this knowledge.                                                                                                                                                                              Teachers and other adults receive guidance and support, ensuring they have the accurate historical subject knowledge necessary to teach with confidence.                                                                                                                                                                                  Through these lessons, we aim to inspire both students and educators to develop a passion for history and recognize how it has shaped the world today. It is essential for children to understand that the past influences both the present and the future. We encourage them to learn from history—not to change it—but to use that understanding to help create a better future.

In Early Years Foundation Stage

The EYFS Statutory Educational Programme for ‘Understanding the World’ states:

‘Understanding the World involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.’

This is the main area which has relevant statements that are prerequisite skills and knowledge for Geography within the National Curriculum. There are a few aspects of mathematics where relevant statements can be found.

At Longden we fully encompass these statements in both nursery and reception by planning experiences through our curriculum to enable the children to develop their knowledge and skills as well as having opportunities for independent exploration in our continuous provision.

In Nursery we plan opportunities for the children to:

• Explore natural materials, indoors and outside.
• Explore and respond to different natural phenomena in their setting and on trips

• Understand position through words alone. For example, “The bag is under the table,” – with no pointing.
• Describe a familiar route.
• Discuss routes and locations, using words like ‘in front of’ and ‘behind’.
• Use all their senses in hands-on exploration of natural materials.
• Begin to understand the need to respect and care for the natural environment and all living things.
• Know that there are different countries in the world and talk about the differences they have experienced or seen in photos.

In Reception we plan opportunities for the children to:

• Draw information from a simple map.
• Recognise some similarities and differences between life in this country and life in other countries.
• Explore the natural world around them.
• Recognise some environments that are different to the one in which they live.

Every term there are specific end points that detail what the children will have learnt each term.

 

In Key Stages 1 & 2

Our Geography curriculum aims to inspire children to become curious and collaborative thinkers with a diverse knowledge of the world. We want our children to have confidence to question and observe places as well as record and measure necessary data and analyse and present their findings. We work with the Grammarsaurus scheme of work for key stage one and two, to ensure both sequence and progression and we aim to build an awareness of how Geography shapes our lives in many ways over time.

Our curriculum encourages;

• A strong focus on developing both geographical skills and knowledge
• Critical thinking and an ability to ask perceptive questions and explore and analyse evidence
• The development of fieldwork skills across each year group
• A deep interest in their locality and how it differs from other areas of the world
• A growing understanding of geographical concepts, terms and vocabulary.

In Early Years Foundation Stage

The EYFS Statutory Educational Programme for ‘Expressive Arts and Design’ states:

‘The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self‑expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.’

At Longden we fully encompass this statement in both nursery and reception by planning experiences through our curriculum to enable the children to explore a range of media and materials as well having the opportunities available for independent exploration in our continuous provision.

In Nursery we plan opportunities for the children to:

• Notice patterns with strong contrasts and be attracted by patterns resembling the human    face.

• Start to make marks intentionally.

• Explore paint, using fingers and other parts of their bodies as well as brushes and other tools.

• Express ideas and feelings through making marks, and sometimes give a meaning to the marks they make.

• Explore different materials, using all their senses to investigate them. Manipulate and play with different materials.
• Use their imagination as they consider what they can do with different materials.
• Make simple models which express their ideas. 
• Explore different materials freely, to develop their ideas about how to use them and what to make.
• Develop their own ideas and then decide which materials to use to express them.
• Join different materials and explore different textures.
• Create closed shapes with continuous lines and begin to use these shapes to represent objects.
• Draw with increasing complexity and detail, such as representing a face with a circle and including details.
• Use drawing to represent ideas like movement or loud noises.
• Show different emotions in their drawings and paintings, like happiness, sadness, fear etc.
• Explore colour and colour-mixing.                                                                                                                                                                                                                                            In Reception we plan opportunities for the children to:
• Explore, use and refine a variety of artistic effects to express their ideas and feelings.
• Return to and build on their previous learning, refining ideas and developing their ability to represent them.
• Create collaboratively, sharing ideas, resources, and skills. (Children in Reception)
• Every term there are specific end points that detail what the children will have learnt each term and include any artists they will have explored.

At the end of reception, the children are assessed against the Early Learning Goals and our Art curriculum provides the opportunities and experiences to meet the following goals in Physical Development (Fine Motor Skills) and Expressive Arts and Design (Creating with Materials):

• Hold a pencil effectively in preparation for fluent writing - using the tripod grip in almost all cases. • Use a range of small tools, including scissors, paintbrushes and cutlery.

• Begin to show accuracy and care when drawing.

• Safely use and explore a variety of materials, tools and techniques, experimenting with colour,   design, texture, form and function.

• Share their creations, explaining the process they have used.

In Key Stage 1 and 2

We offer a structure and sequence of lessons to help teachers ensure they have covered the skills required to meet the aims of the national curriculum. The intent is to ensure all pupils produce creative, imaginative work. Children have the opportunity to explore their ideas and record their experiences, as well as exploring the work of others and evaluate different creative ideas. Children will become confident and proficient in a variety of techniques including drawing, painting, sculpting, as well as other selected craft skills,

e.g. collage, printing, weaving and patterns. Children will also develop their knowledge of famous artists, designers and craft makers. Children will also develop their interest and curiosity about art and design through a series of lessons offering skills progression, knowledge progression and offering children the opportunity to ask questions and demonstrate their skills in a variety of ways. The lessons will offer the chance for children to develop their emotional expression through art to further enhance their personal, social and emotional development. The progression grid (found in the art and design folder) can support any subject leader or teacher of art to ensure progression of skills and knowledge.

Each unit comes with an overview, an end of unit assessment pack and additional resources to give the teacher and adults leading art confidence in progression of skills and knowledge and that outcomes have been met. Each key stage focuses on different themes to ensure continued interest in the subject as well as acquiring new knowledge. The lessons we have suggested develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Children should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. We have suggested a specific series of lessons for each year group, which will offer structure and narrative. They are by no means to be used exclusively, but can be used to support planning.

Art and design learning is loved by teachers and pupils across school. Teachers have high expectations and more quality evidence can be presented in a variety of ways. All children use technical vocabulary accurately and pupils are expected to know, apply and understand the matters, skills and processes specified. Children improve their enquiry skills and inquisitiveness about the world around them, and their impact through art and design on the world. Children will become more confident in analysing their work and giving their opinion on their own and other works of art. Children show competences in improving their resilience and perseverance by continually evaluating and improving their work. All children in school can speak confidently about their art and design work and their skills.

In Early Years Foundation Stage

The EYFS Statutory Educational Programme for ‘Physical Development’ and ‘Expressive Arts and Design’ states:

‘Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. . . Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.’

‘The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self‑expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.’

These are the two main areas where there are relevant statements for DT but aspects of Personal. Social and Emotional Development and Understanding the World also contain statements that are prerequisite skills for DT within the National Curriculum.

At Longden we fully encompass these statements in both nursery and reception by planning experiences through our curriculum to enable the children to develop their fine motor control and explore a range of media and materials as well having the opportunities available for independent exploration in our continuous provision.

In Nursery we plan opportunities for the children to:

• Express preferences and decisions. They also try new things and start establishing autonomy.

• Build independently with a range of appropriate resources.

• Develop manipulation and control.

• Explore different material and tools.

• Use large and small motor skills to do things independently, manage buttons and zips, and pour drinks.

• Explore materials with different properties.

• Start to make marks intentionally.

• Express ideas and feelings through making marks, and sometimes give a meaning to the marks they make.

• Explore different materials, using all their senses to investigate them.
• Manipulate and play with different materials.
• Use their imagination as they consider what they can do with different materials.
• Make simple models which express their ideas. 

• Select and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen or one which is suggested to them.

• Use large muscle movements to wave flags and streamers, paint and make marks.

• Choose the right resources to carry out their own plan.

• Use one-handed tools and equipment, for example, making snips in paper with scissors.

• Explore how things work.

• Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park.

• Explore different materials freely, to develop their ideas about how to use them and what to make.
• Develop their own ideas and then decide which materials to use to express them.
• Join different materials and explore different textures.

• Create closed shapes with continuous lines and begin to use these shapes to represent objects.

In Reception we plan opportunities for the children to:

• Progress towards a more fluent style of moving, with developing control and grace.
• Develop their small motor skills so that they can use a range of tools competently, safely and confidently.
• Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.
• Explore, use and refine a variety of artistic effects to express their ideas and feelings.
• Return to and build on their previous learning, refining ideas and developing their ability to represent them.
• Create collaboratively, sharing ideas, resources, and skills.
• Use a range of small tools, including scissors, paintbrushes and cutlery.
• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
• Share their creations, explaining the process they have used.

At the end of reception, the children are assessed against the Early Learning Goals and our Design Technology curriculum provides the opportunities and experiences to meet the following goals in Physical Development (Fine Motor Skills) and Expressive Arts and Design (Creating with Materials):

• Use a range of small tools, including scissors, paintbrushes and cutlery.

• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

• Share their creations, explaining the process they have used.

 

In Key Stage 1 and 2

PlanIt Design and Technology offers a coherently planned sequence of lessons to help teachers ensure they have progressively covered the knowledge, understanding and skills required in the National Curriculum. PlanIt Design and Technology aims to inspire children through a broad range of practical experiences to create innovative designs which solve real and relevant problems within a variety of different contexts. The iterative design process is fundamental and runs throughout the PlanIt units. This iterative process encourages children to identify real and relevant problems, critically evaluate existing products and then take risks and innovate when designing and creating solutions to the problems. As part of the iterative process, time is built in to reflect, evaluate and improve on prototypes using design criteria throughout to support this process. Opportunities are provided for children to evaluate key events and individuals who have helped shape the world, showing the real impact of design and technology on the wider environment and helping to inspire children to become the next generation of innovators.

Design and Technology skills and understanding are built into lessons, following an iterative process. However, this is not to say that this structure should be followed rigidly: it allows for the revision of ideas to become part of good practice and ultimately helps to build a depth to children's understanding. Through revisiting and consolidating skills, our lesson plans and resources help children build on prior knowledge alongside introducing new skills, knowledge and challenge. We suggest a specific series of lessons for each key stage, which offer structure and narrative but are by no means to be used exclusively, rather to support planning. The revision and introduction of key vocabulary is built into each lesson. This vocabulary is then included in display materials and additional resources to ensure that children are allowed opportunities to repeat and revise this knowledge. Adult guides and accurate design and technology subject knowledge are always provided within lessons to allow the teacher and adults working in those lessons to feel confident and supported with the skills and knowledge that they are teaching.

Through these lessons, we intend to inspire pupils and practitioners to develop a love of Design and Technology and see how it has helped shaped the ever-evolving technological world they live in.

The impact of using the full range of resources, including display materials, will be seen across the school with an increase in the profile of Design and Technology. The learning environment across the school will be more consistent with design and technology technical vocabulary displayed, spoken and used by all learners. Whole-school and parental engagement will be improved through the use of design and technology-specific home learning tasks and opportunities suggested in lessons and overviews for wider learning. We want to ensure that Design and Technology is loved by teachers and pupils across school, therefore encouraging them to want to continue building on this wealth of skills and understanding, now and in the future. Impact can also be measured through key questioning skills built into lessons, child-led assessment such as success criteria grids and summative assessments aimed at targeting next steps in learning.

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At Longden, Computing in the Early Years begins in Nursery and introduces Barefoot Computing Curriculum activities in Reception, and is based around computational thinking concepts and approaches. These help to teach children the necessary problem-solving skills needed for everyday life and the computing curriculum as they move through school. The resources are collaborative and are cross-curricular, so they complement the curriculum across different areas of learning in order to boost engagement. eSafety units are taught alongside Barefoot Computing in Reception, and are integrated into different areas of learning where appropriate.

We give children a broad, play-based experience of ICT in a range of contexts. Computing is not just about computers, and our nursery environment features ICT scenarios based on experience in the real world, such as through role play. Children also gain confidence, control and language skills through opportunities to explore non-computer-based resources such as programmable toys and walkie-talkie sets. Recording devices can support children to develop their communication skills. We explore computing in nursery through the use of:

*iPads for a range of educational games where appropriate

*remote control cars

*torches - to use switches

*CD player

*a till in role play

*TV/DVD as appropriate

In Key Stage 1 and 2:

The National Curriculum for computing aims to equip young people with the knowledge, skills and understanding they need to thrive in the digital world of today and into the future. The curriculum can be broken down into 3 strands: computer science, information technology and digital literacy, with the aims of the curriculum reflecting this distinction.

The National Curriculum for computing aims to ensure all pupils:

• can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation (Computer science)
• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems (Computer science)
• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems (Information technology)
• are responsible, competent, confident and creative users of information and communication technology. (Digital literacy)

The units for key stages 1 and 2 are based on the Teach Computing spiral curriculum, Barefoot Computing and iLearn2 and were planned with support from an advisor from the National Centre for Computing Education. Each themes is revisited regularly, and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme. This style of curriculum design reduces the amount of knowledge lost through forgetting. It also ensures that connections are made within a theme in consecutive years.

At Longden, we believe music is a powerful form of communication - a universal language that surrounds us. Our Music curriculum should engage and inspire pupils to develop a curiosity for the subject and their talents as musicians. This will lay the foundations for a lifelong love of music alongside musical appreciation and understanding. We believe all children are musicians and aim to provide opportunities for all pupils to learn and work with others to develop the communication skills needed to critically engage with music and allowing them to compose and perform music, both in ensembles and as a solo. As well as working with others, Music allows children to be valued as unique individuals, through expressing themselves, building their self-confidence and resilience and enhancing their creativity. Music encourages the pupils to feel a sense of achievement as they take pride in their music making and embrace the challenge Music education provides.

We plan for 1 hour Music lessons, with additional opportunities for weaving music into the normal school day such as classroom informal singing, individual instrument lessons, whole school worship and singing assemblies and celebrations at Christmas and Easter. There is flexibility in how and when our lessons are taught to help our pupils develop and retain the information within their long-term memory.

Our rolling programme has been adopted to cater for our mixed age class structure. This will be reviewed regularly depending on the overall school structure as our class groups often change from year to year.

Our curriculum has been developed with the Shropshire Music Service. Each Term will focus on a Piece of music that the children will engage with, playing along and creating their own version.  This will ensure that learning is engaging and developed by the pupils revisiting the threshold concepts from Year 1 to Year 6 to ensure all pupils’ progress.

Older children take part in whole class keyboard and ukulele lessons, and all children are welcome and encouraged to learn an instrument taught by an expert team of visiting music teachers.

We follow the Twinkl Life PSHE scheme of work that is fully compliant with the 2019 Statutory Guidance on Relationships and Health Education, Staff Wellbeing resources, Mindfulness, Pupil Voice and much more, promoting positive mental health.

Twinkl Life features resources to support us in auditing and improving our school's mental health and wellbeing provision, so we can embed a culture of wellbeing that promotes positive mental health for everyone in our school community.

In Nursery

PSED is one of the three prime areas within the Early Years Foundation Stage (EYFS). Each prime area is divided into early learning goals, for PSED these are:

• Self-Regulation - Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly; - Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate; Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
• Managing Self - Be confident to try new activities and show independence, resilience and perseverance in the face of challenge; Explain the reasons for rules, know right from wrong and try to behave accordingly; Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
• Building Relationships - Work and play cooperatively and take turns with others; Form positive attachments to adults and friendships with peers; Show sensitivity to their own and to others' needs.

PSED doesn't happen in isolation and children need us to provide them with positive feedback and to model appropriate behaviour. There are planned opportunities as well as experiences and activities in continuous provision for PSED.

We want children to feel secure in our nursery, and so we have a nurturing environment and get to know the child well through having an effective key person. Our routines reassure children as they begin to understand the structure of the day and predict what is coming next. Children learn to recognise their feelings and learn the words to label them.  We focus on reinforcing behaviour by acting as a role model and praising children who demonstrate wanted behaviours. Many children need adult input to play together, to take turns and develop confidence. In nursery we encourage independence skills as soon as we think children are capable. To help children become confident in themselves, there are opportunities and the freedom to make choices.

In Reception, Key Stages 1 & 2

PSHE and Citizenship in our school helps to equip children with the essential skills they need for life by teaching them how to stay physically and mentally healthy and safe, how to build successful relationships and how to become active, responsible participants in society.

Twinkl Life ensures comprehensive coverage across KS1 and KS2 in each area, including mental wellbeing, respectful relationships, puberty and digital wellbeing.

Twinkl Life:

Supports wellbeing - Feeling empowered to prioritise personal, social, emotional and mental health, including PSHE and Citizenship, Staff Wellbeing, Pupil Voice and much more.

Provides flexible resources - a wide range of effective resources can be used to apply a whole-school approach to wellbeing and adapted to suit individual classes.

Has excellent curriculum coverage - PSHE and Citizenship resources align with the Learning Outcomes and Core Themes, ensuring full coverage of the statutory Relationships and Health Education objectives in addition to age-appropriate content for non-statutory Sex Education.

Twinkl Life delivers all the learning objectives outlined in the PSHE Association Programme of Study and is a best-practice spiral curriculum, built around the three core strands:

1. Health and Wellbeing
2. Relationships
3. Living in the Wider World

At our school, children in Years 3,4,5 and 6 have weekly lessons in Spanish taught by our fluent Spanish-speaking staff member. We introduce Spanish through song and story, providing children with an introduction to key vocabulary and skills they will build upon as they move through school. In Lower KS2, children acquire basic skills and an understanding of Spanish with a strong emphasis placed on developing their speaking and listening skills. These will be embedded and further developed in Upper KS2, alongside reading and writing, gradually progressing onto more complex language concepts and greater learner autonomy.

It is intended that when children leave Longden, they will have a natural curiosity and confidence to explore other countries, cultures and languages, recognising their valuable skills which are beginning to prepare them for communicating effectively with others in another language.  They will be ready and prepared to continue language learning at Secondary School.

Purpose

Following National Curriculum guidance, the purpose of this plan is to enable all children to:

• Be inspired to succeed in both competitive sport and a range of physically demanding activities.
• Become physically confident in a way which supports their health and fitness.
• Have opportunities to compete in sport and activities to build character through embedding the following values (School Games Values) which embody the school values of ‘Care, Share and Be Fair’.

Aims

To achieve this purpose, the national curriculum aims are to ensure all pupils:

• Develop competence to excel in a broad range of physical activities.
• Are physically active for sustained periods of time.
• Engage in competitive sport and activities.
• Lead healthy, active lives.

KS1

Pupils should have a broad range of opportunities to develop, apply and extend their agility, balance, co-ordination and movement skills. They should also engage in competitive (against self and others) and co-operative physical activities in a range of increasingly challenging situations.

Incorporating the above, children should be taught to:

• Master basic movements (including throwing, jumping, catching and running) as well as develop agility, balance and coordination, 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.

KS2

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.

Children should be taught to:

• Use running, jumping, throwing and catching in isolation and in combination.
• Play competitive games, modified where appropriate, and apply basic principles suitable for defending and attacking.
• Develop flexibility, strength, technique, control and balance (for example, through athletics and gymnastics).
• Perform dance 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.

EYFS

Physical development

Gross motor skills - By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility.

With gross motor skills, children at the expected level of development will:

• Negotiate space and obstacles safely, with consideration for themselves and others.
• Demonstrate strength, balance and co-ordination when playing.
• Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

Fine motor skills -Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.

With fine motor skills* children at the expected level of development will:

• Hold a pencil effectively and preparation for fluent writing – using the tripod grip in almost all cases.
• Use a range of small tools, including scissors, paintbrushes and cutlery.
• Begin to show accuracy and care when drawing.

*Fine motor skills are more likely to be taught in the classroom rather than a PE setting in EYFS

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

Progression ladder

The National Curriculum aims have been divided into 8 development areas where children will be supported as they progress through the long term plan.

 

 

EYFS Gross motor skills: Opportunities to for games indoor and outdoors to develop core strength, stability, balance, spatial awareness, co-ordination and agility. Fine motor skills: Repeated opportunities to explore and play with small world activities. Feedback to develop proficiency, control and confidence.	KS1 Access to a broad range of opportunities to develop, apply and extend movement skills and ABCs. Competitive activities – against self and others. Co-operative activities.	KS2 Apply and develop a broader range of skills, learning how to use them in different ways and link them. Enjoy communicating, collaborating and competing against each other. Develop understanding of how to improve and how to evaluation and recognise their own success.
1 Awareness	Negotiate space and obstacles safely, with consideration for themselves and others.
2 Fundamental movement skills	Demonstrate strength, balance and co-ordination when playing.	Develop agility, balance and co-ordination, and begin to apply these in a range of activities.	Develop strength, technique, control and balance (for example, through gymnastics and athletics).
3 Movements	Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.	Master basic movements (including running and jumping)	Use running, jumping in isolation and combination.
4 Movements (throw/catch)		Master basic movements (including throwing and catching)	Use throwing and catching in isolation and combination.
5 Tactical awareness		Participate in team games, developing simple tactics for attacking and defending.	Play competitive games, modified where appropriate, and apply basic principles suitable for defending and attacking.
6 Dance rhythm		Perform dances using simple movement patterns.	Perform dance using a range of movement patterns.
7 Adventurous			Take part in outdoor and adventurous activity challenges both individually and within a team.
8 Analysis			Compare performances with previous ones and demonstrate improvement to achieve personal best.

Curriculum Map

To enable children to develop competence and excel in a broad range of activities, sports and activities have been grouped in accordance to their skill sets. These groups are:

• Dance
• Gymnastics
• Striking and fielding games
• Athletics
• Invasion games
• Health and fitness
• Target games
• Net and wall games
• Outdoor adenturous activities

Throughout their time at Longden, children will embark on a clear pathway of progression, in each area, to develop core foundational skills, enabling children to excel in a range of activities.

Key Stage 1

The focus of Key Stage 1 is to develop a solid foundation of fundamental movement skills, movements and tactical awareness to in each of the above groups. This will enable pupil to have built a solid platform to flourish when participating in specialised activities within each group when entering Key Stag 2.

Key Stage 2

Learning in Key Stage 2 enables knowledge to become more specialised through participating in specific activities within the above categories. These activities will continue to be competitive and self-improvement focussed through children being expected to analyse their own performance as they progress through Key Stage 2.

Cycle A	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Willow	Introduction to PE (Unit 1) 1, 3	Introduction to PE (Unit 2) 2, 3	Fundamentals (Unit 1)	Ball Skills (Unit 2) 1, 2, 3	Ball Skills (Unit 1)  3	Ball Skills (unit 2) 1, 2, 3
	Dance (Unit 1)   2, 6	Gymnastics (Unit 1)   2, 3	Dance (Unit 2)   2, 6	Gymnastics (Unit 2)   2, 3	Games (Unit 1)   1, 2, 3	Games (Unit 2)   1, 2, 3
Ash	Dance (Y2)   2, 6	Dance (Y2)   2, 6	Gymnastics (Y1)   2, 3	Gymnastics (Y1)   2, 3	Striking and fielding   4	Athletics (track)   2, 3
	Invasion games   3, 5	Health and Fitness   2, 3	Target games   4	Fundamentals   1,2, 3	Net and wall games   2, 3, 4	Athletics (field)   2, 3, 4
Chestnut	Target games (Golf) 4, 8	Dance (Y4)   6	Gymnastics (Y5)   2, 3, 8	OAA (Y5)   5, 7	Striking and fielding (Kwick cricket) 2, 3, 4, 5	Athletics (track)   2, 3, 8
	Invasion games (Hockey) 3, 5, 8	Dance (Y4)   6	Health and Fitness (Yoga Y5/6) 2, 8	Invasion games (Dodgeball) 3, 4, 5, 8	Net and wall (Tennis) 2, 4, 8	Athletics (field)   2, 3, 4, 8
Oak	Health and Fitness (Y5) 2, 8	Dance (Y6 alternative) 6	Gymnastics (Y6 alternative) 2, 3, 8	OAA (orienteering) 5, 7, 8	Striking and fielding (Kwick cricket) 2, 3, 4, 5, 8	Athletics (track)   2, 3, 8
	Invasion games (Netball) 3, 4, 5, 8	Target games (Sport hall athletics – javelin throw, bean bags, frisbee)	Invasion Games (Hockey) 3, 5, 8	Invasion games (Basketball) 3, 4, 5, 8	Net and wall (Tennis) 2, 4, 8	Athletics (field)   2, 3, 4, 8

 

Cycle B	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Willow	Introduction to PE (Unit 1) 1, 3	Introduction to PE (Unit 2) 2, 3	Fundamentals (Unit 1)	Ball Skills (Unit 2) 1, 2, 3	Ball Skills (Unit 1)  3	Ball Skills (unit 2) 1, 2, 3
	Dance (Unit 1)   2, 6	Gymnastics (Unit 1)   2, 3	Dance (Unit 2)   2, 6	Gymnastics (Unit 2)   2, 3	Games (Unit 1)   1, 2, 3	Games (Unit 2)   1, 2, 3
Ash	Dance (Y1)   2,6	Dance (Y1)   2,6	Gymnastics (Y2)   2, 3	Gymnastics (Y2)   2, 3	Striking and fielding   4	Athletics (track)   2, 3
	Invasion games   3, 5	Team building   2, 5	Target games   4	Ball skills (Y1)   2, 3, 5	Net and wall   2, 3, 4	Athletics (field)   2, 3, 4
Chestnut	Target games (Boccia/NAK) 4, 8	Dance (Y5)   6	Gymnastics (Y4)   2, 3, 8	OAA (Y4)   5, 7	Striking and fielding (Rounders) 2, 3, 4, 5	Athletics (track)   2, 3, 8
	Invasion games (Handball) 3, 4, 5, 8	Dance (Y5)   6	Health and Fitness (Yoga Y3/4) 2, 8	Invasion games (Tag rugby) 3, 4, 5, 8	Net and wall (Volleyball) 2, 4, 8	Athletics (field)   2, 3, 4, 8
Oak	Health and Fitness (Y6) 2, 8	Dance (Y6)   6	Gymnastics (Y6   2, 3, 8	OAA (Y6)   5, 7, 8	Striking and fielding (Rounders) 2, 3, 4, 5, 8	Athletics (track)   2, 3, 8
	Invasion games (Football) 3, 5, 8	Target games (Sport hall athletics – javelin throw, bean bags, frisbee) 4, 8	Invasion games (Handball) 3, 4, 5, 8	Invasion games (Tag rugby) 3, 4, 5, 8	Net and wall (Volleyball) 2, 4, 8	Athletics (field)   2, 3, 4, 8