The impact on our children is progress, sustained learning and transferrable skills. We aim that by the end of KS2 all of our children have made considerable progress from their starting points in Y3. By the time they are in upper Key Stage 2, all genres of writing are familiar to them and teaching can focus on creativity, writer’s craft, sustained writing and manipulation of grammar and punctuation skills.
Our children also become more confident, fluent readers and they realise the importance of reading for pleasure along with reading for information and knowledge.
As all aspects of English are an integral part of the curriculum, writing standards have also improved and skills taught in the English lesson are transferred into other subjects; this shows consolidation of skills, progression and a deeper understanding of how and when to use specific grammar, punctuation and grammar objectives.
As children move on from us to further their education and learning that their creativity, passion for English and high aspirations travel with them and continue to grow and develop as they do.
The impact of our mathematics curriculum is that children understand the relevance and importance of what they are learning in relation to real world concepts. Children know that maths is a vital life skill that they will rely on in many areas of their daily life.
Children have a positive view of maths due to learning in a culture where maths is promoted as being an exciting and enjoyable subject in which they can investigate and ask questions; they know that it is reasonable to make mistakes because this can strengthen their learning through the experience of finding an answer.
Children are confident to ‘have a go’ and choose the equipment they need to help them to learn along with the strategies they think are best suited to each problem. Our maths books evidence work of a high standard of which children clearly take pride; the components of the teaching sequences demonstrate good coverage of fluency, reasoning and problem solving.
Our feedback and interventions support children to strive to be the best mathematicians they can be, ensuring a high proportion of children are on track or above.
There is a clear progression of children’s work and teachers’ expectations in our school. We believe that every child should have a secure bank of scientific knowledge and experiences to enable them to confidently embrace the challenges of secondary school science curriculum. Children enjoy and are enthusiastic about science in our school.
We aim for the children to be ready to engage in more sophisticated discussion of experimental design and control. Children’s work shows a range of units and evidence of the curriculum coverage for all Science topics.
Teachers use assessment for learning strategies as well as engaging in activities to identify and to address any misconceptions immediately. Each half term children are assessed for their progress and understanding in science lessons by the teacher.
Our History Curriculum is age appropriate and is planned to demonstrate progression across the main skills: Enquiry, Chronology, investigation and interpreting, making connections and communication.
These main areas are broken down into age related expectations for each milestone: Years 3 and 4, Years 5 and 6.
Pupils are assessed through these expectations each term. In addition, through reading age appropriate specifically selected texts, our children are exposed to the historical knowledge that they will need to become enthusiastic historians.
We believe that through our high-quality delivery of geography every child will have experiences to enable them to be curious and inspired.
The impact of their learning over time is for our children to want to want to learn about geography in more depth when transferring to secondary school. We aim for the children to be ready to engage in more sophisticated discussion of the world both locally and globally.
Teachers use assessment for learning strategies as well as engaging in conferencing activities to identify and to address any misconceptions immediately. Each half term children are assessed for their progress and understanding in geography lessons, by the teacher.
Our Religious Education curriculum is high quality, well thought out and is planned to demonstrate progression. Through R.E., the children can make links between their own lives and those of others in their community and the wider world. The children are also developing an understanding of other people’s cultures and ways of life.
The R.E. curriculum offers our children the means to understand how other people choose to live and to understand why they choose to live in that way.
Within Art and Design, we create a supportive and collaborative ethos for learning by providing investigative and enquiry-based learning opportunities.
Our Art and Design curriculum is high quality, well thought out and is planned to demonstrate progression. We focus on progression of knowledge and skills and discreet vocabulary progression also forms part of the units of work.
Children become creative learners, who have a knowledge about the great artists of the world. Creativity and uniqueness is celebrated and children become astute at editing and improving the pieces they have created. When teaching, there is an emphasis placed on individuality and children are given the freedom to explore art using their imaginations.
Children have embedded the key Art and Design skills needed to allow them to produce inventive pieces of art and design. Their interest in the art, architecture and design is stimulated and developed over time.
Our children develop substantive and disciplinary knowledge in D&T which enables them to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
All children leave Ocklynge equipped with the skills to prepare and cook a meal and will understand the importance of a healthy and varied diet. Children know more and remember more through making meaningful connections and can apply their technology knowledge to practical tasks independently.
Our curriculum equips children for success to become resourceful, innovative and competent young designers, who are given the opportunity to explore their own ideas and develop the creative and practical skills required to solve real and relevant problems now and in their future.
Children leave Ocklynge Junior School having a love of sport and physical activity both in and out of school, with this continuing into later life.
Children will have worked on their own aspirations in relation to PE and this will be carried on after leaving KS2, with children continuing to participate for enjoyment or competitively.
All children are able to discuss the importance of a healthy lifestyle and how this is achieved as well as developed skills that underpin life such as teamwork, sportsmanship, self-motivation, resilience and independence.
All children understand the importance of PSHE, RE, SMSC and British Values and the effects it can have on life in and out of school. By teaching pupils to stay safe and healthy, and by building self-esteem, resilience and empathy, an effective PSHE programme can tackle barriers to learning, raise aspirations, and improve the life chances of the most vulnerable and disadvantaged pupils.
The skills and attributes developed through PSHE education are also shown to increase academic attainment and attendance rates, particularly among pupils eligible for free school meals, as well as improve employability and boost social mobility.
By the time they leave Ocklynge Junior School, personal, social and health education (PSHE) enables our learners to become healthy, independent and responsible members of a society. It helps them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. Our curriculum allows pupils to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society.
Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.
Our children are engaged and excited by our music curriculum. The skills that they are taught equip them with a range of skills to enable them to appreciate music throughout their lives.
Our children have become confident performers, composers and listeners, who are able to express themselves musically at school and beyond. Our children show an appreciation and respect for a range of music from a variety of genres across a variety of generations.
Our children demonstrate and express their enthusiasm for music. Our children progress throughout the music curriculum which enables them to meet the expectations outlined at the end of each key stage for the national curriculum.
Spanish teaching supports learners to make progress and empower them to feel resilient and enthusiastic about learning the language. Teachers recognise that making mistakes is an important part of the language learning process but maintain high expectations of individuals.
We want children to leave primary school with an interest and curiosity for learning a foreign language and with the skills to communicate effectively. Regular Spanish practise helps children become confident Spanish speakers and prepares them for a smooth transition to learn foreign languages at secondary school.
Spanish teaching supports learners to make progress and empower them to feel resilient and enthusiastic about learning the language. Teachers recognise that making mistakes is an important part of the language learning process but maintain high expectations of individuals. We want children to leave primary school with an interest and curiosity for learning a foreign language and with the skills to communicate effectively.
Regular Spanish practise helps children become confident Spanish speakers and prepares them for a smooth transition to learn foreign languages at secondary school.
We encourage our children to enjoy and value the curriculum we deliver. We will constantly ask the ‘why?’ behind their learning and not just the ‘how?’.
We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well-being. Finding the right balance with technology is key to an effective education and a healthy lifestyle.
We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond. We encourage regular discussions between staff and pupils to best embed and understand this.
The way pupils showcase, share, celebrate and publish their work will best show the impact of our curriculum.
