Our School Curriculum Vision:
Our children enjoy life at St Paulinus and all of the opportunities and knowledge that our school equips them with. However, we know that learning does not end in Year 6. Our aim is to prepare our children for a confident and successful life within and beyond our school.
The world we live in is becoming increasingly diverse and our curriculum endeavours to equip children with the ability to reflect, develop a sense of empathy and self-awareness, and be open-minded, considering new and different perspectives. We prepare our children to be mindful and prepare them for diversity in their lives, allowing them to feel unique yet part of a group.
We don’t want any child to be hindered or held back by a deficit of language as a result of deprivation. We want them to be able to articulate themselves and their learning through a wide bank of subject specific terminology as well as being creative and innovative in their speech & writing.
Communication is key in life and our curriculum provides opportunities to communicate with articulation and confidence. We provide a language-rich learning environment which enables pupils to better access to new concepts.
The curriculum at St Paulinus meets the needs of all of our learners and enables them to reach their full potential in every area of school life. This means they know how to look after themselves (mentally and physically), they can express and manage positive and negative emotions, they develop and keep strong relationships and they take risks but know how to cope when things don’t go right.
Our vision statement
Aims of The National Curriculum (School Curriculum in England)
Every state-funded school must offer a curriculum which is balanced and broadly based and which:
- promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society;
- prepares pupils at the school for the opportunities, responsibilities and experiences of later life. The school curriculum comprises all learning and other experiences that each school plans for its pupils. The national curriculum forms one part of the school curriculum.
This is how our Curriculum Vision is lived out in every subject
Additional information about each subject:
The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
- read easily, fluently and with a good understanding
- develop the habit of reading widely and often, for both pleasure and information
- acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
- appreciate our rich and varied literary heritage
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
- use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
- are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
The programmes of study for reading at Key Stage 1 & 2 consists of two dimensions: word reading and comprehension (both listening & reading)
It is essential that teaching focuses on developing pupils competence in both dimensions; different kinds of teaching are needed for each.
Children in the Reception Class and years 1 and 2 begin their journey learning to read with the 'Oxford Reading Tree' scheme. This highly enjoyable scheme bases the early stages of it's books around a familiar family of characters and then widens with increasingly harder texts that include phonic-based simple stories, poetry, factual books and stories for older children to enjoy.
As the children become increasingly independent confident readers, they progress to choosing from a wider range of books that are in colour-coded bands but can continue to read from the 'Oxford Reading Tree' scheme too. We supplement this with other published schemes such as Collins 'Big Cat' books.
The programmes of study for writing at Key Stage 1 & 2 are constructed similarly to those for reading: transcription (spelling & handwriting) and composition (articulating ideas & structuring them in speech and writing.)
At St Paulinus School, phonics teaching and learning is planned using the 'Rising stars Reading Planet- Rocket Phonics' scheme approved by the Dfes.
This breaks down phonics teaching into two main sections: Reception and Year 1- Rocket Phonics and Year 2- Rocket Phonics Next Step, each building on the knowledge learned in the previous strand and includes learning how to blend sounds for reading and segmenting them for writing words as well as common exception words.
Exciting news: With incredible financial support from the PTA we are in the process of purchasing more books for KS2.
Key Stage 1 English reading exemplification:
Working towards the expected standard Pupil A.
Working at the expected standard Pupil E. Notice the questions and the pace of reading.
Working at greater depth Pupil F. Notice the fluency, pace of reading and the correct use of intonation.
- Quality First teaching: variety of teaching styles, varied stimulus
- Quality Resources: Books, texts, online resources & programmes
- Visits: Crayford Library & The Orchard theatre
- Visitors: authors
- Experiences: DEAR sessions, Phonics sessions, Home Reading, World Book Week, weekly sessions for children in the school library plus links to other curriculum areas.
- A variety of books (fiction, non-fiction, varied authors, genres, schemes, etc.)
- Varied texts
- Online resources & programmes
- Phonics resources
- Comprehension activities
- Grammar activities
- Self & peer assessment materials
- Published schemes
Readiness for Next Stage of Education:
We endeavour to ensure that the sequence of content enables our children to progress whilst they are with us but also to provide the building blocks necessary to build on at secondary school & their learning journey beyond. Underlying all of this is our emphasis on Leaning Culture which provides the underlying principles of attitude, resilience & character.
Promotion of British Values & SMSC:
Through our rich and varied curriculum, we ensure that our children are well equipped for life in modern Britain &, through subject linkage have an excellent understanding of Democracy, the Rule of Law, Responsibility & Liberty, Mutual Respect plus Tolerance of those of different faiths and beliefs. Our Curriculum is driven by SMSC Development and, as a result, pupils thrive – enjoying their lives, learning and want to make a difference for others.
- Teacher assessment
- Formal assessment – termly / SATs
- Reading Book records
Monitoring & Evaluation:
- Lesson observations
- Results / Data Analysis
- Work/Book scrutiny
- Pupil progress Meetings
- Monitoring of timetables for coverage
Long Term Memory Development:
- Revision & recapping
- Success Criteria
- Feedback both verbal and in writing
- Repeated recall
- Curriculum Mats
- Links & connections with other subject areas plus old & new knowledge
At St Paulinus our Maths curriculum promotes a mastery approach to teaching and learning alongside the aims and objectives on the National Curriculum by using the White Rose Scheme of work. We believe that all children should given the opportunity to achieve age related expectations.
Mastery teaching provides our children with the time to acquire a deep and transferable understanding of mathematical concepts through the use of White Rose’s concrete, pictorial, abstract (CPA) approach to teaching, thus developing a deep and sustainable understanding of maths in pupils.
We believe that a mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
We are proud that Maths at St Paulinus aims to help our children make sense of the numbers, patterns and shapes they see in the world around them, equipping them with essential life skills to prepare them for the world outside.
St Paulinus follows the 'Understanding Christianity' scheme of work, a widely praised program which is essentially theology for primary aged children. Pupils study and critically explore core concepts within the faith such as creation, salvation, the gospels and the Kingdom of God through big questions. Children are taught higher-order skills such as questioning, evaluating and critically reviewing set in a context of understanding the whole Christian narrative. The scheme is modern, vibrant, highly academic and is widely enjoyed by pupils of all ages. Throughout the year's children also learn about all of the world's main religions to ensure that they are ready to be members of our diverse society.
At St Paulinus Primary School, we follow the CUSP (Curriculum Unity Schools Partnership) Science Curriculum. This curriculum is ambitious and supports our vision of ensuring our pupils have the necessary knowledge, skills and understanding to support term in each phase of their learning and in their lives beyond school. The Science curriculum fosters a natural curiosity of the child, encourages respect for living organisms and the physical environment and provides opportunities for critical evaluation of evidence.
A guiding principle of CUSP Science is that each study draws upon prior learning. For example, in the EYFS, pupils may learn about The Natural World through daily activities and exploring their locality and immediate environment. This is revisited and positioned so that new and potentially abstract content in Year 1, such as Animals, including humans, is related to what children already know. This makes it easier to cognitively process. This helps to accelerate new learning as children integrate prior understanding.
CUSP Science is organised into three distinct subject domains: biology, physics and chemistry. Where inter-disciplinary concepts are encountered, such as the particle model, these are taught explicitly and connected across science domains.
CUSP Science has sequenced the national curriculum into meaningful and connected ‘chunks’ of content to reduce the load on the working memory as well as creating coherent and strong long-term memories. The sequence of substantive and disciplinary knowledge enables pupils to become ‘more expert’ with each study and grow an ever broadening and coherent mental model of the subject. This guards against superficial, disconnected and fragmented scientific knowledge and weak disciplinary knowledge. High frequency, multiple meaning words (Tier 2) are taught explicitly and help make sense of subject specific words (Tier 3).
Each learning module in CUSP Science has a vocabulary module with teacher guidance, tasks and resources to enhance and deepen understanding. CUSP Science is planned so that the retention of knowledge is much more than just ‘in the moment knowledge’. The cumulative nature of the curriculum is made memorable by the implementation of Bjork’s desirable difficulties, including retrieval and spaced retrieval practice, word building and deliberate practice tasks.
This powerful interrelationship between structure and research-led practice is designed to increase substantive knowledge and accelerate learning within and between study modules. That means the foundational knowledge of the curriculum is positioned to ease the load on the working memory: new content is connected to prior learning. The effect of this cumulative model supports opportunities for children to associate and connect significant scientific concepts, over time, and with increasing expertise and knowledge.
CUSP Science deliberately pays attention and values the importance of subject content as well as the context it is taught in. Common scientific misconceptions are identified in all CUSP Science learning modules. These misconceptions are made explicit to pupils. Children draw upon substantive and disciplinary knowledge to reason and practise acquiring the conception, whilst repelling the misconceptions. Examples and non-examples are powerful ways of saying what something is and what something isn’t.
CUSP Science values the study of scientists from the past as well as promoting diverse present-day role models in the field. These studies help us to learn how they used, at that time, their substantive and disciplinary knowledge to develop a conception. This illuminates how misconceptions can permeate substantive knowledge and appear to be a known truth.
Our Curriculum Intent for Computing
At St Paulinus CE Primary School, it is our aim to give pupils the opportunity to learn and develop in a rapidly advancing technological world. We intend to integrate technology in to all areas of the curriculum through targeted, well planned lessons in core subjects and foundations subjects.
At St Paulinus CE Primary School the planning and teaching of computing is an essential part of the curriculum; a subject that not only stands alone but is woven and should be an integral part of all learning. Computing, in general, is a significant part of everyone’s daily life and children should be at the forefront of new technology, with a thirst for learning what is out there. Computing within schools can therefore provide a wealth of learning opportunities and transferrable skills explicitly within the Computing lesson and across other curriculum subjects.
Scheme of Work
At St Paulinus we follow the Purple Mash Scheme of work which gives the children the opportunity to learn in a fun, exciting and engaging lessons.
Implementation of Curriculum
Children in Early Years provision will be exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world.
Key Stage 1
The children will learn:-
- to understand what algorithms are how they are implemented as programs on digital devices.
- that programs execute by following precise and unambiguous instructions.
- create and debug simple programs and use logical reasoning to predict the behaviour of simple programs.
- use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content.
- use technology safely and respectfully, keeping personal information private.
- identify where to go for help and support when they have concerns about content or contact on the internet.
Key Stage 2
The children will learn:-
- to design, write and debug programs, including controlling or simulating physical systems.
- solve problems by decomposing them into smaller parts.
- use sequence, selection, and repetition in programs.
- use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs.
- understand computer networks, including the internet.
- use search technologies effectively.
- to select, use and combine a variety of software (including internet services) on a range of digital devices.
- use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour.
The Internet is a wonderful tool so let's use it wisely and always remember the Internet Safety 'SMART' rules.
Bonjour tout le monde!
Nelson Mandela once said: ❝If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.❞
At St Paulinus, we understand that we live in a diverse community and we want to empower our children to be able to understand and learn from other cultures. Our French improvement plan aims for each child to gain knowledge of the vocabulary and to become more confident in using French through songs and vocabulary.
1. We are deeply passionate about fostering every pupil’s understanding of the world, by nurturing their appreciation of a different culture and language. We are striving to enable our children to express their ideas and thoughts in the French language and to understand and respond to its speakers, both in speech and in writing.
2. We want to be known for providing our pupils with varied and entertaining learning in a safe environment, which allows pupils to develop their four skills (listening, speaking, reading and writing) with increasing knowledge, confidence and resilience and therefore to make the best progress possible.
In our MFL curriculum we strive to enable children to express their ideas and thoughts in the French language and to understand and respond to its speakers, both in speech and in writing.
We aim to:
provide an opening to and a respect for other cultures
foster pupils’ curiosity and deepen their understanding of the world
provide opportunities for them to communicate for practical purposes
learn new ways of thinking creatively
equip pupils to study and work in other countries
In this way they will:
understand and respond to spoken and written language
speak in the target language with increasing confidence, fluency and spontaneity
find ways of communicating what they want to say
continually improve the accuracy of their pronunciation and intonation
write at varying length
discover and develop an appreciation of a range of writing in the language studied
French is taught weekly in all KS2 classes. Each half term has a focus for each year group (see long term plan). Over the year, children will progress in the four skills (reading, writing, speaking and listening) as well as being taught French grammar and about the French culture.
The skills covered through blocks of work will include:
listening attentively to spoken language and showing understanding by joining in and responding
explore the patterns and sounds and link the spelling, sound and meaning of words
speaking in sentences and engaging in conversations
developing accurate pronunciation and intonation
reading carefully and showing understanding
writing phrases from memory
broadening vocabulary and developing an ability to understand new words that are introduced
understanding basic grammar
These skills will underpin the lessons we deliver.
Opportunities will be taken to positively promote equality and diversity. In addition, there will be opportunities to develop spirituality, through studying different religious festivals in other cultures.
St Paulinus follows Music Express
The intent of implementing Music Express in a Primary School is to provide a high-quality music education that enables all pupils to develop a deep understanding and appreciation for music. This includes nurturing pupils' musical abilities, building their confidence in performing, composing, and listening to music, as well as fostering a love for various musical styles and genres. Music Express aims to ensure that every child has the opportunity to express themselves musically, promoting personal, social, and cultural development.
The key objectives of the school's intent in using Music Express are as follows:
- To ensure that all pupils experience a broad and balanced music curriculum, meeting the requirements of the National Curriculum for Music.
- To provide progressive music education that builds upon prior knowledge and skills, offering challenging and stimulating opportunities for all pupils.
- To develop pupils' understanding of musical concepts, such as rhythm, melody, harmony, and structure, through active participation and exploration.
- To promote creativity and self-expression through composing, improvising, and performing music individually and collaboratively.
- To celebrate diversity and cultural heritage by exploring a wide range of musical styles, genres, and traditions from different periods and societies.
- To foster a love for music, encouraging pupils to actively engage with and appreciate various forms of music throughout their lives.
To effectively implement Music Express in the Primary School, the following strategies and approaches should be adopted:
1. Comprehensive Curriculum Planning
Develop a detailed long-term plan that maps out the progression of skills, knowledge, and understanding across all year groups, ensuring coverage of the National Curriculum for Music.
Design medium-term plans that provide clear, sequential learning pathways for each unit of work, aligning with the school's intent statement.
Ensure the curriculum plan incorporates both skills-based and knowledge-based learning, offering a range of musical experiences.
High-Quality Teaching and Learning
Provide high-quality music teaching by ensuring teachers have access to sufficient resources, training, and expertise in music education.
Use a variety of teaching strategies that cater to different learning styles, such as practical music-making, active listening, and music technology.
Encourage active pupil participation in lessons through practical activities, including singing, playing instruments, composing, and improvising.
Foster a positive learning environment where pupils feel safe to express themselves musically, take risks, and develop musical confidence.
Cross-Curricular Links and Cultural Connections
Embed opportunities for cross-curricular learning, connecting music with other subjects, such as history, geography, and English.
Actively promote cultural diversity by exploring music from different cultures and linking it to relevant historical and geographical contexts.
Invite external musicians, performers, and experts to deliver workshops or performances, enhancing pupils' cultural awareness and appreciation.
Engaging and Varied Resources
Utilise the Music Express scheme of work, ensuring its activities and lessons are adapted to suit the needs and interests of the pupils.
Enhance the scheme of work with additional resources, such as recordings, videos, and live performances, to expose pupils to a wider range of musical experiences.
Provide access to musical instruments, both traditional and modern, allowing pupils to explore and experiment with different sounds and techniques.
The impact of implementing Music Express effectively in a Primary School can be measured through various indicators:
Pupil Outcomes: Pupils will demonstrate progress in their musical skills, knowledge, and understanding, as evidenced through formative and summative assessments.
Pupil Engagement: Pupils will actively participate and engage in all aspects of music education, displaying enthusiasm and enjoyment during lessons and performances.
Confidence and Self-expression: Pupils will gain confidence in their musical abilities, showcasing their skills through performances, compositions, and improvisations.
Cultural Understanding: Pupils will show an increased awareness and appreciation of a wide range of musical styles, genres, and cultural traditions, promoting inclusivity.
Progression and Transition: Pupils who continue their musical education into secondary school will have a solid foundation, enabling them to further develop their musical talents.
Regular evaluation, monitoring, and sharing of the impact of Music Express will enable the school to celebrate success, identify areas for improvement, and maintain a consistently outstanding music education provision.
By following this intent, implementation, and impact statement, St Paulinus CE Primary School can effectively utilise Music Express to provide a good music education that positively contributes to the overall development and well-being of our pupils.
PE, School Sport and Physical Activity (PESSPA)
”Intelligence and skill can only function at the peak of their capacity when the body is healthy and strong.”
John F Kennedy
At St Paulinus CE Primary School our vision is to ensure that every child has access to a high quality and inclusive PE curriculum, engaging physical activity opportunities and an opportunity to develop a lifelong love of sport and physical activity from an early age. A high-quality PE curriculum will ensure that the physical, social, cognitive and emotional elements of learning are embedded through structured and progressive sequences of learning. Through the development of physical literacy accessible to pupils of all abilities, our curriculum supports pupils in taking responsibility for engagement in physical activity and builds the foundations of a healthy and active lifestyle.
Our broad and balanced PESSPA (PE, School Sport and Physical Activity) curriculum is inclusive and ensures that pupils of all abilities and backgrounds have access to a wide range of physical activities. Every child will receive two timetabled PE lessons per week. We use Complete PE lessons, which is approved by the Youth Sport Trust, to ensure that children are physically active for sustained periods of time and to support the development of the whole child ensuring that cognitive, emotional and social skills are developed throughout the PE curriculum. Developing personal qualities through PE can impact their attitudes towards school and learning enabling our children to excel in a broad range of physical activities and transfer skills into other areas of the curriculum.
At St Paulinus, we endeavour to provide a broad range of physical activity workshops to engage as many children as possible in a wide variety of traditional and non-traditional sports. During National School Sports Week, children will also have access to wellbeing workshops and healthy lifestyle lessons. This will encourage our children to develop a life-long love of sport and physical activity engaging them in leading healthy and active lives.
We aim to support children of all abilities and backgrounds in accessing a broad range of extra-curricular clubs and competitive events at different levels. We believe it is important for all our children to have the opportunity to represent their school, house or class in a variety of different sports. Our PE Leaders support PE lessons across the school by working with teachers to lead high quality PE lessons to children. Teachers are encouraged to benefit from this mentoring as CPD.
We are developing structured opportunities for pupils to take on active leadership roles in which they can build character, organisational and leadership skills through running activities, competitions, and non-competitive workshops. These active leaders will support pupils across the school in participating in fun activities for a sustained period of time and developing enjoyment and love for PESSPA.
Our PESSPA curriculum aims to improve the well-being and fitness of all children, not only through the physical skills, but through underpinning core values and disciplines which PE promotes through physical literacy. Within lessons, children are taught about self-discipline and that to be successful, you need to take ownership and responsibility for your own health, wellbeing and fitness. Our impact therefore is to give children a love for sport and exercise in order to live happy and healthy lives.
Our PE Curriculum
All classes receive a minimum of two PE lessons per week. Our PE curriculum is guided by the National Curriculum and is supported by the use of our Sport Premium Funding. We aim to provide a balanced curriculum including traditional and non-traditional sports and emphasise the importance of both physical and mental wellbeing. Our active and engaging lessons help our pupils to develop a lifelong love of sport and physical activity and equip them with the skills to live a healthy and active lifestyle.
Complete PE is our chosen scheme of work, following reviewing a range of options to ensure our curriculum, is impactful and engaging. It is a recommended scheme and is developed with support from Youth Sport Trust and Association for PE. Complete PE offers a clear physical and physical literacy skills progression that can be adapted to individuals and class needs. It offers a balanced approach to delivering PE and aligns with our PESSPA vision. Using Complete PE as our main scheme ensures that we have a clear progression within units across the whole school and can track progress for both physical skills and physical literacy.
Staff use the online Complete PE assessment tool to assess their pupils at the end of each unit. Assessment data is collected by the PE Lead. Information about pupil progress in PE will be shared with parents and carers through each child’s end of year reports.
The study of the past - learning about people, places, events and changes.
a. Substantive knowledge - this is the subject knowledge and explicit vocabulary used about the past. Common misconceptions are explicitly revealed as non-examples and positioned against known and accurate content. Misconceptions are challenged carefully and in the context of the substantive and disciplinary knowledge.
In CUSP History, it is recommended that misconceptions are not introduced too early, as pupils need to construct a mental model in which to position new knowledge.
CUSP have defined substantive concepts that are the suggested vehicle to connect the substantive knowledge. These are defined at the start of every study in the Big Idea.
b. Disciplinary knowledge – this is the use of that knowledge and how children construct understanding through historical claims, arguments and accounts. CUSP call it ‘Working Historically.’ The features of thinking historically may involve significance, evidence, continuity and change, cause and consequence, historical perspective and contextual interpretation. Content infused and adapted from HA – Teaching History 179 and 180, 2020.
c. Historical analysis is developed through selecting, organising and integrating knowledge through reasoning and inference making in response to our structured questions and challenges. We call this ‘Thinking historically’.
d. Substantive concepts, such as invasion and civilisation are taught through explicit vocabulary instruction as well as through the direct content and context of the study
CUSP History draws upon prior learning, wherever the content is taught. For example, in the EYFS, pupils may learn about the past and present through daily activities, exploring through change, and understanding more about the lives of others through books and visitors as well as their own experiences. These experiences are drawn upon and used to position new learning in KS1.
The structure is built around the principles of advancing cumulative knowledge, chronology, change through cause and consequence, as well as making connections within and throughout periods of time studied. CUSP History is planned so that the retention of knowledge is much more than just ‘in the moment knowledge’.
The cumulative nature of the curriculum is made memorable by the implementation of Bjork’s desirable difficulties, including retrieval and spaced retrieval practice, word building and deliberate practice tasks. This powerful interrelationship between structure and research-led practice is designed to increase substantive knowledge and accelerate learning within and between study modules. That means the foundational knowledge of the curriculum is positioned to ease the load on the working memory: new content is connected to prior learning.
The effect of this cumulative model supports opportunities for children to associate and connect with significant periods of time, people, places and events. CUSP History strategically incorporates a range of modules that revisit, elaborate and sophisticate key concepts, events, people and places.
A guiding principle of CUSP History is that pupils become ‘more expert’ with each study and grow an ever-broadening and coherent mental timeline. This guards against superficial, disconnected and fragmented understanding of the past. Specific and associated historical vocabulary is planned sequentially and cumulatively from Year 1 to Year 6. High-frequency, multiple meaning words (Tier 2) are taught alongside and help make sense of subject specific words (Tier 3). Each learning module in history has a vocabulary module with teacher guidance, tasks and resources.
CUSP fulfils and goes well beyond the expectations of the National Curriculum. CUSP was the right curriculum for St Paulinus CE Primary School as we believe there is no ceiling to what pupils can learn if the architecture and practice is founded in evidence-led principles.
Geography is the study of where places are found, what they are like and the relationships between people and their environments.
a) Substantive knowledge - this is the subject knowledge and explicit vocabulary used to learn about the content. Common misconceptions are explicitly revealed as non-examples and positioned against known and accurate content as pupils become more expert in their understanding. Misconceptions are challenged carefully and in the context of the substantive and disciplinary knowledge. In CUSP Geography, it is recommended that misconceptions are not introduced too early, as pupils need to construct a mental model in which to position new knowledge.
CUSP have defined substantive concepts that are the suggested vehicle to connect the substantive knowledge. These are defined at the start of every study in the Big Idea.
b) Disciplinary knowledge – this is the use of knowledge and how children become a little more expert as a geographer by Thinking Geographically. CUSP draw upon the work of Cresswell, Lambert and Massey to offer suggestions about the discipline of geography.
c) Geographical analysis is developed through selecting, organising and integrating knowledge through reasoning and making sense of the content in response to structured questions and well-designed tasks that cause children to think hard as geographers.
d) Substantive concepts are the big ideas, and the golden threads, that run through a coherent and cohesive geography curriculum. They can include place, space, scale, interdependence, physical and human processes, environmental impact, sustainable development, cultural awareness and cultural diversity. Concepts such as change through erosion are taught through explicit vocabulary instruction as well as through the direct content and context of the study.
A guiding principle of CUSP Geography is that each study draws upon prior learning. For example, in the EYFS, pupils may learn about People, Culture and Communities or The Natural World through daily activities and exploring their locality and immediate environment. This is revisited and positioned so that new and potentially abstract content in Year 1 can be put into a known location and make it easier to cognitively process.
Pupils in EYFS explore globes and world locations through their curiosity corners, making links to where animals live. This substantive knowledge is used to remember and position the locations of continents and oceans, with more sophisticated knowledge. High volume and deliberate practice are essential for pupils to remember and retrieve substantive knowledge and use their disciplinary knowledge to explain and articulate what they know. This means pupils make conscious connections and think hard, using what they know.
CUSP Geography is built around the principles of cumulative knowledge focusing on spaces, places, scale, human and physical processes with an emphasis on how content is connected and relational knowledge acquired. An example of this is the identification of continents, such as Europe, and its relationship to the location of the UK.
CUSP Geography equips pupils to become ‘more expert’ with each study and grow an ever broadening and coherent mental model of the subject. This guards against superficial, disconnected and fragmented geographical knowledge. Specific and associated geographical vocabulary is planned sequentially and cumulatively from Year 1 to Year 6. High frequency, multiple meaning words (tier 2) are taught and help make sense of subject specific words (tier 3).
Each learning module in geography has a vocabulary module with teacher guidance, tasks and resources. CUSP Geography is planned so that the retention of knowledge is much more than just ‘in the moment knowledge’. The cumulative nature of the curriculum is made memorable by the implementation of Bjork’s desirable difficulties, including retrieval and spaced retrieval practice, word building and deliberate practice tasks.
This powerful interrelationship between structure and research-led practice is designed to increase substantive knowledge and accelerate learning within and between study modules. That means the foundational knowledge of the curriculum is positioned to ease the load on the working memory: new content is connected to prior learning. The effect of this cumulative model supports opportunities for children to associate and connect with places, spaces, scale, people, culture and processes.
CUSP fulfils and goes well beyond the expectations of the National Curriculum. CUSP was the right fit for St Paulinus CE Primary school as we believe there is no ceiling to what pupils can learn if the architecture and practice is founded in evidence-led principles.
Art and Design
CUSP Art and Design
At St Paulinus CE Primary School, we believe that Art and Design should be taught with the same rigour and passion as all other subjects. Because of this, we implement the Curriculum with Unity Schools Partnership Art Sequences of learning.
CUSP Art and Design is built around the principles of evidence-led practice. This is to ensure that pupils are equipped to successfully think, work and communicate like an artist. Unapologetically ambitious, our art curriculum focuses on excellence in this subject through a myriad of media and incredible artists.
Our intention is to ensure that exceptional teacher instruction inspires pupils to acquire knowledge, as an artist, and enable them to skilfully attempt and apply their understanding.
The CUSP Art curriculum is organised into blocks with each block covering a particular set of artistic disciplines, including drawing, painting, printmaking, textiles, 3D and collage. Vertical progression in each discipline has been deliberately woven into the fabric of the curriculum so that pupils can revisit key disciplines throughout their Primary journey at increasing degrees of challenge and complexity.
In addition to the core knowledge required to be successful within each discipline, the curriculum outlines key aspects of artistic development in the Working Artistically section. Each module will focus on developing different aspects of these competencies. This will support teachers in understanding pupils’ development as artists more broadly, as well as how successfully they are acquiring the taught knowledge and skills.
At St Paulinus, we believe that artistic expression plays an invaluable role in pupils’ lives and learning as they explore their own ideas and feelings through art and learn to appreciate artwork produced by others.
We are committed to all pupils seeing themselves as artists and providing all pupils with opportunities to engage in learning through art and design and to express their creativity through a variety of media. We believe that it is important for children to be exposed to a range of artists; through this they can begin to develop the skills and techniques needed to create many forms of art and begin to develop an appreciation of different cultures, artistic movements and styles. Our approach is skills-based, building on the children’s techniques in painting, drawing, printmaking, textiles, collage and 3D form as they move through the school. Our aim is for the children to make informed choices and responses to their own work and that of others.
Through the exploration of their own ideas and experiences, our pupils will produce creative work and record their observations, using sketchbooks to develop and review their ideas. We believe that this process is an essential means of personal expression and allows our pupils to develop their artistic abilities and creativity
Art and design provides pupils with the skills, concepts and knowledge necessary for them to express their responses to ideas and experiences in a visual or tactile form. It fires their imagination and is a fundamental means of personal expression.
While it is essentially a practical subject, art and design should provide opportunities for reflection and, with increasing sensitivity, pupils should acquire the ability to make informed, critical responses to their own work and that of others. There is great pleasure to be derived from this subject and, through deeper understanding; pupils can gain access to cultural richness and diversity.
We aim to ensure that all pupils:
- produce creative work, exploring their ideas and recording their experiences and observations. (It is worth emphasising that a sketchbook is not simply a book for sketching, rather a process through which ideas are collected, developed, researched and reviewed)
- become proficient in a range of techniques, through links with the local and wider multicultural community
- evaluate and analyse creative works using the language of art and design
- know about great architects, artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Our curriculum for art is based on the CUSP model. The CUSP Art and Design curriculum is an evidence-informed approach which aims to build children's artistic knowledge through a broad range of experiences so that they begin to think, create and communicate like an artist. Each year group's curriculum for art is organised into blocks which cover the key strands of artistic expression, including drawing, painting, modelling and textiles. These strands are revisited each year and the curriculum model is supported by clear sequencing of the knowledge that is taught over time. An explicit focus on retrieval practice supports children's recall of what they have learnt so that, overall, children know more and remember more.
Our varied and diverse art and design curriculum allows children to see themselves as artists and to become proficient in using a range of mediums to express their ideas artistically. Our curriculum will allow children to develop an appreciation of art in all forms, both inside and outside the classroom, as well as developing their individual creativity. It will expose children to a diverse range of artists and will allow them to respond to their artwork by identifying key artistic techniques. Throughout our art curriculum, in which all children see themselves as artists, pupils will develop a range of artistic skills that will support them as they move through the school.
CUSP Design Technology Curriculum
At St Paulinus CE Primary School, we have a coherently planned sequence of lessons built around the principles of evidence-led practice to ensure progression of knowledge, understanding and skills required in the National Curriculum. This aims to inspire children through a broad range of practical experiences to create innovative designs which solve real and relevant problems within a variety of different contexts.
At St Paulinus we have coherently planned sequence of lessons built around the principles of evidence-led practice to ensure progression of knowledge, understanding and skills required in the National Curriculum. This aims to inspire children through a broad range of practical experiences to create innovative designs which solve real and relevant problems within a variety of different contexts.
The iterative design process is fundamental and runs throughout the tasks. This process encourages children to identify real and relevant problems, critically evaluate existing products and then take risks and innovate when designing and creating solutions to the problems. Time is built in to reflect, evaluate and improve on prototypes using design criteria throughout to support this process enabling pupils to be equipped to successfully think, work and communicate like a designer. Opportunities are provided for children to evaluate key events and individuals who have helped shape the world, showing the real impact of design and technology on the wider environment and helping to inspire children to become the next generation of innovators.
The impact will be seen across the whole school with an increase in the profile of Design and Technology. The learning environment will be more consistent with design and technology technical vocabulary displayed, spoken and used by all learners. Whole-school and parental engagement will be improved through the use of design and technology-specific home learning tasks and opportunities suggested in lessons and overviews for wider learning.
At St Paulinus, we want to ensure that Design and Technology is inspiring for pupils across school, therefore encouraging them to want to continue building on this wealth of skills and understanding, now and in the future. Impact can also be measured through key questioning skills built into lessons, child-led assessment such as success criteria grids, jigsaw targets and summative assessments aimed at targeting next steps in learning.
Skills Progression Document
Know that appropriate resources can be selected when
Know that there are similar existing products relating to what is being made.
Know that products serve a purpose.
Know that a design must meet a range of requirements.
Know that a design can be based upon research.
Know that design criteria can be developed.
Know that a design specification is used to guide thinking.
Know that materials can be joined using tools and techniques.
Know that tools / equipment can be used to cut, shape, join and finish.
Know that there is a purpose for what is being made.
Know that there are appropriate tools / materials chosen which are fit for purpose.
Know that there are explanations behind choosing the appropriate tools / materials.
Know that appropriate tools
/ materials are used with precision.
Know that functionality and aesthetics are considered when selecting the appropriate tools
Know that work can be adapted if necessary.
Know that a final product is linked to what has been asked.
Know that there are strengths and weaknesses of products made.
Know that a design can be changed to improve it if the product were to
be created again.
Know that existing products can be evaluated.
Know that the purpose and appearance of a product can be evaluated.
Know that a product can be evaluated against the design specification.
Know that products need to be strong.
Know that products move.
Know that there are ways to make a product stronger.
Know that levers can be used to create movement.
Know that textiles can be cut and joined to make a product.
Know that materials can be measured.
Know that wheels and axles can be used to create movement.
Know that textiles can be joined to make a product.
Know that cuts and holes can be made accurately.
Know that simple linkages can be used to create movement.
Know that textiles can be joined in different ways.
Know that mistakes can be avoided by measuring carefully.
Know that pneumatics can be used to create movement. Know that there are ways to join textiles in order to make the product strong.
Know that products need to be strong and fit for purpose by being precise.
Know that cams can be used to create movement.
Know that user and aesthetics are considered when choosing and joining textiles.
Know that a 3D frame can be reinforced and strengthened.
Know that pulleys and gears can be used to create movement.
Know that a 3D textiles product can be made by joining a combination of fabric shapes.
Cooking and nutrition
Know that eating well contributes to good health.
Know that ingredients can be stirred, mixed and poured.
Know that food comes from plants or animals.
Know that with support, food can be cut, peeled and grated.
Know that food has to be farmed, grown or caught.
Know that with safety and good hygiene, food can be cut, peeled and grated.
Know that food comes from the UK or wider world.
Know that there are a wide range of food preparation techniques.
Know that food is grown in the UK, Europe and wider world.
Know that with support, food can be prepared in a variety of ways.
Know that food is grown, reared and caught in the UK, Europe and wider world.
Know that different preparation techniques are used depending on the food type.
Know that the seasons affect the food available.
Know that recipes can be adapted to change appearance, taste, texture and aroma.