FOUNDATION SUBJECTS CURRICULUM AIMS
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COMPUTING |
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INTENT At Franciscan Primary School, we firmly believe that the aim of Computing is to equip children with the skills and knowledge they will need for an ever-changing digital world. We intend for children to leave Franciscan School with both a love of Computing and an understanding of how they can use their computing skills to progress and achieve their potential. In order to achieve this, we offer a structured sequence of lessons, helping teachers to ensure that they have covered the skills required to meet the aims of the national curriculum. The content allows for a broad and deep understanding of Computing and how it links to children's everyday lives. It offers a range of opportunities for consolidation, challenge and variety. This allows children to apply the fundamental principles and concepts of Computer Science. They develop analytical problem-solving skills and learn to evaluate and apply information technology. It also enables them to become responsible, safe, competent, confident and creative users of information technology. As a rights respecting school, we support children’s right to access information from the Internet (Article 17, UN rights of the child) and seek to support children to do this safely and responsibly.
Article 17 You have the right to get information that is important to your well-being, from radio, newspaper, books, computers and other sources. Adults should make sure that the information you are getting is not harmful, and help you find and understand the information you need. |
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IMPLEMENTATION Each lesson contains revision, analysis and problem-solving. Through the sequence of lessons, we intend to inspire pupils to develop a love of the digital world, seeing and understanding its place in their future. We ensure that time is also given to apply learnt computing skills in a cross curricular way, with continuous opportunities to research and present information on current topics and time to embed their learning through a range of subject areas such as Literacy, History, Geography, Science, PSHE, Art and DT. Our lesson plans and resources help children to build on prior knowledge at the same time as introducing new skills and challenges. In KS1, the focus is on developing the use of algorithms, programming and how technology can be used safely and purposefully. In KS2, lessons still focus on algorithms, programming and coding but in a more complex way and for different purposes. Children also develop their knowledge of computer networks, internet services and the safe and purposeful use of the internet and technology. We have a strong emphasis on Computing language and encourage teachers and children to use a wide range of appropriate, yet challenging, vocabulary in order to provide our children the opportunity to feel confident in their Computing subject knowledge. |
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IMPACT We believe that the impact of teaching Computing in this way is that we will teach children to become skilled and confident in using Computing skills in all areas of their lives. Children will use digital and technological vocabulary accurately and we will clearly see progression in their computing knowledge as they progress throughout the school. Children will see the digital world as part of their world, extending beyond school, and understand that they have choices to make. They will be confident and respectful digital citizens going on to lead happy and healthy digital lives. We fully believe that children’s education should help them develop their personalities, talents and abilities (Article 29). At Franciscan, we know that our Computing curriculum will ensure that children develop the talent and ability to become confident citizens in a digital world. |
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HISTORY |
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INTENT At Franciscan, the History curriculum will engage and inspire learners to go on a journey of discovery. It will encourage children to be curious, ask questions and think critically. Through our History curriculum, we aim to teach children the importance of inquiry and research; using a variety of historical sources and information, both primary and secondary. We take all opportunities to educate children about the diversity of societies, the process of change and the relationships between different groups. Also, making comparisons to the school values at Franciscan and the values of other societal constructs in different periods of History. Article 17 You have the right to get information that is important to your well being, from radio, newspaper, books, computers and other sources. Adults should make sure that the information you are getting is not harmful, and help you find and understand the information you need. |
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IMPLEMENTATION Each unit follows a structured sequence of lessons on a specific topic. Some topics are taught in blocks whereby the whole unit will be completed in a shorter space of time. In doing this, we aim to make the topics more engaging for children so links between different lesson can be made and retained. Prior learning is always considered and opportunities for revision of facts and historical understanding are built into lessons. Through revisiting and consolidating skills, our lesson plans and resources help children build on prior knowledge alongside introducing new skills and challenge. 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. |
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IMPACT At Franciscan, we want to ensure that history is loved by teachers and pupils across school, therefore encouraging them to want to continue building on this wealth of historical knowledge and understanding, now and in the future. We acknowledge the importance of being a rights respecting school and how learning about History can help us make a positive impact in school and the local community. |
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GEOGRAPHY |
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INTENT Article 17 You have the right to get information that is important to your well being, from radio, newspaper, books, computers and other sources. Adults should make sure that the information you are getting is not harmful, and help you find and understand the information you need. |
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IMPLEMENTATION |
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IMPACT At Franciscan, we believe that the impact of our Geography lessons is that learning is loved by both teachers and pupils across school. Children will improve their enquiry skills and inquisitiveness about the world around them, and their own impact on the world. They will use geographical vocabulary accurately and understand the different strands of geography, with a deep understanding of the Earth’s key physical and human processes. Children will begin to make relevant links from geography to other curriculum subjects, such as History and Science. All children will realise that they have choices to make in the world, developing a positive commitment to the environment and the future of the planet. In line with our school values, Geography will help children understand the importance of being a positive role model within the classroom, throughout the school and the local community. |
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MUSIC |
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INTENT At Franciscan, we want all our children to experience music as a vital part of their school lives and to leave school with a song in their hearts. Every child should get frequent opportunities to sing, move to music, and get hands-on experience of playing instruments and performing to a high standard. We believe music to be an important means for individuals to communicate, express themselves and explore their own identities and creativity, as well as being an incredible lens through which to find out about other cultures.
Article 29 |
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IMPLEMENTATION All classes receive a weekly music lesson and singing assembly. We follow the National Curriculum and ensure children get to listen to a wide range of music and to explore it through performing, improvising and making up their own music. Especially through the lockdown we have also learned to use online musical technology for creative music making purposes. We have an enviable tradition of specialist instrumental teaching including steel pans, violins, guitars, djembes and recorders and producing ambitious and innovative ensemble projects and performances. We also work closely with the Wandsworth Music Service to bring in visiting instrumental teachers and singing projects. Music, in short, is highly valued in this school. |
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IMPACT The shared repertoire and collective ritual of regular concerts and performances form a reassuring, linking theme throughout children’s school lives. It is part of the school ethos. Everyone is included as well as opportunities being given to those children who want to take their music learning journey deeper. |
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RELIGIOUS EDUCATION |
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INTENT Our RE lessons are intended to offer a broad and rich RE curriculum to allow for coverage of the areas prescribed; to allow for a variety of ways to explore religions, our community and personal development and wellbeing. The lessons have an intention of providing a high quality, coherent and progressive experience of the subject, with scope for cross-curricular learning. Through each unit, children will know about and understand a range of religions and world views. They will be able to identify, investigate and respond to a variety of issues. SMSC, personal growth and community cohesion are featured throughout each non-statutory strand and are there to ensure opportunities for children to develop positive attitudes and values and to reflect on and relate their learning in RE to their own experiences. The intent is to make sure that children understand the relevance of RE in today’s modern world and how it affects our lives. At Franciscan, the RE programme enables Pupils to gain a deep knowledge and understanding of the teachings, practises and life stories expressed in a variety of ways within Christianity and other principal religions and worldwide views. Through reflection on their own beliefs and values in the light of their learning, they grow in respect for themselves and others.
Article 14 You have the right to choose your own religion and beliefs. Your parents should help you decide what is right and wrong, and what is best for you. |
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IMPLEMENTATION RE in Early years is integrated into the ‘Knowledge and understanding’ and ‘Personal and Emotional Development’ aspect of the Early Years Curriculum. For the 3 to 4 years old, children begin to have a sense of responsibility and membership of the community. They also continue to develop positive attitudes about the differences between people. In Reception, Children see themselves as valuable individuals and think about the perspectives of others. They explore immediate family and community as well as learn about places that are special to members of the community. They are also given the opportunity to recognise that people have different beliefs and culture and celebrate special times differently. They talk about past events and show sensitivity to their own and others’ needs. In Early years and KS1, children begin to look at Christianity and other religions, focusing on celebrations and rituals. In KS2, we offer a wider range of learning opportunities about the world’s religions including deeper understanding of the origin of those religions and their key stories and teachings. Throughout both key stages, emphasis on personal growth and community cohesion is key, allowing for personal development for the children from KS1 to the end of KS2. Care is taken to ensure that pupils have the opportunities to develop their understanding, knowledge, skills and concepts as they move through the school. Skills such as observing, questioning, discussing, evaluating and reflecting are encouraged in the teaching and learning process. Sensitivity to others and a readiness to listen to others’ viewpoints are also strongly encouraged. The scheme of work for RE maintains a balance between the two attainment targets: Learning about Religions and beliefs, and Learning from Religions and beliefs. There are clear learning outcomes for all units of work, based on the appropriate expectations/levels as set out in the RE syllabus.
It is important for young people to acquire a better understanding of the role that religions play in today’s pluralistic world. The need for such education will continue to grow as different cultures and identities interact with each other through travel, commerce, media or migration. Although a deeper understanding of religions will not automatically lead to greater tolerance and respect, ignorance increases the likelihood of misunderstanding, stereotyping, and conflict. Toledo Guiding Principles for Teaching about Religions and Beliefs, 2007, p.9 |
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IMPACT We believe that the impact of using our life lessons as the basis of our RE curriculum will be for children to have a better understanding of the religions that make up the UK landscape and how they can learn from and work alongside each other to create community cohesion. All children will be more informed about their position in the world, and the decisions they can make impacting their future. All children in school will be able to talk confidently about their wellbeing, moral and cultural development for the society in which they live. The RE curriculum will promote the necessary skills, inquisitive minds, respect, tolerance and understanding for all those around them including themselves. Our suggested lessons enable high quality work to be produced and evidenced, showcasing a deep understanding of the main religions of the world, their community and their future. This evidence will be seen through using the correct vocabulary, explanations and respectful opinions, as well as cross-curricular evidence, for example religious and cultural artwork, drama, craft and presentations. Impact will be seen by all teachers and children enjoying the experience of teaching and learning RE and understanding how it can help them in their future. |
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PSHE Personal, Social, & Health Education |
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INTENT At Franciscan we aim to raise the aspirations of all our pupils and support them to ensure that they have a strong sense of self-worth and positive self-esteem. Our pupils are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. Our curriculum will prepare children to be good local, national and global citizens in a diverse society and prepare them for the opportunities, responsibilities and experiences for later life which include ensuring our pupils know and understand the 9 protected characteristics as outlined in the Equalities Act 2010.They understand that not all experiences in life should be tolerated. Pupils are taught the knowledge and skills necessary to make safe and informed decisions and to recognise the importance of their own (and others) emotional and physical well-being. Our PSHE curriculum incorporates an age appropriate understanding of RSE, as set out in the statutory guidance, enabling all children to identify and understand the differences between healthy and unhealthy relationships in person and online.
Article 29 You have the right to education which tries to develop your personality and abilities as much as possible and encourages you to respect other people's rights and values and to respect the environment. |
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IMPLEMENTATION Teaching and learning in the classroom show progression across all Key Stages within the PSHCE core themes: health and wellbeing, relationships and living in the wider world. Each phase builds on the vocabulary, knowledge and skills taught in previous years to allow pupils to reinforce prior learning and make links with other subjects. Lessons are designed for delivery in a creative manner, using many approaches such as role play, discussion and games in groupings of various sizes. These activities enable children to build confidence and resilience. Cross curricular links are made to reinforce the subject.
Our schemes of work cover all of the required objectives and follow the three core areas of Health and Wellbeing, Relationships and Living in the Wider World and fulfil the requirements of 2020 Statutory Relationships and Health Education, setting these learning intentions in the context of a broad and balanced PSHE curriculum. We use the PATHS scheme of work to provide our pupils with the emotional intelligence and vocabulary they need to manage their emotions and to understand those of others.
Teachers make links with other subjects in order to ensure our pupils understand PHSE in context, providing our pupils with learning opportunities across and beyond the curriculum, in specific lessons, circle time, special school projects and other activities that enrich pupils’ experiences. Age appropriate Local, National and International news is also used to reinforce the objectives of the curriculum reinforcing the importance of being aware of what is happening around the world The importance of emotional well- being and empathy for others is reinforced through the use of Zones of regulation and UNICEF rights. We focus on the importance of having a positive growth mindset and support pupils in developing strategies they can use to manage stress. Learning mentors and other outside agencies also support pupils who are identified as requiring additional support to help them develop.
Lessons are designed for delivery in a creative manner, using many approaches such as role play, discussion and games in groupings of various sizes. These activities enable children to build confidence and resilience.
The PSHE curriculum is reinforced through questioning, vocabulary and discussion topics on displays throughout school. PSHE is an important part of school assemblies where children’s spiritual, moral, social and cultural curiosity is stimulated, challenged and nurtured.
We incorporate UNICEF rights, Values Based Learning, British Values and SMSC displays to provide these opportunities for children. fundraising opportunities, visitors and national and international events we provide enrichment opportunities to contextualise learning. |
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IMPACT Our PSHE programme deals with the diverse beliefs, values and attitudes that individuals and societies hold. to ensure our pupils understand the importance of PSHE, RSE, SMSC and British Values and the effects it can have on their lives throughout Primary school and beyond to become healthy, independent and responsible members of a society.
We aim to ensure our pupils understand the positive and negative impact technology and media have on society including media bias and fake news.
By teaching pupils to stay safe and healthy, and by building self-esteem, resilience and empathy of others our pupils will be more caring, supportive and understanding towards their family and other citizens. Our curriculum allows pupils to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society in which they have a voice and the power to make changes by working collaboratively with others.
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ART and DESIGN |
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INTENT At Franciscan Primary School, we believe that teaching and learning in art is important because it stimulates creativity, imagination and inventiveness. The purpose is to give pupils the skills, concepts and knowledge necessary for them to express ideas and experiences in a visual and tactile form. To build an Art curriculum which develops learning and results in pupils knowing more, remembering more and understanding how knowledge and skills can be applied to their own work. It will enable pupils to create work with a real purpose in terms of displaying and sharing the pieces they create and showcasing the skills and progress they have made. We want to provide a balanced and broad curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils. This will prepare them for the opportunities, responsibilities and experiences in later life. To design a progressive curriculum with appropriate subject knowledge and skills with key themes by taking inspiration from great artists/craftsmen, developing ideas, designing, creating and evaluating so that children can reach and exceed their potential at Franciscan Primary School and beyond.
To apply the skills acquired within Art and design lessons to cross-curricular topics, allowing children to use their skills to reflect on and explore topics in greater depth; for example, researching geographical locations to support their work on landscape painting or using art as a medium to express emotion and thought to enhance their personal, social and emotional development.
Article 31 (leisure, play and culture) Every child has the right to relax, play and take part in a wide range of cultural and artistic activities. |
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IMPLEMENTATION Clear and comprehensive scheme of work in line with the National Curriculum: Provide opportunities to develop their skills using a range of media and materials. They learn the skills of drawing, painting, collage, textiles, 3D work and digital art. Children to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes Teaching and learning that shows progression across all key stages within the strands of Art and design – (Curriculum Overview) A cycle of lessons, which carefully plans for progression and depth of knowledge, skills and techniques. Subject wide cross curricular teaching, where applicable, skills taught for each half term block within the Art curriculum are linked to the main learning topic for that term e.g. Sketching Roman Artefacts, Mayan Masks, Settlements and Castles etc. Educational visits and visitors into school - (where applicable). Cross-curricular links with other subjects to Art and design will be made to develop the children’s learning experiences. Children will be introduced to a range of works and develop knowledge of the styles and vocabulary used by famous and local artists.– (Our focus lately is on Black artists). A means to display and celebrate the pupils’ learning within school as well as the wider community.
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IMPACT More children will be able to achieve age related expectations and reach their full potential in Art and DT at the end of their cohort year. Teachers will be able to reflect on standards achieved against planned outcomes. Children will be able to retain knowledge about artists and designers they did their research on, and the skills acquired from each unit of work and understand how to use and apply this to other areas of the curriculum and beyond. As reflective artists and designers, children will be able to develop skills and attributes they can use beyond school and into adulthood. |
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DESIGN and TECHNOLOGY (DT) |
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INTENT In Franciscan, our intent is to fulfil the requirements of the National Curriculum for Design and Technology by providing a broad and balanced curriculum. · To ensure the progressive development of knowledge and skills, enabling children to learn how to take risks, become resourceful, innovative, enterprising and capable global citizens. · To develop deep creative, technical and imaginative thinking in children and to develop confidence and courage to participate successfully in an increasingly technological world. · To apply a growing body of knowledge, understanding and skills in order to design and make prototypes and products for a wide range of users and be able to talk about how things work. · To encourage children to select appropriate tools and techniques when making a product, whilst following safe procedures. · Foster enjoyment, satisfaction and purpose in designing and making things, · To critically evaluate and test their ideas and products, and the work of others in an environment of respect. · To understand and apply the principles of nutrition and to learn how to cook.
Article 31 (leisure, play and culture) Every child has the right to relax, play and take part in a wide range of cultural and artistic activities. |
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IMPLEMENTATION Teachers plan lessons for their class using our progression of knowledge and skills document. Ensure Design and Technology is taught as part of a cross-curricular topic, focusing on the knowledge and skills stated in the National Curriculum. · To ensure that Design and Technology is given the same importance as the core subjects, we feel this is vital in enabling all children to gain ‘real-life’ experiences and to provide maximum opportunities to embed deeper learning. · Provide the children with the opportunity to design a product from different materials (be it wood, textiles or even food), make a product and then evaluate the effectiveness. · Children will be shown how to use the specific tools correctly and safely. · Independent learning: children may be asked to solve problems and develop their learning independently. This allows them to have ownership over their curriculum and lead their own learning in Design Technology. · Collaborative learning: children may be asked to work as part of a team learning to support and help one another towards a challenging, yet rewarding goal. |
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IMPACT · Children will have clear enjoyment and confidence in design and technology that they will then apply to other areas of the curriculum. · Children will ultimately know more, remember more and understand more about Design Technology, demonstrating this knowledge when using tools or skills in other areas of the curriculum and in opportunities out of school. · The large majority of children will achieve age related expectations in Design Technology. · When leaving Franciscan every child will be able to use the collaborative and problem-solving skills developed in D and T to help them in everyday life. · Interviewing the pupils about their learning (pupil voice), they will be able to talk confidently about what they have made. |
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MFL FRENCH |
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INTENT
At Franciscan Primary school, we will provide a vibrant French curriculum which aims to inspire our pupils and develop cultural awareness. This, in turn, will give the children a secure foundation which they can take forward to studying languages in secondary school and hopefully beyond. The curriculum content will be carefully planned to cover a range of both practical and topical language. In addition, our pupils will have the opportunity to learn about the French way of life and culture. As a diverse school with a wide range of home languages, learning French will give pupils of all backgrounds the opportunity to excel and achieve in line with their peers. Every pupil will be encouraged to achieve their full potential via engaging lessons and high-quality teaching. All content will be regularly reviewed and updated so that it remains relevant. The French curriculum will be designed so that skills and knowledge will be built upon from one academic year to the next. As a result, the language will become embedded in our pupils on their journey through Key Stage 2 as their proficiency improves. Planning will be broadly informed by the ‘National Curriculum ‘Languages Programme of Study: Key Stage 2’ and will incorporate the four key language learning skills; listening, speaking, reading and writing. Children in Year 5 will also have the exciting opportunity to work on shared projects with our French partner school. It is our intent that Franciscan pupils will develop a life-long love of learning languages and embrace new cultures, setting them up to be global citizens. This will further connect with our ethos as a Gold UNICEF Rights Respecting School, in particular:
Article 31 (leisure, play and culture) Every child has the right to relax, play and take part in a wide range of cultural and artistic activities. |
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IMPLEMENTATION
At Franciscan Primary School, French is taught by a specialist language teacher. All children in Key Stage 2 (from Year 3 to Year 6) have weekly French lessons of up to one hour in length. The curriculum is designed so that lessons are delivered in an age-appropriate way that is fun and stimulating. The children learn via a range of activities such as songs, role play, reading and writing. Cross-curricular links are also built into music lessons, where pupils learn some popular French songs. Children have the opportunity to practice day to day conversational language such as greetings, asking after someone’s wellbeing, and ordering food. In addition, Franciscan has an annual French Day where pupils (and staff) have the opportunity to sample French cuisine in a French café, practise the language and enjoy fun activities, such as playing games in French. |
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IMPACT
Children in Key Stage 2 demonstrate a secure understanding of the basics of French and show an enjoyment for learning it. Parents are provided with progress feedback in their child’s annual report. Pupils will show an interest in languages and an enthusiasm for finding out about different cultures. Children will understand some French customs, such as how they celebrate Christmas. Pupil voice will show that pupils enjoy learning French. Children will be able to give oral presentations demonstrating their language acquisition at the end of each term and through themed days be able to demonstrate using the language for a purpose. |
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PHYSICAL EDUCATION (PE) |
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INTENT At Franciscan all children will have a general knowledge of developing their physical, social and psychological abilities through sport. Each child will focus of Personal Best. Lessons are sequenced each skill is broken down and children are given the opportunity to develop those skills and apply them in sport or game related situations. As well as developing sports skills, children are encouraged in their development of discipline, focus, teamwork, sportsmanship and to have positive attitudes towards all areas of school and not just sport and PE. Our aim is for each child to be physically and emotionally equipped and prepared for the next stages of life and secondary education.
Article 31 (leisure, play and culture) Every child has the right to relax, play and take part in a wide range of cultural and artistic activities. |
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IMPLEMENTATION Lessons are taught by a PE Coach supported by an assistant. Key skills are taught and implemented in skills-based challenge themed lessons as well as games. Children get the opportunity to work in teams, groups and individually in fun and stimulating lessons which include a range of sports activities such as gymnastics, swimming, middle distance running/cross country, multi skills challenges, tennis, dance, athletics and invasion games. Children participate as a school in sport and health themed events such as the Daily mile, Healthy Living Week and Sports Relief. The school holds intra- school competitions such as table tennis and capture the flag. The school also takes part in many sporting events hosted by the Wandsworth School Games network as well as the football ‘Golden League’ hosted by one of our neighbouring schools. |
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IMPACT Children develop a good understanding of themselves and build their confidence in PE allowing their journey to start from ‘taking part’ or ‘having a go’ to performing confidently in lessons and competing against peers during internal competitions and other schools. Children have the opportunity to show higher levels of development as pathway to move onto advanced levels of training and participation such as at county and district levels, academy football etc. |