Subjects

National Curriculum Purpose of study

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

National Curriculum - Aims

The national curriculum for art and design aims to ensure that all pupils: 

• Produce creative work, exploring their ideas and recording their experiences 
• Become proficient in drawing, painting, sculpture and other art, craft and design techniques 
• Evaluate and analyse creative works using the language of art, craft and design 
• Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms

Monkston’s Art Curriculum Intent Statement

The art curriculum at Monkston is designed to engage our pupils and promote an interest in all areas of art: sketching painting, ceramics and printing. We create a sense of excitement and curiosity for the subject. We develop pupils’ artistic knowledge, ability to communicate ideas and how to apply these confidently. Pupils learn through the varied curriculum and cross links (where applicable) to other subjects. They make observations, compare their own art and the work of others to interpret various styles to enhance their creativity. They are taught the necessary skills to enable them to succeed and after practise, they learn to evaluate and modify their work accordingly. In researching artists past and present, they assess their contributions to the artistic world and consider how art enhances wellbeing.

Throughout the art curriculum, pupils’ understanding of British values and global issues are capitalised on. In each year group, children will be made aware of the environmental and global impact and their role in encouraging others to reduce, reuse and recycle their own waste. Pupils are encouraged to use materials they are provided with responsibly and not to waste them.

Throughout the art curriculum, we explore the different characteristics of learning and deepen the children’s understanding. Pupils are inquisitive when they are made aware of art around them and art produced by famous artists. Pupils are creative when they share ideas verbally, complete preliminary sketches and implement these. Pupils are resilient and reflective when they are able to openly identify weaknesses with their initial ideas or skill and then decide how to modify their practice to make improvements. They compare and contrast their own work to the styles of different artists and comment respectfully. Pupils are co-operative when they share ideas verbally and work together on collaborative projects in partners or small groups. Pupils are resourceful when they use materials responsibly and are encouraged to think of different aspects such as environmental and cost and asked to reuse and recycle.

National Curriculum Purpose of Study

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, 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.

National Curriculum Aims

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

Monkston’s Computing Curriculum Intent Statement

The computing curriculum at Monkston is designed to engage our pupils and promote an interest in all areas of computing:

• Online safety
• Programming
• Presentation skills
• Digital literacy, use of networks
• Understanding data

A clearly sequenced and progressive curriculum ensures that pupils not only build the computing skills they need, but a sense of excitement and curiosity is also developed for the subject. We develop pupils’ computing knowledge, conceptual understanding of how computers and the internet work, ability to work logically to assess problems they can debug and solve independently and to speak confidently about computing. Pupils consider the importance and impact technology has on the world and the uses of computing now and in the future.

Throughout the computing curriculum, pupils’ understanding of British values and global issues are capitalised on. Values are explicitly linked to specific topics such as the negative impact of plagiarism in year 6, the importance of positive communication via social media and mobile devices from year 5, the environmental impact of internet cabling and mobile signal towers in year 4, the understanding of the reliability of search engine results from year 3 and the negative effects of excessive screen time on mental health from key stage 1 and reception. 

The need for tolerance, individual liberty and mutual respect is evident through the teaching of online safety in each year group. Through the CEOP program (and other SMART and Childnet teaching resources), all pupils are encouraged to question and develop their understanding of their own personal safety when online, the importance of their digital footprint and the negative effects on mental health that cyber bullying can have.

Throughout the computing curriculum, we explore the different characteristics of learning and deepen the children’s understanding of being inquisitive, resilient, cooperative, creative, resourceful and reflective. Pupils’ inquisitive and creative nature is promoted through self-guided research and question answering when creating presentations and using digital literacy skills in a variety subjects across the curriculum and also through online safety. Being reflective and resilient is particularly evident when sequencing instructions and creating algorithms and then using the ability to debug programs until a successful outcome is reached. Concentration and resourcefulness is integral when tackling new and unfamiliar strands of computing, due to unknown and often challenging concepts – such as knowing what a computer is and how a network operates.

National Curriculum Purpose of Study

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. 

Pupils acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. 

Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. 

High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

National Curriculum Aims

The national curriculum for design and technology aims to ensure that all pupils:

• Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
• Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
• 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

Monkston's Design Technology Curriculum Intent Statement

At Monkston, our DT curriculum inspires pupils to be creative and practical and to help them solve real and relevant problems. 

In both key stages, pupils learn key DT skills. They design, make, evaluate and apply technical knowledge in a range of relevant contexts, such as the home, school, leisure, culture and the wider environment. Pupils embark on projects which allow them to use a variety of different tools and materials to create imaginative and interesting products. These skills progress and develop for each learner as they move through each key stage. Skills are revisited and developed within different projects covered. 

The DT curriculum has a strong emphasis on cookery, so pupils across the school work with food in a variety of ways to create healthy meals and learn key life skills.

We aim to instil and develop children’s moral compass during DT at Monkston. Pupils are taught to be considerate learners when choosing and using recourses. Each pupil works alongside their peers to share equipment and materials with mutual respect. When evaluating their own and others’ products, learners are taught to have tolerance for ideas and opinions that are not their own. At Monkston, children are encouraged to respond to and act on feedback thoughtfully when evaluating.

At Monkston, each learner is educated to understand and consider the environmental issues when assessing existing products and choosing a target market. Selected projects enable children to be taught about the impact certain materials have on our environment and the positive effect they can have when being designers, constructers and evaluators.

The DT curriculum endeavours to develop characteristics within each pupil to become effective learners. Within each project, children will develop their inquisitive skills by researching, evaluating and exploiting existing products, before applying this knowledge to design their own. There is a large focus on resilience within the DT curriculum at Monkston. Children are encouraged to persevere when they are learning and practising new skills. They are taught to overcome difficulties when constructing and assembling. Within each DT project, learners will acquire characteristics to be resourceful learners. To complete their products at each stage of skill development, children will be required to adapt their intentions and initial designs.

National Curriculum Purpose of Study

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

National Curriculum Aims

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

• Read easily, fluently and with good understanding
• Develop the habit of reading widely and often, for both pleasure and information
• Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
• Appreciate our rich and varied literary heritage
• Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
• Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
• Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Monkston's English Curriculum Intent Statement

English teaching at Monkston is engaging, motivating and personalised. A wide range of text types are taught across all year group to include fiction, non-fiction and poetry. In each year group, English is taught along the same structure.

• Every unit starts with a 'cold write' to assess the children's prior knowledge of the genre and to provide each child with a personal target to work on over the unit.
• Then high-quality text examples are studied to ensure all children understand the genre, as well as providing children the opportunity to gather a bank of ideas to help them improve upon their target.
• With the support of the teacher, the children plan and write their own piece of writing based on the genre, using ideas heavily modelled and guided by the teacher in an extended writing. Each child's target is then re-assessed and built on in preparation for their 'hot write'.
• Once the child has read and understood their feedback from their extended writing, they can then move onto their 'hot write', which is an independent piece of work.
• After they have written their 'hot write', they then edit and improve it into a final published version to be levelled and compared to their 'cold write'.
• Technical aspects of punctuation and grammar are taught within each unit, following the school’s guidance for each year group [see below]. Spelling is taught daily in Year 2 -6 following the RWI spelling programme.

Throughout the English curriculum, pupil’s understanding of British values and global issues are capitalised on. Values are explicitly linked to specific topics such as a year 4 writing unit based on Friend or Foe, which teaches children the importance of getting to know someone before judging them and how to accept and forgive someone who is different to you. In Year 1, their topic on Traditional Tales teaches them safety messages, such as not to talk to strangers, as well as learning how to respect other people’s feelings. In year 6 they complete a unit on biographies where they are able to look at a significant person’s life in detail and discuss their background, culture and faith.

Throughout the English curriculum, we explore the different characteristics of learning and deepen the children’s understanding of being inquisitive, resilient, cooperative, creative, resourceful and reflective. In every classroom, children are challenged with targets to extend their learning. With the use of our editing pens (purple polishing pens), children are given the opportunity to reflect on their own work and consider how they can improve it. They are encouraged to use any of the resources available to them within the classroom and they are encouraged to independently choose what they want to use in order to support their own learning. Many opportunities are made for peer work and assessment in order to encourage cooperation.

National Curriculum Purpose of Study

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

National Curriculum Aims

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

• Read easily, fluently and with good understanding
• Develop the habit of reading widely and often, for both pleasure and information
• Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
• Appreciate our rich and varied literary heritage
• Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
• Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
• Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Monkston's Reading Curriculum Intent Statement

At Monkston, we want our children to become fluent, lifelong and confident readers who are passionate about reading.

Children who read regularly and are read to regularly have the opportunity to open the doors to so many different worlds! More importantly, reading will give your child the tools to become independent life-long learners.

We can achieve this together through:

• Daily phonics lessons in KS1 and EYFS (Read Write Inc - A program to help to your child read at school)
• Daily whole class guided reading
• Daily small group and teacher reading in KS1
• Daily story time (stories which are progressive throughout the school, linked to each year group’s curriculum and have a clear rationale for sharing with the children)
• Encouraging children to develop a love of books by reading to them daily, at home and at school
• Giving children access to a wide range of books at school and at home

Reading in KS1

As well as learning to decode words and start to develop their fluency in phonics (see phonics sub-page), children at Monkston also participate in small group reading sessions with the teacher and whole class guided reading sessions.

In the small group reading sessions, the teacher listens to each child individually and uses this time to develop the children’s confidence, comprehension and inference. The teacher will also use this time to introduce the children to a wide variety of texts including fiction and non-fiction and develop the children’s vocabulary.

In whole class guided reading sessions, the children participate in ‘echo reading’ where the teacher models the skills of using expression and fluency in reading and ‘text marking’ where the children look through the text for clues (including punctuation) to help them with their fluency and expression. In addition to this, within the whole class reading sessions, the children learn to answer a variety of correctly challenged deduction and inference questions.

Daily story time usually happens at the end of the day, where the teacher shares a ‘class text’ with the children. Each term or half term, each year group has a ‘reading theme’. These themes can include specific authors, or PSHE themes, or curriculum linked themes. If you'd like to know the book, theme or author that your child is learning about/reading, keep an eye out for the year group newsletter that gets sent home at the start of every half term.

Daily story time follows a designated, consistent structure across EYFS and KS1 as outlined below:

• Monday – Read a story book that goes with the reading theme of the half term/term
• Tuesday – Rereading and ‘delving deeper’ into the linked story book/ reading another book by the author
• Wednesday – Reading a non-fiction or poetry book
• Thursday – Teacher’s choice (A chance for the teacher to model their own love of reading)
• Friday – Child’s choice (A chance to encourage the child’s love of reading by reading or re-reading their favourite story books)

Reading at home in KS1

The children in Monkston bring home two books from school; one reading book and one library book.

In reception and year 1, the children bring home Read Write Inc. book bag books which they can read to an adult or an older sibling. These books are closely linked to their individual phonetic knowledge. The purpose of these books is for the children feel confident reading something that they know they can read and to consolidate learning that they have done in school. These books are also sent home for some year 2 children.

In year 2, children will be sent home a book banded book to read to an adult or an older sibling. 

All children get the opportunity to bring home a book from our library. The purpose of these books is to share and read together with people at home to develop enjoyment of reading. All classes visit the library once a week.

All children are given a reading diary at the start of each term which should be signed by an adult at home every time they read to an adult or an older sibling. If your child has read four times in one week, they will be given one Monkston point. Children can change their book on Mondays and Thursdays in KS1 and Reception; however, they must only change their book if they have read it twice. The purpose of this is that if younger children read the same story/book more than once, they will develop a greater understanding of what happens.

In KS2, whole class guided reading happens 4 times a week, with extra intervention where needed. The whole class guided reading sessions involve a range of teacher modelled reading, group and whole class echo reading and individual reading. We aim to listen to every child read aloud once a week to help develop children’s confidence, comprehension and inference. Using the texts studied, children then answer relevant questions which are tiered in difficultly. Each set of questions starts with several simple find and retrieve questions, which are accessible to all. These are followed by questions that match up with the yearly end of year expectation. At the end of each set of questions, 1 or 2 stretch and challenge questions are included for more able pupils (identified in blue). As well as focusing on improving the children’s comprehension skills, one of the main aims for all of our guided reading sessions is to broaden children’s vocabulary. This is achieved by encouraging children to identify unfamiliar words, which are then discussed and added to our ‘word walls’.

In addition to guided reading sessions, daily story time happens at the end of the day, where the teacher shares a ‘class text’ with the children. These texts have been carefully chosen with a clear rationale behind each one, ensuring we have included a range of genres, themes and authors across the whole of KS2. The aim of these daily sessions is to develop and nurture a love of reading. Copies of these class texts are provided for each class, so that children can continue to enjoy the books.

Reading at home in KS2

The children in Monkston bring home two books from school each week. The expectation is that children should choose 1 book that matches their reading colour and then one book for them to enjoy, either independently, or with an adult. If a child is a ‘free reader’, then they can choose 2 books of their choice. The expectation is that children are reading daily and that an adult is listening to them read at least 3 times a week. All children are given a reading diary at the start of each term, which should be signed by an adult at home every time they are listened to by an adult, or an older sibling. If your child has read three times in one week, they will be given one Monkston point. Children can change their books weekly during their class library session; however, children are allowed to keep a book for longer if they are still reading and enjoying it.

KS2 Website Class Readers

Daily Phonics Lessons

Read Write Inc (RWI) is a systematic phonics scheme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling.

It is taught in over 5000 schools in the United Kingdom!

What is Systematic Synthetic Phonics?

Phonics is the teaching of sounds in a certain order and the teaching of recognising the different spellings of each sound. 

Phonics also teaches children to put these sounds together to read words. At school, we call this 'blending'. 

Pure Sounds

It is very important that the sounds that the children are taught are pronounced correctly at home and at school. Avoid the 'uh' at the end of sounds like c and t. Please watch the video below to learn how to pronounce the sounds correctly. 

Sound Order

Your child will be taught according to a prescribed, logical order of sounds/graphemes (the letters that make up the sounds) given by the Read, Write Inc. scheme.

• Set 1 (without using letter names)
• Set 2
• Set 3
• Additional Set 3

A full list of these sounds is attached below.

Parent video: How to say the sounds

Useful documents

KS2 Website Class Readers

List of rhymes to go with sounds.pdf

Red words by band bookmarks.pdf

RWI mnemonics sound mat digraphs and tri-graphs.jpg

RWI mnemonics sound mat set 1.jpg

RWI red word bookmarks.pdf

National Curriculum Purpose of study

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. 

The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

National Curriculum Aims

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

• 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, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
• Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
• Discover and develop an appreciation of a range of writing in the language studied.
• Pupils should be taught to:
• Listen attentively to spoken language and show understanding by joining in and responding
• Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
• Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
• Speak in sentences, using familiar vocabulary, phrases and basic language structures
• Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
• Present ideas and information orally to a range of audiences
• Read carefully and show understanding of words, phrases and simple writing
• Appreciate stories, songs, poems and rhymes in the language
• Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
• Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
• Describe people, places, things and actions orally and in writing in KS2
• Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neutral forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Monkston's Modern Foreign Languages Curriculum Intent Statement

The French curriculum at Monkston is designed to engage our pupils to develop communication and writing skills.

Through the Twinkl Schemes of Work for French, pupils are taught to listen, communicate, read and write in French. This is delivered using a multi-sensory approach, through the use of actions, finger rhymes, stories, short films (often about a comical donkey and his friends!), flash cards and interactive online programmes. Pupils cover a range of topics, including numbers, pocket money, colour, travel, animals, hobbies, food and drink. These topics are re-visited throughout the key stage in more challenging detail and structure. There is a great focus on developing the children's confidence, in expressing their ideas and thoughts in French and this is encouraged through the use of role play and daily 'practice parcels' (5 minute conversations which reinforces previous learning).

Throughout the French curriculum, pupils’ understanding of British values and global issues are capitalised on. Intercultural understanding is fostered through the exploration of French language, place study, food, money, traditional dance and music. Through high-quality teaching and expertise, pupils continuously develop their self-knowledge, self-esteem and self-confidence.

Throughout the French curriculum, we explore the different characteristics of learning and deepen the children’s understanding of being inquisitive, resilient, cooperative, creative, resourceful and reflective. Within a typical French lesson, children independently use a variety of teaching aids (templates, dictionaries and online programmes) to create verbal and written French phrases and sentences. They work cooperatively, often holding conversations with other pupils to demonstrate their skills and understanding. They are able to reflect on their learning through listening to themselves (recordings) and others.

National Curriculum Purpose of study

A high-quality geography education 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. 

Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. 

As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. 

Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

National Curriculum Aims

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

• Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
• Understand 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
• Are competent in the geographical skills needed to:
• Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
• Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
• Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length

Monkston's Geography Curriculum Intent Statement

The geography curriculum at Monkston is designed to engage our pupils and promote an interest in all areas of geography. In reception children explore geography within three main areas of learning: ‘People and Communities’, ‘The world’ and ‘Technology’. They make observations about the local environment and discuss similarities and differences between places.

In KS1 and KS2, pupils learning is organised into 4 main areas:

• locational knowledge (such as naming the continents)
• place knowledge (similarities and differences)
• human and physical geography (identifying weather patterns)
• Geographical skills and fieldwork (such as using maps and atlases)

In KS1 the children focus on the local area, the UK and where the UK is compared to other countries. In KS2 geography lessons, pupils develop their knowledge about the world, the United Kingdom and locality building on in greater depth from their learning in KS1. They are introduced to specific vocabulary relating to human and physical geography and start to use their geography skills. In upper KS2 the children focus on physical features looking at mountains and volcanoes.

Throughout the geography curriculum, pupils develop further understanding of British values. They gain an understanding of mutual respect for others people’s cultures and back grounds. For example, in Year 2, children compare Milton Keynes to Mexico and learn about the country, life styles and cultures. In year 3 the children look at four different contrasting locations around the world and learn about what makes them different. In addition, the children learn about environmental and human impact on climates. For example, in year 4 children learn about the human impact on the rainforest and in year 3 they look at the polar ice caps and what is causing them to melt.

Throughout the geography curriculum, pupils explore the different characteristics of learning and deepen the children’s understanding of being inquisitive, resilient, cooperative, creative, resourceful and reflective. For example, children will work with their peers on field work projects cooperatively. They become inquisitive learners when learning about different countries and what makes them similar or different.

National Curriculum Purpose of Study

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world.

It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

National Curriculum Aims 

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

• Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
• Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
• Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
• Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
• Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
• Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short-term and long-term timescales.

Monkston’s History Curriculum Intent Statement

Throughout the history curriculum, we ensure that there are opportunities for children of all abilities to develop their skills and knowledge in each unit of work. We build planned progression into the scheme of work so that children are increasingly challenged as they move through the school. Through exciting and engaging lessons, pupils progress in developing key historical skills and acquiring new knowledge which increasingly develops their ability to question the world around them.

Throughout each year group, the five strands of the history curriculum are taught with increasing challenge to ensure progression from EYFS to Year 6 in the following areas:

• Chronology 
• Range and depth of historical knowledge
• Interpretations of history
• Historical enquiry
• Organisation and communication

A range of enrichment activities are planned throughout the school to bring history to life and ensure that the history curriculum becomes part of a pupil’s long-term knowledge. Events such as re-enacting a Roman battle, ancient Greek day and the burning of London, all support pupil’s knowledge, understanding and excitement for the subject.

When teaching history, we contribute to the pupil’s spiritual development where possible. We also provide pupils with the opportunity to discuss moral questions, or what is right and wrong, for example when focusing on significant people in history. The study of artefacts, buildings, churches etc. gives children a sense of their place in the historical scheme of things. It also helps to develop an awareness of beauty and aesthetics. Moral issues can be considered. For example, was it right that war was fought or that children were forced to work in factories and mines in Victorian Britain, or that Anne Frank was forced into hiding?

Studying the cultures of other times – Egyptians, Romans etc. - builds an awareness of the value and importance of other societies and cultures and the relative value and importance of our own. It also stresses the interdependence of cultures. Our history programme of study enables children to understand that Britain’s rich cultural heritage can be further enriched by the multi-cultural British society of today. Our history curriculum inspires our pupils’ curiosity to know more about the past and helps our pupils to understand the process of change, the diversity of societies as well as their own identity and the challenges of their time. Our history curriculum equips the children to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective.

National Curriculum Purpose of study

Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. 

It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. 

A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

National Curriculum Aims

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

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions 

As mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. 

They should also apply their mathematical knowledge to science and other subjects.

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.

The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. 

Monkston's Mathematics Curriculum Intent Statement

National Curriculum Progression Primary

The mathematics curriculum at Monkston is designed to encourage a love for learning and build resilience so that all pupils can achieve and succeed. Teacher’s positive mind-set and strong subject knowledge should promote success in mathematics.

Using the WhiteRoseMaths ‘Scheme of Learning’ and ‘Small Steps’ means that number is at heart of the curriculum and time is spent reinforcing this, so children build their competency, have a deeper conceptual understanding of topics and can build on these skills over their learning life. It ensures pupils understand concepts better, encourages mathematical talking, thinking and reasoning which allows them to delve deeper into concepts and secure a greater understanding.

When introduced to new concepts (or revisiting previous ones) children should have the opportunity to build their competency by following this approach:

• Concrete – children should use concrete objects to help them understand what they are doing
• Pictorial – children should use pictorial representations, which can help them to reason and problem solve
• Abstract –children should be able to move onto an abstract approach using numbers and key concepts with confidence

Throughout the mathematics curriculum, the children will build a positive mind-set to learning and a belief that they can do maths. Pupils will be encouraged to become resilient learners through developing good foundations in mathematical concepts, exploring and applying ideas with confidence and rising to challenges they are faced with. Children will be encouraged to persevere with difficulties they face during activities and tasks and dig deeper into their understanding and application of mathematical concept, becoming more absorbed into developing their own maths learning and managing distractions so they can achieve. Children will become resourceful by developing their collaborative skills through group discussions and group activities where they will have to explain their mathematical thinking and explore problems using different methods and present work in different ways. Children will become reflective mathematicians, through consolidation and revision of skills knowledge and skills which will promote a positive attitude for self-learning. Providing them with a range of techniques and methods to solve calculations and problems for all areas in maths, will help them to develop their knowledge and understanding how they learn and what helps them.

National Curriculum Purpose of study

Music is a universal language that embodies one of the highest forms of creativity. A high- quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

National Curriculum Aims

The national curriculum, for music, aims to ensure that all pupils: perform, listen to, appraise and compose music across a range of historical periods, genres, styles and traditions. Including the works of the great composers and musicians. Learn to sing and to use their voices, to create and compose music on their own and with others and 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 inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Monkston's Music Curriculum Intent Statement

At Monkston we follow the Charanga scheme of work for music which is designed to allow progression in the key musical techniques, as well as educating pupils across a range of key genres of music and exploring the impact of some influential composers. As pupils progress, they develop a keen engagement with music allowing them to compose – and to listen critically to – a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians. As part of the Key Stage 1 curriculum, pupils are taught to use their voices expressively and creatively by singing songs and speaking chants and rhymes. They learn to play tuned and un-tuned instruments musically and to listen with concentration and understanding to a range music. As part of the Key stage 2 curriculum, pupils are taught to sing and play with increasing confidence and control. They develop an understanding of musical composition, organising and manipulate ideas within musical structures and reproducing sounds from aural memory.

Throughout the Monkston music curriculum, pupils’ understanding of British values are developed cohesively throughout. In every part of the programme, mutual respect and tolerance of other faiths, backgrounds and cultures is taught through listening and appraising music from British and world history and also a variety of styles of modern music. In every lesson, children have the opportunity to appreciate these compositions from a musical perspective, discuss their own personal thoughts and feelings with their peers (also a chance to express their individual liberty) and hear the teacher model and praise positive language. Additionally, developing the children’s confidence and “adding strings to their bow” is key. Throughout the programme, the children are taught to sing, play an instrument as part of a whole class ensemble, given the multiple chances to perform solos in front of their peers and a chance to perform as a cohesive group. Using their skills learnt in the listening and appraising part of the lesson, the children learn to praise performances and develop the skill to constructively and gently advise their peers in a structured manner. Confidence building is also integral to a positive mental health and our music curriculum definitely enhances this. Being expressive, accepting our unique opinions and doing something you are good at, are all things that have been renowned for developing a happy state of mind. Our music lessons are designed to give our children these opportunities. 

To encourage children’s interest and concentration during lessons, the scheme has highly engaging, stimulating and interactive presentations coupled with cheerful and enthusiastic teaching. The children have the chance to learn a variety of instruments and are also encouraged to bring their own in to perform. Over the course of their KS2 journey, children are able to develop their resilience by continuously improving, self-assessing and trying to master their instrument. The children are given clear signals about when to join in, how to speak to their peers, when to play their instruments and what to do when they are not playing their instruments. Concentration and co-ordination are also developed whilst learning these instruments. In all units of work, in every year group children’s imagination is developed through improvisation which also develops the children’s co-operation when the children are working together on these compositions.

National Curriculum Purpose of Study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

National Curriculum Aims

The national curriculum for physical education aims to ensure that all pupils:

• Develop competence to excel in a broad range of physical activities
• Are physically active for sustained periods of time
• Develop cognitive and social skills
• Engage in competitive sports and activities
• Lead healthy and active lives

Monkston's Physical Education Curriculum Intent Statement

Monkston Primary understands the importance of PE and the school endeavours to provide a balanced curriculum that allows children to develop their physical skills and maintain a healthy active lifestyle from EYFS to Year 6. We provide children with the physical skills and knowledge needed to participate in sports and also to ensure children enjoy lessons and continue to keep active when they leave our school. The school follows the PE Passport scheme of work which develops and builds a child’s physical skills and enables them to understand how these can be applied to particular sports. Pupils progress sequentially through the school developing skills and knowledge in performance, personal & social and competition. 

Children in Year 3 and 5 take part in swimming lessons, which is a key part of the PE national curriculum. As well as leading weekly indoor and outdoor PE lessons, we offer the children additional opportunities to participate in sports in our enriched curriculum, which has been provided through the Sports Premium funding. This includes having an outside specialist coach coming into school and working with all pupils in Key Stage 2. Children who are selected to represent the school in cross country and athletics are then provided with weekly training sessions with the sports coach. 

At the heart of our PE curriculum is the importance of fair play, which is one of our Monkston values. As children start to compete against others in activities, the importance of fair play and good sportsmanship is at the core of the game. When competing in sports outside of school, children are praised in school assemblies for their good sportsmanship. At Monkston, we encourage children to act fairly both in and out of school. 

During lunchtimes, if children are seen to be showing good sportsmanship when playing football, they can be awarded the Premier League Primary Stars certificate, which is awarded to the pupil(s) in achievement assembly and celebrated by the whole school. 

During assemblies, we look to celebrate stories of good fair play and teachers share stories of sports people who have acted with integrity and shown good sportsmanship. For example, we looked at the story of the Brownlee brothers: Alastair Brownlee gave up his chance to win the World Triathlon series, so that he could help his brother cross the finish line, as he was in a great deal of pain. We teach the children that acting in this way is far more important than winning. 

Self-awareness is embedded in all PE lessons at Monkston. Children are aware of their personal capabilities and encouraged to take healthy risks to further develop and progress. Competition in PE is a key factor of our curriculum. We recognise that healthy competition should be encouraged, so that children learn about resilience and determination. Children are encouraged to compete against others, as well as themselves, by improving on personal best scores. 

Teamwork is also a key element of the curriculum and children develop skills that help them to work effectively as a team. In upper Key Stage 2, children may work in a managerial role in some lessons, such as an umpire or a coach. This teaches children about the importance of leadership and how to act as an effective leader. 

In the summer term, we hold a mini-marathon, which provides the opportunity for children to gain sponsorship money for a chosen charity. Not only does this encourage charitable work, but it allows children to build on their fitness levels and progress in running. Later in the term, all children participate in sports day, which encourages healthy competition and gives all children chance to work as a team.

National Curriculum Purpose of Study

Relationships, Sex and Health Education (RSHE) is a school curriculum subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future. RSHE education helps pupils to stay healthy, safe and prepared for life – and work – in modern Britain. RSHE also helps pupils to achieve their academic potential. Pupils develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. From making responsible decisions about alcohol to succeeding in their first job, RSHE education helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up. 

The school follows the Twinkl Life scheme of learning for PSHE / SRE. Detailed progression documents can be further discussed with Mrs Mrs Webster, PSHE curriculum lead. 

Relationships and sex education - government guidance for schools

Relationships, Sex and Health Education Policy

National Curriculum Aims

RSHE education makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety and promoting pupils’ wellbeing. The aim for RSHE education is to provide pupils with:

• Accurate, balanced and relevant knowledge
• Opportunities to turn that knowledge into personal understanding
• Opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities
• The skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives
• Opportunities to develop positive personal attributes such as resilience, self-confidence, self-esteem, and empathy

Monkston's RSHE Curriculum Intent Statement

We use PSHE and Citizenship best practice to help develop the qualities and attributes children need to be healthy, independent and active participants in society. Using the Twinkl Life scheme of work, we cover units on British Values, Global Citizenship, Personal Safety, Health, RSE and Mental Wellbeing to deliver outstanding SMSC provision. Our PSHE planning and resources are fully in line with the PSHE Association Programme of Study and meet the 2019 Draft Guidance for Statutory Relationships and Heath Education. Our PSED curriculum in EYFS develops self-confidence, making relationships and managing feelings and behaviours.

Furthermore, we supplement our PSHE curriculum with a Mental Health programme called ‘We Eat Elephants’. This is designed to help children understand their emotions, find positive ways of dealing with worries and issues and develop positive mental health.

Our PSHE and Citizenship scheme of work explicitly teaches children about British Values and Global Citizenship. In Years 1, 3 and 5 they cover a unit of 6 lessons entitled ‘Britain’ where they learn about being proud of Britain and our values. In Years 2, 4 and 6 they cover a unit of 6 lessons about ‘One World’ and a unit entitled ‘Respecting Rights’ where they learn about mutual respect and tolerance of those from other faiths, backgrounds and cultures. PSED for the EYFS covers aspects such as ‘I belong’ and ‘Fabulous Friends’, which also promote belonging and respect.

Mental health is a crucial aspect of our PSHE curriculum and is covered by units on Wellbeing as part of the Twinkl Life scheme and our ‘We Eat Elephants’ programme.

Many of our units of work in PSHE foster a positive attitude. In Years 1, 3 and 5 they cover the units ‘Team’ and ‘Aiming High’ all about developing teamwork, collaboration and having a positive outlook. In Years 2, 4 and 6 they cover the units ‘Think Positive’ and ‘VIPs’ where they learn about making good choices, developing a growth mindset and fostering healthy relationships. PSED for the EYFS also cover aspects such as ‘It’s Good To Share’, ‘Super Me’, ‘My Marvellous Mind’ and ‘Look What I Can Do’. ‘We Eat Elephants’ also promotes behaviours, habits and character to become effective learners. 

Relationships Education Twinkl Life SRE Overview

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Year 2

Year 3

Year 4

Year 5

Year 6

National Curriculum Purpose of Study

In religious education (RE), pupils acquire and develop knowledge and understanding of Christianity and the principal religions represented in Britain. To fulfil this, pupils will be religiously educated and develop skills in RE relative to content.

 The most significant religious tradition in Britain is Christianity. Christianity shapes Britain’s year, language and shared culture. It informs moral perspectives, and it is essential that pupils learn about and understand the place of Christianity within British culture and the impact that it has on the lives of individuals, communities and the nation. 

The principal religions in Britain, besides Christianity, have been regarded as Buddhism, Hinduism, Islam, Judaism and Sikhism. Whilst the Jewish and Sikh communities nationally are very small they have played an important part in Britain for centuries.

Milton Keynes 2017 Syllabus Aims

In the Milton Keynes 2017 syllabus, pupils are encouraged to make stronger links between and within religions by: 

• Believing a faith and its texts and teachings
• Belonging to a faith and to other believers; and 
• Behaving in a way that is required by the texts and teachings of each faith.
• RE is taught so that pupils not only have a secure grasp of these three areas and the links between them, but also to ensure that pupils have opportunity to make their own responses and reflections to the learning that comes from a study of each of these key strands of religious practice.

Monkston's Religious Education Curriculum Intent Statement

The R.E curriculum at Monkston is designed to promote the spiritual, moral, social, cultural, mental and physical development and well-being of pupils, following the Milton Keynes Agreed Syllabus. In religious education, pupils acquire and develop knowledge and understanding of Christianity and the principal religions represented in Britain.

An integrated approach is used to make stronger links between believing a faith and its texts and teachings, belonging to a faith and to other believers and behaving in a way that is required by the texts and teachings of each faith. RE is taught so that pupils not only have a secure grasp of these three areas and the links between them, but also to ensure that pupils have an opportunity to make their own responses and reflections to the learning that comes from a study of each of these key strands of religious practice. Throughout Key Stage 1, the focus is on Christianity and Judaism. Throughout Key Stage 2 there is a focus on Christianity, Islam and Hinduism and other faiths and world views where appropriate.

Throughout the R.E curriculum, pupils’ understanding of British values and global issues are capitalised on. RE involves exploring and appreciating different beliefs and practices; thus promoting mutual respect and tolerance of those of other faith. It explores morals, decision-making and learning about religious and ethical rules which enables pupils to explore rules of law within religion and our society. Pupils learn about authority, ethics, relationships, rights and responsibilities, which supports pupils’ understanding of individual liberty.

Examples of this are ‘Special celebrations’ in Year 1, which teaches children to be tolerant and appreciate the cultures and backgrounds of other faiths. In Year 5, the children look at ‘Global influence’ of religion, which allows children to reflect on the diversity of religions and beliefs throughout the world and their impact on communities.

Throughout the R.E curriculum, we explore the different characteristics of learning and deepen the children’s understanding of being inquisitive, resilient, cooperative, creative, resourceful and reflective. Through the use of core questioning, pupils are provided with opportunities to be independent learners, inquisitive, resourceful and cooperative as they acquire and deepen their religious understanding. The children are encouraged to become reflective learners as they interpret and evaluate religious belief and behaviour. At the end of each unit, they are given opportunities to explore their own ideas of identity, purpose and values, again reflecting on religious concepts.

National Curriculum Purpose of Study

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. 

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. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

National Curriculum Aims

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

Monkston's Science Curriculum Intent Statement

The school follows the Snap Science scheme of learning for science. Detailed progression documents can be further discussed with Mrs Loy, science curriculum lead. 

The science curriculum at Monkston is designed to engage our pupils and promote an interest in all areas of science: physics, biology and chemistry. At Monkston we want to nurture a love of learning and build resilience and resourcefulness ensuring all pupils achieve and succeed. Through carefully planned lessons, we create a sense of excitement and curiosity for the subject. We develop pupils’ scientific knowledge, conceptual understanding, and ability to work scientifically, think clearly and speak confidently about science.

The snap science teaching program gives a clearly sequenced and progressive programme for both knowledge and scientific enquiry, ensuring pupils build on prior knowledge therefore deepening their understanding. Through scientific enquiry pupils in all year groups develop approaches to enquiry, questioning, plan creative and resourceful investigations and reflect on their results and predictions. Throughout each year group, scientific enquiry is taught with increasing challenge to ensure progression from EYFS to year 6 in the following areas:

• Observing over time –observing or measuring how one variable changes over time.
• Identifying and classifying –identifying and naming materials and living things and make observations or carry out tests to organise them into groups.
• Looking for patterns –making observations or carry out surveys of variables that cannot be easily controlled and look for relationships between two sets of data.
• Comparative and fair testing –observing or measure the effect of changing one variable when controlling others as far as possible.
• Answering questions using secondary sources of evidence –answering questions using data or information that they have not collected first hand.

Knowledge and skills are developed and built on throughout year groups. For example, learning about a variety of familiar and less familiar animals, including fish, amphibians, reptiles, birds and mammals in year 1 is built upon in year 2 where children learn about the basic needs of animals. This is further built on in years 3 and 5 where children learn about plant and animal life cycles, compare life cycles and think about endangered species.

Pupils carry out research into scientists past and present to see how they have contributed to the scientific world. They consider how science has been shaped and the uses of science now and in the future. This builds an awareness of the value and importance of other cultures in the past and present.

Throughout the science curriculum, pupils’ understanding of British values and global issues are capitalised on. Values are explicitly linked to specific topics such as recycling in year 5, our impact on the planet in year 3 and how we can help the environment by conserving energy in year 4. This teaches children how we can look after our environment and the environmental changes taking place if we do not. In addition, whole school projects reinforce this learning. For example, during ‘Plastic Week’ pupils created a ‘Reduce, Reuse, Recycle’ display as part of a community project with the local church.

Throughout the science curriculum, the different characteristics of learning are explored to deepen the children’s understanding of being inquisitive, resilient, cooperative, creative, resourceful and reflective. We encourage pupils to become inquisitive when growing seeds in year 2 and build on this in year 3 when learning about the absorption and transport of water and nutrients and the role of the leaf in making food for the plant. Through scientific enquiry, children learn how to work cooperatively and be resourceful when planning experiments. Children are encouraged to develop their understanding of how they learn and what can help them.