Subject Information / Long Term Plans

Statement of Intent for Art

“Art enables us to find ourselves and lose ourselves at the same time.”    Thomas Merton

The intent of our Art offer is to provide a curriculum which is accessible to all and that is rich with opportunities, stimulating creativity and imagination. It provides visual and tactile experiences and enables children to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes. As a result of this, every pupil will:

• Inspire creativity and imagination through a range of experiences
• Develop their own ideas for use in their work and enjoy experimentation
• Develop the ability to control materials, tools and techniques
• Develop increasing confidence in the use of visual and tactile elements and materials, enabling pupils to flourish
• Think critically and develop a more rigorous understanding of art and design and know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation
• Become proficient in drawing, painting, sculpture and other art, craft and design techniques
• Learn to evaluate and analyse creative works using the language of art, craft and design
• Know about great artists and understand the historical and cultural development of their art form

Our intent aims to encourage children to explore ideas and meanings through the work of a range of artists. Through exploration of the roles and functions of art, they can discover the impact it has on life today and that of different times and cultures. We endeavour that all of our pupils have an appreciation and enjoyment of how the visual arts enrich all of our lives.

Implementation

We teach the National Curriculum and the EYFS framework, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. It is important that the children develop progressive skills of an artist throughout their time at Wantage CE primary School and do not just learn about the work of others. Through the following, we aim to provide a rich and broad experience in the study of Art.

Planning and Lesson

From the long-term overview, teachers will plan a sequence of lessons using skills and progression. Art is taught over a 10 week sequence across a long term. Teachers aim to provide a cross-curricular approach to develop a deeper understanding. Lessons are planned, using a range of technical skills and enquiry which builds on the previous year’s learning. Pupils are encouraged to learn from famous artists and styles and take inspiration from them and the world around them. The work of famous local, national and international artists are explored to enhance children’s learning. In developing their artistic skills, we present projects in the form of a question to engage pupils in their learning.

Enhancements

We ensure that every pupil, regardless of need or ability, is able to participate in projects and access the curriculum. Pupils will experience a wide range of activities beyond the classroom. For example, every year group will be tasked with a creative project at least twice a year based around one of their main topics. For example, every Year 5 pupil will undertake a creative project based around their topic of Space. The children's learning is further enhanced with a whole school arts week in the summer term where the children have the opportunity for collaborative working and exploring the different styles and techniques of a range of artists. Children showing extensive aptitude in art and design will be suggested as Art Ambassadors where these children will be selected for appropriate enrichment opportunities throughout the year.

Assessment

FS Pupils are assessed against the EYFS Framework. Pupils in years 1-6 are assessed against the criteria in our progression and skills document. Pupils are assessed using the following criteria: B=Working well below the age-related expectations; WTS= Working towards the age-related expectations; ARE= Working at age-related expectations and GD= working at greater depth (above the age-related expectations)

 

Impact

By the time our pupils leave us in Year 6, they should have: 

• Gained knowledge of famous artists and techniques and critiqued their work
• Learnt to plan, construct and evaluate their own projects
• Developed their techniques through topic work including their control and use of materials
• A respect for artists and a knowledge of the historical and cultural development of their art forms 

Art Long Term Plan 2024 - 25

 

Computing Statement of Intent

Anyone who has lost track of time when using a computer knows the propensity to dream, the urge to make dreams come true and the tendency to miss lunch.       Tim Berners-Lee

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science - theory and computer science - programming, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

The national curriculum for computing aims to ensure that all pupils:

• can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
• are responsible, competent, confident and creative users of information and communication technology.

 

                                                   

Implementation

At Wantage CE Primary School, Computing is taught by class teachers as part of our weekly timetable of teaching and learning. Each short term, there are three computing tasks for the class to complete. Each task is designed to inspire and motivate Wantage CE pupils so that they become competent and confident users of computing technology. These tasks are organised so that each year, pupils are taught the fundamental four aspects of computing: the theory of computing science; the practice of computing science through programming and the application of algorithms and logical thinking; information technology that gives pupils the ability to select, use and apply hardware and software to meet their needs; and digital literacy – most importantly - that gives pupils the knowledge, understanding and skills to stay safe online.

Planning and Lessons

We are following an outstanding scheme of work that has been created by Simon Haughton from Parklands Primary School in Rochdale. Simon’s scheme of work has provided us with long term plans, medium term plans, and detailed lesson plans; some of which we have adapted to make our own.

Computing lessons at Wantage CE Primary School employ a wide range of programs, ‘Apps’, online resources and computer hardware such as iPads, Chromebooks, and BeeBots.

Enhancements

We run a very successful Robotics club which pupils in KS2 love.

Assessment: FS Pupils are assessed against the EYFS Framework. Pupils in years 1-6 are assessed against the criteria in our progression and skills document. Pupils are assessed using the following criteria: B=Working well below the age-related expectations; WTS= Working towards the age-related expectations; ARE= Working at age-related expectations and GD= working at greater depth (above the age-related expectations)

 

Impact

Pupils at Wantage CE Primary School are becoming proficient coders, who enjoy programming and are able to plan, code, test and debug algorithms and programs that they have written.

Pupils are able to select and use a variety of software applications including Word, Publisher, and Excel. Furthermore, pupils are discerning users of the internet; they can use search engines effectively and are aware of ‘fake news’ and the unreliability of some search results.

Pupils know how to keep themselves safe online and what to do if they are worried about anything they come across on the internet.

Computing Long Term Plan 2024 - 2025

 

Design and Technology Statement of Intent

“Design and Technology should be the subject where Mathematical brainboxes and Science whizz kids turn their bright ideas into useful projects.”   James Dyson

The intent of our DT offer is to provide a curriculum which is accessible to all and that is rich with opportunities for construction, cooking and textiles. As a result, every pupil will;

• Develop their creative, technical and practical expertise needed to perform everyday tasks confidently and to flourish in an increasingly technological world
• Enjoy building and applying skills to design and make high-quality prototypes and products for a wide range of uses.
• Learn to critique, evaluate and test their ideas and products and the work of others
• Understand and apply the principles of nutrition and learn how to cook

We aim to provide a rigorous, inspiring, practical DT curriculum supported by cross-curricular links. Projects will build on previous learning and help to form a repertoire of skills, knowledge and understanding.

Implementation

We teach the National Curriculum and the EYFS framework, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on, year on year and sequenced appropriately to maximise learning for all children. It is important that children develop their own progressive skills of a designer and their ability to critique throughout their time at Wantage CE Primary School, and do not just learn about the work of others. Through the following, we aim to provide a rich and broad experience in the study of Design and Technology.

Planning and Lessons

From the long-term overview, teachers will plan a sequence of lessons using skills and progression. Where appropriate, teachers aim to provide a cross-curricular approach to develop a deeper understanding and a ‘real life’ scenario to the project. Lessons are planned using a range of technical skills and enquiry which builds on the previous year’s learning. Pupils are encouraged to learn from famous designers and take inspiration from them and the world around them. In developing their design and technology skills, we present projects in the form of a question to spark intrigue.

Enhancements

We ensure that every pupil, regardless of SEN(D) or ability, is able to participate in projects and access the curriculum. The hands-on experiences help pupils to build up their design and technology skills independently rather than simply learning from observation. For example, from a young age we expect our pupils to be safely cutting up wood and food using age appropriate tools with just teacher supervision and modelling.

 

Assessment: FS Pupils are assessed against the EYFS Framework. Pupils in years 1-6 are assessed against the criteria in our progression and skills document. Pupils are assessed using the following criteria: B=Working well below the age-related expectations; WTS= Working towards the age-related expectations; ARE= Working at age-related expectations and GD= working at greater depth (above the age-related expectations)

Impact

By the time our pupils leave us in Year 6, we aim for them to have;

• Gained knowledge of famous designers and critiqued their work
• Developed a repertoire of design and technology skills, knowledge and understanding
• Gained a solid understanding of nutrition and learnt how to cook for a healthy lifestyle
• Learnt to plan, construct and evaluate their own projects

Design & Technology Long Term Plan 2024 - 2025

 

Writing Intent Statement 

“You can make anything by writing.” 

C.S. Lewis 

By the end of Year 6 at Wantage CE School, we aspire to develop pupils who: 

• enjoy writing in a variety of styles and forms showing awareness of audience and purpose 
• have fostered an interest in words and their meanings, and to develop a growing vocabulary in both spoken and written form 
• are inspired to write creatively, taking their reader to new worlds 
• can use grammar and punctuation accurately 
• can learn and understand spelling conventions 
• produce effective, well-presented written work  

Implementation 

We recognise that writing draws on a wide range of skills, including spelling, handwriting, composition and impact. We believe that good readers become good writers. To this aim, we acknowledge that there is a close link between reading a wide range of high-quality books and the impact that this can have on the ability to write well. We maximise on this through the Talk for Writing approach; enabling children to imitate the key language they need for a genre before they try to write within that genre. Through immersive activities pupils rehearse the ‘tune’ of the language they need, participate in shared writing, and then go onto write in the same style. This builds on 3 key stages: Imitation, Innovation and Invent (Independent application). During the teaching sequence, children are taught related grammar techniques for the writing genre that they are studying.

  

Handwriting 

We believe fluent handwriting is an essential skill required by all children. We believe that high expectations in handwriting not only raise standards in presentation, but also develops confidence, enabling the pupil to focus on the composition of what they are writing as opposed to the transcription skill. Children learn letter formation using the RWInc handwriting phrases. From Year 3, children develop a joined cursive style of writing.  

  

Spelling and Grammar 

Spelling is a crucial part of the writing process. We teach spelling and grammar discreetly, and as part of English lessons. In addition, we use the RWINc spelling programme to support the knowledge and understanding of spelling rules and the etymology of words. 

  

Assessment 

Ongoing formative assessment is used to gauge understanding throughout the teaching process. This is then recorded using the EYEs (End of Year Expectations) tracking for Writing. In Years 2 and 6, we use the End of Key Stage Assessment frameworks. Further tracking of pupils takes place 3 times per year, and we record pupils as fitting the following criteria at these assessment points: B=Working well below the age-related expectations; WTS= Working towards the age-related expectations; ARE= Working at age-related expectations and GD= working at greater depth (above the age-related expectations).  

  

Impact 

• Our Talk for Writing approach is an embedded, whole school strategy, which has developed pupils' writing for a range of purposes and audiences
• Children enjoy the writing process and are inspired to write creatively 
• Writing is consistently above the national average for schools; a difference that has increased over the last years. (2019 +3%, 2022 +6%, 2023 +9% above national) 
• Pupils leave our school, ready for the secondary phase of their education 

 

Year	School	National
2019	81%	78%
2020	No data due to COVID
2021
2022	75%	69%
2023	80%	71%

 

  

English as a whole- Ofsted (2019) 

‘(We) ensure that pupils’ progress is tracked carefully. You (SLT) use this information to identify pupils who may require interventions in order to make the progress that they should, or to provide additional challenge. The most able pupils make strong progress from their starting points in writing. Younger pupils apply their knowledge and understanding of punctuation and phonics with increasing accuracy in their written work. Over time pupils begin to use increasingly sophisticated vocabulary and a greater variety of sentence structures to make their writing lively and interesting. Pupils develop a neatly, joined style of handwriting.’ 

 

Writing Overview

Writing Progression: Years R - 6

 

 

 

 

 

Geography Statement of Intent

“Geography matters now more than ever because of global crises that range from migration to climate change to pandemics. Geography matters because learning about problems isn't enough; we have to take action to solve them. Geography matters because we are all connected. Geography matters because this is our world.”  Chris Heffernan

The intent of our Geography curriculum is to deliver a high-quality geography education that should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. As a result they will:

• Increase and develop their geographical skills, concepts, knowledge and attitudes
• Increase their understanding of the world and the physical and human aspects
• Develop their use of enquiry, analysis and evaluation skills
• Develop the ability to apply questioning skills and use effective analytical and presentational techniques and reach clear conclusions and develop a reasoned argument to explain findings
• Learn a deep knowledge of where places are and what they are like

 

Implementation

We teach the National Curriculum and the EYFS framework, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. It is important that the children develop progressive skills of a geographer throughout their time at Wantage CE primary School and do not just learn a series of facts about features of the environment. Through the following, we aim to provide a rich and broad experience in the study of geography.

Planning and Lesson

From the long-term overview, teachers plan a sequence of ten lessons, using the skills and knowledge progression. A sequence of lessons will include shorter retrieval session, and longer sessions to deliver new content. Teachers regularly review prior knowledge and deliver new content, which is scaffolded where needed. Teachers aim to provide a wider understanding of the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time. Lessons are planned using a range of geographical skills, such as collecting, analysing and communicating with a range of data gathered through fieldwork. In developing geographical enquiry, we present topics with a wider, curiosity-based question to engage pupils in their learning and developing questioning within them.

Enhancements

Pupils will experience a wider range of activities beyond the classroom. These are often linked to the geography topic which they are covering. For example, Year 1 pupils visit The Vale & Downland Museum as part of their study what is around me. In addition to external visits, pupils will experience additional enhancement activities, bringing their prior experiences to life. An example of this is in Year 3, where pupils experience Orienteering around the school as part of their map building study and Year 6, where pupils use residential trips to support observing rivers for their study of ‘Where do rivers flow?’

Assessment:

FS Pupils are assessed against the EYFS Framework. Pupils in years 1-6 are assessed against the criteria in our progression and skills document. Pupils are assessed using the following criteria: B=Working well below the age-related expectations; WTS= Working towards the age-related expectations; ARE= Working at age-related expectations and GD= working at greater depth (above the age-related expectations)

 

Impact

By the time the children leave our school they should have developed:

· An excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interconnected.

· Significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter.

· Highly developed and frequently utilised fieldwork and other geographical skills and techniques.

· A passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.

· The ability to express well balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.

· An extensive base of geographical knowledge and vocabulary.

Geography Long Term Plan 2024 - 2025

 

History Statement of Intent

"We are not makers of history. We are made by history"  

Martin Luther King

The intent of our History offer is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. As a result of this they will:

• Increase and develop their historical skills, concepts, knowledge and attitudes
• Increase their understanding of the present in the context of the past
• Develop and use their skills in enquiry, analysis, evaluation, and argument
• Develop their interest in the past, arousing their curiosity and motivation to learn
• Develop a sense of identity through learning about the past

Our intent is built upon the study of a broad range of historical events and periods of history, outlined in our History curriculum map. Through developing key skills at each stage, we endeavour that all our students develop a deeper understanding of how the past has created the present and will potentially influence the future.

Implementation

We teach the National Curriculum and the EYFS framework, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. It is important that the children develop progressive skills of a historian throughout their time at Wantage CE primary School and do not just learn a series of facts about the past. Through the following, we aim to provide a rich and broad experience in the study of history.

Planning and Lessons 

From the long-term overview, teachers plan a sequence of lessons, using the skills and knowledge progression. Teachers aim to provide a wider historical content for each topic covered, through work on timelines, drawing on previous knowledge and the current content. Lessons are planned, using a range of historical enquiry, using primary and secondary resources. Pupils are encouraged to use their own interpretation skills as to what these resources reveal about the past. In developing historical enquiry, we present topics with a wider, curiosity-based question to engage pupils in their learning and developing questioning within them. History-based topics are taught in alternate terms to geography-based topics. 

Enhancements 

Pupils will experience a wider range of activities beyond the classroom. These are often linked to the history topic which they are covering. For example, Year 6 pupils visit Oxford Castle as part of their study of crime and punishment. In addition to external visits, pupils will experience additional enhancement activities, bringing their historical experience to life. An example of this is in Year 3, where pupils experience an archaeological dig in the grounds of the school, as part of their study on the Stone Age to the Iron Age.

Assessment 

Pupils are assessed against the criteria in our progression and skills document. Pupils are assessed using the following criteria: B=Working well below the age-related expectations; WTS= Working towards the age-related expectations; ARE= Working at age-related expectations and GD= working at greater depth (above the age-related expectations)

 

Impact

By the time the children at Wantage leave our school they should have developed:

• A secure knowledge and understanding of people, events and contexts from the historical periods covered.
• The ability to think critically about history and communicate confidently in styles appropriate to a range of audiences.
• A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways.
• A respect for historical evidence and the ability to make justified assumptions about the pa
• A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics. 

History Long Term Plan 2024 - 2025

 

Mathematics Statement of Intent

“Mathematics is, in its way, the poetry of logical ideas.”  Albert Einstein

Mathematics is an important creative discipline that helps us to understand and change the world. We want all pupils at Wantage CE Primary School to experience the beauty, power and enjoyment of mathematics and develop a sense of curiosity about the subject.

At Wantage CE Primary School, we foster positive ‘can do’ attitudes, believe all children can flourish in mathematics, and teach for secure and deep understanding of mathematical concepts. We encourage discussion and verbal reasoning to help secure understanding. We use mistakes as an essential part of learning and provide challenge for all pupils, to inspire them to tackle rich and sophisticated problems before acceleration through new content.

“The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.”

                                                National Curriculum – Mathematics Programme of Study

We aim for all pupils to:

• Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
• Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and to model real-life scenarios
• Be able to reason mathematically by following a line of enquiry, and then develop and present a justification, argument or proof using mathematical language
• Have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately to be successful in mathematics.

 

Implementation

Planning and Lesson

At Wantage CE Primary school we follow the White Rose Maths Schemes of Learning to aid sequencing of work.  Teachers will use the SOL, small steps sequencing, supporting materials and knowledge of the pupils to inform their weekly and daily lesson planning.

Lessons are 45 minutes long.

During lessons teachers will consider the following strategies to aid learning by the pupils (each element does not need to be included in every lesson):

• Varied Fluency (Do it)
  • What it is/What it is not (conceptual variation)
  • Practise
  • Missing number questions
  • Deliberately chosen questions (procedural variation)
• Reasoning (Secure it)
  • Spot the mistake
  • Always, sometimes, never
  • Odd one out
  • Convince me/prove it/prove it with a picture
  • True or false
  • If I know…, I can work out…
  • Explain how you know
• Problem Solving (Deepen it)
  • Applying the maths to a problem
  • Problem solving activities
  • Word problems
  • All the possibilities
  • Working systematically
  • The answer is only the beginning
  • Applying ther areas of maths
• Stem sentences including generalisations
• Use of my turn, your turn to encourage children to talk in sentences about mathematical concepts
• Explaining their mathematical thinking using precise mathematical vocabulary
• Procedural variation/conceptual variation
• Make links to other areas of maths or ‘real’ life situations.
• Small steps (don’t make new concepts too big)
• Making links between the concrete, pictorial and abstract – manipulatives should be temporary and should act as a scaffold
• Children to be exposed to a range of concrete, visual or conceptual representations
• Misconceptions – Learning from our mistakes
• Use assessment to inform you of what the children do and do not know
• Fluent recall of facts
• Well timed interventions

Enhancements

“… [practice] … seems entirely sensible as part of a sound learning process. Nobody ever excels at anything without lots of practice and that starts with the way we conduct our lessons”

                        Tom Sherrington, Rosenshine’s Principles in Action

In addition to the daily maths lesson, there will be a daily practise session of key skills.

At Wantage CE Primary school we follow the Big Maths Framework to plan and teach daily practice sessions. The daily practice will take between 20 and 25 minutes per day. Each day children will practise an element of Counting, Learn Its (key number addition facts and multiplication tables), It’s Nothing New and Calculation for a minimum of 5 minutes each. One day a week, instead of practising key skills the children will do a Beat That challenge at their own level.

Children can also explore a concept in even greater depth through ‘Diving Even Deeper’ challenges.

Children in EYFS, Year 1 and Year 2 will use the Numbots programme to support the learning and practise of key addition and subtraction facts.

Children in Y2 – Y6 will use the TimesTable Rockstar programme to support the learning and practise of key multiplication and division facts.

 

Assessment

Teachers will use assessment for learning opportunities throughout a maths lesson and address any misconceptions with timely interventions. Daily marking of children’s learning will also enable teachers to identify where extra support is needed before proceeding with the next concept.

In order to support their Teacher Assessment, teachers can use the Kangaroo ‘Build a Mathematician’ Tasks (Links to each task can be found on the Kangaroo Scheme of Work).

and

WRM End of block assessments https://whiterosemaths.com/resources/assessment/primary-assessment/end-of-block-assessments/

Teachers will make end of term judgements three times per year using their knowledge of the children. They will use the White Rose end of term assessments to help inform this judgement. They will also use the information to find any common gaps to inform future planning and intervention.

At the end of KS1 and KS2, teachers will Teacher Assess each pupil against the National Framework. National Tests will be taken at the end of KS2.

 

Impact

The mathematics leader has developed a consistent approach to the teaching of mathematics across the school. Teachers plan learning following a ‘do it, secure it, deepen it’ approach. Pupils are given a range of challenging opportunities to practise and apply their skills to reason and problem solve in different contexts. Teachers have strong mathematical subject knowledge. They explain concepts and model learning well, using accurate mathematical vocabulary. They identify and tackle pupils’ misconceptions swiftly, providing pupils with additional support if needed. Teachers make effective use of practical resources and pictorial representations to support pupils’ conceptual understanding. Consequently, in mathematics pupils make good progress from their starting points. Pupils develop a secure understanding of number and calculation. They confidently tackle calculations and problems of increasing difficulty, using mathematical vocabulary to articulate their understanding accurately.

                                                                    Wantage CE Ofsted Inspection – July 2019

Mathematics Long Term Plan 2024-25

Statement of intent

“One language sets you in a corridor for life. Two languages open up every door along the way”

Frank Smith

The intent of our MFL (French) curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. As a result of this they will:

• Learn about other cultures.
• Express their ideas and thoughts in another language.
• Develop curiosity and deepen their understanding of the world.
• Be inspired to develop an interest to learn other languages.
• Understand and respond to spoken and written language from a variety of authentic sources.
• Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say.
• Continually improve the accuracy of their pronunciation.

Our intent is built upon the study of a broad range of subjects that will enable children to be able to learn key vocabulary in order to have conversation. These subjects are outlined in our MFL (French) curriculum overview. Through developing and practising key skills and learning new vocabulary at each stage, we endeavour that all our students make substantial progress in one language.

Implementation

We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. It is important that the children develop communicative and language skills throughout their time at Wantage CE primary School can have strong conversation in another language with their peers. Through the following, we aim to provide a rich and broad experience in the study of French.

Planning and Lesson

We use a scheme of work from the Primary Language Network. Teachers aim to provide content with rich vocabulary for each topic covered, through conversation, practical activities and cultural experiences. Lessons are planned to be mainly through conversation with some elements of writing as they go through key stage 2, gaining more confidence. Pupils are encouraged to communicate with one another to practice their fluency and intonation, showing their understanding of the language.

Assessment: FS Pupils are assessed against the EYFS Framework. Pupils in years 1-6 are assessed against the criteria in our progression and skills document. Pupils are assessed using the following criteria: B=Working well below the age-related expectations; WTS= Working towards the age-related expectations; ARE= Working at age-related expectations and GD= working at greater depth (above the age-related expectations)

Impact

By the time the children at Wantage leave our school they should have developed:

• A passion for learning another language and keen to learn it in greater depth
• An understanding of the importance of being able to speak another language.
• Knowledge of a culture different to their own.
• Confidence to communicate in another language.
• An enjoyment of languages.

 

Music Statement of Intent

Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything.    Plato

The intent of our Music curriculum is to deliver a range of activities which is accessible to all and that will maximise the outcomes for every child so that they know more, understand more and create more. As a result of this they will:

• learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
• understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations
• perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions. Be inspired by the works of both great composers and modern musicians.

Our intent is built upon the study of a broad range of music both created and performed by others, as well as an understanding of composers from history, outlined in our Music curriculum map. Through developing key skills at each stage, we endeavour to ensure that all our students flourish and develop a deeper understanding of the importance of, as well as a love for, both performing and listening to music.

Implementation

We teach the National Curriculum and the EYFS framework, supported by clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. It is important that the children develop skills as musicians throughout their time at Wantage CE Primary School and develop an appreciation for music as well as learning to perform it. Through the following, we aim to provide a broad and varied experience in the study of music.

Planning and Lesson

From the long-term overview, teachers use a sequence of lessons from the Music Express scheme of learning (which is used throughout the Vale Academy Trust) to teach the skills and knowledge appropriate to each year group. Teachers will review prior knowledge and present new material in small steps. Teachers will provide models and scaffolds to support learning. They will guide learners through practice as well as giving opportunities for independent practice.

Enhancements

Pupils will experience a wider range of musical activities beyond the classroom. These include regular singing as part of collective worship both in school and in church, as well as opportunities to perform as part of year group productions and concerts. Also, there are wider events within the Vale Academy Trust, for example The VAT Singing Festival; a collaborative project with other VAT schools.  In addition to this, we also provide opportunities for individuals to gain experience in performing to an audience through assemblies and auditioning/performing to the wider School community during events such as “Celebrate Music Evening” and School Fairs.

Assessment

Pupils are assessed against the criteria in the Vale Academy Trust progression and skills document which we have adopted. Pupils are assessed using the following criteria: B=Working well below the age-related expectations; WTS= Working towards the age-related expectations; ARE= Working at age-related expectations and GD= working at greater depth (above the age-related expectations)

 

Impact

By the time the children at Wantage leave our school, they should have developed the ability to:

• Sing confidently and expressively, with attention to phrasing and breathing
• Use a range of tuned / non-tuned instruments to create a ariety of musical effects for a variety of musical purposes
• Compose their own pieces of music with increasingly adventurous structure, using a variety of musical techniques
• Show understanding of the fundamentals of music theory including scales, dynamics, notation
• Read and write music using a variety of different notations, including staff notation
• Identify key musical features of pieces of music by various composers and musicians, including the Great Composers.
• Discuss pieces of music referencing musical dimensions

 

 

PE Statement of Intent

“Intelligence and skill can only function at the peak of their capacity when the body is healthy and strong.”  John F. Kennedy

PE is a vital part of school life and ultimately children’s future well-being.  Therefore, our intent to provide an inclusive, broad and balanced PE curriculum that ensures ALL children will benefit, whether through enhancing existing skills, learning new skills or being inspired to try new sports, clubs, teams and organisations.  

It is our focus to ensure children understand the importance of leading a healthy lifestyle and to equip them with the tools to do so through health and well-being education. Children must understand how to take care of themselves both physically and mentally in order to be successful as adults.  

Beyond merely a subject, we believe that participation in sporting activity is a key element of developing a school in which pupils are proud of the community in which they belong. Therefore, great emphasis is placed upon developing and enjoying additional sporting opportunities beyond the lesson within after-school clubs, inter-house and inter-school competition and festivals, as well as directly trying to support the local clubs within the Wantage area and our feeder schools. We believe this links directly with our school’s values and is another way in which we can positively engage with our local community and be active citizens within it. 

Implementation

Planning and Lessons

Each child receives two hours of curriculum time PE on a weekly basis which is carefully planned and mapped out to ensure a broad and full range of skills and activities. These sessions are either delivered by the class teachers or specialist coaches during PE lessons.

Pupils in KS1 are given ample opportunities to develop their fundamental movement skills and extend their agility, balance and coordination. They engage in competitive and cooperative physical activities through games, dance and gymnastics. In KS2, pupils continue to apply and develop a broader range of skills such as running, jumping, throwing and catching. These skills are incorporated into competitive games, performances using movement patterns and evaluations of their own and others’ work. Pupils communicate and collaborate with each other and develop an understanding of how to improve in physical activities. There are many opportunities across the year for children to take part in inter and intra school competitions, as well as festivals, where children’s successes in sports are celebrated.

Our pedagogical approach to all teaching and learning is based on Rosenshine’s principles (see Teaching and Learning Policy) and these are incorporated in PE sessions to ensure children’s skills and knowledge are built upon prior learning. Planning involves teachers creating engaging lessons, using precise questioning, modelling and guided practise to test current knowledge and skills. Furthermore, teachers assess children regularly using both weekly and monthly reviews, to identify those children with gaps in their learning. Additional modelling, adaptation and practise can then be used to support pupil progress. We make new content manageable with pupils by breaking down broader objectives into small steps teaching units. This enables all pupils to achieve crucial steps in their learning of new skills.

Children in Years 3-6 attend swimming lessons, where they are taught to swim competently, confidently and proficiently over a distance of 25m using a range of strokes. In addition to PE in curriculum time, we also strive to provide opportunities for children to access extracurricular physical activity through a wide range of sporting and active clubs such as: cycling, multi sports, running, dance and football.

Enhancements

To supplement the PE and outdoor learning curriculum, the children take part two residential trips, where they have the opportunity to experience a range of outdoor pursuits. Including: rock climbing, canoeing, surfing and orienteering.

Assessment: FS Pupils are assessed against the EYFS Framework. Pupils in years 1-6 are assessed against the criteria in our progression and skills document. Pupils are assessed using the following criteria: B=Working well below the age-related expectations; WTS= Working towards the age-related expectations; ARE= Working at age-related expectations and GD= working at greater depth (above the age-related expectations)

Impact

All children at Wantage CE receive a broad and balanced PE curriculum regardless of year group or ability. Every child accesses all of the key areas of the subject on offer at our school. Teachers plan PE with clear progression of skills and knowledge that we have devised as part of our curriculum offer to ensure that all children access it at an age appropriate level. Festivals and competitions ensure all of our children have the opportunity to take part in a range of sports both in and outside of school whether that be at a competitive or non-competitive level. In 2023 Wantage achieved the School Games Gold Award. In addition to this, the school has had significant success at a county level competition, namely in cross country and athletics as well as at a regional level in indoor football.

PE Long Term Plan 2024 - 2025

 

PSHE Statement of Intent

“PSHE education gives pupils the knowledge, skills, and attributes they need to keep themselves healthy and safe and to prepare them for life and work in modern Britain.”  PSHE Association

Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum. PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription.

However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.

Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.

Relationships and sex education (RSE) is an important part of PSHE education. Relationships education is compulsory for all primary school pupils, and relationships and sex education (RSE) is compulsory for all secondary school pupils.

Relationships and Sex Education (RSE)

Relationships and sex education (RSE) is an important part of PSHE education. Relationships education is compulsory for all primary school pupils, and relationships and sex education (RSE) is compulsory for all secondary school pupils. We inform parents of the content and context of our RSE lessons, so that they are fully informed.

By the end of their time at primary school children should be taught about: families and people who care for me, caring friendships, respectful relationships, online relationships and being safe.

Our intention is that, when children leave Wantage Church Of England Primary School, they do so with the knowledge, understanding and emotions to be able to play an active role in today’s society. We want our children to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it. What do we want for our pupils?

• Develop a confidence in sharing their own thoughts and opinions with others
• Develop skills and attributes to keep themselves healthy and safe
•  Develop an attitude of a responsible global citizen
• To show tolerance of others’ beliefs, religions and life choices.
• To build positive, respectful relationships with other people

 

Implementation

We follow Jigsaw PSHE, which is a clear and comprehensive scheme of work in line with the National Curriculum. The PSHE curriculum has three core learning themes: health and wellbeing, relationships and living in the wider world. It also incorporates the RSE policy and SOW and identifies links to British Values, Cultural Capital, SMSC and schools Core Values into the curriculum.

Planning and Lessons

All pupils have a weekly PSHE lesson which lasts for 30 minutes. Jigsaw PSHE Programme is accessible to all staff which has been introduced by PSHE lead to meet the needs of our pupils. The medium term planning incorporates PSHE sessions, Education for Social Responsibility (ESR) sessions and Educate and Celebrate sessions. All year groups access at least 3 ESR topics per year which focus on giving them the skills and knowledge to become responsible global citizens. Whilst we follow the scheme of work, we also review prior learning in PSHE topics. In addition, we may revisit certain aspects of the PSHE curriculum as a result of internal or external factors.

Enhancements

All year groups access 3 ‘Educate & Celebrate’ books to teach LGBT+ issues and equal opportunities at an age appropriate level. Staff have accessed Philosophy for Children training and strategies and techniques are being implemented across school.. Visitors such as emergency services and the school nurse complement our PSHE curriculum to offer additional learning. Assemblies are planned to cover any additional sessions that would benefit the whole school. As a school we celebrate and promote various weeks linked to PSHE e.g. anti bullying week etc.

 

Impact

We firmly believe that a meaningful PSHE curriculum incorporates our Learning Vision LIFE, including the vision core words Learn, Inspire, Flourish & Enjoy. We believe that our PSHE curriculum is the key to children learning to become confident, tolerant and well-rounded adults.  Children are inspired to approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life. From exposure to a range of global issues and problems, children can build up tolerance and a sense of responsibility of being a flourishing global citizen. From engagement with a variety of Educate and Celebrate texts, children can take enjoyment in understanding the different lifestyles that people may live and be respectful and tolerant towards those leading different lives to themselves.

PSHE Long Term Plan 2024-2025 

 

Statement of Intent on READING

‘After nourishment, shelter and companionship, stories are the thing we need most in the world.’   Phillip Pullman

Our intent is that reading serves as the heart of the school. This statement underscores the pivotal role of reading in fostering a vibrant and enriching learning environment, where the love for literature and the pursuit of knowledge are central to the school's mission and ethos.

By the end of Year 6 at Wantage CE School, we aspire to develop pupils who:

• are effective, competent communicators and good listeners allowing pupils to flourish in the wider world
• can express opinions, articulate feelings and formulate responses to a range of texts both fiction and non-fiction using appropriate technical vocabulary
• have fostered an interest in words and their meanings, and to develop a growing vocabulary in both spoken and written form
• enjoy and engage with and understand a range of text types and genres
• have developed powers of imagination, inventiveness and critical awareness in all areas of English, inspiring others with their views
• understand the pleasure that reading can bring to themselves and others.

Implementation Summary*

Early Reading Skills

We provide systematic phonics teaching to enable our children to become successful readers and writers. We have adopted the Read, Write, Inc. Phonics programme to support consistency and progression in the teaching of early reading. This programme is designed for pupils in Year R to Year 2 but can be used to rapidly catch-up reading for older pupils, through the Fresh Start programme. Although Phonics is the main way in which early reading is taught, we nurture a love of reading and books through RWINc and English lessons, using high quality reading texts to allow pupils to fully engage in reading for pleasure. Furthermore, we carefully develop recall and comprehension skills, using tailored ‘find it’ and ‘prove it’ questions.

Later Reading Skills

As readers become more fluent, we move towards embedding and deepening reading skills through a whole class text, in guided reading sessions. This is where pupils read whole books, looking in-depth at: characters, setting, inference, deduction and prediction. This approach nurtures a broadening of vocabulary and understanding the writers’ craft in much more detail. In turn, this feeds into pupil writing skills, reflecting on how authors write. To further foster a love of reading, we have adopted the Accelerated Reader Programme for Years 3-6. Regular reading assessments provide pupils with a ZPD range (Zone of Proximal Development), from which they choose their reading books. This means pupils have access to books which allow reading success whilst simultaneously, providing the right level of challenge to support reading progression.

*Please see our Reading Policy for a more detailed implementation overview

Impact

According to the Reading Framework (2023):

By the end of year 6, pupils’ reading and writing should be sufficiently fluent and effortless for them to manage the general demands of the curriculum in year 7, across all subjects and not just in English.

We aim to achieve this so that every child can access the curriculum as they move to secondary school. Formal reading outcomes at Years 1, 2 and 6 are consistently at, or above national levels at Wantage CE Primary. Children learn to read rapidly so that they can access the worlds that books create.

Whilst we are proud of these outcomes, the most pertinent impact that Wantage CE has is nurturing a love of reading, beyond what is necessary in the curriculum. Our impact can best be described by our pupils:

Reading: The challenge that comes with finding new language and diving into new dimensions of wonder Franklin (Year 6)

Reading means the amazing discovery of various different worlds on paper. Ariya (Year 6)

I love reading. I love interesting books with facts. Jesse (Year 2)

WCE Reading Policy

WCE Reading Spine

WCE Reading Progression Reception - Y6

Core Study Books Year 2 - 6

 

 

 

 

religious education Statement of Intent

“Faith is to believe what you do not see; the reward of this faith is to see what you believe.”   Saint Augustine

The intent of our RE offer is to inspire pupils to explore a broad range of religions and variations of worship. We endeavour that all our students develop a deeper understanding of religions other than their own beliefs, which in turn will enable them to flourish in life by being accepting and tolerant of others. Through an engaging curriculum and memorable experiences pupil will enjoy discovering more about themselves and appreciate the value of faith.

As a result of this pupils will:

5. Increase and develop their understanding of different religious worship
5. Increase their knowledge and attitude of different faiths
5. Develop and use their skills in enquiry, analysis, evaluation, and argument
5. Develop their interest in different religions and forms of worship, sparking their curiosity and motivation to learn
5. Develop a sense of identity through learning about their own beliefs and the differences and similarities to others

Implementation

We follow the Oxfordshire Agreed Syllabus for RE, supported by a clear skills and knowledge progression using the Discovery RE scheme of work. This ensures that skills and knowledge are built on year-by-year and sequenced appropriately to maximise learning for all children. It is important that children develop progressive skills and understanding of different religions throughout their time at Wantage CE primary School and do not just learn about Christianity. Through the following, we aim to provide a rich and broad experience in the study of RE.

Planning and Lesson

From the long-term overview, teachers use Discovery RE planning and adapt them to create a sequence of lessons. Teachers aim to provide a wider religious content for each topic covered, through exploring different religious worship, drawing on previous knowledge of religious celebrations and the current content. Lessons are planned using a sequence of lessons from Discovery and resources are adapted appropriately. Pupils are encouraged to use their own experiences and understanding alongside discussion to deepen their learning of how religions differ and worship is carried out in particular fashions. In developing religious enquiry, we present topics with a wider, curiosity-based question to engage pupils in their learning and developing questioning within them.

Enhancements

Pupils will experience a wider range of activities beyond the classroom. These are often linked to the religious topic which they are covering. For example, Year 1 + Year 4 pupils are visited by a Rabbi for a workshop and are shown how Jewish people worship in a Synagogue, what they wear and some of the food they eat for Shabbat. In addition to this, pupils can attend external visits where they are able to apply their religious experiences and knowledge to real life occasions. An example of this is in Year 5, where pupils lead collective worship in the form of a Passion Play in the church, with parents present.

Assessment: FS Pupils are assessed against the EYFS Framework. Pupils in years 1-6 are assessed against the criteria in our progression and skills document. Pupils are assessed using the following criteria: T= Working below but towards the age-related expectations; A= Working at age-related expectations and B= working beyond/at greater depth (above the age-related expectations)

Framework

2004 non-statutory national framework for RE*

This framework, whilst non-statutory, offered guidance to SACREs on the structure, content and, to an extent, the pedagogical approach of their syllabi. It describes learning in RE in terms of two attainment targets:

Attainment Target 1: Learning ABOUT religion

Attainment Target 2: Learning FROM religion

This framework also suggests assessing according to a national 9 level descriptors, 1-8 plus EP (Exceptional Performance). Some agreed syllabi around the country still use these systems to structure and describe learning, so Discovery RE references the two attainment targets on the overview maps. It shows AT1 in BLUE and AT2 in RED. For those who still need it, Discovery RE also references the 9-level assessment system, and alongside this provides a ‘beyond levels’ process comprising 3 age-related expectation attainment descriptors (working TOWARDS, AT and BEYOND) for each enquiry, as well as summary descriptors for the end of each key stage.

2013 national curriculum framework for RE (NCfRE)

This framework, again non-statutory, reorganised RE learning under 3 strands:

A. know about and understand a range of religions and world views

B. express ideas and insights about the nature, significance and impact of religions and world views

C. gain and deploy the skills needed to engage seriously with religions and world views.

It is assumed that aspects of all 3 strands will be contributed to in every enquiry, so the strands are not referred to on the overview mapping grid.

*The plan is currently under further revision to align to the Oxfordshire Agreed Syllabus:

Oxfordshire Agreed Syllabus 2023

Impact

By the time the children at Wantage leave our school they should have developed:

5. A secure knowledge and understanding of people, events and contexts from the religions covered
5. The ability to think critically about RE and communicate confidently in discussion with adults and peers, and styles appropriate to a range of audiences.
5. A passion for RE and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways
5. A respect for religious worship across a range of religions and the ability to talk knowledgeably about differing types of religious worship
5. A desire to embrace challenging questions regarding worship, including opportunities to undertake high-quality discussions across a range of RE topics

Section 71(1) of the School Standards and Framework Act 1998 makes provision for parents/carers to withdraw their children from some or all aspects of RE in mainstream schools. 

 

RE Long Term Plan 2024 - 2025

 

SCIENCE Statement of Intent

“The important thing is to never stop questioning”  Albert Einstein

Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Our Science curriculum intends to build up a body of key foundational knowledge and concepts, where pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.

These aims ensure that all pupils:

• Develop scientific knowledge and conceptual understanding through learning across specific disciplines of biology, chemistry and physics.
• Develop understanding of the nature, processes and methods of science through different types of science enquiries that inspire them to answer scientific questions about the world around them.
• Are equipped with the scientific knowledge required to flourish, understanding the uses and implications of science, today and for the future.
• We ensure that the 'Working Scientifically' skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments and explaining concepts confidently and continue to ask questions and enjoy being curious about their surroundings.

 

Implementation

Planning and Lesson

Teachers create a positive attitude to science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following;

• In EYFS the specific area of Understanding the World in the Early Years Foundation Stage contains the Science objectives which should be covered.  Pupils should be learning scientific knowledge and vocabulary and ‘working scientifically’ appropriate to their developmental age through practical science linked to their termly Topic.
• From the long-term overview, teachers plan a sequence of lessons, using the skills and knowledge progression document alongside the National Curriculum.
• Through our planning, we involve problem solving opportunities that allow children to find out for themselves using independent practice. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This is supported by our participation in ‘The Big Science Project’.
• Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess children regularly using both weekly and monthly reviews, to identify those children with gaps in learning, so that all children keep up.
• We build upon prior learning and skill development of the previous years’ using small steps. As the children’s knowledge and understanding increases, and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
• 'Working Scientifically' skills are embedded into lessons through guided practice, to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. Teachers demonstrate how to use scientific equipment, and the various 'Working Scientifically' skills in order to embed scientific understanding.
• Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and having Areas of English with a scientific focus.
   

Enhancements:

• Children are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class. For example Year 2 visit Winchester Science Museum and in Key stage 2 they visit Bristol Aquarium.
• Children learn the possibilities for careers in science, as a result of our community links and connection with local agencies such as Harwell Science Park and Science Oxford and learn from and work with professionals, ensuring that children have access to positive role models within the field of science from the immediate and wider local community. 

Assessment:

Pupils are assessed against the criteria in their Science EYEs, which aligns with the National Curriculum. Pupils outcomes are formally recorded in Year 2 and Year 6 using the following criteria: HNM= Has Not Met or EXS= Expected. In all other primary years, pupils are assessed as: B=Working well below the age-related expectations; WTS= Working towards the age-related expectations; ARE= Working at age-related expectations.

 

Impact

By the time the children at Wantage leave our school they should have developed:

5. A passion for Science and an enthusiastic engagement in learning, which develops their sense of curiosity about scientific phenomena, which builds on their foundations of knowledge for understanding the world.
5.  recognise that scientific ideas change and develop over time
5. can select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information
5. draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings

Science One Page Overview 2024-2025

Science Long Term Plan 2024-2025