Foundation Subjects
At Capenhurst CE Primary, we want all our children to be curious, resilient and compassionate. We believe that the eight foundation subjects provide a wealth of opportunities for all children to develop these traits as life-long learners as well as developing a range of knowledge, skills and understanding beyond the core subjects. Across the foundation subjects, there are many opportunities for the children to transfer knowledge, skills and understanding secured in the core subjects. These opportunities to use learning across the whole curriculum will enable each child to embed these aspects as well as demonstrate new ones. Through a broad, balanced and rich curriculum, children will leave Capenhurst ready for the next stage in their education and with a desire to continue learning outside school.
Our curriculum policy identifies that we follow a thematic approach to teaching with the adoption of three whole school topics (one per term) on a two-year rolling programme. School is set up in Four Phases – EYFS, Key Stage One, Lower Key Stage Two and Upper Key Stage Two - and coverage and tracking documents ensure that curriculum expectations are met by children at the end of each key stage for all of the national curriculum subjects. Working in this way enables the school to deliver its curriculum as a family which is the cornerstone of our school ethos.
Art and Design
Art, craft and design embody some of the highest forms of human creativity. The curriculum at Capenhurst is structured to provide each child with the opportunity to experience it in all its forms and media and to develop a broad range of skills so that they can create their own effective and visually-pleasing end products.
The art and design curriculum is divided into six strands – drawing, painting, printing, 3D/Sculpture, collage, artistic study with sketchbooks introduced in Key Stage Two. Key skills have been identified in each strand and progress has been planned for across each phase within each strand. These are detailed in the art and design long term overview and coverage is mapped on the phase specific objective mapping grid. The teachers use resources from a range of textbooks and websites as well as their own subject knowledge to plan and deliver these lessons.
Assessment is undertaken by the class teacher and noted on the phase specific objective mapping grid. These are reviewed and monitored by the staff as a whole team as part of the annual curriculum coverage review. Children also self-assess their art and design knowledge, skills and understanding using the self-assessment grids in their topic books at the end of each term.
Computing
The curriculum offer at Capenhurst will equip the pupils to use computational thinking and creativity to begin to form ideas that could change the world around them.
The computing curriculum is divided into 3 strands in Key Stage One – algorithms and programs, data retrieving and organising, and communicating. In Key Stage Two, it is divided into 6 strands with the addition of using the internet, databases and presentation skills. E-safety is taught throughout school. Key skills have been identified in each strand and progress has been planned for across each phase within each strand. These are detailed in the computing long term overview and coverage is mapped on the phase specific objective mapping grid. The teachers use resources from a range of websites as well as their own subject knowledge to plan and deliver lessons.
Assessment is undertaken by the class teacher and noted on the phase specific objective mapping grid. These are reviewed and monitored by the staff as a whole team as part of the annual curriculum coverage review. Children also self-assess their computing knowledge skills and understanding using the self-assessment grids in their topic books at the end of each term.
Design and Technology
Design and technology is an inspiring, rigorous and practical subject.
The design and technology curriculum is divided into strands – planning, making and evaluating. The skills needed for each strand is delivered through the cooking and nutrition, textiles and other material and mechanisms. Key skills have been identified in each strand and progress has been planned for across each phase within each strand. These are detailed in the design and technology long term overview and coverage is mapped on the phase specific objective mapping grid. The teachers use resources from a range of textbooks as well as their own subject knowledge to plan and deliver these lessons.
Assessment is undertaken by the class teacher and noted on the phase specific objective mapping grid. These are reviewed and monitored by the staff as a whole team as part of the annual curriculum coverage review. Children also self-assess their design and technology knowledge, skills and understanding using the self-assessment grids in their topic books at the end of each term.
Geography
The curriculum offer at Capenhurst will inspire its pupils to be curious and fascinated about the world in which they live and the variety of people, cultures and traditions in the world that will stay with them for life.
The geography curriculum is divided into four strands – locational knowledge, place knowledge, human and physical geography and geographical skills and fieldwork. Key skills have been identified in each strand and progress has been planned for across each phase within each strand. These are detailed in the geography long term overview and coverage is mapped on the phase specific objective mapping grid. The teachers use resources from Hamilton Trust, Twinkl as well as their own subject knowledge to plan and deliver geography lessons.
Assessment is undertaken by the class teacher and noted on the phase specific objective mapping grid. These are reviewed and monitored by the staff as a whole team as part of the annual curriculum coverage review as well as workbook scrutinies undertaken by the subject leader and shared with school leaders (including governors). Pupil voice forms part of the workbook scrutiny. Children also self-assess their geographical knowledge, skills and understanding using the self-assessment grids in their topic books at the end of each term.
History
The history curriculum at Capenhurst will provide its pupils with a coherent knowledge and understanding of Britain’s past and that of the wider world. It will encourage them to be curious about the past and give them the skills to ask perceptive questions, think critically and robustly challenge evidence and information presented to them.
The history curriculum is divided into four strands – chronological understanding, range and depth, interpretations, historical enquiry and organisation and communication. Key skills have been identified in each strand and progress has been planned for across each phase within each strand. These are detailed in the history long term overview and coverage is mapped on the phase specific objective mapping grid. The teachers use resources from Hamilton Trust, Twinkl as well as their own subject knowledge to plan and deliver history lessons.
Assessment is undertaken by the class teacher and noted on the phase specific objective mapping grid. These are reviewed and monitored by the staff as a whole team as part of the annual curriculum coverage review as well as workbook scrutinies undertaken by the subject leader and shared with school leaders (including governors). Pupil voice forms part of the workbook scrutiny. Children also self-assess their historical knowledge, skills and understanding using the self-assessment grids in their topic books at the end of each term.
Languages
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. At Capenhurst we aim to open the children’s minds and ears to a range of modern foreign languages including French, Spanish and German and to the cultures of the people who speak these languages.
The languages curriculum is divided into four strands – listening and responding, speaking, reading and responding and writing. In Key Stage Two, key skills have been identified in each strand and progress has been planned for across each phase within each strand. These are detailed in the languages long term overview and coverage is mapped on the phase specific objective mapping grid. Teachers are encouraged to introduce children in EYFS and Key Stage One to modern foreign languages using simple songs and activities as part of the broad curriculum offer. The teachers use resources from a range of textbooks and websites as well as their own subject knowledge to plan and deliver these lessons.
Assessment is undertaken by the class teacher and noted on the phase specific objective mapping grid. These are reviewed and monitored by the staff as a whole team as part of the annual curriculum coverage review. Children also self-assess their language acquisition ability using the self-assessment grids in their topic books at the end of each term.
Music
Music is a universal language that embodies one of the highest forms of creativity. At Capenhurst each child will have the opportunity to learn to play a musical instrument (the clarinet) and perform as part of a group and/or solo. They will hear orchestral music played live more than once during their time at Capenhurst. The children will have the opportunity to take part in performances for their parents, the wider community of Capenhurst, musical showcase concerts and events such as Young Voices or AmaSing.
The music curriculum is divided into three strands – performing, composing and appraising. Key skills have been identified in each strand and progress has been planned for across each phase within each strand. These are detailed in the music long term overview and coverage is mapped on the phase specific objective mapping grid. The teachers use resources from Sing Up as well as their own subject knowledge to plan and deliver music lessons. There are opportunities to listen to a wide variety of music at different times of the school day. Music in Upper Key Stage Two is mainly delivered by a specialist music teacher who teaches the children the key elements of the music curriculum through teaching them to play the clarinet. This work is supplemented by music appraisal sessions led by the teacher.
Across the whole school, children will learn a variety of songs for performances and services as well developing a love of singing and beginning to recognise the well-being benefits of singing together. Staff and children will spend time each week singing together.
Assessment is undertaken by the class teacher and noted on the phase specific objective mapping grid. These are reviewed and monitored by the staff as a whole team as part of the annual curriculum coverage review. Children also self-assess their musical knowledge, skills and understanding using the self-assessment grids in their topic books at the end of each term.
Physical Education
The P.E. curriculum at Capenhurst will provide the children with opportunities to become physically confident in a way which supports the physical health and fitness and their well-being overall. Opportunities to compete in sport and other outdoor and adventurous activities build resilience and character as well as compassion for others. They also help to embed the values of fairness and respect.
The P.E. curriculum is divided into four strands – dance, games, gymnastics and athletics. Key skills have been identified in each strand and progress has been planned for across each phase within each strand. These are detailed in the P.E. long term overview and coverage is mapped on the phase specific objective mapping grid. Each class has one lesson per week delivered by a specialist P.E. teacher and one delivered by their own class teacher. The teachers use resources from LCP, Twinkl and Premier Sports to plan and deliver P.E. lessons. Children in Key Stage Two also have a one-hour swimming lesson for the entire autumn term for each of the four years in Key Stage Two. These lessons are taught by the class teachers and teaching assistants as well as a qualified swimming teacher. A lifeguard is also present for these sessions.
Assessment is undertaken by the class teacher and noted on the phase specific objective mapping grid. These are reviewed and monitored by the staff as a whole team as part of the annual curriculum coverage review. Children also self-assess their progress in P.E. using the self-assessment grids in their topic books at the end of each term.
