Our curriculum is designed to ensure all pupils leave Vale School at the end of Year 6 as:
- Have enquiring minds and are creative, resourceful and able to identify and solve problems
- Have the essential learning skills of literacy, numeracy andwhat IT
- Communicate and collaborate well
- Enjoy learning and are motivated to achieve the best they can now and in the future
- Have a sense of self-worth and personal identity
- Become increasingly independent, are able to take the initiative and organise themselves
- Make healthy lifestyle choices
- Take managed risks and stay safe
- Recognise their talents and have ambition
- Are willing to try new things and make the most of opportunities
- Respect others, act with integrity and distinguish right from wrong
- Understand cultures and traditions, and have a strong sense of their own place in the world
- Challenge injustice and are committed to human rights
- Sustain and improve the environment locally and globally
We aim to:
- enable children to be motivated, effective and independent lifelong learners
- provide an environment which caters for the needs and talents of the individual child, nurturing their all-round development and enabling them to play a positive role in the wider community.
- provide a stimulating and enjoyable curriculum which is broad, balanced and relevant, which shows progression and continuity.
This is achieved by what we call Valuing All Learners Equally.
We recognise the importance of knowledge acquisition as a key driver in raising attainment for all pupils, especially pupils from disadvantaged backgrounds. Therefore we have designed a curriculum that identifies the knowledge pupils should acquire in each year, whilst also recognising the importance of developing pupils’ skills, understanding and attitudes. E.D. Hirsh said:
“Breadth of knowledge is the single factor within human control that contributes most to academic achievement and general cognitive competence. Breadth of knowledge is a far greater factor in achievement than socioeconomic status. Imparting broad knowledge to all children is the single most effective way to narrow the gap between demographic groups through schooling.”
Our intention is that by enabling pupils to become successful learners (acquiring the knowledge, skills, vocabulary and understanding required), they will in turn become confident individuals (who have a positive personal identity), resulting in them becoming responsible citizens.
At Vale School we recognise that everything we do, say and model affects our pupils and therefore forms part of our holistic curriculum. At the core of our curriculum is the desire to see all pupils become successful learners, confident individuals and responsible citizens, as well as young people who demonstrate in thought, word and deed our values.
We are honest & true.
We aim to go beyond our best.
We appreciate others, what we have and the world around us.
We respect adults and celebrate our differences
More can be achieved together than on our own.
The National Curriculum is used as the foundation for the teaching of subjects, but we recognise that other opportunities children experience have a significant impact on their development. Therefore, we seek to provide varied experiences, activities and events to supplement and enhance the more traditional subjects studied at school. Here are a few examples:
Before and after school clubs and activities (sport, cultural, academic)
Visits and visitors for each year group (e.g... Mary Rose, theatre companies)
Local Visits (Cissbury Ring, South Downs, the coast)
Residential trip in Year 6
Special days and weeks (e.g.. In Your Shoes Week – focus on disabilities)
Singing together weekly as a whole school (developing a sense of community)
Swimming in Year 4
Learning a musical instrument (All children learning recorder in Year 3 & 5, with opportunities to learn other instruments)
Food Technology – 12 sessions a year, culminating in Year 6 running a cafe
Production and concerts (all year groups have opportunity to perform every year)
Behaviour plan that has clear rules, rewards, consequences and as its focus:
“Catch them being good.”
School Council, providing opportunities for pupils to develop as responsible citizens
We seek to use our local environment and history as a stimulus for learning, including our close proximity to South Downs National Park, an ancient hill fort, windmill, beach, places of worship and our local shopping precinct.
The teaching of reading, resulting in pupils becoming confident readers who enjoy a wide range of texts. is a priority throughout the school. The children’s journey to become fluent, proficient readers starts in our Early Years and Year 1 where we use the Read Write Inc. programme of phonics teaching. We heavily invest resources and adults into these initial years at school to ensure all pupils, no matter their starting point, make rapid progress in becoming an independent reader. Pupils then progress to more challenging texts and teachers use a wide range of teaching strategies to challenge all pupils to make progress, whilst retaining an enjoyment and love of books. Teachers use whole class texts (alongside the children’s individual reading) as the basis for much of their teaching to ensure all pupils are exposed to good quality texts and vocabulary. We recognise the importance of developing good reading habits at home and encourage parents to take an active role in helping their child develop the knowledge and skills to become a competent reader.
As a school we recognise that the skill of reading is essential for children to access the wider curriculum and to prepare them for secondary education. Therefore in all year groups, Reading and the teaching of reading remains a priority across all subjects. We provide children and parents with a list of 100 recommended books across 2 years (Key Stage 1, Lower Key Stage 2, Upper Key Stage 2) and encourage the children to read from this list as it guarantees quality, progression and a wide range of genre.
Our intention within the mathematics curriculum is for all pupils to attain the knowledge, skills and understanding to be able to reason and problem solve both within maths and across other subjects. We recognise that for children to be able to achieve this, they need to develop fluency and confidence across all aspects of mathematics, particularly with number, place value and quick recall of number facts (like number bonds and times tables).
We recognise that children develop stronger mathematical understanding when they follow the C-P-A approach. Children are introduced to new concepts using concrete apparatus, followed by the use of pictorial representations before moving to the abstract use of number. This journey begins in our Early Years classes.
We also focus on developing the children’s formal written methods for calculations alongside more practical exploration of maths through concrete and pictorial representations of their thinking.
As a school we have identified, for each curriculum subject, the key concepts, skills and vocabulary we expect all pupils to learn and understand. Pupils' prior learning is also listed in each unit plan to ensure teachers know what has been taught in previous years and how the new learning builds and links to this previous work. Understanding pupils’ possible misconceptions about the theme being studied is also an important consideration that teachers must make to ensure, where at all possible, misconceptions are not allowed to form in a child’s grasp of a concept, knowledge, understanding or skill.
To ensure progression, teachers have made sure there is continuity, progression and challenge in each unit plan, with knowledge, skills, and understanding developing year on year.
We recognise the importance of revisiting concepts and knowledge regularly and use a wide range of strategies to accomplish this:
- Quizzes – repeated retrieval improves long-term retention. In 2013, five cognitive scientists [Dunlosky, Rawson, Marsh, Nathan & Willingham] collated hundreds of studies looking at memory retention and showed that practice testing is the most successful tool for improving retention and learning than other techniques.
- Low-stakes testing – Retrieval practice has many benefits for memory and motivation. It:
- Improves long-term retention
- Identifies gaps in knowledge
- Causes pupils to learn more from the next unit of work
- Produces better organisation of knowledge
- Improves transfer of knowledge to new concepts
- Provides feedback to teachers
- Encourages pupils to study
- Vocabulary – identifying, using and in many cases, pre-teaching key vocabulary supports understanding. Word-poor pupils are at a significant disadvantage to pupils who are word-rich. Therefore, we select class texts that provide pupils with more complex and challenging content to widen their vocabulary knowledge. Using subject specific vocabulary by teachers and pupils in all lessons is also expected from Early Years to Year 6.
- Reading – Reading quality texts is key in improving vocabulary learning. We provide pupils and parents with a list of 100 books that we encourage them to read over a 2 year period (KS1, Years 3 & 4, and Years 5 & 6). These books offer a range of genre, styles and topics, but are all selected for the impact they will have on increasing a child’s knowledge of literature and to aid them on the journey of becoming word-rich.
- Knowledge organisers – These are single A4 sheets that contain the key knowledge, vocabulary etc. that pupils need to acquire to be a successful learner in a particular unit of work. Year groups build on previous organisers to further extend children’s grasp of a subject.
- Re-visiting themes - units within a key stage are revisited to secure understanding and to embed learning.
As a school, we follow the National Curriculum. The requirements for each subject within each key stage are grouped together, where applicable under a Theme heading. This theme is often underpinned by a core text and subjects that naturally link together are taught within the theme. Other subjects, that don’t easily fit the theme, are taught discretely.
We believe that for young children to thrive at school, they need to develop a positive, strong relationship with their class teacher. Therefore, in all year groups the class teacher teaches their class for the majority of the time (including English and maths). As pupils progress through the school, year teams play to their strengths so that all 3 classes are taught by one teacher for a subject they specialise in e.g. Spanish. Subject specialists are used to ensure high quality provision is offered to all in the following subjects: PE, art, food-technology and music.
In Phonics (Year 1) we do group the children according to their ability to ensure the texts they are reading are decodable by the child and that they get challenged appropriately whilst also having success. In maths all classes (except Year 6) are taught in mixed ability classes. In Year 6 we set the 90 children across 4 ability sets.
During the year and across subjects, teachers will make decisions to ability group pupils for a limited time for a specific activity, lesson or intervention, but our priority is to keep the class together as much as possible across all lessons.
Our teaching of the curriculum is based on 6 pedagogical principles: challenge, explanation, modelling, deliberate practice, questioning, feedback. These principles are taken from “Making Every Primary Lesson Count”, written by Jo Payne and Mel Scott, a previous and current teacher at Vale School.
- Concise learning objectives, success criteria and feedback are used to provide challenge for all
- Children are expected to develop their knowledge and skills during lessons
- Formal, subject specific, academic language is modelled by teachers and expected from children
- The expectation is high for all children
- Appropriate support and scaffolding are in place to enable all children to achieve expected outcomes
- Examples of excellence are shared, discussed and deconstructed with the class
- A growth mindset will be developed in all children
- Teachers' subject knowledge is essential
- Children are encouraged to visit the ‘struggle zone’
- Children’s prior knowledge is used to ‘hook into’ new knowledge
- focus on key learning points, success criteria and subject specific knowledge
- are made concrete and credible (demonstration, visual images/video, practical) using stories and emotion where applicable
- generate curiosity and identify children’s gaps in learning
- are clear and concise.
- are used to identify and address common misconceptions
- All learning is carefully modelled
- Examples of work are shared and deconstructed. “This is great because….” “This needs improving because…”
- Children are introduced to subject specific vocabulary
- High quality language is used when modelling
- Modelling is scaffolded to maximise the learning for all children
- Questioning is used to check understanding
- A three-step progression is used when modelling:
I do; you help
You do; I help
You do together
You do independently
The teacher demonstrates the learning
The teacher works with guidance from the pupils.
Pupils work with guidance from the teacher.
Pupils work in pairs or small groups.
Pupils work on their own.
- Practice makes permanent
- Children are given time to practise new knowledge and skills
- The teacher identifies mistakes, intervenes when necessary and so ensures that practice is perfect
- Mistakes are used as a key aspect of learning
- Scaffolding and support are removed when appropriate
- Key skills and knowledge are practised regularly to improve retention
- Homework, IT, knowledge organisers and pop quizzes are used to support deliberate practice.
To support our view that deliberate practice is important, every week all children in KS1 & 2 receive a deliberate practice and computing session, led by a designated member of staff. During this time, class teachers are released to work with individuals and small groups to revisit previous learning or deal with identified misconceptions.
- Questioning both deepens and develops thinking and checks for common misconceptions
- The teacher develops children’s responses by asking more complex follow-up questions
- Insufficient responses are expanded by further questioning
- Children answer in full sentences when appropriate
- Children respond to each other’s contributions in lessons
- Children ask questions, and seek clarification if they are unsure
- The reward for right answers is deeper questioning
- We have a “no opt out” policy. If a child doesn’t know:
- Ask another child, then return to the original child to repeat the answer.
- Give a couple of options from which they can choose
- Give them the answer and ask them to explain why it is correct
- Give children time to think before they answer.
- Use talk partners to think-pair-share
- Cold call, so you can target specific children and show you want to hear what they have to say.
- Use a variety of ways to randomly select pupils ( no-hands approach; lolly sticks)
- Closed and open questions are used to elicit knowledge and deepen understanding.
- Children give feedback to their peers and teachers
- Feedback is timed right so that children have enough ‘struggle time’ before being supported
- Children know what they have to do to achieve
- Children understand and reflect on the feedback given by the teacher. They respond when appropriate.
- Teaching is flexible, based on the feedback from the performance of children
- Self-assessment strategies such as proof-reading, editing and redrafting are used to aid children’s thinking and learning
- Feedback is:
- effective when it is timely, (not too late after the task), frequent and acted on (not ignored).
- used to identify the ‘learning gaps’ of individuals.
- specific and clearly focused on learning.
- focused on what children are getting right – so they can continue to do so.
- not an add on. It is an ongoing and essential part of excellent pedagogy, used to deepen learning and improve teaching.
- Feedback will be different for different subjects.
- Feedback should encourage pupils to aspire to excellence.
- Feedback should be high impact but manageable and sustainable for staff.
Planning starts at the whole school level. Our Whole School Curriculum Document shows, by subject, the objectives taught in each year group. Our curriculum overview shows how these objectives are taught in each year group across each half term.
Unit plans are then used to ensure all teachers deliver the core content, building on children’s prior knowledge. These plans include:
- National Curriculum requirements (learning objectives)
- Prior knowledge – what has been studied in previous years
- Key concepts, vocabulary and skills – using common language across the school.
- Content of lessons
- How learning is going to be checked
- Knowledge organiser – to assist both teachers and pupils in identifying the key knowledge etc. to be taught.
English is taught in mixed ability classes using curriculum themes or core texts as a stimulus for the curriculum. We aim to improve all children’s knowledge of vocabulary, enabling them to become word-rich. Therefore, we have a strong focus on identifying, teaching and assessing children’s acquisition of new vocabulary.
Read Write Inc. is used to teach phonics and spelling.
To encourage pupils to read a wide range of genre and authors we provide them and their parents with suggested reading lists: 100 books for KS1, Lower KS2 and Upper KS2. This ensures pupils do not get stuck reading one author. It also ensures they are challenged to read classics and other genre they would not normally chose.
Class texts are selected to further extend children’s reading skills, comprehension and vocabulary acquisition. Teaching reading as a whole class activity also ensures all pupils (whatever starting point) access good quality texts.
Writing is divided into 4 purposes which are taught at an age appropriate time during KS1 and KS2.
A continuous cursive handwriting script is taught from the beginning of Early Years, and all year groups have high expectations that pupils will produce neat, legible handwriting.
To ensure pupils are taught, and can demonstrate mastery of the writing curriculum assessment tracking sheets are used similar to the end of key stage writing assessment sheets.
We use Inspire Maths (Oxford University Press) as our core textbook for teaching mathematics. This is based on the Singapore curriculum and has a strong focus on developing children’s confidence in maths through the use of the Concrete, Pictorial, Abstract model. Opportunity to use concrete equipment, represent their thinking using images (particularly bar model), before moving to the abstract helps ensure misconceptions are less likely to form.
Developing quick, efficient arithmetic strategies are important to enable pupils to solve maths problems accurately. We have identified key steps that enable children to use formal written methods quickly. These progressions can be viewed here.
We also recognise the importance of becoming fluent in the use of mental strategies to solve calculations. We have identified the following skills that we believe each child should master:
|Number bonds to 5 a+b=c|
|Doubles to 5|
|Counting forwards and backwards to and across 20|
|Skip counting in 10s to 100|
|On more than any number up to 20|
|Number bonds to 10|
|Double and half within 10|
|Count forwards and backwards to and across 100, starting at 0, 1 or any number|
|Skip counting in 2s to 24|
|Skip counting in 5s to 60|
|Skip counting in 10s to 120|
|Identify one more & one less from a given number up to 100|
|Addition & subtraction facts to 20|
|Addition facts of tens numbers (30+40 = )|
|Reordering to find 10 (e.g. 6+5+4 = (6+4)+5|
|Double and half up to 20|
|Count forwards and backwards across 10s numbers (20, 30, 40 etc) and across 100|
|Multiplication and division facts for 2, 5, 10 & 4 times tables|
|10 more or less than any given number up to 100|
|Find 9 and 11 more or less than any given number|
|Number bonds to 20 and related facts e.g. 13+5=18 , so 23+5=28|
|Can use number bonds to 10 to solve addition up to 100 e.g. 3=4=7, so 30=40=70|
|Partitioning of 2 digit numbers. 27 = 20+7|
|Complements to 60 in multiples of 5 and 10 (to help with telling the time) e.g. 45 + ? = 60|
|Complements of fractions with the same denominator to make 1 e.g. 3/7 + 4/7 = 7/7 = 1|
|Doubles and halves of multiples of 10 e.g. 2 doubled = 4, so 20 doubled = 40|
|Near doubles within 20 e.g. 6+7 = 6+6+1|
|Count forwards and backwards to and across 1000|
|Skip count in 50s and 0.5s|
|Times table and division facts for 5, 10, 2, 4, 8, 3, 6 times tables|
|Multiplication and division by 10|
|Identify 1 more or 1 less than any given number within 1000|
|Identify 10 more or less of any number within 1000|
|Identify 19 & 21 more or less of a number|
|Know number bonds to 20 and derive related facts to 2 two digit numbers e.g. 13+5=18, so 23+35=58|
|Can apply addition and subtraction up to 10 to multiples of 1000 e.g. 3+4=7, so 3000+4000=7000|
|Complements to 60 of any number (to help telling the time) e.g. 47+?=60|
|Complements to 100 e.g. 37+?=100|
|Complements to 1 (tenths) e.g. 0.3 + ? = 1, 3/10 + ? = 1|
|Doubles and halves within 100|
|Doubles and halves of multiples of 10, 100 and 1000 e.g. 6+6=12, so 60+60 = 120|
|Multiply and divide by 100|
|Know all multiplication and division facts up to 12 x 12|
|Count to and across 1 in tenths (e.g. 0.8, 0.9, 1.0, 1.1..)|
|Identify multiples of 10 more or less of any number within 1000 e.g. 20 more than 462|
|Complements of hundredths that make 1 e.g. 0.75 + ? = 1, 98/100 + ? = 1|
|Doubles and halves within 1000|
|Know near doubles within 100 e.g. 45+46 = 45+45+1|
|Know square numbers and square roots up to 144|
|Skip count in 25s, 0.25s, 20s, 0.2s|
|Count to and across 1 in hundredths (0.98, 0.99, 1.00, 1.01..)|
|Identify 99 or 101 more or less than a number|
|Know number bonds/complements to 1, 50, 100, 1000|
|Know doubles and halves to 1000|
|Count forwards and backwards across zero (with negative numbers) e.g. -3, -2, -1, 0, 1, 2, 3|
|Add and subtract negative numbers from -10 to 10|
|Rebalance to make calculations easier e.g. 98 +44 = 100+42|
|Add and subtract any number from a given number up to 100 e.g. 45+39=|
Times tables are initially taught through skip counting and using songs. We aim for all pupils to know all of their times tables facts (up to 12 x 12 and 144 ÷ 12) by the end of Year 4. With deliberate practice as one of our key principles, we use IT as a tool to help pupils learn their key number facts and review learning in Maths.
Our Science curriculum introduces children to key concepts and skills through a range of themes. These themes are re-visited during Key Stage 1 and 2 to ensure children fully understand the concepts and skills studied.
|Year 1||Seasonal change, Everyday materials, Animals, Ice melting, Plants|
|Year 2||Animals and Humans, Living things, Materials|
|Year 3||Living things, Rocks, Plants, Forces and magnets, Earth and space|
|Year 4||Light, Keeping healthy, Sound, Electricity, Changes of state|
|Year 5||Space, Materials, Staying alive, Living things|
|Year 6||Evolution, Electricity, Living things, Forces, Light|
- Systems: A system is a collection of parts that work together and influence each other. e.g. solar system, digestive system.
- Cycles: A cycle is a series of connected events that repeats. e.g. life cycle, water cycle
- Constancy: States that do not change. e.g. equilibrium
- Change: Reversible or irreversible change. e.g. rust forming, water becoming ice
Asking questions; Planning enquiries; identifying & classifying; performing tests; using equipment; observing & measuring; gathering & recording data; reporting, presenting & communicating data/findings.
In Key Stage 1 Art is taught by each class teacher. In Key Stage 2 children are taught by a specialist.
Key Stage 1
|Fire picture using art straws, pastels, crayons||
Autumn leaves - rubbings
|Pop Art||View from a telescope at Portsmouth|
Artists studied in Key Stage 1: Georgia O'Keeffe, Kandinsky, Arcimbodo
Key Stage 2
Explores line using pencils and watercolour pencils.
Experiments with and enjoys colour. Secondary colour wheel by mixing primary colours.
Stone age jewellery
Experiments with basic tools.
Stone age jewellery
Bronze age hill forts.
Engages in more complex activities, using a range of media.
Bronze age hill forts
Extends repeating patterns, overlapping using two colours.
Uses line and tone to represent things seen, remember or observed.
Create pattern using different tools and colours.
Prepares and recreates form and shape.
Has experience of adhesives and decides on the most effective for task given.
Starry Night pictures
Explores and recreates pattern with an extended range of materials.
To explore a range of styles through periods in time.
Explores shading using different grades of pencils.
Use colours and marks to express mood.
Create texture using rigid materials and a variety of tools.
Mod roc surfaces
Develop skills of overlaying.
Explores creating multiple prints on a variety of papers.
Draws familiar things from observations and memory.
To have a concept of perspective.
Rainforest - South America
One Point perspective
Can plan and paint a composition when exploring artists’ styles.
To explore how a stimuli can be used as a starting point with focus on texture, form and pattern.
Elements of art
Greek paper mache pots
To explore tints, tones and shades using a range of media.
Collage colour wheel
Picasso, three musicians
- Line: A mark on a surface
- Space: Area inside or between shapes
- Shape: Formed by a line or when lines cross to make an enclosed space
- Form: a 3-dimensional shape
- Texture: The feel of an object to the touch
- Value: The range of darkness and light
- Colour: Spectrum of light
Drawing; painting; printing; constructing; observing; analysing
Computing is taught by a specialist with lessons focused on developing children's programming skills, exploring e-safety and the need to keep safe, along with time to use IT to practice key skills in other subjects (e.g. times tables, spelling). Chromebooks and ipads are available in class to support with research and publishing work.
- Program: Sequence of instructions
- Communication: Sharing information
- Data: Information stored or used by a computer
- Algorithm: A method to solve a problem
Modelling; programming; design; test; debug
Each year group have food technology lessons with a specialist teacher in our designated food technology room.
Food Tech Subjects and Skills - Per Year Group
Phase 1 subjects
Phase 2 subjects
Practical cutting skills with fruit.
Healthy food and Eatwell Guide.
Design, make and taste own fruit salad.
Identify range of ingredients.
Demonstrate and taste porridge.
Smoothie making and tasting.
Peel - using fingers.
Cut soft foods using a table knife using; Claw grip and Bridge hold.
Mix using a spoon.
Arrange food on a plate.
Start to name and recognise equipment.
Measure with a jug.
Juice (using a juicer with adult supervision.)
Spread and taste different breads.
Demonstrate and taste Welsh Rarebit.
Design, make and taste a healthy sandwich.
Vegetables - identify/where do they grow/which parts do we eat.
Prepare vegetables using different equipment, then taste.
Demonstrate and taste vegetable cupcakes.
Make and take home vegetable cupcakes.
Spread & cut using a table knife.
Prepare sandwich filling; cut, slice,spoon and mash with a fork.
Cut low resistance foods with a table knife - use Fork secure method.
Arrange food following a design.
Peel, grate, dice, slice vegetables using safety knives, grater and Y peeler.
Name and recognise previously used equipment.
Spoon ingredients between containers.
Measure using a spoon or count.
Understand the language of a recipe and how to adapt them.
Demonstrate and taste cheese straws.
Make and taste cheese straws.
Make and take home cheese scones.
Make and take home cheese biscuits.
Demonstration and taste Macaroni cheese.
Make own pasta - Orecchiette.
Make Bechamel and Ragu sauce and combine with homemade pasta.
Design, make and take home own pasta dish.
Grate using box grater.
Measure with jug, scales and spoons accurately.
Mix thoroughly increasing thoroughness to combine ingredients.
Whisk using a fork.
Sift (flour in a bowl.)
Spoon ingredients into different containers with increasing accuracy and minimal spillage.
Roll using rolling pin.
Shape using hands or equipment.
Cut out with cutters (positioning carefully to avoid wasting ingredients) or use a table knife to cut dough in equal portions.
Crack an egg and separate white from yolk using an egg separator.
Cut firmer foods with a sharp knife using; Fork Secure, Claw Grip and Bridge Hold.
Peel, grate, dice, slice ingredients (with greater control.)
Use a saucepan/frying pan on the hob with adult supervision.
Arrange food in an attractive way.
Use the oven with adult supervision.
Use the toaster/microwave with adult supervision.
Begin to name and recognise the purpose of equipment.
Taste commercially bought dips.
Demonstrate and taste homemade Salsa.
Make a dip of their choice and taste.
Design, make and take home their own dip.
(Make Christmas biscuits.)
Taste shop bought salads.
Demonstration and taste Coleslaw.
Make and taste Coleslaw.
Design, make and take home own salad.
Cut and chop firmer foods using correct grips and equipment.
Use vegetable knife with adult supervision.
Crush (garlic press.)
Snip with kitchen scissors or tear using hands..
Measure accurately with jug, scales and spoons.
Use a food blender/processor with adult supervision.
Grate (with greater control and skill, eg zest from a lemon.)
Open a tin with tin opener.
Arrange food in an attractive way.
Decorate following a design.
Name and recognise equipment with confidence.
Know how and where to store food.
Demonstration and taste Rock Cakes.
Make Rock Cakes and take home.
Adapting a recipe.
Demonstration and taste Basic Biscuit.
Design, make and take home own biscuits.
Theory - Food Labels,
Demonstration and tasting of 5 commercially bought Pizzas.
Demonstrate and taste Pizza dough base and Ragu sauce.
Make Pizza & Ragu sauce and taste.
Design, make and take home own pizza.
Increase their skills when cutting, chopping, crushing and grating ingredients, demonstrating correct grips and equipment.
Peel (to create ribbons, eg carrots, courgettes.)
Measure accurately with jug, scales and spoons.
Use the Microwave with adult supervision.
Use a food blender/processor with adult supervision.
Crack eggs and separate white from yolk.
Use oven with adult supervision.
Shape (with greater precision.)
Cut (choosing a cutter and demonstrate good positioning.)
Mix (fold/rub ingredients together to make a mixture - rubbing in method.)
Knead (pizza dough.)
Get out all equipment independently.
Sandwich planning - bread and filling.
Sandwich costing and tasting.
Plan and make cake variations - freeze, decorate and taste following week.
(Mince Pies for carol concert.)
Show confident skills when cutting, chopping, crushing and grating ingredients, demonstrating correct grips and equipment needed.
Follow a recipe independently.
Use equipment, eg food blender/processor/microwave/oven/hob/oven/kettle and grill with minimal or no adult supervision.
Spoon ingredients (using two spoons to transfer ingredients into different size/shape containers with minimal spillage, eg liquid foods into baking case and gauge the quantities spooned to ensure an equal amount of ingredient in each container.)
Juice using a juicer.
Mix, fold and stir ingredients together carefully.
Whisk using a hand whisk.
Thread (medium resistance foods onto a kebab stick, eg mushrooms, courgettes.)
Decorate using own imagination and/or following a design.
Arrange food in an attractive and imaginative way.
Adapt a recipe (consider flavour, colour and appearance.)
Organise and run a cafe demonstrating; planning, cooking, allergy recognition, storage, communication, serving, cleaning, financial, advertising, people and organisational skills.
Design Technology Topics
|Year 1||Finger Puppets|
|Year 2||Wacky vehicles|
|Year 4||Pop-up 3D cards, Environmentally friendly bags|
|Year 5||Computer programming|
|Year 6||Robot Wars|
- Design: Plan what is required to meet brief
- Make: Develop range of skills to construct designs
- Evaluate: Look at existing products and own creations - assess strengths and weaknesses.
- Technical knowledge: To know specific knowledge for area of study e.g. Food technology.
We believe it is important that children not only grasp the concepts and skills with in this subject, but that they also have a secure knowledge about the world. Each year we hold an Inter-House Geography Competition that covers the following areas.
To know their address
Locate 4 countries & capital cities of UK. Name and locate 7 continents
Locate and name the countries & capital cities of UK.
Name the countries in Africa
Name the countries in Europe
Name and locate the continents & oceans
Locate and name the countries & capital cities of UK & major rivers and mountains of UK. Name & locate 10 counties.
Name and locate the countries in Europe, and know which countries border others
Know the capital cities in Europe
Name and locate the countries and capital cities in Europe and South America
Name and locate the continents & oceans
Each Year Group also studies the following themes
|Year 1||United Kingdom|
|Year 2||Findon Valley, Africa|
|Year 3||A local study, Rain Forests, Europe, Stone Age|
|Year 4||Rivers and Mountains, Lake District|
|Year 5||Maps, Iceland|
|Year 6||South America, Greece|
- Place: Part of Earth’s surface
- Environment: Living and non-living surroundings
- Interconnection: Everything is connected by physical process or human
- Sustainability: Something remaining into the future
- Scale: Ranging from personal to global
- Change: Physical and human change over time
Map skills; field work; comparing & contrasting; analyse; cause and effect
|Year 1||Local History - Worthing, Great Fire of London, Living memory|
|Year 2||Nelson Mandela, Mary Rose, Stone|
|Year 3||Stone Age|
|Year 4||Ancient Egypt, Roman Britain|
|Year 5||Chronology independent project, Anglo Saxons|
|Year 6||Ancient Greeks, South America|
- Perspectives: Different points of view
- Cause and effect: Why something happened and what the consequences have been
- Empathy: Ability to walk in someone else’s shoes
- Evidence: Primary and secondary sources
- Continuity and change: What has changed and what has stayed the same
- Impact: What effects did the event have on people at the time and into the future.
Skills: Observing; questioning; recording; communicating; concluding; researching; analysis; reflecting; responding
We teach Spanish in Key Stage 2
|Year 3||Alphabet, Greetings, Numbers 0 - 20, Days of the week, Months of the year, Birthday greetings and Age|
|Year 4||Review of prior learning, Numbers to 50, Articles, Family, Colours, Animals & Pets, Me gusta/ te gusta? Seasons and weather|
|Year 5||Review of prior learning, Numbers to 100, Conjugate regular verbs (ar, er, ir), Time, Daily routines|
|Year 6||Review of prior learning, Ser, Estar, Tener|
- Listening and comprehension: Able to listen and understand others
- Speaking: Able to communicate in spoken for
- Reading and comprehension: Able to read and understand
- Writing: Able to communicate in written form
Children have opportunities to compose, perform and listen to a wide range of music each year. In Year 3 and 5 there is a special emphasis on children learning to read musical notation through learning to play the recorder.
Singing together is an important part of our school culture. Children join together every Monday morning as a whole school to sing and each year group has an opportunity to perform to the wider community (e.g. at Christmas, Easter, and concerts and productions)
- Duration: Length of a sound
- Pitch: How high or low a sound is
- Dynamics: How loud or quiet a sound is
- Tone Colour: Sound characteristics of an instrument or voice
- Texture: How sounds are combined
- Structure: How sections of music are put together
Perform, compose, listen
|Early Years||Gymnastics, Dance, Ball skills, Team Games|
|Year 1||Indoor Athletics, Dance, Multi-skills, Gymnastics, Invasion Games|
|Year 2||Gymnastics, Dance, Indoor Athletics, Invasion Games, Challenge Activities|
|Year 3||Gymnastics, Indoor Athletics, Dance, Challenge Activities, Invasion Games, Striking & Fielding|
|Year 4||Gymnastics, Invasion Games, Indoor Athletics, Swimming|
|Year 5||Indoor Athletics, Challenge Activities, Gymnastics, Dance, Invasion Games, Striking & Fielding|
|Year 6||Indoor Athletics, Challenge Activities, Gymnastics, Dance, Invasion Games, Striking & Fielding|
|Year 1||Ball Skills, Gross Motor Skills, Team Challenges, Multi-Sports, Striking & Fielding, Athletics|
|Year 2||Ball Skills, Gross Motor Skills, Multi-Sports, Team Challenges, Athletics|
|Year 3||Handball, Ultimate Frisbee, Netball, Football, Athletics, Striking & Fielding|
|Year 4||Handball, Lacrosse, Netball, Football, Athletics, Striking & Fielding|
|Year 5||Hockey, Lacrosse, Netball, Football, Athletics, Striking & Fielding|
|Year 6||Hockey, Lacrosse, Netball, Football, Athletics, Striking & Fielding|
- Activity: Body movement produced by muscles
- Exercise: Planned, Purposeful activities you do that improve fitness
- Fitness: General well-being of body for daily living
- Health: Overall physical, mental and social well-being
Co-ordination, flexibility, balance, muscular power, muscular endurance, throwing, catching, kicking, hitting, tactics within a game
In PSHE each year group covers the following topics:
Health and Well-being; Living in the wider world; Relationships.
In Years 5 and 6 pupils learn about the changes that happen to the human body over time, including puberty. They also learn about the creation of babies. [Parents can withdraw their child from these aspects of the curriculum if they wish to. We would encourage you to discuss this with us before making a final decision].
- Identity: Personal qualities, attitudes, skills, attributes and achievements
- Relationships: Who they relate to and the different types of relationships
- Healthy Balanced lifestyle: exercise, rest, diet,
- Risk: Managed safely, not avoided
- Diversity and Equality: Respecting differences and treating all equally
- Rights, responsibility: I have rights, but these come with responsibilities as a citizen
- Consent: Giving permission to others in different contexts
- Change and resilience: Recognise when change can be managed and when it cannot
- Develop skills, strategies and “inner resources” to face change
- Power: How it is used – persuasion, bullying, negotiation
Self-reflection, learning from experience, making decisions, self-management, Resilience, Self-regulation, Self-organisation, Listening, Empathy, Enquiry
We follow the West Sussex Agreed Syllabus for RE.
- Identity: How faith provides a sense of identity within a religious framework
- God: Deity that is worshipped
- Worship: Giving something or someone all honour, focus
- Community: A group with shared interests or beliefs
Enquire, contextualise, evaluate, communicate
Leaders review the implementation of our curriculum through a wide range of monitoring activities. These include:
Looking at children’s work
Interviews with pupils
Review meetings with Year Leaders
Reports to governing body
Continuing Professional Development
To ensure all teachers are developing their subject knowledge, and understanding of pedagogy, they receive dedicated continuing professional development time to explore a particular aspect of their own practice. This will include:
Reading educational research and publications
Observing other teachers
Videoing their own teaching
Reflecting on their practice
Presenting findings to the teaching team
To ensure progression in each year group and subject, our Unit Plans include prior learning and clear expectations about skills, vocabulary and knowledge to be acquired by pupils. To ensure pupils make appropriate progress, examples of work that meet the expected standard are used to support teachers’ judgments and assessments.
The impact of our curriculum is measured in the following ways:
- Assessment Information
- Feedback from parents
- Feedback from local secondary schools
We use assessment information to:
- Monitor and record the attainment and progress of individuals, groups and cohorts
- Use attainment and progress information to guide teachers’ planning, strategies and use of resources and plan intervention
- Inform parents and the governing body about progress and attainment
- Ensure a consistent approach to measure progress towards and against national standards
- Enable pupils to reflect on their own progress, understand their strengths and identify what they need to do to improve
This enables us to measure the impact of our curriculum and to evaluate if we have achieved our goal of producing successful learners, when they leave the school at the end of Key Stage 2.
Forms of Assessment
In-school formative assessment: This is the ongoing, day-to-day assessment carried out by teachers and other staff. It is key to effective classroom practice. Formative assessment is used by teachers to inform planning, resources and support in order for all children to progress. At Vale School, pupils and teachers carry out assessment for learning activities which identify any gaps between where a child currently is in their learning, and where they need to be.
Children learn best when:
- they understand clearly what they are trying to learn, and what is expected of them
- they are given feedback (by word of mouth, marking etc.) about the quality of their work
- they are given advice about how to make improvements
Teachers use learning objectives and success criteria in the classroom which are designed to allow the children to understand what they are learning and how they can achieve success in every task.
These success criteria are not a simple fix-it list, but aspects of the task the child needs to focus on. When providing feedback on children’s work, the teacher will refer back to the learning objective of the lesson, the success criteria and sometimes to a specific target a child might be working on. Engaging children in their own learning process using assessment for learning is also a key factor in raising children’s attainment. The children are encouraged to assess their own work against the success criteria and also collaborate with a partner to improve their work.
In-school summative assessment: Children are assessed periodically and attainment data is recorded and analysed. A range of materials are used to support teachers with accurate teacher assessment judgements. These assessments are carried out throughout the year and are used to monitor the performance of individuals, groups and cohorts as well as identifying gaps and next steps for planning.
Materials we use:
- PUMA (maths) & PIRA (reading) tests each term
- RWI phonic assessments each term
- End of topic or unit tests/tasks
- Weekly quizzes and tests including knowledge organisers
- IT software programs
Nationally standardised summative assessment
At key points, children are assessed against national expectations. These are:
- End of EYFS
- End of Year 1 (phonics screening)
- End of KS1 (Year 2 SATs and phonics screening)
- End of KS2 (Year 6 SATs)
The impact on our pupils’ outcomes at these national assessments demonstrates that academically children are reaching expectations in line with their peers, and at the end of Key Stage 2, they are reaching higher standards than their peers nationally.
For details of assessment information for 2018 follow this link.
Non academic curriculum impact on pupils
This is measured through our monitoring program which identifies the impact our holistic curriculum is having on pupils:
- Presentation in books
- Wearing of uniform
- Attitude towards our values, including equality and diversity
Through this monitoring we can evaluate if our curriculum is resulting in pupils becoming successful learners, confident individuals & responsible citizens.
Parent feedback through our yearly survey provides us with essential information about the impact our curriculum is having in developing pupils holistically, including their academic success.
A significant measure of the impact of our curriculum on pupils’ holistic development is through feedback we receive from the feeder secondary schools. Each year we receive extremely positive feedback from staff at the local secondary schools about our pupils, their readiness for secondary education, behaviour, attitude to learning and academic success. This demonstrates that pupils leaving Vale School at the end of Year 6 truly have become successful learners, confident individuals and responsible citizens, demonstrating through their conduct, that our values and wider curricular provision have had a significantly positive impact on them as learners and young people.