Curriculum Subjects

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At Alfred Lord Tennyson School, we believe that a quality English curriculum should develop children’s love of reading, writing and discussion. We aim to inspire our children to develop an appreciation of the varied literary resources available to them and to develop a habit of reading widely and often. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately, have an interest in vocabulary and word meanings, and adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening so that they can communicate effectively in order to further their learning.

We believe that children need to develop a secure knowledge base in English, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills is crucial to a high quality education and will give our children the tools they need to participate fully as a member of society so that they are not disadvantaged in their future lives.  Below are our Curriculum files for Writing.

We base our English curriculum around aspects of the 'Talk for Writing' approach, which we believe provides children with more memorable learning experiences and opportunities to revisit the skills used in the process in other areas of the curriculum; ensuring that skills are built upon.

Reading

As a school, we believe that it is our job to promote a love of reading in our pupils. The intention is that every pupil at Alfred Lord Tennyson School will learn to read through a systematic and comprehensive approach, engage with and enjoy reading across a range of subjects and for a range of purposes and be curious and eager to read in order to build the capacity for life-long learning and preparation for the next steps in education.

Reading is taught within an English lesson (one session per week) and during skills sessions which develop either a fluency or a comprehension skill. Children are exposed to a range of texts and have access to a wide range of ability-banded reading books from a range of well-established schemes. ‘Free reader’ books are available to pupils who have completed the reading scheme. Free reading books have been differentiated to meet the needs of younger and older pupils. Those children who receive phonics interventions using the Sounds Write approach also have access to Sounds Write reading books, which are matched to the sounds that they are learning.

Children are encouraged to read their school book daily at home, to enable them to practice reading skills taught at school. Children have access to the school library at least once per week and have the opportunity to borrow a school library book to read at home, in addition to our reading scheme books. Our website offers a range of resources to help parents support their children’s reading at home.

We have also improved our library provision by making it an inviting environment where children can select an area to read in: be it on the sofa, at the dining table or in the armchair. Within the library, we promote our 100 Reads Challenge, where we are encouraging our pupils to access a variety of literary gems from our selection to read. These titles are aimed at broadening our pupils’ horizons when it comes to reading, stepping away from their much loved authors to find new and exciting opportunities in reading. The 100 titles highlighted for our upper and lower key stage 2 pupils, which have been bought specifically by the school, ensure they have access to different fiction texts that cover ‘The 5 Plagues of Reading’ by Doug Lemov. These titles may demand more from the reader in terms of archaic language, non-linear time sequences, narrator complexity, plot complexity or be resistant texts where children have to assemble meaning through clues and hints – as well as good quality non-fiction texts.

Our reading book exchange is another way that we encourage our pupils to try something new, especially if they do not have access to a wealth of reading material at home. Displays around the school also demonstrate that we value reading highly and that we recognise the importance of reading as an essential skill that can provide immense enjoyment and life-long learning.

We use a wide variety of quality texts and resources to motivate and inspire our children. We also provide a wealth of enrichment opportunities within our curriculum to inspire creativity and give memorable experiences that they can draw on both in the short and long-term. Below are our Curriculum maps for English:

As a school we use the Sounds Write Approach (a DFE endorsed programme) to teach spelling and phonics and this is taught by staff who are fully trained to deliver this programme. Phonics intervention is taught three times per week to those pupils who do not have a secure phonic knowledge.

In order to improve spelling, we have also bought into the PiXL vocabulary app and Spelling Shed. These provide children with online materials that can be accessed at home and resources for teachers that they can use to address key elements of the spelling curriculum. In addition, we provide children with access to dictionaries on their tables and iPads in every classroom, to help improve spelling accuracy.

Writing Curriculum Files

Reading Curriculum Files

Phonics & Spelling

As a school we use the Sounds Write Approch (a DFE endorsed programme) to teach spelling and phonics and this is taught by staff who are fully trained to deliver this programme. Phonics intervention is taught three times per week to those pupils who do not have a secure phonic knowledge.

In order to improve spelling, we have also bought into the PiXL vocabulary app and Spelling Shed. These provide children with online materials that can be accessed at home and resources for teachers that they can use to address key elements of the spelling curriculum. In addition, we provide children with access to dictionaries on their tables and iPads in every classroom, to help improve spelling accuracy.

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Our aim at Alfred Lord Tennyson School is for all children to enjoy mathematics and have a secure and deep understanding of fundamental mathematical concepts and procedures when they leave us to go to Secondary school. We want children to see the mathematics that surrounds them every day and enjoy developing vital life skills in this subject.

In September 2019, Alfred Lord Tennyson School began transitioning towards a mastery approach to the teaching and learning of mathematics. The principles of Mastery are in line with our views of how we want our children to learn: high expectations for all children, and well planned and structured lessons leading to the development of fluent and able users of mathematics.

As a school, we follow the Power Maths scheme and supplement it with White Rose Resources. Power Maths is an exciting class mastery approach, which has been recommended by the DfE. It uses the Concrete-Pictorial-Abstract (CPA) approach to create a deep understanding of maths skills through building on existing knowledge and concentrating efforts on developing a focused number of key skills. At the heart of this programme is the idea that all children can achieve and be successful mathematicians with the right growth mindset.

As mathematicians, children are encouraged to explain their reasoning, question things they don’t understand or agree with, and present their views in a structured and logical way. The subject really comes alive when they can externalise their thinking in this way and work collaboratively to apply those key skills creatively to real-life problems.

Maths Curriculum Files

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At Alfred Lord Tennyson School, we strive to build bright futures, enabling all children to reach their full potential academically. Our curriculum vision underpins the teaching of Science, which should be practical, with first-hand, real-life opportunities for all children to experience a broad range of scientific activities in school and beyond. We will encourage our children to be curious and enquiring about natural phenomena and be excited by the process of understanding the world around them. Key scientific terminology and concepts will be in introduced and built upon across the school, and pupils will be encouraged to work scientifically, carrying out simple tests and experiments using equipment to gather and record data. Children will learn about plants, animals and humans, materials, habitats, rocks and soils, light, forces, states of matter, sounds, electricity, earth and space and evolution and inheritance. Visits such as the Planetarium and Bugtopia and dedicated science days will enhance the delivery of our curriculum.

We follow the National Curriculum Programme of Study looking at all aspects of science, including working scientifically, biology, chemistry, and physics. It is taught as an independent lesson, however we aim to make cross curricular links and theme links where possible.

Each year, as Scientists, the children build upon their prior knowledge and understanding and become more skilled in these key concepts.

As biologists we learn to:

• Understand plants – by becoming familiar with types of plants, their structure and reproduction
• Understand animals and humans – by becoming familiar with different types of animals, humans, and the life processes they share
• Investigate living things – by becoming familiar with a wider range of living things including insects and understanding life processes
• Understand Evolution and inheritance – by understanding that organisms come into existence, adapt, change, evolve and become extinct.

As chemists we learn to:

• Investigate materials – by becoming familiar with a range of materials, their properties, uses and how they may be altered or changed.

As physicist we learn to:

• Understand movement, forces, and magnets – by understanding what causes motion
• Understand light and seeing – by understanding how light and reflection affect sight
• Investigate sound and hearing – by understanding how sound is produced, how it travels and how it is heard
• Understand electrical circuits – by understanding circuits and the role of different components in electrical appliances
• Understand the Earth’s movement in space - by understanding what causes seasonal changes and day and night.

Our intention for Science is that when our children leave in Year 6, they are able to ask questions about the world around them, be able to investigate why things might happen and observe changes and explain their findings using their knowledge and scientific vocabulary. Through doing this, children will develop their curiosity and problem-solving skills.

Science Curriculum Files

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Religious Education (RE) is taught as a discrete subject using the Northamptonshire Agreed Syllabus. RE is taught to all children except those who are taken out by their parents. Our teaching promotes the spiritual, moral, social and cultural development of our pupils. It reflects the fact that the religious traditions in Great Britain are in the main Christian, whilst taking into account the teaching and practices of other principal religions represented across the country. Once a week, a visitor from one of the local churches will deliver an assembly to the children based on Christian values. Children are taught knowledge and understanding around a range of religious and worldwide views so that they can: describe, explain, analyse and investigate - allowing them to appreciate beliefs and practices, recognising the diversity, meanings and values within and between communities (including their own) and amongst individuals. We will not convert or steer children towards a particular religious belief. We also implement a timetable of religious festivals which we teach through assemblies and awareness days.

Each year as Theologists, the children build upon their prior knowledge and understanding, becoming more skilled in these key concepts:

• Understand Beliefs and Teachings
• Understand Practices and Lifestyles
• Understand How Beliefs Are Conveyed
• Learn about religion and belief
• Identity, diversity and belonging
• Reflect
• Understand Values.

Our intention is that when our children leave in Year 6, they are able to talk confidently about different religions, the things that are important to these religions and their beliefs. They understand why many of the major festivals are celebrated. They are able to talk about their own beliefs and understand that, although we do not always share the same beliefs as others, all beliefs are valued and important.

RE Curriculum Files

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At Alfred Lord Tennyson School the approach of working together is a key element when teaching the Computing Curriculum. By working together, all children can reach their full potential, learn and adapt to an ever-changing curriculum and see how skills in computing are implemented into the wider world. For the school to stay up to date with the latest changes in the topic, we use the ‘Purple Mash Computing Scheme’, which is an online resource which is always being updated, ensures coverage and progression within computing, and considers the latest trends, whether that is updates to online safety or new/improved programs.

Due to the ever-changing landscape of technology, we believe it is important that this isn’t the only resource used to ensure a full curriculum in computing, which is why our lessons are also based on the needs of our children. Staying up to date with the latest online trends enables us to ensure the children are as safe as possible when using the internet in and outside of school and they know what is considered a responsible use of the technology.

Computing is a communal subject, and having a very hands on practical and visual approach to the subject enables all children, including those with SEN and EAL, to achieve in the subject. Staff also have the confidence to learn new skills through the process of playing, experimenting, imagination and curiosity. Word processing, coding, a range of multimedia applications, online research, and online safety (taught at least once every half-term based on the latest trends or needs of our children) are the core aspects of the subject which must be covered.

As computer scientists the children become more skilled in the key concepts of:

• Using text and media
• Digital images
• Electronic communication
• Research
• Online safety knowledge
• Control.

Each year the children become more skilled in these concepts, building upon their prior knowledge and understanding. Our intention is that when our children leave in Year 6, they are able to talk confidently about being safe online, understand when technology can be used to our advantage as a society and have the skills to succeed in an ever-developing digital world.

Computing Curriculum Files

Our Themed Curriculum is driven through our thematic ‘topic’ based learning where teachers plan a series of lessons. These are based on accumulating the knowledge and concepts of the foundation subjects and at times Science. The curriculum distinguishes between subject topics. Our themed approach enables our children to make meaningful links with their learning so that schemas can be built and connections between neural pathways strengthened. The core subjects may be woven through - where it enhances the learning - or may otherwise be discrete. Our topics have a History and Geography base so that we teach location and place, weather, knowledge and climate skills and about significant historical events, people and places in our own locality.

It is important to us that Art, Design and Technology, and where appropriate English, Maths and Science, are linked in topic teaching. Topic also provides further opportunities to learn about values, people and cultures.

We also plan to use milestones to ensure progression of key concepts through Key Stage 2. Our pedagogical approach is that of mastery – which focuses on deep understanding and questioning – avoiding cognitive overload.

HISTORY

Our intention is to bring History to life through providing first-hand, real-life opportunities for all children to experience, through school activities and beyond, to develop their imagination and curiosity. Directing their imagination and curiosity by giving children clues to piece together the events of the past; allowing them to make connections with their own experiences and between historical events and support them to make connections through time. We follow the National Curriculum Programme of Study for teaching History and teach it through a themed approach making cross curricular links where possible. 

Each year, as Historians the children build upon their prior knowledge and understanding and become more skilled in the key concepts of:

• Understanding Chronology - looking at how to chart the passing of time and understand what was happening
• Communicating Historically - using historical vocabulary to explain and describe the past
• Investigating and Interpreting Evidence - looking at evidence we have about the past
• Making Connections in World History - looking at different periods and understanding change

Our intention is that when they leave in Year 6, they can talk confidently about periods they have studied, recalling key facts and dates, they understand where each piece fits into wider world history, can compare and contrast periods of time using subject-specific language and use evidence to support or dispute ideas and are curious to find out more about the past.

GEOGRAPHY

Our intention is to deliver a Geography curriculum which is inclusive, adaptive and meets the needs of all our children, enabling them to understand similarities, differences and gain knowledge of the wider community and the world around us. We will deliver the Geography curriculum through interactively engaging all the children, incorporating a mixture of practical visits/activities (where possible) and theoretical class-based learning. We aim to direct their imagination and curiosity by allowing them to question and make connections with their own experiences and between localities both known and unknown. We teach the National Curriculum Programme of Study for Geography. Children’s learning will also be enhanced, where effective/appropriate, using cross-curricular links and a thematic approach.

Each year, the children building upon their prior knowledge and understanding and become more skilled as a Geographer in the key concepts of:

• Investigating Places - looking at locations and their human and physical features
• Investigating Patterns - looking at the relationship between people and places in which they live and how the resources are used.
• Communicating Geographically - using specific vocabulary and representations when talking about place

Our intention is that when they leave in Year 6, children will have developed a natural curiosity about the world; they can talk confidently about places they have studied, recalling key facts, they understand where each place is situated in the world and can use specific vocabulary to compare places around the world.

ART 

It is our intent for the Art curriculum for children to learn about great artists, the works they have created and to also understand how art has influenced the world we live in. The skills and knowledge that children will develop throughout each art topic are mapped across each year group and throughout the school, to ensure progression and a balance of the key aspects of art.  We follow the National Curriculum Programme of study for Art. Links are made to other subjects, especially English, History, Science and Geography where relevant and appropriate. This enables children to develop their knowledge of individual artists as well as individual works and art movements. A focus on knowledge, skills and creativity means that children are given opportunities to express their creative imagination, as well as practise and develop mastery in the key processes of art: drawing, painting, collage, printing, textiles, and sculpture. Children keep sketchbooks in support of their work from Year 1 onwards. 

In school we have 3 key concepts in art. As artists we learn to:

• Develop Ideas - by thinking about and understanding how ideas for art develop.
• Master techniques - by developing the skills needed to create artwork.
• Take Inspiration from the greats - by learning from the artistic process and techniques used by great artists throughout history.

Each year the children become more skilled in these key concepts, building upon their prior knowledge, and understanding. Our intention is that when they leave in Year 6, they are able to record their observations and use them to review and revisit ideas, and furthermore, improve their mastery of art and design techniques and know about great artists, architects and designers in history, as well as comment on artworks with a fluent grasp of visual language.

French is taught as part of our Modern Foreign Language curriculum. We teach French as it is the second most spoken language in the world after English and is spoken on every continent.

It is our intent that our children are taught to develop an interest in learning other languages in a way that is enjoyable and stimulating. We want our children to be curious and excited by languages and to develop their awareness of other countries and cultures. The teaching of French should provide the foundation for learning further languages in the future and support the development of speaking and listening skills, as well as grammar and vocabulary. In today’s multi-lingual society, it is important that our children recognise the value of being able to communicate effectively with others in another language, be that their home language or an acquired language.

We follow the National Curriculum programme of study and build upon the foundations of language learning, including: speaking, listening, reading and writing. These skills help children develop a basic understanding of the French Curriculum. We use the Salut scheme to support the teaching of French and all children have a weekly French lesson taught in our dedicated French Room. As well as the language, we also study French Culture.

We plan to teach a progressive curriculum which supports the development of speaking and listening skills as well as grammar and vocabulary. As linguists, each year the children build upon their prior knowledge and understanding and become more skilled in the key concepts of:

• Speak Confidently and Listening – by understanding and using key vocabulary and phrases to verbally communicate ideas
• Read Fluently – by recognising key vocabulary and phrases
• Write in French – by using key vocabulary and phrases to write ideas

Our intention is that when they leave in Year 6, our children develop an interest in learning other languages in a way that is enjoyable and stimulating. They will have developed a range of French vocabulary, confidence in speaking, listening and writing in another language, and have developed an understanding of a different country, culture and customs.

French Curriculum Files

At Alfred Lord Tennyson we follow the scheme of work supplied by Kapow Primary. This follows the five Kapow Primary strands: performing, listening, composing, the history of music and the inter-related dimensions of music. These strands are woven into each of our music units. We also have a specialist music teacher from NPAT (Northamptonshire Performing Arts Trusts) who delivers the music teaching across the school, once a week in our dedicated music suite. In addition, we also offer a range of lessons with experienced peripatetic teachers and children will have an opportunity to perform to an audience.

Each year the children, as musicians, build upon their prior knowledge and understanding and become more skilled in these key concepts:

• Listening, appraising and responding - listening to a range of high-quality live and recorded music
• Listening, appraising and responding - listening with attention to detail and recalling sounds with increasing aural memory
• Composing – creating sounds and music using the interrelated dimensions of music
• Performing - performing in solo and ensemble contexts with increasing accuracy, fluency, control and expression.

Our intention is that when they leave us in Year 6, our children are able to perform as part of a small group, both with their voice and with tuned instruments, be able to make informed choices about the flow of music when composing, be able to use basic notation when recording their composition ideas on paper or using technology, and talk confidently when appraising music using musical vocabulary when doing so.

Throughout the course of their time at Alfred Lord Tennyson, children also have an opportunity to watch a range of recitals and one class will learn to play an instrument during their time at the school. Children are also exposed to a range of music genres and composers during assembly when music is played. They also take part in a weekly singing assembly led by the specialist music teacher, during which they practice and learn new songs.

Our music specialist teacher also leads our choir, which is made up of children from Years 3,4,5 and 6. They work on performance pieces across the year and showcase these pieces in our special assemblies and community events - such as for the Rushden Rotary Concert and for local care homes and community groups.

Parents are also invited to our Music Showcases which are held termly and provide the children with an opportunity to share their learning with their parents/carers and to perform to them and the rest of the school.

Music Curriculum Files

PE is taught twice a week for two hours by a specialist sports coach who is contracted to the school. We follow the National Curriculum Programme of Study and build up the areas of gymnastics, dance, swimming, athletics and outdoor and adventurous activities. As a school we use the GetSet4PE work which develops the whole child and allows pupils to work on the fundamental skills as well as developing the social, emotional and thinking concepts needed to be successful in PE. These concepts are further developed through a range of sports to apply them in a variety of engaging situations. Furthermore, we also develop our Outdoor Adventurous activity concepts through our Commando Joe (COJO) programme.

Children take part in inter-school competitions through our own cluster and district sporting competitions. Intra-school competitions are delivered by our Sports Crew and Sports Coaches at lunch times, as well as in lessons, and as part of our own house competitions.

Each year, the children build upon their prior knowledge and understanding and as athletes become more skilled in the key concepts of:

• Mastering and using the fundamental movement skills of running, jumping and throwing
• Developing agility, co-ordination, flexibility, strength, and control
• Performing a range of movement patterns
• Applying suitable attacking and defending principles and the fundamentals of catching across a range of team/competitive games
• Taking part in outdoor and adventurous activity challenges both individually and within a team
• Swimming competently, confidently, proficiently and safely using a range of strokes
• Developing social, emotional, and thinking skills to improve performance.
  

Our intention is that when they leave in Year 6, pupils will enjoy PE and be inspired to succeed and excel in competitive sport and other physically demanding activities. They will become physically confident in a way which supports their health and fitness. They will have had opportunities to compete in sport and other activities to build character and help to embed our core values of resilience, empathy, self-awareness, passion, excellence, communication and teamwork. We want every child to strive to exceed their potential, allowing them to lead a healthy and active lifestyle.

 Physical Education Curriculum Files

We follow the PSHE scheme called JIGSAW. JIGSAW brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. Teaching strategies are varied and are mindful of preferred learning styles and the need for differentiation. JIGSAW is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each theme to start with an introductory assembly, generating a whole school focus for adults and children alike. The whole scheme is designed with six themes (Puzzles) for six half terms.

Each Puzzle has six lessons (Pieces) which work towards an ‘end product’, for example The School Learning Charter or The Garden of Dreams and Goals. Each lesson has two ‘Learning Intentions’: one is based on specific PSHE learning (covering the non-statutory national framework for PSHE Education but enhanced to address children’s needs today); and one is based on emotional literacy and social skills (covering the SEAL learning intentions but also enhanced). The enhancements mean that JIGSAW is relevant to children living in today’s world as it helps them understand and be equipped to cope with issues like body image, cyber bullying and internet safety. An element of SMSC (Spiritual, Moral, Social, Cultural) development is incorporated in every lesson and contributes to these aspects of children’s development. This is mapped on each lesson and balanced across each year group.

In PSHE we have 7 key concepts. As emotionally intelligent people we learn to:

• Understand being me in my world
• Celebrate differences
• Understand the importance of dreams and goals
• Know, and understand, how to keep ourselves healthy
• Understand what makes a healthy relationship

Each year the children become more skilled in these concepts, building upon their prior knowledge and understanding. Our intention is that when they leave in Year 6, our children value themselves as individuals, will have learned to celebrate cultural and personal differences, will recognise their own achievements and their impact upon the wider world, have an understanding of the impact of the world around them, and will be able to manage their feelings and understand and reflect on their ever-changing selves.

RSE

We also use the Relationships and Sex Education content from the Jigsaw Scheme to teach RSE in the Summer Term. Information regarding the content of these session is shared with parents and they are invited to attend an information evening before it is taught. See further information below.

PSHE & RSE Curriculum Files

SMSC and Emotional Literacy

Our PSHE curriculum also through the Jigsaw Scheme also provides a structured programme of personal development to nurture the ‘whole child’ and increase learning capacity, underpinned by mindfulness philosophy and practice. Every Jigsaw lesson  offers opportunities for children’s spiritual, moral, social and cultural (SMSC) development, and this is clearly mapped and balanced across each year group. Likewise, Jigsaw is designed to provide structured opportunities in every lesson to practise and enhance the five skills associated with the emotional literacy (self-awareness, social skills, empathy, motivation and managing feelings).These opportunities are vital for children’s development, their understanding of themselves and others and in increasing their capacity to learn.

Protected Characteristics

It is important that all children have an understanding of the world they are growing up in, having learned how to live alongside, and show respect for, a diverse range of people. As part of our PSHE curriciulum that uses the Jigsaw Scheme, the children are taught the Puzzle 'Celebrating Difference' which focuses on similarities and differences and teaches about diversity such as racism, gender, family composition, friendships and conflicts. Children learn to accept everyone's right to 'difference' and most year groups explore the concept of 'normal'. The 'Relationships' Puzzle also has a wide focus, looking at diverse topics such as families, friendships, equality in relationships, and love and loss - important messages behind the Equality Act.