Subjects

• have fluent knowledge and recall of number facts and the number system and to use this knowledge to make connections;
• have a broad range of skills in using and applying mathematics, including formal written methods and have the ability to show initiative in solving problems in a wide range of contexts, including the new or unusual;
• the ability to think independently and to persevere when faced with challenges, showing a confidence of success.

We teach maths using a mastery approach. Our classes are grouped based on each child’s individual need. Basic maths skills and arithmetic form part of our daily practise across the school. This work is either carried out as quick rapid recall or formal written methods in exercise books. Maths lessons are designed to form a sequence of learning that builds upon prior knowledge and continues to develop crucial skills. We support our mastery approach with guidance from the White Rose Maths Hub and support this with Power Maths and other mastery resources in our teaching.

Long term plan - Maths

• The ability to write fluently and with interesting detail on a number of topics throughout the curriculum.
• A vivid imagination which makes readers engage with and enjoy their writing.
• A highly developed vocabulary and an excellent knowledge of writing techniques to extend details or description.
• Well-organised and structured writing, which includes a variety of sentence structures.
• Excellent transcription skills that ensure their writing is well presented and punctuated, spelled correctly and neat.
• A love of writing and an appreciation of its educational, cultural and entertainment values.

A reading curriculum that develops:

• Excellent phonic knowledge and skills.
• Fluency and accuracy in reading across a wide range of contexts throughout the curriculum.
• Knowledge of an extensive and rich vocabulary.
• An excellent comprehension of texts.
• The motivation to read for both study and for pleasure.
• Extensive knowledge through having read a rich and varied range of texts.

We develop pupils’ communication skills through promoting:

• An exceptional talent for listening attentively so as to understand what is being said. 
• A rich and varied vocabulary that gives clarity and interest to conversations.
• Clear speech that can be easily understood by a range of audiences.
• An excellent grasp of the rules used in English conversation, such as tenses and the grammatical structure of sentences.
• A highly developed ability to tell stories that capture the interest and imagination of the audience.
• A delight in initiating and joining in conversations.
• Respect for others when communicating, even when views differ.

Long term plan - English

• Develops the pupils’ ability to think independently, work collaboratively and raise questions about working scientifically and the knowledge and skills that it brings, as a global citizen. 
• Gives confidence and competence to pupils in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations. 
• Recognises children’s prior understanding of science and build on it to allow them to gain excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.
• Develops high levels of originality, imagination or innovation in the application of skills.
• Improve first hand learning experiences by undertaking practical work in a variety of contexts, including fieldwork - in a safe manner.
• Develops a passion for science and its application in past, present and future technologies

Science will be delivered through a number of routes:

• Weekly science lessons to cover the main curriculum, delivered through working scientifically
• Links to other curriculum areas through STEM activities, particularly within the year 5 and 6 curriculum in 2019 and then other year groups in subsequent years
• Occasional whole school events, such as Science Week or natural links to events such as National Science Day
• Enrichment activities by either educational visits or visiting science activities

As a result of our science curriculum, we expect to see our pupils' knowledge and understanding of science improve. Also, pupils will be able to use higher level thinking skills to name, then describe, then explain ideas and concepts in science. Pupils will also be able to make links between different key ideas to explain the real world in terms of scientific understanding. Pupils will also be able to work scientifically - carrying out investigative processes to find out what will affect the outcome of science processes. They should be able to recognise how science makes an impact on us as citizens and also how it makes an impact on communities across the world through inventions, discoveries and developments.

Long Term Planning

Science long term plan

EYFS / KS1 Curriculum
The EYFS & KS1 history curriculum focuses primarily on our locality and the introduction of skills.  In EYFS, history is introduced through looking first at their own family and then linking further historical events and significant indivduals to their own experiences.  In KS1 the curriculum follows a 2 year cycle.  In cycle A, the children look at the history of our town and how inventions have impacted on our daily lives, comparing life today to The Great Fire of London and what we have learnt from this diaster.   In cycle B, there is a focus on toys and our school before looking at Lumley castle and asking: Why can we see a castle from our school field?

KS2
In year 3 & 4 history is taught on a 2 year cycle.  Periods of history have been carefully selected to allow pupils to build on previous knowledge whilst building a chronological understanding of our history.  Within each topic, specific identified themes, such as food, housing, religion etc. are taught to allow our pupils to make links between new learning and what has previously been taught.  History in Y5 and Y6 continues to compare and contrast historical periods making the same explicit links to themes whilst developing their historical skills.

Each history lesson identifies key skills from the following list to ensure skills are clear and progressively taught:

• constructing the past
• sequencing the past / chronology
• continuity and change
• cause and effect
• significance and interpretation
• historical enquiry
• using sources as evidence
• vocabulary and communicationHistory LT Plan

At Red Rose we want the children to understand the world around them and apply their knowledge and skills in real life.  We want them to have:

• An excellent knowledge of where places are and what they are like.
• An excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.
• An extensive base of geographical knowledge and vocabulary.
• Fluency in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques.
• The ability to reach clear conclusions and develop a reasoned argument to explain findings.
• Significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter.
• Highly developed and frequently utilised fieldwork and other geographical skills and techniques.
• A passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.
• The ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.

As a result of the high-quality teaching of geography in Red Rose our pupils should become curious and have a fascination about the world and its people that will remain with them for the rest of their lives.  Pupils will become equipped with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress through each year, their knowledge will grow about the world which in turn deepens their understanding of the interaction between physical and human processes and of the formation and use of landscapes and environments.  Their new geographical knowledge, understanding and skills provide the framework for pupils to explain how the Earth’s features are interconnected and change over time.

Long Term Plan Geography

• Allows children to participate in and experience a broad and balanced range of Art and Design activities through a rich, exciting and creative curriculum.
• Encourages children to think independently in order to develop their own starting points for their work.

Provides opportunities for children to creatively express themselves in and through all Art and Design milestones

• Provides opportunities to develop a progressive range of skills and vocabulary relating to specific Art and Design forms
• Develops their social skills, confidence and self-esteem through a range of Art and Design activities
• Allows children to engage in art and design activities inspired by famous artists, different cultures and activities that link to other areas of the curriculum where appropriate.

Teaching of Art and Design in EYFS

In the early years, Art and Design plays a very important role in the children’s development. Children are taught to represent their own ideas, thoughts and feelings through their art work.  They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Teaching of Art in Key Stage 1

Pupils should be taught:

• to use a range of materials creatively to design and make products
• to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
• to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
• about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Teaching of Art in Key Stage 2

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

Pupils should be taught:

• to create sketch books to record their observations and use them to review and revisit ideas
• to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (for example, pencil, charcoal, paint, clay)
• about great artists, architects and designers in history.

As a result of our Art and Design curriculum:

• Children will become creative learners who have a wealth of knowledge about the great artists of the world and they will understand how to use and apply this knowledge in their own art work.
• Children will have embedded the key art and design skills needed to allow them to explore, experiment, and create their own works of art.  
• Children will be given the freedom to explore art using their imaginations and will become confident at editing and improving the pieces they have created.  
• Children should be able to express feelings and emotions through art and recognise how art makes an impact on us as citizens.

ART YEARLY PLANNER

It is our intent at Red Rose to develop successful learners, confident individuals and active lifestyles through a high quality, safe and challenging physical education programme. We want our children to appreciate the health benefits of an active life to both their physical and mental well being.

Pupils at Red Rose participate in weekly high quality PE and sporting activities. Our PE programme uses the progression of skills to underpin the components of the National Curriculum. Through teaching the skills needed to play and participate, encouraging high activity levels and making lessons fun we hope to instil a love of being fit and active for life.

We provide opportunities for children to engage in extra-curricular activities during and after school, in addition to competitive intra and inter-school sporting events. The implementation is also supported by the local School Sports Partnership, providing additional expertise, mentoring and practical coaching CPD sessions.

Children will be confident, healthy and be able to access a variety of sports and activities. It is our aim that a love of movement, and understanding of the benefits to our health and wellbeing, will lead to active adults of the future. Our impact is measured through various ways including assessment against progression of skills, participation surveys which then feed into future plans and support programmes.

Long term plan - PE

• Gives increasing competence in coding for a variety of first hand practical and inventive purposes, including the application of ideas within other subjects. Building each year on skills that have been learned in previous years.
• Develops their ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity, as a global citizen.
• Gives an understanding of the connected nature of devices.
• Improves their ability to communicate ideas effectively and creatively by using applications and devices throughout the curriculum.
• Develop their ability to collect, organise and manipulate data effectively.
• Develops pupils ability to critically evaluate information found through internet searches.

Computing will be delivered through:

• Curriculum time to deliver the collect and coding sections of the computing curriculum.
• The Communicate aspects will be delivered through computing time and also in the wider PSHE curriculum.
• There will also be enrichment activities such as computing clubs, work with our partner secondary schools and other external groups to offer such enrichment activities

As a result of the computing curriculum, our pupils will be able to

• Use online resources and searches in a safe way.
• Keep themselves safe when using social media as they grow older
• Recognise the opportunities and dangers of being online
• Produce increasing complex programming of online objects, sprites, and physical objects, robotics.
• Use computing to produce, store, edit and share successfully a range of digital products including word-processed pieces, presentations, photographic images, video productions and audio items.

Long term plan - Computing

• Widens their musical repertoire which is then used to create original, imaginative, fluent and distinctive composing and performance work. 
• Is underpinned by high levels of aural perception, internalisation and knowledge of music that rapidly develops technical expertise. 
• Teaches pupils to be very aware and appreciative of different musical traditions and genres.
• Develops an excellent understanding of how musical provenance - the historical, social and cultural origins of music - contributes to the diversity of musical styles.
• Develops pupil’s ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately.
• Nurtures a passion for and commitment to a diverse range of musical activities.

We teach Music through four specific musical concepts: Perform, Transcribe, Compose and Describe. 

Children at Red Rose perform throughout the year at various church services, concerts and in class assemblies. Singing skills are taught through regular singing assemblies and also through skills-based singing lessons taken from the Charanga Musical School resource.

Children grasp how music is transcribed as they are taught the meaning of different musical symbols during their time at Red Rose. Children are also taught to able to read and place the notes EFGABCD on a musical stave. Different notes are introduced at different points and are revisited regularly. These skills are taught mainly through recorder lessons in Year 3 and 4 that are delivered by specialist music teachers and also through specific skills-based lessons taken from Charanga Music School.

Compositions are created firstly by clapping rhythms and experimenting with different sounds. As children’s understanding and skills base grows, they then begin to compose melodies using musical instruments. Children also have the opportunity to write lyrics and enter competitions to create songs for Red Rose Primary School.

Introducing children to lots of new and varied styles of music enables them to discuss and describe pieces they hear. Furthermore, the teaching of the dimensions of music using interactive resources from the Charanga Musical Schools allows children to describe pieces in great detail.  Every week a new piece of music is introduced during assembly also: questions are asked about the piece reinforcing children's understanding of the dimensions of music and various ways to describe different pieces.

As a result of our music curriculum children, will be able to:

• play and perform in solo and ensemble contexts.
• use their voices to sing with increasing accuracy, fluency, control and expression.
• play musical instruments with increasing accuracy, fluency, control and expression.
• improvise and compose music for a range of purposes using the inter-related dimensions of music.  
• listen with attention to detail and recall sounds with increasing aural memory.
• use and understand staff and other musical notations  
• appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians. 
• understand, with increasing knowledge, the history of music.

Long term plan - Music

Our PSHE Curriculum is delivered in a number of strategic ways, but the most important way that the values of the PSHE curriculum is developed is through the everyday life of the school. The school values are shared, encouraged and celebrated through all aspects of our work in school.

The content of the curriculum is delivered through:

• A strategic plan that is based on the 'Jigsaw Curriculum' that has been chosen to fit the needs of our pupils. This is delivered via an assembly (currently via video links between classes), discussion and activities within the classes following these 'Jigsaw puzzles'
  • Being Me in My World
  • Celebrating Differences
  • Dreams and Goals
  • Healthy Me
  • Relationships
  • Changing Me
• Some of the content will be addressed through assemblies both whole school and as phases
• One off events such as Remembrance Service, Harvest, Comic Relief events
• The ‘Commando Joe’ curriculum is used throughout Key Stage 1 & 2 to develop the character education aspects of PSHE

PSHE Curriculum Plan

Commando Joe LTP

MFL Long Term Plan

• Prepares pupils to participate in tomorrow’s rapidly changing technologies. 
• Provides opportunities for all children to design and make quality products.
• Presents children with the opportunity to explore food and cooking techniques along with healthy eating and environmental issues within food production. 
• Develops design and making skills, knowledge and understanding to the best of each child’s ability; using and selecting a range of tools, materials and components. 
• Allows children to become creative, independent problem solvers as individuals and also members of a team. 
• Enhances the use of computing in conjunction with the Designing and Making process. 
• Develops an ability to criticise constructively and evaluate their own products and those of others. 
• Helps children develop an understanding of the ways people in the past and present have used design to meet their needs. To reflect on and evaluate such techniques, its uses and effects. 
• Prepares children for living in a multi-cultural society by teaching consideration for other cultures which will be both important and beneficial.

Technology will be delivered through a number of routes

• Weekly technology lessons to cover the main curriculum, delivered through mastering practical skills, Design, make and evaluate and Taking inspiration from designs through history.
• Links to other curriculum areas through STEM activities, particularly within the year 5 and 6 curriculum in 2019 and then other year groups in subsequent years
• Occasional whole school events, such as Technology Days or natural links to events such as National Engineers Week
• Enrichment activities by either educational visits or visiting technology activities

DT Long term plan