Intent

To appreciate beauty, in all of its forms, across a wide range of media

Implementation

• An ambitious progressive skills map for drawing, creating and making art content
• Drawing inspiration from historical and modern sources
• Exploring different media to create, evaluate, and exhibit our own works of art

Impact

• Children express their appreciate for art and see its value
• Children produce artwork in various forms using a wide range of mediums
• Children are to explore and discuss the impact that art/artworks have on them

Intent

To live safely and be digitally literate for tomorrow’s world

Implementation

• ‘Teach’ curriculum
• STEM week
• Online safety awareness
• Enrichment (coding club)
• Exploring a range of digital mediums

Impact

• Children are enthusiastic and confident in their approach towards Computing.
• Children have a secure and comprehensive knowledge of the implications of technology and digital systems.
• Children can identify the sources of problems and work with perseverance to ‘debug’ them.
• Children have a secure understanding of the positive applications and specific risks associated with a broad range of digital technology.

Intent

To research, design, make, and evaluate, creatively and to do so by real and relevant problems within a variety of contexts

Implementation

• Through an ambitious progressive skills map covering the national curriculum DT objectives
• Through the evaluation of our own products and those of others
• Through the exploration ethical and sustainable design and materials

Impact

• Children are able to use DT skills to design against a set brief with a clear purpose
• Children’s evaluation of their own and the products of others allows them to think critically and develop
• Children construct products that and evaluate their success and improvements

Intent

For pupils to be avid readers, confident writers and effective communicators

Implementation

• Focus on phonics and systematic teaching of reading throughout the school
• Reading Reconsidered provides a structured approach to reading and high quality texts
• Writing is embedded in rich experiences and challenging subject matter
• Planning, feedback and assessment is closely linked to challenge misconceptions and move learning on
• Audience and purpose, alongside composition and effect, are key elements of all English planning

Impact

• Children are confident and fluent readers and can use reading as a tool to develop themselves intellectually, culturally and socially.
• Children are articulate speakers who effectively use the spoken language to communicate their ideas and values, whilst being able to listen to those of others.
• Children use ambitious vocabulary and creativity to convey their ideas in their written work, adapting their writing to meet the needs of the audience and purpose.

We are particularly proud of our Early Years Provision and the approach we take in our setting to nurture the whole and ‘Unique Child’. We use Development Matters to inform our practice and follow the 17 Early Learning Goals as a  guide to ensuring our provision meets the needs of all learners.

We have beautiful outdoor spaces which we utilise to ensure that the learning journey continues outside of the classroom. We use assessment to inform our practice and further each learning opportunity. We know the difference early years provision can make to the life chances and opportunities that children have access to in later life; we value conversation, language and the ability to communicate effectively. We are proud to be developing our practice in ‘Sustained Shared Thinking’ and ensuring our children have a voice.

Curriculum strands

Science
In EYFS, our continuous provision regularly provides new and interesting opportunities for children to explore and investigate. Science is taught through the use of high quality texts/ pictures books to introduce children to vocabulary that will build general knowledge and enable success in year 1 and later. Practitioners interact effectively with the children to encourage them to use their senses to explore the natural world, materials and forces. Our curriculum in EYFS is carefully planned to ensure the children have the knowledge and skills needed for Science in Key Stage 1.

Humanities
In EYFS, children begin to develop their geographical knowledge by exploring features of our school. Maps and atlases are used to investigate different places as we begin to compare and contrast different environments. Children have rich opportunities to make use of school grounds to enhance and apply their skills as geographers. In our continuous provision we display and share with children key vocabulary includes words relating to relative positions such as near, far etc. Throughout the year, children observe and discuss the weather and seasonal changes. Children also learn about the different jobs which people do in our community.

History is introduced with children have lots of opportunities to develop a sense of past and present, through lots of discussion. We use stories as vehicles to enable pupils to access unfamiliar content. Fictional stories can also be useful to illustrate concepts. Children are encouraged to talk about their experiences of events, for example, Christmas and birthdays, using the language ‘yesterday’, ‘today’, ‘last week’. Activities during continuous provision allow children to examine appropriate artefacts (for example: Our Curiosity Box) or discovering the meaning of old and new in relation to their own lives.

RE
In EYFS, RE is focused on the children’s knowledge and understanding of the wider world and community around them. Children enjoy a range of activities including exploring artefacts, tasting foods and learning stories related to a variety of festivals, for example Diwali. We also enjoy responding to the diverse religious and cultural backgrounds within our school community and have visitors share celebrations such as Chinese New Year and the Islamic festival of Eid-al-Fitr with the children.

We follow the Waltham Forest SACRE agreed syllabus for RE. This covers the beliefs, practices and values of the Muslim, Jewish and Christian religions.

PSHE
In EYFS, our PSHE curriculum helps children to build confidence, resilience, self-esteem and to identify and manage risk. They develop the skills to make informed choices and understand what influences their decisions. It enables children to respect themselves, others and to celebrate diversity whilst managing their emotions and communicating effectively. Developing an understanding of themselves, empathy and the ability to collaborate with others helps children to form and maintain good relationships and better enjoy and manage their lives.

We follow the SCARF programme for PSHE. We follow half termly units as follows:

• Me and My Relationships
• Valuing Differences
• Keeping Myself
• Safe Rights and Responsibilities
• Being My Best
• Growing and Changing

Computing
In EYFS computing is based around continuous provision, unplugged (no computer) activities that focus on building children’s listening skills, curiosity and creativity and problem solving.

Technology in the EYFS can mean:

• taking a photograph with a camera or tablet
• searching for information on the internet
• playing games on the interactive whiteboard
• exploring an old typewriter or other mechanical toys
• using a Beebot
• watching a video clip
• listening to music

Intent

To understand aspects of physical and human geography and the impact of those on how we live

Implementation

• An ambitious progressive skills map charting national curriculum geography skills and knowledge objectives
• Exploring lines of enquiry of key human and physical processes
• Fieldwork; knowledge of how/ what things happen, when, and factors that influence this and the impact

Impact

• Children develop relevant locational, place and environmental knowledge in relation to topics covered.
• Children are able to observe and distinguish between physical and human geographical features, both in real life and through map representations.
• Children are engaged with a range of different map types and utilise these to support their understanding of geographical features and changes.
• Children undertake case studies and field work to cement their understanding of topics, through the study of real-life examples.

Intent

To understand the way the past impacts upon the future and how sources and artefacts influence viewpoints

Implementation

• An ambitious progressive skills map of key events and people from history
• A chronological framework of events and people
• Questioning bias and source material
• Following lines of enquiry (past in context of present)

Impact

• Children are able to respond to historical sources and artefacts, building their knowledge of historical concepts.
• Children are able to question the bias of source material and consider the impact of this on their own perspective
• Children are able to reflect on contemporary global issues in relation to significant events and periods studied.
• Children can use knowledge organisers to support their understanding of significant events and people, and refer to these during independent work.

The mathematics curriculum at Whitehall Primary School aims to ensure that pupils’ knowledge in all areas of mathematics is varied, deep and sustainable. We aspire for our pupils to develop a positive attitude towards maths, both in the classroom and in everyday life. We recognise the importance of resilience and confidence in maths and work with our pupils to embed these skills.

We follow a robust, balanced mathematics programme based on the National Curriculum. Through this we encourage collaborative working, whole class discussion and independent learning opportunities. We provide mathematical activities which aim to strengthen understanding, enrich subject knowledge and deepen mathematical skill base, leading to mastery of all topic areas. We provide lines of enquiry for pupils to follow and focus on the maths generated by a problem, rather than the problem itself.

At Whitehall, our maths lessons are not confined to the classroom; we encourage outdoor learning as well as cross curricular activities. We believe that through exposure to maths in ‘real life’ scenarios, our pupils can become well rounded problem solvers who use both reasoning and logic to find possible outcomes. Our pupils are given opportunities to debate, justify and prove their mathematical theories, drawing conclusions as they do so.

Maths at Whitehall is assessed through questioning and discussion during lessons and feedback is provided to ensure learning is moving at a reasonable pace. Summative assessment is also used to inform next steps and planning.

Intent

For pupils to be fluent in the fundamentals of mathematics and confident with reasoning and problem solving with increasing sophistication

Implementation

• A robust and ambitious framework that all children steadily work through covering national curriculum objectives for mathematics
• White Rose framework used as a foundation for all year groups
• Reasoning and problem solving opportunities in most lesson which are linked to investigative work
• Real life opportunities are used to connect problem solving and reasoning to mathematical concepts

Impact

• Teachers carefully plan sequences of lessons that support mathematical development for all children
• Children develop fluency and efficiency in their arithmetic skills
• Children develop the flexibility and fluidity to move between different contexts and representations of maths
• Children independently apply mathematical knowledge and skills to new problems in unfamiliar situations
• Most children reach end of year age-related expectations and some progress further and achieve greater depth

French

Intent

For pupils to develop confidence in the speaking, listening, reading and writing of a foreign language.

Implementation

• An progressive scheme of work that incorporates speaking, listening, reading and writing
• Opportunities to practise spoken and written French
• Exploration of language through fun and creative experiences

Impact

• Children are able to demonstrate a developing confidence in the speaking of French
• Children are able to listen to and respond to spoken French
• Children explore the language using a range of resources and experiences

We know the difference The Arts can make to nurturing talents and the impact on academic progress. We are very proud to offer all Y4 pupils in our school whole class music instruction that is generously supported by the PSA. All children in Year 4 get the chance to learn the ukulele for the whole year. Children in Year 4, and other year groups, are also able to take up private music classes (guitar and keyboard) offered through Waltham Forest Music service which is delivered in school.

Music lessons are so built into our curriculum with PPA support adding additional capacity. We are proud that the children in our school experience and know of classics such as Vivaldi’s ‘The Four Seasons’ to Vaughn Williams ‘The Lark Ascending’ to contemporary music by Baaba Maal and Bob Dylan.

Intent

To appreciate music in all of its forms through practical and creative experiences

Implementation

• Children have an appreciation for music in all of its forms including key cultural pieces
• Children compose and evaluate their own pieces of music and that of others
• Children have an increased understanding of how to play an instrument and experiment with musical formation to create their own pieces

Impact

• Children are able to demonstrate a developing confidence in the speaking of French
• Children are able to listen to and respond to spoken French
• Children explore the language using a range of resources and experiences

In a fast moving world where information is readily available, we believe that individuals need the right tools to enable them to develop their own knowledge and opinions rather than be content with the thinking of others.

P4C is a key tool in developing an analytical and questioning mind. It allows us to be autonomous in an information driven society. We use P4C throughout the key stages to encourage open dialogue, a questioning mindset and critical thinking. When we ask the right questions, we succeed as a thinker. When we promote confident and creative thinking, this empowers an individual to approach new situations or challenges without fear.

Intent

To ponder philosophical concepts through a structured and safe environment

Implementation

• Protected time within the school timetable
• Exploration of the four critical skills used in P4C to develop thinking skills
• P4C lead
• 10 step structure of developing thoughts, ideas and how we can express ourselves

Physical Education (PE) is an important part of the curriculum at Whitehall.  PE takes place twice weekly in all classes, and is a mix of indoor and outdoor provision.  At least one of these sessions, each week, is delivered by specialist PE Coaches from Elms Sports.

The Elms Sport in Schools (ESS) is one of the UK’s leading sports specialists. Elms currently teach in over 140 primary schools, delivering superb quality physical education lessons to approximately 26,500 children per week.

At Whitehall we are proud to deliver a progressive and specialised curriculum that is based on a vast range of National Curriculum skills and activities such as:

• Invasion Games
• Net/Wall
• Striking/Fielding
• Athletics
• Dance
• Gymnastics

Intent

To develop children’s fitness and well-being through participation and enjoyment of physical activity

Implementation

• An ambitious and progressive programmes of study which is wide-ranging and varied
• Weekly expert coaching for children in sports
• Enrichment opportunities
• In-house support for teacher CPD
• Use of outdoor areas

Impact

• Children confidently explore a wide range of sports whilst progressively developing skills
• Children are able to participate in competitive games
• Children develop good sporting etiquette

Intent

To have a strong sense of identity, our communities, our role in society, and how it impacts on others

Implementation

• Coram Scarf schemes of work
• Rights Respecting principles
• Behaviour Policy
• School culture and values
• Pupil voice

Impact

• Children develop the knowledge and skills necessary to grow personally and socially
• Children develop the knowledge and skills to protect and enhance their wellbeing, stay safe and healthy, as well as build and maintain successful relationships
• Children develop the knowledge and skills to become active citizens, who are able to responsibly contribute to our diverse society.

At Whitehall, we aim to teach reading to the highest possible level. We seek to instil a love of reading in all learners and create a culture in which we promote and value the skills of word reading and comprehension. Throughout the school, emphasis is placed on reading for pleasure across a range of text types and genres. We use a whole school approach to the teaching of reading which allows the explicit teaching of reading strategies and comprehension. Class novels, short extracts, poems, picture books and visual texts are used throughout the school. Pupils begin by becoming confident in the skills of prediction, clarification, questioning and summarising.

We endorse the reading of whole books by using set texts for each year group. These texts consist of both fiction and non-fiction books and cover a wide range of genres to ensure that pupils are experiencing high quality texts regularly. These books also form a basis for planning and delivering high quality reading and writing sessions, allowing pupils to study a text in more detail.

Our excellent library promotes reading for enjoyment and pleasure. Pupils are able to select books weekly and take part in lunchtime book clubs run by our librarian. These clubs promote reading for pleasure and allow pupils to share and discuss books informally. In addition, each class has an inviting reading area which has a variety of fiction and nonfiction texts, reflecting different genres and styles.

A strong home/school reading partnership is encouraged where parents share books at home with their children, providing valuable help and support. Parents are encouraged to make comments in reading diaries and teachers welcome these views and discuss them with parents and pupils. We also have an on-line reading programme, Bug Club, which pupils can access both at school and at home. This runs alongside our Home/school reading books and is used as an additional resource to encourage reading at home.

It is important that the assessment of reading ensures that all pupils make rapid and sustained progress in all aspects of the reading curriculum. Pupils are assessed regularly in both decoding and comprehension skills; these assessments are used alongside termly reading assessments to track pupils progress and make a judgement as to whether they are working at Age Related Expectations.

We are fully committed to ensuring that all our pupils reach their full potential in reading. Where pupils have made limited progress we provide personalised programmes and support. These arrangements are drawn up by the class teacher in consultation with the Inclusion Manager and aim to close the gap as quickly as possible.

Whitehall Primary follows the agreed Religious Education syllabus for the schools in Waltham Forest, created by the Standing Advisory Council on Religious Education (SACRE).

Intent

To explore the questions about life; impact of faith and beliefs on how we, and others, live

Implementation

• SACRE scheme of work for Waltham Forest
• Posing and pondering on Big Questions
• Making connections between ourselves and others
• Using trips, visits and special people to deepen our understanding
• Engendering a culture of celebration and of inclusivity and diversity

Impact

• Children develop their awareness of a range of religions and world views
• Children are able to make informed and respectful contributions to questions posed
• Children are able to share their beliefs in a safe environment where their contributions are valued and celebrated
• Children experience trips and visits to religious places of worship and have the opportunity to make connections, and find differences and similarities between themselves and others

At Whitehall, we value the diverse beliefs of our families and respect your right to withdraw your child from RE, if you wish. We encourage open conversations and are happy to share the aims and content of our RE curriculum so you can make an informed decision. If you choose to withdraw your child, we will ensure they are safely supervised during RE lessons, though we are not able to offer alternative teaching during this time. In the first instance, please speak to your child’s class teacher regarding this.

Intent

To have a strong sense of ourselves, our identity and our relationships and how the impact they have.  All aspects of the curriculum support the children to use the school as a safe space to question, challenge and use critical thinking skills to develop a healthy understanding of self and others and to celebrate similarities and differences.

Implementation

• Through a progressive and ambitious framework that is sequenced well and builds on concepts and prior knowledge
• Coram SCARF schemes of work for all aspects of the PSHCE curriculum which includes RSE, financial and economic wellbeing and repairing and building healthy relationships
• Rights Respecting principles
• Behaviour Policy
• School culture and values
• The use of strong pupil voice
• P4C
• Place2Be

Impact

• Children are confident in themselves and their identity,  and have good self-esteem.
• Children understand how healthy relationships work and how to create and maintain them. Children know how to keep themselves and others safe.
• Children use their voice to affect change.

Intent

To ignite children’s natural curiosity to question the world around us; to develop scientific thinkers

Implementation

• An ambitious progressive map of national curriculum science objectives
• Through nurturing respect for all living organisms and the physical world
• Opportunities to investigate and question
• Exploration of innovators and innovations
• Critical evaluation of observations and evidence

Impact

• Children can demonstrate confidence in and a love of Science
• Children retain knowledge that is pertinent to Science with a real life context and are able to question ideas and reflect on knowledge.
• Children can articulate their understanding of scientific concepts and are able to reason scientifically using rich language linked to Science.
• Children work collaboratively and practically to investigate and experiment.

At Whitehall we have a rigorous and well organised English curriculum that provides many purposeful opportunities to enable all children to become skilful and confident writers, whom write for their own pleasure and that of their audience.

Teachers aim to ensure that children are fully engaged in their writing and that they understand how to use spelling, grammar and punctuation to good effect by:

• Using high quality hooks (novels, picture books, images, short films clips etc) to engage children.
• Immersing children in a range of text types -reading, reading and more reading!
• Identifying grammar and punctuation within shared texts and extracts.
• Modelling expectations in small steps.
• Giving continued feedback so that children’ writing develops through the process.

Handwriting and Spelling are taught weekly during the English lessons. Spellings are sent home every week for children to learn these follow the rules and patterns set out in the National Curriculum Learning activities are effectively differentiated so that all children can achieve success and feel empowered by their own accomplishments. Teachers also ensure that children are taught and know how to demonstrate greater depth in their outcomes of work. Extended writing opportunities take place across the curriculum this provides children with the opportunity to demonstrate their writing knowledge and skills outside of the English Lesson.

Children are assessed formatively through thorough questioning and feedback to ensure that teachers understand where children are currently in their learning and what their next steps need to be. In addition to this termly summative assessment opportunities take place to ensure that the progress in knowledge and skills, that each child makes, is accurately measured. Summative assessment opportunities are used to support teachers in their assessment judgements.