Maths

We value the importance of rich problem solving tasks and believe this is paramount to developing future mathematicians. In order to develop forward thinking, resilient learners we ensure that children are given plenty of opportunities to apply their skills to problem solving. Across both schools and starting from Early Years, pupils are taught to use technical mathematical vocabulary to support their reasoning, and are expected to talk in full STEM sentences to show their understanding in lessons.

To develop a deep and sustainable understanding, children’s skills are developed through the use of the ‘Concrete, Pictorial and Abstract’ (CPA) approach. In all classes, children consistently use concrete resources and pictorial representations alongside their written methods and mathematical workings.

Visualising the mathematics whilst manipulating concrete materials ensures children secure a deepened conceptual understanding. Working walls within the classrooms mirror the CPA approach and allow children to make clear links to previous learning.

How do teachers ensure that all children make progress?

A maths mastery approach is applied throughout the schools to ensure our learning is designed in small steps, prioritising the most important conceptual knowledge and understanding that pupils need. The school uses termly diagnostic assessments and question level analysis to ensure maximum progress is made by all learners. This supports teachers to identify any gaps in understanding, so that they can be minimised in a timely manner. The school also uses interleaving and spaced retrieval to ensure recall of previously taught topics.The schools also have access to a range of online tools to support teaching and learning of mathematics beyond the classroom.

As a result of our curriculum, what will our pupils learn?

Pupils will:

• Become fluent in the fundamentals of mathematics so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly, accurately and with automaticity
• Have an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately
• Solve problems by applying their mathematics to a variety of problems with increasing sophistication by recognising relationships and making connections
• Reason mathematically by following a line of enquiry and develop and present a justification, argument or proof using mathematical language
• Enjoy maths, love the challenges that maths brings and understand the importance of maths in real life
• Be equip with the foundations to enable them to be successful in the next stage of their mathematical learning journey.

 

Our aim is to nurture, inspire and equip children with the scientific knowledge
needed to help them to develop their scientific knowledge through high-quality
Science Curriculum. By making use of our locality, our children are able to explore
aspects of Science relevant to our local area. We want our children to become
Master’s of Science so that they are motivated to pursue Science beyond Primary
School.

Children are taught through engaging and motivating Science lessons. These build
on prior knowledge, and explore the realms of “working scientifically” whilst
embedding the content of Biology, Chemistry and Physics. Teaching Science in this
way ensures children are able to develop breadth and depth in their knowledge and
skills, whilst also being exposed to a broad and varied Science Curriculum.

For each domain, the key skills and knowledge are planned carefully so that the
progression through each year group across the school can be seen. Progression in
this way ensures that the sequence of lessons will build upon and develop previous
knowledge and skills in a cyclical fashion. This is based on experiencing all five
types of enquiry: observation over time, identifying and classifying, pattern seeking,
research and comparative and fair testing, in each year group

Children are motivated to grow into budding young scientists who link what they
learn with the world they live in. By explicitly teaching the scientific vocabulary, the
children have the opportunity to explore the quality and variety of language.This
develops their ability to articulate scientific concepts clearly and precisely whilst
understanding that science is a discipline in its own right.

Our approach to the Science Curriculum results in a fun, engaging and high-quality
Science education where they are encouraged to become scientists. By drawing
links between the Science curriculum and the wider world, teachers are able to
revisit misconceptions and knowledge gaps, enabling the children to make good
progress over time.

 

Intent

At King’s Academy Northern Parade, we believe that a high-quality History curriculum inspires children to want to know more about the past and to think as historians.  Our History curriculum aims to stimulate children’s curiosity about Britain’s past and that of the wider world. Our teaching equips pupils with knowledge about Britain’s history and how it has influenced and been influenced by the wider world; know and understand about significant aspects of the history of the wider world; changes in living memory and beyond living memory; learn about the lives of significant people that have shaped this nation; understand methods of historical enquiry and be able to ask and answer questions. We want children to love learning about history by gaining and building on knowledge, not just through experiences in the classroom, but also with the use of educational visits and fieldwork.

 

Implementation

At King’s Academy Northern Parade, our aim is to teach children to analyse and evaluate evidence through enquiry based learning. This is achieved through a wide range of inspirational, extensive and challenging learning. We explore the knowledge children need to be historians outlined in the National Curriculum and EYFS framework (understanding the world). Teachers carefully identify the key learning and knowledge needed, whilst ensuring they have considered the progression through each year group across the school. This consideration of progression ensures that the sequence of lessons throughout each year group will build and develop the children’s previous historical knowledge igniting their curiosity. When planning, teachers plan opportunities to introduce pupils to historical periods that they will study in more detail at a later key stage. As well as careful sequencing, we also ensure the content is delivered within a meaningful and suitable context with cross curricular links being utilised when appropriate and purposeful. 

Pupils are provided with a wide variety of experiences both in and out of the classroom. In order to support children’s learning, we provide them with first-hand experiences through school visits and welcoming visitors into the school. This includes maximising the rich historical opportunities that our home city of Portsmouth has to offer.

 

Impact

Our broad and balanced History curriculum instils a love of history where children feel confident to explore and make their own enquiries. Children gain a further understanding of the history within their local area as well as becoming increasingly aware of wider historical events that have shaped the current world that they live in. Children will become increasingly critical and analytical within their thinking. Making informed and balanced judgements based on their knowledge of the past. 

They will display a wide range of vocabulary and use historical terms that are appropriate to certain themes. Children’s learning will be regularly assessed through teacher assessment allowing children the opportunity to recall their knowledge. 

Curriculum Vision at Kings Academy Northern Parade

 

Geography

Our aim is to provide a high-quality Geography education which equips children with locational knowledge, place knowledge, human and physical geography, geographical skills and provides them with experience of fieldwork. The curriculum will provide children with key knowledge about the world around them and the key features of their local area including Portsmouth. By the time they leave King’s Academy Northern Parade, children will have gained key knowledge and skills in the four main areas of Geography and how it links to themselves in the area in which they live. The objectives within each strand support the development of learning across the key stages, ensuring a solid grounding for future learning and beyond.

At King’s Academy Northern Parade, Geography knowledge is taught explicitly using a spiral curriculum approach, meaning that in each year group there are elements of new learning and building upon previous learning to strengthen the pupils’ understanding. Clear links are made to Portsmouth and the surrounding area. The objectives covered are taken directly from the National Curriculum and Early Learning Goals and are split across the year groups from EYFS to Year 6. This ensures progression and avoids cumulative disfluency. Teachers are encouraged to employ a spaced recall teaching style in order to support children in committing the learning to their long-term memory.

The implementation of the curriculum aims to ensure a balanced coverage of the key areas of Geographical understanding and fieldwork. The children will have experiences of all four strands in each year group, but the subject knowledge imparted becomes increasingly specific and in depth, with more complex skills being taught, making sure that learning is being built upon. This knowledge is taught through 3 geography units across the year: The World, The United Kingdom and Fieldwork.

Our approach to the curriculum results in a fun, engaging and high-quality Geography education. It aims to expose our children to the curriculum concepts of learning, progress, automaticity and cultural capital. We showcase the quality of children’s learning through work being completed in Geography books. Children are exposed to a progressive, spiral curriculum that builds on prior knowledge and results in sustained progress, with pupils progressing to each new year group knowing more, and remembering more. 

Computing

Computing

At King's Academy Northern Parade, we believe that computing plays a critical role in
preparing our students for the digital age. Our vision is to create a dynamic and innovative
learning environment that equips our students with the skills, knowledge, and competencies
to become confident and competent users of technology.

We recognise the importance of the British Primary Curriculum's Computing strand, which
focuses on developing students' computational thinking, programming skills, and
understanding of digital systems. We aim to provide a curriculum that is not only engaging
and challenging but also relevant to our students lives and future careers.

Our computing curriculum is designed to foster creativity, problem-solving, and
collaboration through the use of various technologies, including programming languages,
digital tools, and multimedia applications. We also prioritise online safety and responsible
digital citizenship, ensuring that our students develop the skills to navigate the digital world
safely and respectfully.

We believe that computing is not just a subject but a cross-curricular skill that can enhance
learning in other subjects. We strive to integrate computing into other areas of the
curriculum, allowing our students to apply their skills to real-world problems and develop a
deep understanding of the role of technology in society.

At KANP, teachers use the ‘Teach Computing’ scheme, from the National Centre for
Computing Education as a starting point for the planning of their computing lessons. The
curriculum ensures a balanced coverage of computer science, information technology and
digital literacy.

In summary, our vision for computing at King's Academy Northern Parade is to create a
stimulating and challenging learning environment that prepares our students for a rapidly
changing digital world. We aim to provide a curriculum that promotes creativity, problem-
solving, and responsible digital citizenship and integrates computing into other areas of the
curriculum.

Intent

At King’s Academy Northern Parade, we believe that art is a vital and integral part of children’s education. It provides them with opportunities to develop a range of ways in which they can share and express their individual creativity, whilst learning about and making links with a wide spectrum of different types of art in our society. Art contributes to children’s personal development in creativity, independence, resilience and self-reflection, which therefore links strongly to our school values. The focus is in developing proficiency in drawing, painting, understanding colour and shade and sculpture, with the overall aim of developing a rigorous understanding, critical awareness and inspiration of art and design.

The art curriculum will develop children’s critical abilities and understanding of their own and others’ cultural heritages through studying a range of artists and designers throughout history.

Children will develop their understanding of the visual language of art with effective teaching and carefully thought out sequences of lessons and experiences. Understanding of the visual elements of art and design (line, tone, texture, colour, pattern, shape, 3D form) will be developed by providing an accessible and engaging curriculum which will enable children to reach their full potential.

 

Implementation

We teach a skills-based art curriculum, which allows children to express their creative imagination as well as providing them with opportunities to practise and develop mastery in the key processes of art: drawing, painting, printing, textiles and sculpture. This is supported through the studying of key artists and the development of a knowledge of their work. 

At King’s Academy Northern Parade, the children are taught Art as part of their termly topic work and this can involve studying existing pieces of art and exploring new skills and media before being given the opportunity to use these skills within the context of their topic work. Progressively through the school, the children will then be given experience in evaluating their own work as well as the work of others, and where appropriate be given constructive feedback and next steps, with further opportunities to create the art piece, to improve their work and ensure that the skills are being developed. The evidence of their work is collected within the art sketchbook, which follows the children through the school. Photographs of larger, group or 3D pieces are also kept within this book.

 

Impact

Children are exposed to a wide variety of skills and knowledge which can influence their own creative style and give them confidence to express themselves through Art. This is shown in their sketch books which are an ongoing record of their progression in Art. Teachers use this information to inform future lessons, ensuring children are supported and challenged appropriately.

Children that lack confidence in other areas of the curriculum can find their voice in Art, raising their self esteem.

 

Intent

At King’s Academy Northern Parade, we aim for children to develop their creativity and imagination when practically creating and designing products within a variety of contexts. In addition, pupils will understand and apply the principles of nutrition and learn how to prepare and cook a variety of foods. Pupils from KANP will broaden their subject knowledge by building on key skills that they have learnt from other curriculum areas such as; science, mathematics, engineering, PSHE, computing and art. Students will learn how to take risks, innovate and enterprise from these experiences and become more knowledgeable on the impact past and present design and technology has on the world.

 

Implementation

At King’s Academy Northern Parade, Design and Technology is taught in a bespoke manner with cross curricular links where possible. Employing cross-curricular links motivates pupils and supports them to make connections. Teachers are encouraged to create Design and Technology criteria associated with the topics they are covering for the term to create a purpose for the pupils. The children then have the experience of design, make, evaluate, whilst developing their technical knowledge alongside this. As for cooking and nutrition, pupils are provided with opportunities of hands on cookery as well as, learning about food throughout each year to educate them on a balanced diet, food hygiene and seasonality. By the end of Key Stage 1, children will have the basic principles of a healthy and varied diet to prepare dishes and understand where food comes from. In Key Stage 2, pupils will be able to prepare and cook a variety of dishes using a wider variety of skills and refer back to their knowledge of food and its process.

 

Impact

Our aim is to ensure children have various opportunities for hands on practical design and technology experiences through the cross-curricular approach. We aim to showcase the quality and experiences of this work through the journey in children’s topic books from the designing of their products, photographic evidence of their practical work implemented and their evaluation recorded in a manner of ways. Cookery lessons will be evident from photographs which will be recorded in the pupils’ books and the objectives they have covered about food and nutrition linking with PSHE. Each year children will build stronger fine motor skills and use a wider variety of resources which will challenge their thinking and design making, linking to our schools’ Dragon Values. 

 

At King’s Academy Northern Parade, our primary aim is to nurture a generation of pupils who possess the fundamental skills and confidence to excel in a diverse array of physical activities. Our intent is to inspire pupils to instil a lifelong love for physical activity and to equip our students with the skills and knowledge they need to lead healthy, active lives. We are committed to providing a broad and balanced curriculum that offers enriching opportunities for all children to thrive and enjoy.

We are dedicated to empowering our students with the skills and knowledge necessary to lead vibrant and fulfilling lives. Our focus is on cultivating competence, encouraging sustained physical activity, fostering engagement in competitive sports, and nurturing the development of healthy habits

As children progress through our school, there is a clear and structured progression of skills within each year group, building upon previous learning. By the time children leave KANP, they will have engaged in and learned about a wide spectrum of physical activities. This includes participation in various team sports, development of strength, body control, and flexibility through dance and athletics, and gaining knowledge about healthy living and the importance of exercise.

All children participate in a minimum of two hours of physical education (PE) lessons a week: one hour indoor (taught by the class teacher) and one hour outdoor (taught by a PE specialist).

Through our PE curriculum, we are committed to empowering children to lead healthy, active lives, and to develop the skills and attitudes they need to thrive in an ever-changing world

 

In addition to the core curriculum objectives, we teach PE lessons so that children: 

• Have fun and experience success in sport 

• Have the opportunity to participate in P.E at their own level of development 

• Secure and build on a range of skills 

• Develop good sporting attitudes 

• Understand basic rules 

• Experience positive competition 

• Learn in a safe environment

 

PE in EYFS 

 

In EYFS, children begin to improve their fundamental movement skills and teachers begin to consider the development of agility, balance and coordination for each child. 

 

Key Stage One 

 

Pupils in KS1 are given ample opportunities to develop their fundamental movement skills and extend their agility, balance and coordination. They engage in competitive and cooperative physical activities through games, dance and gymnastics. 

 

Key Stage Two 

 

Pupils in KS2 continue to apply and develop a broader range of skills such as running, jumping, throwing and catching. These skills are incorporated into competitive games, performances using movement patterns and evaluations of their own and others’ work. Pupils communicate and collaborate with each other and develop an understanding of how to improve in physical activities. 

 

Intent

At King’s Academy Northern Parade, our aim is to provide a high quality curriculum for the learning of Spanish which links to and enhances the wider curriculum and enables all pupils to make substantial progress in the language, for practical communication and as a solid grounding for future learning of Spanish and other languages.

Children will:

• Develop resilience in language learning as well as enjoyment of it through a challenging scheme of work.
• Acquire language learning strategies for memorisation and retrieval as well as for listening, reading and understanding.
• Develop the skill of how to use a bilingual dictionary to decode unfamiliar language and extend their vocabulary.
• Be able to manipulate language to speak or write sentences creatively using prior knowledge of grammar and key features; with and without a dictionary.
• Have a solid grasp of the key sounds of the Spanish language and their corresponding graphemes and be able to apply this knowledge when speaking, listening and reading aloud
• Recognise some of the language patterns of the Spanish language and how these differ or are similar to English.
• Appreciate and be able to copy the sound of the language at text level through songs, stories and rhymes.
• Develop their cultural awareness and understanding of the world - especially with reference to Spanish speaking countries
• Make links between the learning of Spanish and the wider curriculum and be able to transfer their language acquisition and grammar skills to enhance their learning of English.
• Links between the learning of Spanish and the wider curriculum will allow pupils to transfer language acquisition and grammar skills to enhance their English learning and broaden their vocabulary as well as enhancing their cultural awareness and relevance of language learning.
• Appreciation of regional and national variations of Spanish vocabulary and pronunciation should enhance pupils’ own cultural identity and awareness of their local language variations, in particular, the conjugation of some common verbs.

 

Implementation

• Weekly lessons of 30 – 45 minutes are expected to be delivered by the class teacher with follow up activities for each lesson to increase exposure to the language between lessons.
• Teachers will have access to a detailed lessons plans and a range of resources, designed for use by non-specialists.
• Regular internal and external CPD will be made available, along with ad hoc support from the language lead to develop teachers’ ability and confidence to deliver Spanish lessons.
• A wide range of resources will be provided for interest and to support teaching such as audio enhanced interactive whiteboard resources, board games, videos, quizzes, songs and books.
• Authentic Spanish resources such as maps, posters, menus, songs, books will be used as much as possible, along with audio recordings of a native speaker.
• Where possible, teaching will link to the wider curriculum and pupils will make use a variety of skills to present their ideas, such as audiobooks, digital comics, drama or music.
• Vocabulary and pronunciation will be based on European, rather than South American Spanish.
• The lesson activities are challenging, varied and interactive, and develop listening, reading, speaking and writing skills using a variety of resources
• The lessons are designed to be progressive and build on prior learning through a ‘spiral’ approach to teaching, moving from word to sentence level over Key Stage 2.
• The choice of vocabulary ensures exposure to all the key phonic sounds and ability to build sentences using grammatical knowledge
• Lesson plans include ideas for support for the less able and to extend the more able
• It is expected that formative assessment in each lesson informs the planning and teaching of subsequent lesson plans
• Based on the evidence of the above records of achievement and progress, teachers can inform parents/guardians of this, using report statements which relate to the expected targets of each year group under the headings ‘emerging, expected and exceeding’

 

Impact

• The lesson plans indicate which activity is an opportunity to assess progress and is linked to the KS2 targets and in particular to those of the appropriate year group as detailed above
• A teacher assessment grid is provided to record attainment of each target for each skill in each year group and to track progress
• The completed activities in the pupil books gather evidence of the listening, reading and writing targets
• Evidence of speaking activities can be gathered by making audio or video recordings of the suggested activities in the lesson plans
• Children self-assess their progress at the end of each section of work and comment on their grasp of the new knowledge. Teachers will also be expected to provide a written response to this.
• To enhance the impact on enjoyment and intercultural understanding, the school will consider organising language events and competitions; making penfriend links; provide access to out-of-school online materials; take-home bags of resources etc.
• All of the above provides evidence that the ‘statements of intent’ are met

Intent

At King’s Academy Northern Parade we use the Primary National Curriculum for Religious Education, accompanied by the Living Difference III agreed syllabus. This agreed Syllabus focuses on an enquiry based curriculum for RE around concepts.

CONCEPTS A: Common to all people e.g. celebration, power, belonging

CONCEPTS B: Shared by many religions e.g. God, worship, symbolism

CONCEPTS C: Unique to a particular religion e.g. Dukkha (Buddhism)

The key skills are: Communicate, Apply, Enquire, Contextualise, Evaluate (within the religion and without the religion i.e. outside of it)

Our aim is to provide a high-quality Religious Education using the local area of Porsmouth, a diverse and multicultural city, which encourages all children to explore and interpret a variety of concepts, beliefs and practices within religions and to their own and others’ cultural and life experiences. Children are helped to understand and respect the position of others who do not hold the same or any religious beliefs and to encourage children to adopt a reflective approach to life.

The purpose of the curriculum is to provide every child with essential skills to support their  development, enable them to apply previously learnt knowledge, and build upon these skills as they continue their learning journey through the key stages.

 

Implementation

The learning journey at Early Years and Foundation Stage

The Foundation Stage precedes Key Stage 1; it provides the basis on which children start to develop their dispositions and skills for learning they will use throughout their lives. RE curriculum planning for Reception year children in the Foundation Stage should ensure continuity and progression in children’s learning towards and throughout Key Stage 1.

Each unit of work for RE in a Reception class will be an enquiry into the children’s experience of a concept and link strongly to the EYFS characteristics of learning. Concepts that are particularly appropriate for Reception children might be belonging, celebration and specialness. These concepts provide a basis to the development of understanding in the remaining key stages and are readily accessible in the context of children’s experiences. For some Reception classes, it may be useful for children to explore their experiences of the same concept more than once, but with a different context, eg special clothes and special people. There will be additional opportunities to explore concepts further during child-initiated learning. Planning must ensure inclusion of at least two units relating to a Christian context and two units which focus on the religion explored within Key Stage 1 at the school.

The cycle of enquiry offers opportunities for both adult-led and enhanced, child-initiated learning activities

Religious education in Key Stage 1

Children in Key Stage 1 will continue to explore and reflect on their own way of life and feelings about this and also continue developing an understanding of religious and non-religious ways of living. They should continue to be encouraged to ask questions and recognise that different people may respond in different ways to their questions.

Children should be encouraged to explore and share their own experiences of the concepts studied. In this way they will begin to attend to other people’s experiences of concepts found in religious and non-religious ways of life.

At this key stage the enquiry into what it means to live a religious and non-religious life will be concerned with enquiring into concepts common to all people (A concepts), where children will engage within their own experience. These concepts are also evident in religious ways of life, for example happy, sad, remembering and thanking. Towards the end of the key stage children should begin to explore concepts that are shared across many faith narratives (B concepts).

At Key Stage 1 the main focus is on A concepts.

Older children within the key stage (Year 2) can also explore B concepts, for example God and symbol.

Children will be introduced to terms specific to religions (eg Shabbat) but the focus for enquiry into concepts will be rooted in in their own experience (for example, celebrating is the focus concept but Shabbat is a Jewish example of this).

Religious education in Key Stage 2

During Key Stage 2 children will develop their dispositions and skills for enquiry further, which enables them to have a more mature understanding of different religious traditions. They should now be able to identify and make their own responses to some of the issues that arise in their own and others’ experience with regard to living a religious or non-religious life. They should be encouraged to develop their ability to ask and pursue more perceptive and complex questions.

The focus on B concepts will increase as pupil’s progress through Key Stage 2.

There will continue to be some cycles of enquiry beginning with children’s experiences of A concepts, although these enquiries will usually become more complex and sophisticated in terms of engagement with the concept from the perspective of a religious or non-religious person outside their experience, as the children get older.

In Year 5 and 6 some children will have the opportunity to enquire into C concepts.

As Key Stage 2 progresses, children usually have a broader range of experiences to draw on for their enquiries. They will continue to engage with concepts that are common to all people (A concepts), for example freedom, authority, sacrifice, as well as investigate concepts that are shared by many faith narratives (B concepts), for example holiness, pilgrimage and rites of passage. Through their enquiries children will also encounter concepts distinctive of particular religions (C concepts), for example Trinity, moksha, mitzvot.

Impact

Our aim is to encourage a reflective approach to the different concepts, beliefs and practices within religion and to learn and explore the 6 main faiths starting with Christianity and Hinduism in key stage 1.

All children will have had the opportunity to reflect, analyse, discuss, debate and to explore and discover the world in which they live. They will have developed an awareness of the meaning of a multicultural society and be able to empathise, respect and understand people from different walks of life, faiths, and ethnic backgrounds. They will understand tolerance and will be equipped with religious literacy skills that will last a lifetime.

 

 

 

Intent

At King’s Academy Northern Parade, we believe that a high-quality PSHE curriculum inspires children to develop the knowledge and attributes they need to reach their full potential throughout their lives. Our PSHE curriculum aims to engage children in exciting lessons, that portray real-life scenarios, whilst providing them with the opportunity to problem solve in a safe environment. We strive to promote pupils’ self-esteem and well-being by teaching lessons that reflect our school values and impart crucial knowledge in three key areas - Health and Wellbeing, Relationships, and Living in the Wider World.  Our teaching equips pupils with the skills they will need to develop into happy adults, who contribute effectively to society.  With these skills, pupils will then be able to draw upon their understanding in order to engage and excel in the ever-changing world in which they live, both now and in the future.

 

Implementation

At KANP we use SCARF (Safety, Caring, Achievement, Resilience, Friendship), a comprehensive scheme of work for PSHE, RSE and Wellbeing education. The SCARF scheme is mapped to the PSHE Association Programmes of Study to provide a whole-school approach to promoting positive behaviour, safety, achievement and wellbeing, and is in line with our school values . We have chosen SCARF as our PSHE resource because the lessons build upon children’s prior learning and the content is both relevant and sensitive to the needs of the children. There is planned progression across the SCARF scheme of work, so that children are increasingly and appropriately challenged as they move through the school. Assessment is completed by the class teacher using the range of SCARF Assessment tools, to demonstrate progression of both skills and knowledge. 

KANP follows the six suggested half-termly units and adapts the scheme of work where necessary to meet the local circumstances of our school.

The SCARF programme divides the year into 6 themed units: 

• Me and My Relationships: includes content on feelings, emotions, conflict resolution and friendships;
• Valuing Difference: a focus on respectful relationships and British values;
• Keeping Myself Safe: looking at keeping ourselves healthy and safe;
• Rights and Responsibilities: learning about money, living the wider world and the environment;
• Being My Best: developing skills in keeping healthy, developing a growth mindset (resilience), goal-setting & achievement;
• Growing & Changing: finding out about the human body, the changes that take place from birth to old age and being safe.

Children are encouraged to engage in activities that promote an understanding of themselves as growing and changing individuals, and as members of a wider community, based on their own first hand experiences. These activities also encourage pupils to understand how their choices and behaviours can affect others. They are encouraged to play and learn alongside – then collaboratively with – their peers. They may use their personal and social skills to develop or extend these activities. Children are also given the opportunity to make choices about their health and environment and are encouraged to develop a caring attitude towards others.

 

Impact

At King’s Academy Northern Parade, pupils are able to use the skills they have learnt to demonstrate a deeper understanding of what it takes to become a positive member of society. They will know the meaning and importance of our school values and the essential requirements for the development of positive relationships. We seek to ensure that the PSHE that we teach, improves the physical, social, and mental well-being of pupils. Through our PSHE lessons, we believe that we can enhance children’s education and help them to become caring, respectful, aspirational and confident individuals. Further to this, we strive for all pupils at KANP to have:

•   the knowledge, self-esteem, confidence and self-awareness to make informed choices and decisions
•   made significant in the development of social skills and social awareness
•   a sense of their own personal and social experiences
•   a responsible attitude towards the maintenance of good physical and mental health, supported by a safe and healthy lifestyle
•    effective interpersonal relationships and developed a caring attitude towards others
•    a caring attitude towards and responsibility for the environment
•    developed skills to manage their feelings, build resilience and be independent, curious problem solvers
•    understood how society works and the laws, rights and responsibilities involved.

INTENT

The music curriculum mantra is “MUSIC CAN REACH THE PARTS THAT OTHER SUBJECTS CAN’T!”

Our aim in all planning, and particularly in music, is to draw children into a place where they feel confident to work, are interested in all aspects of a subject, and gain an awareness of the wider world through opportunities given. The school aims to cater as much as possible for all needs, to encourage and draw all children into an inclusive and supportive environment where all children are valued and appreciated. Music is a vital part of encouraging all skills for learning in all aspects of the curriculum.

If each child sees themselves as an artist, challenges themselves to try new skills and has a “can do” attitude, then those aspects of growth will support all their learning and also promote excellent attitudes towards learning. The school believes that music supports all the dragon values and feeds into each one. Creativity, independence, teamwork, resilience, challenge can all be presented through and by musical activities in a fun, and enjoyable way.

 

IMPLEMENTATION

The music curriculum is based on the Primary Curriculum 2014 but is structured through the developmental skills progression produced by the Portsmouth Music Hub. It is a strongly held view by staff that whatever is taught should be firstly at the correct level for the age of the children, and secondly sequenced correctly to gain the maximum benefit for learning within our spiral curriculum.

All the children have at least one hour of music specific lessons during the week led by one of the specialist music teachers. Curriculum music is taught during these lessons. We also acknowledge the requirement for flexibility around needs. Consequently, we have at various times led small group sessions, one to one sessions, instrumental work in small groups, cross phase singing groups, and SEND groups.

As the children progress into the junior part of the school/KS2, music specific lessons become more instrument based with the addition of topic related activities, notation reading, composition skills, more complex singing, and listening development. Whole class music may then be based around the keyboard, ukulele, guitar, djembe drums, steel pans, or vocals.

There are also many opportunities for the children to perform in concerts and take part in wider musical events around the city.

IMPACT

Although there are no official standard tests to signify musical progress in school, there are many ways in which the school seeks to assess, promote and raise standards across the key stages in music, including reports to parents.