Curriculum
The Cabot curriculum is an exciting, creative and inspiring building on children’s experiences, encouraging them to increase their cultural capital through the trips, visitors and experiences that are offered. It encourages a reciprocal learning partnership between the school and the local and wider communities and promotes harmony between cultures.
We aspire for excellence across the curriculum and want all children to achieve their full potential. We ensure that learning builds on previous experiences and is culturally relevant. It is delivered through a series of topics to deepen understanding and consolidate learning. It is planned to develop resilient, independent and inquisitive learners by teaching broad and balanced lessons as laid out in the National Curriculum. We strongly believe that having real experiences brings learning to life; we carefully select educational visits and invite visitors to provide thought provoking and stimulating learning experiences.
Our curriculum celebrates multiculturalism and proactively challenges stereotypes. We value inclusion and it is at the core of our school’s learning process; children include themselves and others in their learning. We are committed to ensuring that teaching and learning opportunities meet the needs of all pupils so that all children make maximum progress and reach their potential regardless of background. We want to ensure that disadvantaged children engage with our curriculum and can succeed. We want them to be exposed to a variety of technical vocabulary that they can use to help articulate their learning, as well building their love of learning through the experiences they have. In a similar way, we believe that SEND children should succeed and to support this, we break down the curriculum and use pre-teach, group work and real-life experiences to help bring learning to life but in manageable chunks. We feel it is vital that our children have a good understanding of where they live and how it has developed over time. We teach our children about the History and Geography that is on their doorstep enabling them to encounter, explore, and experience their local community and our great city.
Cabot children are:
- Resilient, independent and inquisitive learners who are willing to take risks
- Confident and creative thinkers who demonstrate a love of learning
- Children who are proud of who they are and respectful of others differences
- Polite and caring young people who can develop positive relationships
To ensure that our curriculum is creative and inspiring, some of our subjects are taught on a cyclical basis. Our progression maps demonstrate how we ensure the progression of skills and knowledge between year groups and cycles.
Mathematics is a creative, inter-connected discipline which helps us to understand the world. At Cabot, we believe that all children are mathematicians; our teaching of mathematics aims to enable every child to move on in their learning and achieve their potential. We want all of our pupils to experience the beauty and power of mathematics, and to approach mathematics with curiosity, positivity and resilience. Teaching at Cabot aims to develop a deep, secure and connected understanding of mathematics concepts, link to real-world applications and to develop children’s oracy skills and fluency in the language of maths.
Intent
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;
- Reason mathematically by following a line of enquiry, discuss relationships and generalisations, and develop and present an argument, justification or proof using mathematical language;
- Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including in unfamiliar contexts and real-life scenarios.
Implementation
Our curriculum follows the CanDoMaths planning and teaching resources from Years 1 – 6. Each 45-minute lesson focuses on a manageable step of new learning based on the National Curriculum statements.
We use a mastery lesson structure, which is designed to allow all learners to move together through content, flexibly accessing support or challenge as needed. All teaching follows a CPA (concrete pictorial abstract) approach.
Children with significant additional needs are provided with targeted teaching at the appropriate level. Where appropriate, they take part in whole-class learning, with support to access this alongside their peers.
Assessment for learning is used effectively to identify those needing immediate intervention or support. This is provided in-class, using flexible grouping, and supported by out-of-class intervention where necessary.
In Early Years, we follow the NCETM’s Mastering Number programme. The programme aims to secure firm foundations in the development of good number sense for all children. Children access a short daily mathematics lesson, with further learning opportunities embedded into the indoor and outdoor provision. Children are supported by adults to guide their own learning through precise use of vocabulary, rich speaking and listening opportunities and relevant scaffold. The EYFS curriculum is supplemented by additional teaching and provision on Space, Shape and Measure every term.
Assessment
Self-marking is routine in Years 3 – 6 to provide instant feedback. This skill is developed during the year in Year 2, and used where appropriate in Year 1. Where relevant, whole class marking is used to address misconceptions and discuss key points of learning. At the end of the lesson, children use self-assessment boxes to provide further feedback, allowing teachers to address misconceptions and adapt planning in next steps and future lessons.
Key Stages 1 and 2 complete formal assessments 3 times per year (twice for Year 1). This supports teachers with judgements on attainment and provides gap-analysis to inform teaching, interventions and feedback to families.
EYFS use the Reception Baseline assessment at the beginning of the year and formative assessment relating to the Early Learning Goals throughout the year to support progress and attainment judgement and to inform teaching and interventions.
Where relevant, Sandwell Early Numeracy Tests are used to provide further information on gaps in children’s learning.
Maths On Track
Discrete Deliberate Practice sessions (maths meetings) are used to consolidate prior learning, pre-teach content for upcoming lessons or for same-day intervention. These sessions are 10 – 15 minutes long.
Fluency
EYFS and KS1 follow the NCETM’s Mastering Number Programme at Reception and KS1. These sessions are 10 – 15 minutes long and are designed by specialists to develop fluency and number sense.
Year 3 also use Mastering Number at KS1 at the beginning of the year to consolidate children’s fluency and number sense. Later in the year, they consolidate children’s arithmetic learning and encourage automaticity with learnt times table facts.
Years 4 and 5 follow the Mastering Number at KS2 Programme. These sessions are 10 – 15 minutes long and are designed by specialists to develop fluency in multiplication and division facts, as well as number sense.
Year 6 have discrete arithmetic sessions to consolidate prior learning and to develop automaticity and fluency in number, including mental and written methods.
In 2024-25, we anticipate that Years 3 – 6 will all follow Mastering Number at KS2, as this is due to be adapted for use by all of KS2.
Additional fluency practice is set by teachers, using TTRS or Numbots as appropriate.
Impact
Children at Cabot are inquisitive, confident eager to explore, resilient and perseverant in the face of challenge and have a variety of creative approaches for solving problems. They make connections across their learning and have a quick recall of number facts which frees up their working memory when tackling problems.
Mastering Numbers
Mastering number Reception weekly overview
Mastering number Year 1 weekly overview
Mastering number Year 2 weekly overview
Mastering number Reception overview
Mastering number Year 1 overview
Mastering number Year 2 overview
Progression
Maths – Calculation Progression
Curriculum Intent
Year 1 Curriculum Intent Rhombus
Year 2 Curriculum Intent Rhombus
Year 3 Curriculum Intent Rhombus
Year 4 Curriculum Intent Rhombus
Reading
Intent
“Books enable children to discover new worlds, meet new people and learn about the past, but they also have the power to transform lives. By sparking growing imaginations, stimulating critical thinking and helping to develop empathy, reading gives children the very skills they need to succeed at school, at work and in life.” — Cressida Cowell
At Cabot we believe that every child has the ability to read. We aim to ensure that all pupils are accurate and confident decoders who read fluently with good understanding, increase their vocabulary and gain an understanding of how language works by looking at its patterns, structures and origins, use discussion in order to learn and express themselves, clearly explaining and elaborating on their understanding and ideas. We ensure all children experience a diverse range of high quality texts that reflect and broaden their perspectives, challenge stereotypes and deepen their knowledge. We develop readers who recognise and value their own tastes/preferences and are confident and inquisitive enough to explore within and beyond these, growing a lifelong love of reading and an appreciation and enjoyment of literature.
Implementation
We start teaching phonics in Reception following the Bug Club phonics scheme which ensures children build their knowledge of the alphabetic code along with the key skills of blending, segmenting and phoneme manipulation. Children practice their reading skills in 1:1 and guided group sessions in Reception and KS1. During Year 2, we transition into using the Literacy Tree’s Literary Leaves. Literary Leaves are book-based comprehension planning resources for Year 2 to Year 6 using whole books. Each unit is two to three weeks long and based around a text, covering all the National Curriculum objectives throughout the year. Pupils grow their literary knowledge and engage in sequenced activities journeying through whole books with embedded, explicitly taught comprehension. Children are supported to explore and respond to texts in a variety of analytical and evaluative ways with collaborative approaches to rich discussions about texts. There is a whole school curriculum map that sets out each class’s texts for use in English and Reading. High-quality novels, non-fiction texts and poetry collections are chosen with clear rationales and deliberate sequencing of literature across the school, linked by Literary Themes and our broader curriculum enabling children to make deeper connections and strengthen their knowledge.
Storytime is an essential daily event. Staff read aloud stories, poems, rhymes and nonfiction. Teachers can use texts from the English curriculum, Cabot Collection and from their own knowledge of texts and or children’s recommendations. The Reception Storytime Super Six, Cabot Classics (Reception/KS1) and the Cabot Collection (Year 2+) are book lists that act as a springboard for both staff and children’s reading: introducing them to a range of text types and authors. Reading for Pleasure is further supported sessions in our popular and well-stocked library with our librarian.
Alongside daily formative assessment, termly phonics assessments are carried out to ensure teaching and reading materials are closely matched to children’s needs. NFER tests, Reading Interviews, and oral reading assessments are carried out to track attainment and progress and to ensure that interventions are effective in supporting children in their particular area of difficulty. Assessments are closely monitored by the Reading lead and SLT.
Impact
Children at Cabot see themselves as confident readers who are able to read fluently and with understanding in any subject. They read for pleasure and purpose and take part in rich discussions about texts.
Assessment
Phonics assessments are carried out at the beginning of every term in Reception to Year 2 and beyond where needed. We use a range assessments to build a picture of the children’s skills including oral reading assessments and NFER tests. Information gained from all these assessments are used to shape future teaching.
Writing
At Cabot, we deliver a language rich writing curriculum using high quality texts that promote diversity and celebrate multiculturalism.
Intent
We aspire for excellence by seeing all children as writers and we recognise this will look different for every child. We believe in inclusion and strive to use word banks, scaffolds and pre-teach where appropriate to support disadvantaged pupils or SEND pupils. We aim to ensure all our children develop a genuine appreciation of language and the written word.
Many of our families are bilingual; we celebrate this and foster a love of language by looking at its patterns, structures and origins. We place high importance on oracy, and it is promoted across the curriculum. We want pupils to develop a wide range of interesting vocabulary, to have a secure understanding of grammar and be able to spell new words by effectively applying the spelling rules and patterns that they have been taught.
Careful links are made across the curriculum to ensure that children’s English learning is relevant and meaningful with consideration of the audience and purpose of our writing. We believe that by making links with the wider curriculum, children can draw on the cultural capital acquired from this learning to support their writing. Within our curriculum, children are exposed to a number of genres of texts that they then base their own fiction and non-fiction writing on. Through our Literacy curriculum, children develop their skills so they are able to work in partnership with a wide range of people, recognising that writing is used widely in everyday life and that these skills are vital.
Implementation
Our curriculum follows the Literacy Tree Writing Roots. They are based on a wide range of high quality and significant children’s literature chosen to engage, challenge and support children to be critical readers and confident and informed writers.
Each unit is two to three weeks long and based around a text, covering all the National Curriculum objectives throughout the year. Pupils are encouraged to explore different types of writing throughout their primary years, using this knowledge to independently write in a range of styles for different audiences, drawing on diverse situations and current global issues.
Oracy opportunities are embedded across the curriculum to ensure pupils develop a wide range of interesting vocabulary and have a secure understanding of grammar. Teachers have secure grammatical knowledge within their year groups and know how their teaching builds on prior knowledge and links to future teaching. Wherever possible, SPaG tasks are linked to the selected texts, ensuring pupils understand the importance of how to apply these skills accurately and their relevance in writing effectively.
The teaching of spelling takes place from Year 1 to Year 6, following the Essential Spelling scheme or the Bug Club scheme. Where children fall behind, interventions are used to support catch up.
Impact
Children at Cabot see themselves as writers and are confident and articulate speakers. They see writing as an enjoyable process and write to have an effect upon the reader. They understand that editing and redrafting is a vital part of the writing process.
The national curriculum for science aims to ensure that all pupils:
- Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
- Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
- Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
At Cabot Primary we work to ensure that pupil’s knowledge is secure and built upon as they progress through the school, building on their understanding of science and the working scientifically objectives. We develop pupil’s curiosity through enriching lessons, where children are given an opportunity to test ideas, develop their own understanding and address their misconceptions through confident subject knowledge from their teacher.
We develop pupils’ aspirations to follow careers in the sciences; and ensure they are given opportunities to learn about well known scientists from all cultures, as well as learning first hand about jobs in the sciences from school trips and visitors to the school.
All pupils are encouraged to ask thoughtful questions about the world around them and their place in it and are given opportunities to demonstrate what they have learnt through; sharing ideas, whole school assemblies, science challenge (science week) and extending their experiences outside of the classroom.
Science skills are built on each year by consolidation of learning and moving children on with their scientific thinking. Developing resilience and confidence on all strands of science (Physics, Chemistry and Biology). Clear development of objectives and understanding from one year group to the next.
Working scientifically objectives are weaved throughout the year and are applied in a range of ways to cover the concepts in each year group.
Lessons are practical and accessible to all learners and are recorded in a variety of ways, both written and oral. All pupils are given access to the appropriate scientific language and opportunities to test their ideas and address any misconceptions, through teacher guidance.
Experience outside of the classroom environment, trips and experts to come in and enrich the curriculum are built in throughout the year for pupils to extend their knowledge of the wider world.
Pupils are taught about a variety of modern and historical scientific pioneers of different cultures and backgrounds to enable them to see themselves in these roles in the future.
Intent
Cabot Primary School intends to use the Language Angels scheme of work and resources to ensure we offer a relevant, broad, vibrant and ambitious foreign languages curriculum that will inspire and excite our pupils using a wide variety of topics and themes. All pupils will be expected to achieve their full potential by encouraging high expectations and excellent standards in their foreign language learning – the ultimate aim being that pupils will feel willing and able to continue studying languages beyond Key Stage 2.
The intent is that all content will be continuously updated and reviewed annually, creating a dynamic programme of study that will be clearly outlined in both long-term and short-term planning. This will ensure that the foreign language knowledge of our pupils progresses within each academic year and is extended year upon year throughout the primary phase and, in so doing, will always be relevant and in line with meeting or exceeding national DfE requirements.
The four key language learning skills; listening, speaking, reading and writing will be taught and all necessary grammar will be covered in an age-appropriate way across the primary phase. This will enable pupils to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning and also helping the children improve overall attainment in other subject areas. In addition, the children will be taught how to look up and research language they are unsure of and they will have a bank of reference materials to help them with their spoken and written tasks going forward. This bank of reference materials will develop into a reference library to help pupils recall and build on previous knowledge throughout their primary school language learning journey.
The intent is that all pupils will develop a genuine interest and positive curiosity about foreign languages, finding them enjoyable and stimulating. Learning a second language will also offer pupils the opportunity to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences. The intention is that they will be working towards becoming life-long language learners.
Implementation
All Key Stage 2 classes will have access to a very high-quality foreign languages curriculum using the Language Angels scheme of work and resources. This will progressively develop pupil skills in foreign languages through regularly taught and well-planned weekly lessons in Years 3 to 6 which will be taught by class teachers.
Children will progressively acquire, use and apply a growing bank of vocabulary, language skills and grammatical knowledge organised around age appropriate topics and themes – building blocks of language into more complex, fluent and authentic language.
All teachers will aim to know where every child is at any point in their foreign language learning journey.
The planning of different levels of challenge (as demonstrated in the various Language Angels Teaching Type categories) and which units to teach at each stage of the academic year will be addressed dynamically and will be reviewed in detail annually as units are updated and added to the scheme. Lessons offering appropriate levels of challenge and stretch will be taught at all times to ensure pupils learn effectively, continuously building their knowledge of and enthusiasm for the language(s) they are learning.
Units, where possible and appropriate, will be linked to class topics and cross curricular themes. Children will build on previous knowledge gradually as their foreign language lessons continue to recycle, revise and consolidate previously learnt language whilst building on all four language skills: listening, speaking, reading and writing. Knowledge and awareness of required and appropriate grammar concepts will be taught throughout all units at all levels of challenge.
Each class in each year group will have an overview of units to be taught during the academic year to ensure substantial progress and learning is achieved. Each teaching unit is divided into 6 fully planned lessons.
- Each unit and lesson will have clearly defined objectives and aims.
- Each lesson will incorporate interactive whiteboard materials to include ample speaking and listening tasks within a lesson.
- Lessons will incorporate challenge sections and desk-based activities that will be offered will three levels of stretch and differentiation. These may be sent home as homework if not completed in class.
- Reading and writing activities will be offered in all units. Some extended reading and writing activities are provided so that native speakers can also be catered for.
- Every unit will include a grammar concept which will increase in complexity as pupils move from Early Language units, through Intermediate units and into Progressive units.
Impact
As well as each subsequent lesson within a unit being progressive, the teaching type organisation of Language Angels units also directs, drives and guarantees progressive learning and challenge. Units increase in level of challenge, stretch and linguistic and grammatical complexity as pupils move from Early Learning units through Intermediate units and into the most challenging Progressive units. Units in each subsequent level of the teaching type categories require more knowledge and application of skills than the previous teaching type. Activities contain progressively more text (both in English and the foreign language being studied) and lessons will have more content as the children become more confident and ambitious with the foreign language they are learning.
Pupils will continuously build on their previous knowledge as they progress in their foreign language learning journey through the primary phase. Previous language will be recycled, revised, recalled and consolidated whenever possible and appropriate.
“The study of geography is about more than just memorizing places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it’s about using all that knowledge to help bridge divides and bring people together.”
–Barack Obama
Intent
At Cabot Primary School, our geography education aims to ignite pupils’ curiosity about the world and its inhabitants while equipping them with the skills to explore and investigate various real-world questions. We strive to impart knowledge and foster an appreciation for diverse places, people, and environments, along with the interactions between them, and to integrate this understanding across other curriculum areas. By encouraging pupils to think geographically, we help them better understand the world around them and their place within it.
Implementation
The geography curriculum at Cabot Primary School includes engaging topics that are relevant to the children within the school. There is a clear progression of knowledge and skills as students advance through the school, promoting fluency in geographical thinking that supports broader curricular understanding.
Subject leaders will regularly monitor geography teaching and learning through various methods, including pupil voice, observations, and book reviews, to assess comprehension and guide future instruction. Open communication between subject leaders and class teachers will facilitate feedback and support. Pre and Post assessments will be closely monitored to refine teaching practices.
Teachers will possess strong subject knowledge and will deliver inspiring, engaging, and well-structured lessons that explain Earth’s key human and physical processes. They will provide a range of materials and experiences that align with the curriculum’s intent, preparing pupils with the necessary knowledge and skills for future learning.
Pupils will have opportunities to explore and learn about the world and their local area through investigation, exploration, and discussion. These activities will enhance their locational knowledge and sense of place. Pupils will present their findings in various formats, including drawings, graphs, debates, and extended writing.
Impact
As a result of our geography education, pupils will deepen their locational and place knowledge, both globally and locally, broadening their understanding of the world. They will be able to identify and explain key human and physical processes using appropriate vocabulary, discussing the impacts of these interactions and changes over time.
Pupils will develop competence in geographical skills through fieldwork opportunities, enabling them to ask geographical questions and present their findings in diverse formats
Intent
Our History curriculum has been created and designed to be inclusive for all children. Schemas have been specifically chosen to reflect the cultures within the school whilst enabling them to develop an overall chronology of events through history starting with time periods of personal significance and moving towards ones of local, national and international significance. It has been developed to ensure the progressive development of historical knowledge, concepts and skills and to create a love of history in our children. Furthermore, we aim to inspire in our pupils a curiosity and fascination about history that will remain with them for the rest of their lives. It has been broken down for teachers so that they are able to better identify what should be taught and how pupil knowledge should be built over the course of the topic.
Implementation
The History curriculum at Cabot Primary School includes engaging topics that are relevant to the children within the school. There is a clear progression of knowledge and skills as students advance through the school, developing the children’s ability to think like a historian.
Subject leaders will regularly monitor history teaching and learning through various methods, including pupil voice, observations, and book reviews, to assess comprehension and guide future instruction. Open communication between subject leaders and class teachers will facilitate feedback and support. Pre and Post assessments will be closely monitored to refine teaching practices.
Teachers will possess strong subject knowledge and will deliver inspiring, engaging, and well-structured lessons that provide children with a chronology of events throughout the history of Great Britain, as well as significant civilisations, events and developments worldwide. They will provide a range of materials and experiences that align with the curriculum’s intent, preparing pupils with the necessary knowledge and skills for future learning.
As a result of our history education, pupils will deepen their understanding of changes through time and develop historical skills such as understanding chronology, using different types of evidence and analysing and summarising evidence and information.
Intent
At Cabot, we want our children to experience music in all it’s forms; singing, performance, learning an instrument and understanding the fundamentals of music composition. Every year, our children experience a wide range of music from different cultures and genres and have the opportunity to perform in front of their families and wider audiences.
Implementation
Our music teaching is implemented through our partnership with Bristol Beacon, who provide us with highly qualified music tutors that teach Year 2 to Year 6 children, as part of a whole class instrument ensemble and individual violin tuition. Children have gained experience in reading musical notation and subsequently composing their own piece of music on piano. Other classes have learned African drumming or been taught how to play the ukulele. We also have a Cabot Choir, who perform at Bristol Beacon. We also use the Sing Up scheme to teach music alongside the provision from Bristol Beacon. These experiences reflect the national curriculum for music which states that children should learn to sing and use their voices; understand how music is created and the process of performing and evaluating. We also have a weekly Singing Assembly, where children learn to confidently sing songs from a variety of historical, cultural and musical genres. For children with SEND, we adapt our music teachings according to their needs, such as shorter, simpler bursts of learning or pre-teaching use of instruments.
Impact
The impact of the music curriculum will enable children in both KS1 and KS2 to:
- Use their voices as a form of expression
- Experiment with and learn to play instruments
- Gain an understanding of composition and notation
- Play and perform as an ensemble
- Appreciate a wide range of music
Intent
Art and Design Technology are creative disciplines which embody some of the highest forms of human creativity, an area where pupils can explore and develop their understanding of the world around them. We want pupils at Cabot Primary School to experience a high-quality Art and Design education that engages, inspires and challenges pupils. They will have the opportunity to experiment, invent and create works of art, craft and design based on their interests and experience. During their time at Cabot Primary School, children will study a range of artists, makers and designers from a diverse range of backgrounds to understand the development of their art forms and inspire their own work. We aim for pupils to, experience and become confident in creative work that explores their ideas and records their experiences. Become proficient in drawing, painting, sculpture and other art, craft and design techniques. Evaluate and analyse their own and others creative works using the language of art, craft and design.
Implementation
We achieve this by having an ambitious curriculum design which ensures that while at Cabot Primary School pupils experience and develop skills in drawing, painting, sculpture, print, textiles, clay and many more. A curriculum which explores work by a variety of artists and creatives from different backgrounds and cultures, developing cultural capital for all learners. Teaching of well-planned and structured lessons following a scheme of work, to ensure progress, where knowledge and skills builds as children move through school and is retained and recalled for independent work. A positive and inclusive attitude to the teaching of Art and Design, which ensures that all learners, particularly the most disadvantaged and those with Special Educational Needs develop the skills and knowledge to enjoy art and design technology and express themselves.
Impact
As a result of our inspiring Art and Design curriculum, all children are confident and enjoy using a broad range of techniques to express their ideas, feelings and emotions. They have the skills they need to complete this work and are articulate analysing and discussing their own and other artists’ work. Children will understand DT as a process of plan, make and evaluate whilst making links to their everyday lives. Pupils will gain experience of cooking healthy and balanced meals, whilst developing basic skills within the kitchen to maintain a safe and positive approach to cookery
Computing Curriculum
Intent
At Cabot Primary School, we aim to prepare our learners for their future by giving them the opportunities to be responsible, competent, confident and creative users of information and communication technology whilst they gain knowledge, and develop skills that will equip them for an ever changing digital world. Knowledge and understanding of computing technology is of increasing importance for children’s future both at home and for employment. We want our pupils to be creators not consumers and our broad curriculum encompassing computer science, information technology and digital literacy reflects this. We want our pupils to understand that there is always a choice with using technology and as a school we utilise technology to model positive use. We recognise that the best prevention for a lot of issues we currently see with technology/social media is through education. Building our knowledge in this subject will allow pupils to effectively demonstrate their learning through creative use of technology.
Our curriculum is in line with the 2014 National Curriculum for Computing and the EYFS 2023 curriculum so that children in the EYFS have an understanding of the World through Understanding the World which involves guiding children to make sense of their physical world and their community by, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. Through, Managing Self: they explain the reasons for rules, know right from wrong and try to behave accordingly. The teaching of computing aims to provide an excellent computing education which equips all children (including those who are disadvantaged) to use computational thinking and creativity to understand and change the world. The curriculum will teach children key knowledge about how computers and computer systems work, and how they are designed and programmed. Learners will have the opportunity to gain an understanding of computational systems of all kinds, whether or not they include computers. Our intention is that computing also supports children’s creativity and cross curricular learning to engage children and enrich their experiences in school.
By the time they leave Cabot Primary School, the cultural capital the children will have gained will be in the key knowledge and skills in the three main areas of the computing curriculum: computer science (programming and understanding how digital systems work), information technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). The objectives within each strand support the development of learning across the key stages, ensuring a solid grounding for future learning and beyond.
Implementation
At Cabot, computing is taught in year groups so that skills can be tracked back and forward for progression. This ensures children are able to develop depth in their knowledge and skills over the duration of each of their computing topics. Teachers use the Teach Computing Curriculum by National Centre for Computing Education (N.C.C.E), as a starting point for the planning of their computing lessons, which are often richly linked to engaging contexts in other subjects and topics. The units for key stages 1 and 2 are based on a spiral curriculum. This means that each of the themes is revisited regularly (at least once in each year group), and pupils revisit each theme through a new unit that consolidates and builds on prior learning within that theme. This style of curriculum design reduces the amount of knowledge lost through forgetting, as topics are revisited yearly. It also ensures that connections are made even if different teachers are teaching the units within a theme in consecutive years. The Teach Computing Curriculum acknowledges that physical computing plays an important role in modern pedagogical approaches in computing, both as a tool to engage pupils and as a strategy to develop pupils’ understanding in more creative ways. Additionally, physical computing supports and engages a diverse range of pupils in tangible and challenging tasks.
We have a computing suite, two class sets of Ipads and Chromebooks to ensure that all year groups have the opportunity to use a range of devices and programs for many purposes across the wider curriculum, as well as in discrete computing lessons. Employing cross-curricular links motivates pupils and supports them to make connections and remember the steps they have been taught. We partner with local companies such as ‘The Apple Store’ and Bristol university ‘Digi Makers’ to ensure that children have access to practical -real world- experiences.The implementation of the curriculum also ensures a balanced coverage of computer science, information technology and digital literacy. The children will have experiences of all three strands in each year group, but the subject knowledge imparted becomes increasingly specific and in depth, with more complex skills being taught, thus ensuring that learning is built upon. For example, children in Key Stage 1 learn what algorithms are, which leads them to the design stage of programming in Key Stage 2, where they design, write and debug programs, explaining the thinking behind their algorithms.
Computer systems and networks- Progression
Data and information- Progression
Progression
National Curriculum Coverage – Years 1 and 2
National Curriculum Coverage – Years 3 and 4
National Curriculum Coverage – Years 5 and 6
Intent:
At Cabot Primary School, we want all children to develop a passion for physical activity and, if possible, have an experience of playing competitive sport in some capacity. We believe that sport and exercise play a vital role in not only keeping our children healthy, but also in the promotion of mental well-being and self-esteem. We want all of our children to experience a wide variety of sports in their PE lessons and in extracurricular activities and want all children to learn vital life skills, like swimming. Through sport, children can learn valuable, transferable skills that can have a positive impact in other areas of their education. Outstanding extracurricular provision is also something we strive to provide for our children and we believe our provision to be broad, stimulating and diverse. We aim to provide an exciting, well-planned curriculum with the support of expert coaches from Bristol Sports Foundation to develop knowledge and understanding of staff and pupils in a variety of sports.
Implementation:
- Instil a love of sport and physical activity.
- Use sport to instil key values, such as determination, fair play, resilience, sportsmanship and equality. Teach the children to be physically literate and master the basics of human movement and use running, jumping, throwing and catching in isolation and in combination
- Provide the children with the opportunities to play a variety of competitive games, modified where appropriate and apply basic principles suitable for attacking and defending.
- Through PE lessons, working with Bristol Sports Foundation coaches and extra-curricular activities, develop flexibility, strength, technique, control and balance for example, through athletics and gymnastics).
- Perform dances using a range of movement patterns.
- To take part in outdoor and adventurous activity challenges both individually and within a team.
- Compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Impact:
Children will leave Cabot Primary School with a love of exercise and sport. They should be able to manipulate and control their bodies with confidence and apply these skills across a range of competitive games and sports. They will be fully aware of the importance and benefit of physical activity in the contribution to their physical and mental health and well-being.
We are committed to creating a positive, safe, and nurturing environment, where all members of the school and wider community will be respected and valued.
Intent
At Cabot Primary School, it is our intention that children have an awareness and understanding of the beliefs and cultures within and beyond their community. We teach Religion and Worldviews to promote valuable insight into the diverse beliefs and opinions held by people in our local area and further afield. We aim to equip them with essential enquiry skills and develop their response to significant questions posed by religion and worldviews. We aim to promote tolerance and understanding of beliefs and worldviews that are different to our own.
All children in our school, including those from disadvantaged backgrounds and those who have Special Education Needs and Disabilities will acquire the appropriate knowledge and form positive beliefs, values, and attitudes.
The teaching of Religion and Worldviews has a key part to play in the personal, social, moral, and spiritual development of children at our school. Bristol is a vibrant, multi-cultural city and it is important to us that our pupils have an appreciation and respect for the diversity of their local communities.
Implementation
Religion and Worldviews is planned and implemented using with the Religion and Worldviews scheme from Kapow. For EYFS, Religion and Worldviews is taught within the Understanding the World strand. All pupils in Key Stage 1 and 2 have a dedicated R.E lesson every week.
Children are taught by familiar adults who they have a good rapport with, who facilitate constructive and supportive discussions around sensitive topics. Reflecting the findings of the Ofsted Research review of Religious Education in May 2021, the scheme has the following three strands running through it: substantive knowledge (conceptual and worldviews related); disciplinary knowledge and personal knowledge.
These strands are interwoven across all units to create lessons that equip children to explore and express preconceptions, personal worldviews and personal knowledge.
We value inclusion at Cabot Primary School and pupils are given the opportunity to visit places of worship in their local community and receive visits from local faith organisations and charities. By exposing pupils to the wide range of beliefs and religions that are practiced, we are helping them become aware and open to the community around them. Within school, assemblies, and performances, when appropriate, are based on significant religious events, for example; Christmas play and lunch; Diwali; Eid and celebration event; and Harvest Festival. All families are encouraged to attend regardless of their own religious background.
This also demonstrates our commitment to British Values and ensuring the children are given a range of experiences that are reflective of today’s society; preparing children for the wider world beyond.
Impact
The impact of our curriculum will enable pupils to develop respect for and sensitivity to others and be prepared for life in modern Britain.
By the time children leave our school they will:
- Be confident individuals who have positive self-awareness, extending their knowledge and understanding of religions and beliefs
- Develop a religious vocabulary and interpret religious symbolism in a variety of forms
- Have an in-depth knowledge of others religious views and beliefs
- Maintain positive relationships, through respect, tolerance and understanding
- Understand the diverse world we live in
- Have knowledge and skills necessary to make informed decisions and ask questions
Intent
At Cabot Primary School, PSHE is at the core of what we do and enables our children to become independent, confident, healthy and responsible members of society as well as effective learners. We follow the SCARF PSHE scheme which promotes positive behaviour, good mental health and wellbeing, resilience and achievement, helping children to stay safe online, develop healthy and safe relationships and have the skills and attributes to negotiate and assert themselves now and in the future.
Implementation
We teach PSHE in a discrete weekly session following the whole school PSHE program, SCARF, standing for Safety, Caring, Achievement, Resilience and Friendship. The six half-termly units are tailored to each year group ensuring that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children.
- Me and My Relationships: includes content on feelings, emotions, conflict resolution and friendships;
- Valuing Difference: a focus on respectful relationships and British values;
- Keeping Myself Safe: looking at keeping ourselves healthy and safe;
- Rights and Responsibilities: learning about money, living the wider world and the environment;
- Being My Best: developing skills in keeping healthy, developing a growth mindset (resilience), goal-setting and achievement;
- Growing and Changing: finding out about the human body, the changes that take place from birth to old age and being safe.
Relationships and Sex Education is taught both in health education and the Science curriculum.
Impact
By the time children leave our school they will:
- Have a good sense of self worth,
- Know how to be a healthy, independent, and responsible member of society,
- Understand what it means to be part of a diverse society and how to respect others,
- Have knowledge and skills necessary to make safe and informed decisions.
- Be able to develop positive relationships with peers now and in the future.
Assessment
Pupil’s learning is recorded in the PSHE floorbook e.g. quotes, photos, lesson summaries, examples of completed worksheets. Examples of where children have used the lesson focus throughout the week are added to the floorbook to celebrate and encourage the application of learning. Where children are identified as needing additional support, this will be addressed in class with support/guidance from our pastoral team where needed.