For teachers to be able to adapt their teaching effectively, they rely on a range of assessment tools to provide data on the knowledge pupils have and how much more they have remembered over time. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well being. Children will know more, remember more and understand more. We follow the Maths Mastery approach in Primary and - for the first time this year - in Secondary too, with an emphasis on studying fewer areas of learning so that pupils develop a deep understanding of whole number, fractions, geometry and statistics. Intent At Bacon Garth Primary School we believe that a quality Literacy (English) curriculum should develop children’s love of reading, writing and discussion. Primary intellectual preparation and co-planning is always led by a senior leader or a subject lead with the class teachers for the year group working together in dedicated time together every week. Intent: why do we teach what we teach? Design and Technology. Implementation. Our Intent, Implementation and Impact Intent: Our purpose and ambition Inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. We aim to make it a place where children feel secure and confident, can explore, investigate and learn through first-hand experience and are challenged to develop their independence. In Secondary, the Art curriculum builds on knowledge and skills acquired in primary and hones in on building creative skill and critical evaluation. Helping you to ensure your curriculum is in line with the desired outcome for your children. The intent of the MFL department is that all our language learners develop into confident and articulate “world citizens” who consider themselves a part of a multicultural and mutually respectful society. They develop a love of Literature, an appreciation of our literary heritage and a life-long passion for Reading. We are also beginning to experiment with the use of ‘Cold’ and ‘Go’ quizzing in humanities and science against the core knowledge set out in our knowledge organisers. If you find this tracker helpful, you may also want to take a look at this Intent, Implementation and Impact Self-Evaluation Form. In both Key Stages 4 and 5, pupils sit formal mock examinations at the end of their first year of study (Year 10 or Year 12) and in Term 2 of their second year of study. Intent, Implementation & Impact Report for Physical Education (PE) Intent. If you are reading this in England, does the English Baccalaureate feature high or low on the agenda? Our pupils are scientists who are developing a deeper understanding of the world around them. Habits for discussion enable our pupils to share their thinking, build on each other’s and act as a team and family. As Historians, pupils acquire the skills to ask questions, interpret sources and use evidence to make historical claims. Weak intent by headteacher that impedes pupils’ access to curriculum/an aspect of the curriculum Writing is rigorously assessed against age-related expectations and carefully moderated internally, with colleagues across the Ark network and externally through Local Authority moderation too. Pupils sit a range of taught tests and cumulative assessments throughout the year and the assessment schedule is shared with pupils and teachers in advance of the school year. In KS1 pupils are informally introduced to other languages through for example, daily greetings and counting. We pride ourselves on our extensive programme of trips, workshops and events which our pupils participate in; each half term’s teaching is complemented by at least one enriching experience throughout the primary school as well as residentials for all pupils from Year 5 right through to Sixth Form. Where appropriate, work will be differentiated to meet the needs of individual pupils and where required extra support provided, Parents and carers are encouraged to be involved in and support their child’s ongoing learning and development, Through our Maths teaching, we aim for all of our pupils to become fluent in the key concepts of Maths. In the Summer term of Year 2, pupils are introduced to tuned instruments when they begin to play the ocarina. In Key Stages 4 and 5, students develop a rich contextual understanding of their texts, evaluating protagonists’ drives for power, critiquing the societies that caused characters’ repression, and debating the writers’ intentions in their language and structural choices. Carefully planned for subject specific vocabulary is taught through our topics and pupils take part in debates and presentations to hone their communication skills. Intent: Our purpose and ambition “One language sets you on a corridor for life. They are taught to use analytical and problem solving skills to create and debug programmes using resources such as Beebots and Pro-bots. Parents have the right to withdraw their child from RE lessons. Links to other subjects enable pupils to express their knowledge through Art, writing and drama. In the EYFS Maths is promoted within the environment and children are taught key number skills. Books are carefully graded (book bands) to ensure a clear progression of skills and appropriate challenge. In Key Stage One, music is taught through the Charanga scheme once a week, which gives our children the opportunity to use their voices expressively, learn a range of songs, play untuned instruments and develop their skills to appraise music. We sometimes even hear of a school that has chosen or felt pushed to abandon all other subjects in Year 6, in the pursuit of better test scores. Topics are planned for each of the six terms and the steps leading towards the Early Learning Goals are distributed over the terms, to ensure a balanced coverage. Our library has a range of non-fiction books to promote Reading and Research in all subjects. Children learn to be future Geographers by developing Geographical study and research skills and the ability to analyse and communicate their findings using subject specific vocabulary. Pupils develop the skills and tactics to play competitive sports such as football, rounders, netball, handball and hockey and in Year 4 pupils participate in swimming lessons. Engaging – Our learners are inspired, engaged and immersed in their learning. Where appropriate, work will be differentiated to meet the needs of individual pupils and where required extra support provided. All pupils always work to the same learning objective every lesson: we are all climbing the same mountain. Pupils also listen to a range of music at the beginning of our Collective Worship and have the opportunity to discuss it. Intent, Implementation and Impact. In my mind, the best way to do this is to use a tool like iAbacus. These three words have been on the lips of many school leaders during 2019 and … Maths is also assessed through a half termly arithmetic test and Times Tables Rock stars in Y2-6 to assess progress over time. As a multicultural school young children also have the opportunity to gain experience of other languages through their peers. Upon leaving our school, our learners are confident, creative, imaginative, physically and mentally healthy and thirsty to learn more. 1. They gain an understanding of the impact that past and present inventors, engineers and designers have on our lives today and the role Design and Technology has in our modern world. Through our curriculum pupils are immersed in the world of scientific discovery, building on their natural curiosity and awe of the natural world. Intent: why do we teach what we teach? Our RE curriculum is delivered using the Discovery RE scheme of work. In the EYFS, every member of staff uses observational assessment to baseline children’s starting points and plan experiences which ensure progress. Through our RE curriculum enables children to develop their own identity, their sense of belonging and connection to the global community. RE lessons take the form of discussions and debates, reflection and recording of knowledge, thoughts and views. Statement of Intent, Implementation and Impact . Opportunities for pupils to share knowledge, thoughts and experiences with each other and sharing outcomes with stakeholders and the wider community. The themes are purposefully epic in scope: from “what does it mean to belong?” in Year 1, to “what is trust?” in Year 6. They can only do that if we embed the right habits for learning through listening, speaking, reading, writing and maths. Singing is a valued part of children’s development and they participate in a weekly hymn practice and learn songs in preparation for Harvest Festival and our Christmas show, which are both performed to parents. Pupils develop key skills and explore their ideas through design and build projects using a range of media including food technology. Class texts are linked to cross curricular topics to ensure Reading is embedded across the curriculum. football, cricket and rounders. Curriculum Subject Intent and Implementation. Technology is used to bring the study of places alive through the experience of film, Google Earth and electronic mapping. Impact: how do we know what pupils have learnt and how well they have learnt it? Our topics are full of possibilities and exciting opportunities. As artists, pupils are given the opportunity to use a wide range of media and progress their techniques year on year. Blog: Dr Helen Drury, Founder and Director. Pupils are taught how systems work, the principles of programming, exploring and writing algorithms. Through our topic based curriculum, we apply Maths in other subjects, such as: Science, Geography and History to ensure our pupils see the important real life contexts of maths learning. When taking on this school, I wanted children to fall back in love with learning and be totally immersed in different worlds and times; to be excited with learning. Pupils develop knowledge and skills in Computer Science and Online Safety through discrete lessons using the DASCo Computing Scheme of Work. Both started and bound services run on the main thread, which means that to keep performance smooth, a service needs to perform the work asynchronously. Combining Intent, implementation and impact. 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