Our Vision for PE

PE in Kernow Learning schools is all about developing physical literacy and a love of movement at primary level, with a focus on leadership skills, health and wellbeing. This puts Physical Education at the heart of our educational agenda– ensuring young people are well enough to learn and have developed a range of personal competencies that will help them in the classroom and beyond.  Kernow Learning Trust is keen to address the negative stereotype of PE being all about prowess in sport and rather reposition it to enhance lifelong skills.

House Captains

Following the British democratic process, Year 6 have elected 8 house captains who will lead their respective houses during any inter house sporting competitions that take place across the year. Congratulations!

Cornish Pirates

We have been lucky enough to welcome Neil, who represents the Cornish Pirates, to St Newlyn East to lead tag rugby sessions to our Year 5 and 6s this half term. The children have thoroughly enjoyed developing a range of technical ball skills as well developing their teamwork, social and cognitive skills that will translate to other areas of learning.

Macron Football Festival

A mixed year 6 side had a brilliant afternoon at Treviglas’ Macron Football Festival, all of the children played lots of minutes and experienced playing in a range of different positions with the aim of having fun and working as a team. There were incredible passes, wonderful goals, tough tackles, acrobatic saves, wins, losses and draws but the children all played with a smile on their faces and were proud to represent St Newlyn East. Great Job!

Fencing 
Over our Autumn Term, Fistral Class have been participating in weekly fencing sessions with GoActive. The children have been learning to position their feet effectively, moving between appropriate positions and to use a foil correctly. The children have engaged brilliantly in the lessons, showing perseverance when learning new skills. 

Archery

Over our Autumn term, Porth Class have been participating in weekly archery sessions with GoActive.

Cross Country

Our year 5 and 6 cross country runners have been preparing for their races at Newquay Sports Centre by running around our own school field. Unfortunately, the first event was postponed but they did an amazing job at race 2 in December. Go team!

Bikeability

Year 6 children have begun a Bikeability programme that prepares their children for all things related to using push safely. Supported by 2 brilliant instructors, all children who have taken part have passed level 1 of the course and are now ready to begin level 2 that will take place within the local village. The children persevered with co-ordination and balance to ride their bikes and demonstrated a safe understanding of the highway code and bike safety. 

Intent, Implementation and Impact – PE Curriculum 2021/2022

Curriculum Intent: ‘To create inspired and happy learners through an ambitious, engaging enquiry-led curriculum’

Intent

At St Newlyn East Learning Academy, the Physical Education curriculum is designed with the PURPOSE of developing physical literacy and a love of movement at primary level, with a focus on leadership skills, health and wellbeing. We are aware that children need to be well enough to learn in the classroom and beyond, therefore repositioning negative stereotypes about PE is essential.

We are PASSIONATE about how a child’s early experiences within Physical Education can impact life-long participation. We therefore offer children opportunities to develop fundamental movement skills in an environment where all children feel included, valued, challenged and supported.

This school philosophy is built on the National Curriculum with the support of Real PE putting physical activity, emotional, social and thinking skills into practise with the learner being at the centre of everything that is done.

As a school, we are PASSIONATE about ensuring our pupils are equipped with the necessary skills to succeed at secondary school and beyond – the whole school curriculum intent of ‘…lifelong learners’ really is at the heart of our PE and attitudes to exercise. Considering this, we aim to ensure that all pupils are equipped with the knowledge, physical skill-sets, thinking and emotional skills required to succeed in Physical Education at secondary school.

We are committed to ensuring all children get the opportunity to take part in Physical activity with other schools in the local area. By taking advantage of the Newquay Sports Partnership (involving local secondary schools), children are able to take part in either participation level events or competitive fixtures focusing on the values of sportsmanship and fair play.

We also all firmly believe that competition - both winning and losing - are crucial characteristics/experiences to develop at Primary School. This gears children up for the competitive element of life and that when you work hard and Persevere you can achieve great things. 

Implementation

From foundation stage upwards, we use REAL PE as a cohesive scheme of work addressing the statutory aspects of the National Curriculum. We are confident all areas of the curriculum are met as the design of REAL PE provides a clear progression of skills, activities and experiences to ensure physically literate children. Children are able to build on fundamental movement skills, whilst developing socially, cognitively, creatively, personally and developing a level of fitness required to PERSEVERE and thrive both inside and outside the classroom. We are also fully inclusive of all needs and abilities, for example, we have devised an SEND subject specific adaptation for PE which highlights the different resources available for differing needs (please see link).

We are also dedicated to offering our children a range of sporting and extra-curricular active clubs which also contribute heavily towards our PE curriculum. To offer our younger children a variety of sports and activities, we often have a generic ‘Sports club’ where the lead adult will expose the children to a range of sports.

Our ‘active’ staff also play a key role in the implementation of our PE curriculum; you will always see them leading a club after school and also, on a daily basis, see the SLT organise and encourage competitive sport at lunchtimes.

Impact

The impact of our PE curriculum will also be measured by how effectively it contributes towards Kernow Learning’s ethos for PE by helping our pupils develop into, ‘Happy and inspired lifelong learners…’ who embody PERSEVERANCE AND PASSION; we want our children to carry with them the knowledge, skills, and attitudes which will make them valuable future citizens. Progress is measured through regular termly teacher assessments, learning completed during PE lessons, stamina to learn in other areas of the curriculum and taking advantage of local sports club links and competitions.

The overall impact of our PE curriculum is that when children leave St Newlyn East Learning Academy, they will have a PASSION for Physical Education, health and wellbeing. The children will have developed the personal competencies needed in their journeys through secondary school and understand PE is about enhancing lifelong skills.

Ultimately, we want our children to be aware that being physically active in life is absolutely crucial to personal development and a happy, successful life.

 

Curriculum Intent: ‘To create inspired and happy learners through an ambitious, engaging enquiry-led curriculum’

Reading

Intent

We are Passionate about reading; when our teachers and support staff are passionate and talking about a text this creates a buzz around it and this inspires the children.

Being able to read well matters. It can significantly impact on success in school and beyond. It takes them into imagined worlds far beyond their own experience, and supports the endless opportunities to explore new areas of learning, thinking and ideas. It is arguably the most important aspect of learning we teach the children at St Newlyn East.

The power of reading (and reading for pleasure) is immense, and we want children to be able to take full advantage of the benefits and enjoyment that it has to offer. We aim to develop positive attitudes towards reading so every child thinks of themselves as a reader. They will then begin to foster a love of the written word in all its various forms. We wish to create a community of inspired, happy readers that share and promote reading as a skill and desirable past time.

Ultimately, the main Purpose of our reading curriculum is to provide the children with the most important skill in order to develop into ‘lifelong learners.’

Implementation

We teach whole class guided reading from Year 2 upwards. At St Newlyn East, we recognise the importance of vocabulary. During any reading, key vocabulary is unpicked using simple images to enhance the readers understanding. By building banks of vocabulary in this way, the children will be able to understand the context of what they are reading. Furthermore, all classes have a wide range of texts from a variety of authors that have been chosen to support the children's topic learning: our reading curriculum harnesses the power of a range of amazing books written by authors, from a diverse range of backgrounds. These are read to the children throughout the year; this helps to promote reading as a desirable past-time and something that should be valued and treasured.

We use Vipers from the Literacy Shed as a foundation or platform to support the children with their comprehension skills that align with the national curriculum. Each classroom will have the Reading VIPERS displayed in the reading area of their classroom and the class teacher will make explicit links to the skill the children will be learning about. This gives all children across the school a clear purpose to their reading skill each morning and a common language to discuss their reading knowledge and understanding. 

Reading to the Children

Our goal is to motivate children to want to read so they will practice reading independently and, thus, become fluent readers. That happens when children enjoy reading. During guided reading and at some point during every school day, the class teacher/TA will read and share high quality texts to the children at a level which is slightly beyond their reading age. This ensures that we continue to develop their vocabulary and understanding of characters and plot far beyond their reading level. It also gives them access to worlds and experiences different to their own.

Walking around the corridors in the morning, for example in KS2, you will hear the teaching staff reading out aloud to their children; when they read aloud with passion and focus, you can actually ‘see’ how hooked the children become on the reading. This is a crucial part of our guided reading and ‘reading for pleasure’ process.

Impact

The impact of our Reading curriculum can be clearly seen across the school through children talking about their love of reading, the quality of texts the children are reading, the quality of teaching across the school and the way in which children can talk about the guided reading books that they have read: these will have added value to the children's understanding of topics covered across the year. Phonics data is above national average. Key Stage 1 and KS2 reading results have been consistently strong.

We are proud to be a reading school and always hope/aim to impact other schools with our high quality processes we have in place at St Newlyn East Learning Academy. For example, our English lead – Laura Massabo – supports other schools with their RWInc consistency. This results in us always reflecting and evaluating our daily practice. 

Read Write Inc Information

Read Write Inc. Phonics is a dynamic programme that teaches children to read and write through a consistent, whole-school approach. First, children learn the common sounds in the English language and how to sound-blend words for reading; at the same time they develop skills of handwriting and spelling. They progress to read and comprehend lively storybooks containing words that they can decode so they achieve early success in reading.

A key element of the Read Write Inc approach is that practice across the school is completely consistent, aided by the supervision of our English Hub specialist Laura Massabo and Vic Stavrou (our current Early Reading lead). This is achieved because every member of staff is trained, coached and supported to be an expert in the teaching of reading. Children are grouped by ability allowing lessons to specifically address individual learning needs.

At St Newlyn East Learning Academy we are very proud of the rapid progress that our pupils make in reading. Our recent phonic results in KS1 were very high and supports our belief that we teach reading well for all children at SNELA - this means being ambitious for children with additional and different needs and those from a disadvantaged background. 

 

 

Curriculum Intent: ‘To create inspired and happy learners through an ambitious, engaging enquiry-led curriculum’

Intent

Communication and language are the fundamentals of writing; these are prioritised at SNELA. When the children can clearly say words, they will then be able to attempt writing as their confidence grows. Information and research from the Education Endowment Foundation – EEF -  (see link here) supports our belief. Our phonics programme (RWInc) consistently delivered to a high standard, forms the foundation for our communication and language in the Early Years. This, combined with high quality daily adult interactions, engages, and extends our children’s vocabulary. We ultimately want our intent and PURPOSE for Early Years writing to be centered on the children being passionate about their writing attempts, where they draw from a rich vocabulary. 

As our children move through the school, writing is at the heart of the children becoming clear and effective communicators. We aim for children to respond to their audience and the context appropriately; by doing so our pupils can write in a widening variety of forms for different purposes. Ultimately, the PURPOSE of our writing curriculum is to provide our children with a key tool for effective communication as they become …’lifelong learners’.

One key aspect of writing is spelling. At St Newlyn East we develop our pupil's ability to spell correctly, using the Spelling Shed scheme coupled with Get Spelling from the Read, Write Inc phonics programme.  From foundation stage on, the children PERSERVERE with their handwriting, ensuring they join letters correctly and at pace. Adults support children of all abilities through appropriate modelling and scaffolding to enable them to express themselves through writing.

Our writing SEND subject adaptation document illustrates how we support our writers in school who may need additional or different resources to access the learning.

We currently use the Literary Tree Curriculum for writing from EYFS up; this immerses children in a literary world based around high-quality, age-appropriate texts, therefore creating strong levels of engagement to provide meaningful and authentic contexts for primary English.

Children become critical readers and acquire an authorial style, as they encounter a wide range of significant authors and a variety of fiction, non-fiction and poetry. Our Reading curriculum works alongside our writing curriculum as we believe that children need to have a varied and rich vocabulary base to draw on for their writing ideas.

Implementation 

Foundation

We are passionate about writing in the Foundation stage. The RWInc programme is one facet that supports early language development. In addition to this programme, which we feel embodies quality first teaching, daily, we ensure that there is always talk opportunities. One example of this, is a new programme that we are introducing in the spring term of 2023: the Talk for Story scheme (under the RWInc umbrella) is a structured speaking and listening platform, where children extend their vocabulary linked to key texts. We are looking forward to seeing this embedded, contributing to our younger learner’s communication and language skills.

Story is, arguably, the most important feature within our EYFS set-up; children will often be seen reading from the library and book shelves. This has also included the children reflecting on previous learning by looking through their floorbooks. Story sharing and reading opportunities are a crucial tool in our early writing armoury.

We understand the importance of children taking part in daily writing and being able to compose their own sentences when writing, so we allow selected writing to be child-led. Children are encouraged to persevere with their writing from day 1 in Foundation. This begins with handwriting and letter formation and moves towards initial sound writing, simple word writing, simple sentence writing into more complex sentences and multiple sentence writing. 

Writing skills are taught through daily RWI sessions and Literacy sessions. Adults model and discuss writing daily, so that children understand what needs to be included. Writing is encouraged and available across the classroom and garden during independent learning sessions. 

We teach writing and spelling that is phonetically plausible. At this early stage, this means we don't teach 'correct' spelling, as such. We ask the children to listen to the sounds they can hear within a word and represent them in some way. We do encourage the children to write down every sound they can hear. It would be entirely acceptable for a child to spell elephant, 'elifunt'. This is to encourage fluency and excitement while writing, initially and to allow for momentum to build; continuous praise helps to reinforce the children’s positive attitudes.

Key Stage 1 and 2.

At St Newlyn East, one of the key PURPOSES of the writing curriculum is to create PASSIONATE authors in the 3 key areas of writing: fiction, non-fiction and poetry. We adopt a consistent approach throughout the school; the writing units generally follow the following structure:

Immersion

Children are fully immersed in the genre or text that they are learning and writing skills are taught explicitly. This may include:

• Text analysis of the writing purpose
• Reading and identifying text and structural features of the purpose/genre. 
• Discrete, explicit teaching of grammar/ punctuation features needed for the writing purpose. Each day there is a grammar starter component to each Literacy lesson.

Shared writing

During the second phase of our writing units, the PURPOSE is for the children to begin to use the structural features and the vocabulary and SPAG features from the immersion phase, in pieces of age-appropriate extended writing modelled by the class teacher following class discussion. This generally includes periods of shared writing consisting of:

• Peer discussion to include structural features
• Peer discussion to include SPAG and vocabulary features
• PERSERVERENCE to improve initial ideas – teachers modal sharing the children’s first ideas but not accepting these if they can be improved on.
• Modelling of mistakes - using the children’s ideas, teachers make mistakes and show the live editing process 

Independent writing

Following on from the second phase the PURPOSE is for the children to demonstrate their understanding of all skills learnt. Regardless of the genre, the children are PASSIONATE about taking on the whole authors process of planning, drafting, proof-reading and editing and then peer-assess using the SURPRISES editing tool from the Literacy Shed and the class marking ladder related to the unit of writing.

No teacher input is given at this stage: all work is completely independent of adult intervention.

Twice a year, the children take part in a whole school write, where each year group has the same stimulus for a piece of writing. Class teachers choose the genre and age appropriate skills that the children must then incorporate. The children can talk PASSIONATELY, across year groups, about the shared stimulus and the piece of writing that they have produced.

WOW Write

Children then complete their final draft in their WOW books and work is marked using the assessment grids for their year group. We value the importance of praising perseverance in school; this has led to a revised KS1 and 2 writing display which focusses on ‘Writing Growth…’ – the children love to see how much they improved in their writing and this is something we want to show our peers and visitors.

Impact

Ultimately, we want our EYFS children to develop a passion around early writing and to show perseverance when forming early sentences. The building blocks for this are carried out in Foundation Stage, where the children are assessed against the Early Learning Goals for writing, e.g. Can they show/demonstrate:  

ü  The ability to write recognisable letters, most of which are correctly formed

ü  The ability to write simple phrases and sentences that can be read by others

We are also aware that the above cannot be achieved without other key ELG, particularly these that link to communication and language, e.g. Can the children…

ü  Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions

Moving up the school, the quality of our children’s writing, including content, range of genres, grammar, spelling, punctuation and handwriting can be seen not just in English books, but also in the wider curriculum. Our recent drive on improving standards in presentation and handwriting is targeted across all books.

We strive for our children to leave school with a passion for writing, being able to communicate effectively and take the skills learnt onto secondary school and beyond. We want all the children to be impacted in a positive way from our writing curriculum design; we want all children to make good progress and to feel confident that by working hard and persevering with their writing that their lives can potentially change for the better.  

Alongside our Voice-21 Oracy project, our consistent, effective reading programme and our engaging writing curriculum, children at St Newlyn East Learning Academy will become excellent communicators for life.

The Big Ideas model below underpins our maths curriculum. We believe these key skills are crucial in developing mathematicians who love the subject and are equipped for their future lives.

Coherence

Lessons are broken down into small, connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.

 

Representation and Structure

Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation

Mathematical Thinking

If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student; thought about, reasoned with, and discussed with others

Fluency

Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics

Variation

Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.

Structure of curriculum

We use a blocked approach to our mathematics curriculum as we believe this best enables all learners to successfully build on prior learning, make links within the mathematics curriculum and thus attain mastery.

When planning our blocks of learning, the timeline of our blocks is used only as a guideline and learners progress to the next block when the current one is mastered. Teachers adapt learning to ensure it is based on individual starting points and rates of mastery. Daily fluency sessions are held to build automaticity of declarative knowledge and over learning of prior and prerequisite procedural knowledge.

Structure of a block

Each block of learning will be structured in the following way.

•        Assess prerequisite declarative and procedural knowledge
•        Teach declarative knowledge needed for block
•        Teach procedural knowledge
•        Conditional knowledge will be developed throughout the block. Once all declarative and procedural knowledge has been taught teach all remaining conditional knowledge necessary for mastery of the block.
•        Assessment checkpoint to ensure children have mastered the block and inform planning of any whole class or individual interventions

Calculation Blocks

When teaching calculation, teachers will plan lessons to develop an abstract understanding of the content. This progression is laid out in our calculation policy. Teachers will make appropriate use of concrete materials and visual images expose the mathematical structure of concepts. These will only be used to support the abstraction process. Children will only be considered to have mastered concepts when they can complete calculations fluently as an abstract process, demonstrate understanding of the process and apply them in contexts across the mathematics and wider curriculum.

Structure of lessons

Lesson design will vary according to the content and the needs of individual learners. A typical lesson will have the following features:

•        Number fact recall activity/Times table recall activity.
•        Daily practice of declarative knowledge
•        Main learning ensuring links made to prior learning
•        Independent practice
•        Assessment will happen throughout the lesson and be used to ensure optimum use of time is made, learning is adapted to learners’ needs and misconceptions are dealt with at the earliest opportunity.

Number fact recall activity

In this part of the lesson learners will develop the number facts which are at the core of the declarative knowledge they need to know. These will include number bonds; multiplication facts.

Daily practice

In EYFS and KS1 we are using the NCETMs Mastering Number project. This makes use of rekenreks to expose the structure of early number and number facts.

In KS 2 this is a written activity which consists of approximately five questions. These are used to build automaticity of declarative knowledge and over learning of prior and prerequisite procedural knowledge. During this time teachers will work with individual or small groups of children who need these gaps closed.

Main learning

These sessions will follow an ‘I do, we do, you do’ model. In these sessions teachers will ensure new learning is not learnt in isolation. Learning will directly build on the previous lesson and build a web of understanding of the mathematics and wider curriculum.

Independent Practice

In this part of the lesson children will have the opportunity to practice skills, develop understanding and increase fluency depending on the subject matter being covered. For lessons covering declarative knowledge the aim will be to increase fluency and automaticity. For procedural the aim will be to deepen understanding and increase accuracy and fluency. For conditional learning the aim is to deepen understanding, make links to other areas of learning, apply declarative and procedural in problem solving and reasoning activities.

Questions provided for this section of the lesson will vary depending on the learning. Variation and progression are the two main aspects. Variation – the learning will be represented in a variety of ways to help learners attain mastery. Progression – understanding will be developed through the series of questions by increasing the level of abstraction in the representation of the mathematics.

 

Curriculum Intent: ‘To create inspired and happy learners through an ambitious, engaging enquiry-led curriculum’

 

Intent

Maths is a skill we use on a daily basis and is an essential part of everyday life. Therefore, mathematics forms an important part of our broad and balanced curriculum where we endeavour to ensure that children develop a passion and enthusiasm for the subject. We want them to understand the purpose and importance of maths in everyday life and are confident mathematicians who are not afraid to take risks.

We believe that improving maths in the Early Years and KS1 is absolutely crucial at SNELA. Studies by education establishments (like the Education Empowerment Foundation – EEF -  see link here) support our drive in school for our young children to be exposed to, for example, early number as frequently as possible throughout the days and week. Our Purpose here is for children to develop a love for number and number patterns; this is achieved through structured maths inputs every day (linked to NCETM programme see link here) and then structured play, through continuous provision, which reinforces the learning from that week.

The intent of our mathematics curriculum is to provide children with a foundation for understanding number, reasoning, thinking logically and problem solving with perseverance so that they are fully prepared with a sound mathematical skill-set for future life. 

As a school, we recognise that the key to unlocking the children’s potential is through the development of fluency maths skills and the understanding of mathematical concepts. We therefore place great emphasis and purpose on the use of concrete resources and pictorial representations at all ages, to enable children to fully understand the concepts and principals, when presented with abstract calculations and questions. It is also our intent for children to know when they are using mathematical skills across other areas of the curriculum in order to build stronger links between concepts and the wider world.

By adopting a Mastery approach, it is also intended that all children, regardless of their
starting point, will maximise their academic achievement and leave St Newlyn East Learning Academy School with a passion and enthusiasm for Maths, resulting in a lifelong positive relationship with number. 

 

Implementation

Objects, pictures, words, numbers and symbols are everywhere. The mastery approach incorporates all of these concepts to help children participate in exploring mathematical ideas, whilst enriching their learning experience and deepening their understanding. Together, these elements help cement knowledge so pupils truly understand what they’ve learnt. Maths lessons are designed with a concrete, pictorial and abstract (CPA) approach, providing our pupils with the scaffolding required to access the learning at all levels.

As mentioned, the Early Years focus on early number, in particular, acts as the building block for all our children to make good progress in their maths through their time in school. Without having, for example, a deep understanding of number that make 5, the children will not be able to move beyond this and holes in learning will be created. As such, our skilled team informally assess the children on a daily basis on whether or not they have understood a concept and are able to articulate this. If not, further support will be provided for that group of children.

Communication and language is absolutely crucial to the successful implementation of our Early Years maths curriculum. When the children are clearly able to say what they are learning about in their lesson, this then begins to embed the mathematical vocabulary needed for later learning. The adults with the class for Early Years will be modelling this language clearly and asking structured questions as and when appropriate to assess if the children understand.

At St Newlyn East Learning Academy, children study mathematics following the Big Ideas Model.  This supports children in learning the fundamentals behind the meanings of numbers and exploring other key mathematical areas. Our maths curriculum is supported through the implementation of resources from White, Rose, Classroom Secrets , Third Space Learning, Twinkl and other teacher-made resources. By using a variety of planning resources, we believe that we provide a bespoke teaching and learning experience that is designed to interest, inform and inspire our children and enhancing their learning.

Times tables play an important part in our maths learning, with children developing their fluency in rapid recall of tables up to 12 x 12 by the end of year 4. In years 2 -5, times tables are practiced daily using a range of activities. We have adopted active maths times table games, to engage students and have a positive impact on mental health. In KS2 all children complete a times table grid daily, this supports the children’s return to the classroom and transition into their maths learning and their fluency of their times tables.   Times Table songs can be heard consistently on a daily basis in our corridors. Numbots and TT Rockstars help increase children’s confidence and participation. These two platforms, for example, ultimately enables the children to have the rapid recall and flexibility to reason and solve increasingly complex problems accurately and efficiently.

From Year 2 upwards, lessons include a times table grid, daily arithmetic starter to help children consolidate their learning and become fluent in the recall and application of basic arithmetic and number facts. The emphasis of these sessions is to build children’s confidence and fluency, allowing them to easily recall key facts and manipulate mental strategies in order to quickly solve arithmetic based questions.

Key Stage 1 are taking part in the NCETM Mastering Number programme. This forms their daily practice lesson/starter in Year 1, and the full lesson objective for Foundation class. The programme has had an impressive impact on our pupils' ability to mentally calculate and see patterns in numbers. This is because pupils learn to 'subitise'- recognise numbers of numbers without needing to count. We have also introduced the 'rekenrek', a visual and tactile tool for adding and subtracting, as well as finding number bonds.  

Daily assessment is incorporated throughout lessons through live and verbal feedback, following the school marking policy. Where children require additional support, 1:1 post-teach and other strategies are used to support children ensuring that they are ready for their next ‘small step’. For example, day-to-day intervention, a Year 4 (1:3) tutor and Year 5 ‘Third Space’ (1:1 intervention) are all part of our bespoke intervention program that we offer.  If a class has not understood the learning objective then this will be taught again the next day.

Within the wider curriculum, children are encouraged to apply their mathematical skills in different areas. For example, in science and topic lessons, children incorporate measuring and data handling skills and in Art children might explore shapes and patterns. To help them understand the purpose of math in real life situations. We record cross-curricular learning within maths on a visual display in class and in books by placing an M in the margin.

Impact

We ensure that children leaving St Newlyn East Learning Academy are passionate mathematicians, that show perseverance when given a challenge. We expect them to understand the purpose of why maths is an integral part of day-to-day and future life and can explain this in different subjects. 

In Early Years we expect all of our children to achieve their Early learning Goals for maths, for example:

•  Have a deep understanding of number to 10, including the composition of each number;
•  Subitise (recognise quantities without counting) up to 5

With the ELG achieved for each and every child, then the foundation for secure mathematical knowledge and understanding is in place.

Through KS1 and KS2 Our mathematicians will develop a bank of efficient and accurate skills that can be used to calculate effectively (with a clear sequencing of skills learnt from year to year), including the ability to:

• demonstrate quick recall of declarative and procedural knowledge
• have flexibility and fluidity to move between different contexts and representations
• of mathematics.
•  to recognise relationships and make connections in mathematics.
•  show a high level of pride in the presentation and understanding of their learning.

Within lessons you will see:

•  An adaptive curriculum so all children are successful
• Evidence of fluency, problem solving and reasoning
•  A range of resources, to support a bespoke teaching and learning approach
•  Interactive lessons with rich mathematical vocabulary and discussion
• Opportunities for all children in the class to be challenged
• Access to and use of appropriate manipulatives
•  A variety of images and representations used to support understanding.
•  Dynamic and, where appropriate, fast-paced lessons
•  SEND subject specialist adaptations as and when needed (please see link here for more details).
•  

We regularly monitor the quality and impact of our mathematics curriculum through triangulation of monitoring. This includes targeted learning walks, book scrutiny and pupil conferencing. In addition to this, we survey our staff and pupils to identify their perception of mathematics and identify CPD needs.

 

 

Curriculum Intent: ‘To create inspired and happy learners through an ambitious, engaging enquiry-led curriculum’

Intent

Personal Social Health Education (PSHE) including Relationships Sex Education (RSE) is at the heart of our school ethos and is a crucial part of our broad, balanced, enquiry-led curriculum - it runs throughout everything we do. Our PSHE/RSE curriculum aims to enable our children to become happy, healthy, safe independent, responsible members of society who demonstrate respect and tolerance and who are prepared to face and manage the challenges and opportunities of an ever-changing modern Britain.

As a school, we recognise the key to unlocking the potential of our children’s understanding as well as the purpose of this subject. We therefore place great emphasis of helping children aspire to be the best they can be, to have dreams for their future and know what is required to reach them. The intent of our PSHE/RSE curriculum is to provide children with a foundation for understanding rights and responsibilities and appreciating what it means to be a valuable member of an ever-changing diverse society. Helping pupils to consider many of the moral, social and cultural issues that are part of growing up in Modern Britain. We also aim to deepen our pupils’ understanding of the fundamental British values of democracy, individual liberty as well as the rule of law and mutual respect and tolerance.

It is our passion to engage the children in order to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. We want to stimulate, challenge and nurture our children’s spiritual, moral, social and cultural curiosity. By helping them to understand the importance of their physical and mental health, along with their emotions and feelings is crucial. It is then utilising these strategies to help them become resilient and confident so they are ready for the transition to Secondary school and to a the wider world beyond.

To have perseverance when working and solving problems with others; having a good understanding about themselves; showing an awareness of empathy and to form and maintain positive relationships; treating everyone equally with tolerance and respect are all key themes to our PSHE/RSE curriculum. We aim to share the importance to pupils of age-appropriate understanding of healthy relationships through appropriate relationship and sex education. Teaching our pupils about personal safety (on-line and offline) is a key theme throughout the year both within PSHE but also across other subject areas. We will ensure pupils know how to get help if it is needed and who can help both in and out of school. Ultimately, we aim to encourage all our pupils to be the best version of themselves, resulting in a lifelong positive relationship with themselves and others.

Implementation

Pupils are taught regularly timetabled PSHE/RSE lessons by a member of the St Newlyn East Academy staff with whom the pupils are familiar. Staff follow the JIGSAW programme of study in this subject area using a variety of planning resources, which we believe provide a bespoke teaching and learning experience that is designed to interest, inform and inspire our children. JIGSAW is based on the government guidance ensuring the Statutory RSE curriculum is taught.

The JIGSAW Curriculum is split into 6 themes known as ‘puzzles’ and is taught as a spiral curriculum so topics are revisited in more depth to match the maturity of the pupils.

Each ‘puzzle’ has six lesson plans accompanied by all the teaching and learning materials needed to deliver them:

• BM (Being Me in My World) 'Who am I and how do I fit?'
• CD (Celebrating Difference) Respect for similarity and difference. Anti-bullying and being unique.
• DG (Dreams and Goals) Aspirations, how to achieve goals and understanding the emotions that go with this.
• HM (Healthy Me) Being and keeping safe and healthy.
• RL (Relationships) Building positive, healthy relationships.
• CM (Changing Me) Coping positively with change.

Lessons are adapted to meet the needs of each individual class/pupils and to deal with issues as they arise. Our SEND subject adaptations document (link here here) explains the additional provision on offer as and when needed for our pupil. Lessons are delivered in a way that have a purpose, ensure pupils feel safe and encourages full participation by using a variety of teaching approaches with opportunities to develop critical thinking and relationship skills Assemblies, themed days, visits and visitors are used to support the teaching and are not used in place of it. We work in partnership with parents informing them about what their children are learning and when required, providing guidance towards resources that can be used at home. When delivering RSE lessons at the end of the Summer term, all parents and carers are informed before these lessons commence (please see this link for more details of this consultation process we carried out).

Lessons and our school ethos;

ü  Promote safe, equal, caring and enjoyable relationships and we discuss real-life issues appropriate to the age and stage of pupils, including friendships, families, consent, relationship abuse, sexual exploitation and safe relationships online.

ü  Give a positive view of human sexuality, with honest and medically accurate information, so that pupils can learn about their bodies and sexual and reproductive health in ways that are appropriate to their age and maturity.

ü  Gives pupils opportunities to reflect on values and influences (such as from peers, media, faith and culture) that may shape their attitudes to relationships and sex, and nurtures respect for different views.

ü  Includes learning about how to get help and treatment from sources such as the school nurse and other health and advice services, including reliable information online.

ü  Fosters gender equality and LGBT+ (lesbian, gay, bisexual, trans) equality and challenges all forms of discrimination.

ü  Meet the needs of all pupils with their diverse experiences – including those with special education needs and disabilities.

Impact

At St Newlyn East Learning Academy, we are proud of the PSHE/RSE learning we deliver. The evidence being seen through the well-rounded, confident, tolerant and independent pupils that leave us at the end of Year 6.

The pupils’ attitude, behaviour and demeanor around school, within lessons, at playtimes as well as out in the community demonstrates the respect, tolerance and high aspirations that our pupils have of themselves and each other – our PSHE/RSE curriculum is at the heart of this.

Pupils leave us ready for their next step into Secondary school and are armed with skills, knowledge and understanding that they can take forward into adult life.

Our pupils leave us prepared for life in an ever-changing modern Britain. They have the tools they need to succeed, keep themselves safe and thrive.

We measure impact by the triangulation of learning walks, work scrutiny and pupil voice, as well as this we carry out subject leader/teaching staff discussions- where areas for development are discussed, and for the year are collaboratively developed. The outcome of this goes together to form the coming years action plans, lesson plans and evaluation of impact.

Curriculum Intent: ‘To create inspired and happy learners through an ambitious, engaging enquiry-led curriculum’

Intent

The whole community at St Newlyn East Learning Academy are PASSIONATE about the immense value technology plays in supporting the Computing and whole school curriculum, day-to-day life of our school and also the increasing role it plays in our pupils’ lives as they grow older.

We believe the is a real PURPOSE to technology and what it can provide: enhanced collaborative learning opportunities; better engagement of pupils; easier access to rich content; support conceptual understanding of new concepts and be utilised to support the needs of all our pupils.

Our aim is for all our pupils to develop their computational thinking skills and creativity. We provide staff with training and resources to carry out effective teaching of Computing. Our school curriculum is built upon the National Curriculum and our chosen scheme is Purple Mash. This was selected because it provides a clear progression of all the skills and knowledge that we are required to teach and is widely recognised as an excellent computing platform.

The use of Purple Mash across the school underpins the curriculum needs for all of these areas. Additionally, it enables us to forge cross-curricular links allowing them to continually practice and improve the skills they learn. This all leads to our Computing intent: ‘To ensure all children become digitally literate, so that they are able to express themselves and develop their ideas through information and computer technology safely in the digital world.’ 

Internet Safety  

At St Newlyn East Learning Academy we take internet safety extremely seriously; there is a clear PURPOSE – ‘To aim to keep all children and adults safe from threatening factors/situations and/or malware attacks.’

We have an e-safety Policy Click here (and scroll to bottom of policy page) that provides guidance for teachers and children about how to use the internet safely. Every year group participates in lessons on e-safety and children understand how to stay safe when using technology. You may find our e-safety webpage useful as a contents page of useful sites - e-safety webpage. In addition to this are the following links to help your child stay safe online at home:

Think U Know: Great advice to help keep your children safe online.	Think U Know Link
National Cyber Security: Useful link and information on staying safe	Cyber security link
NSPCC: Lot of information and links on e-safety for parents.	NSPCC.org
Childnet: Keep up to date with any e-safety issues.	childnet.com

Implementation

From foundation upwards, we use Purple Mash as a cohesive scheme of work addressing the statutory aspects of the National Curriculum. Purple Mash Overview We are confident as the design of Purple Mash provides clear progression as it is a comprehensive suite of online learning tools and content, designed to be used by Primary aged children in the classroom and at home.

Children are able to use technology imaginatively and creatively whilst also becoming efficient learners and critical thinkers. Children with additional and different needs are catered for in differing ways according to the lesson outline; our SEND subject specific guidance illustrates this well and can be found here. The learning is designed to be challenging allowing children to demonstrate PERSEVERANCE with their learning; one of three main curriculum drivers which we believe is crucial in order to be a successful lifelong learner. We endeavour to ensure that Computing is not seen as a stand-alone subject, but is incorporated into many other areas of our curriculum.

Cross-curricular teaching helps enthuse and equip children with the capability to use technology throughout their lives. We believe that this transference of skills can aid in teaching pupils the strategies and knowledge necessary to enable them to reap the benefits of the online world, whilst being able to minimise risk to themselves or others.

Impact

The impact of our Computing curriculum will also be measured by how effectively it contributes towards helping our pupils develop into, ‘Happy and inspired lifelong learners…’ who embody PERSEVERANCE AND PASSION and carry with them the knowledge, skills, and attitudes which will make them valuable future citizens. Progress is measured through regular teacher assessments and learning completed through Purple Mash lessons; these are all saved electronically into the children’s personal document folders.

The overall impact of our Computing curriculum is that when children leave St Newlyn East Learning Academy, they will have a PASSION for computing. 

 

 

Curriculum Intent: ‘To create inspired and happy learners through an ambitious, engaging enquiry-led curriculum’

We are passionate about the teaching of geography; this begins in the EYFS stage. Essentially it is underpinned by the children’s early communication and language skills. With the PURPOSE of helping the children reach their early learning goal of understanding the world around them, the fundamentals of being a geographer: describing their own environment, noting similarities and differences between life in this country and others (for example countries that celebrate Diwali, during our Sparkle and Shine topic and our own environment with the ‘What will we find on our Woodland walk’ topic), beginning to explore contrasting environments (for example, looking at Africa/India in our ‘What are other homes like near and far?’ topic) and understanding changes in the natural world, such as the seasons, are embedded.

In KS1/2, we offer a structure and sequence of lessons to help teachers ensure they have covered the skills required to meet the aims of the national curriculum and go beyond it in some areas. The content allows for a deeper understanding of the four areas of geography identified in the curriculum. It will develop contextual knowledge of their own locality and teach them key aspects about the local area of St Newlyn East and Cornwall as a county. Globally significant places and understanding of the processes that give rise to key physical and human geographical features of the world also feature in our sequence of units. Variation and change (in landscapes) over time is also an essential part of the geography curriculum at SNELA. We use the Collins schemes to support with the over-arching question, detailed breakdown of sub-questions and further lines of geographical enquiry.

Our purpose is to develop children’s curiosity and a fascination of the world and its people that will remain with them for the rest of their lives. The units offer a range of opportunities for investigating places around the world as well as physical and human processes. The lessons are intended to improve children’s geographical vocabulary, map skills and geographical facts and provide opportunities for consolidation, challenge and variety to ensure interest and progress in the subject. We have cross-curricular links for many geographical aspects, for example, when year 6 study World War 1 and 2, the geography of Europe is a key part of the teachings. Another example would be aspects of map reading within our Iron-Age to Stone-Age learning in Year 3, and the extensive Geography skills that are developed for our summer camps in KS2 and Beach School in KS1.

Implementation

Through both continuous provision and direct teaching, our children in EYFS describe their immediate environment and can understand changes in the natural environment. Discussions while moving around school site, stories during RWI, trips to the local church, woodland or castles (Castles, dragons and Knights topic), Beach school, basic map work and use of google maps are examples of how this Early learning goal is met. Furthermore, our children can explain similarities and differences between this country and others and explain similarities and differences between the natural world around them and other environments through discussions that occur during continuous provision, discussions around stories from other cultures or set in different countries or environments, but also by looking at countries such as Africa and India during our ‘What are other homes like near and far? learning’. High quality interactions between the teacher and pupils ensures that links are always being made following new learning and experiences.

In KS1, children begin to use maps and recognise physical and human features to do with the local area, building to using maps to explore the continents and oceans of the world in year 2. Further, in year 2, children will begin to compare where they live to places outside of Europe and ask and answer geographical questions. In KS2, map skills are developed further using digital maps, more keys and symbols and children begin to use more fieldwork skills. The specific lesson plans and ideas are taken from the Collins scheme and adapted by the teachers depending on the need of the class – the breakdown on the questions per unit can be seen in the medium-term plans.

Through revisiting and consolidating skills, our lesson plans and resources help children build on prior knowledge alongside introducing new skills and challenges. All children expand on their skills in local knowledge (e.g. their knowledge of St Newlyn East: key buildings that have changed over time), place knowledge, human and physical geography, geographical skills and fieldwork. Across both key stages, children have a range of opportunities to experience geography through practical engaging tasks beyond the classroom. Our lessons come with an end of unit ‘knowledge organiser’ (KO) which is completed individually, in pairs and/or with an ‘open-book’ – we want this informal, ‘quiz-style’ assessment to give the teacher an understanding of what they have remembered and what needs to be revisited in the future. Key geographical vocabulary is also highlighted each lesson depending on the children’s understanding; these key words will be displayed in the classroom, referred to throughout the term and used by children to deepen their geographical knowledge.

A revised structure and consistency to the start of each geography lesson has also recently been developed. The ‘Time Warp-Triple’ – TWT - (also seen in History lessons) is a feature to address children’s prior knowledge from the last lesson, a lesson further back in the unit and one from the previous term or year. New atlases are also now highly valued within the start of each geography lesson with the teacher choosing appropriate pages in order to address key vocabulary for their year group. Again, this is structured in a fun, competitive style fashion.

Each of the lessons are usually taught in a block of lessons; the end outcome (or larger composite) will usually lead to all the children participating in an oracy-linked activity, e.g. In year 6, the children create a news bulletin based on a the Hiemaey volcanic eruption. This ‘showcases’ their learning and embeds knowledge for the future.

Impact

We want the impact of our geography curriculum to result in the children gaining a passion for the subject, we know this begins in EYFS with high quality interactions between teacher and pupil, to help our youngest learners reach their early learning goal ‘Understanding the world’. This can then be cultivated and developed further into KS3 and their lives beyond. Teachers and children will be proud to show-off their high-quality learning in books. The majority of children will use geographical vocabulary accurately and understand the different strands of geography, with a deep understanding of the Earth’s key physical and human processes. Children will begin to make relevant links from geography to other curriculum subjects, such as history and science.

They will improve their enquiry skills and inquisitiveness about the world around them, and link this to the impact on the world. All children will realise that they have choices to make in the world, developing a positive commitment to the environment and the future of the planet. Some children will then (in Years 5 and 6) be asked to be part of the St Newlyn East Environmental Team (SNEET) who will work together to grow fresh produce and sell it to the public. Children will become competent in collecting, analysing and communicating a range of data gathered. They will be able to interpret a range of sources of geographical information and be able to communicate geographical information in a variety of ways. All children in the school will be able to speak confidently about their geography learning, skills and knowledge.

Book looks combined with pupil conferencing and lesson observations will demonstrate that the children are developing a growing love for the subject. Inspirational teaching teams within each class will also generate the enthusiasm and richness of this subject.

 

Curriculum Intent: ‘To create inspired and happy learners through an ambitious, engaging enquiry-led curriculum’

Intent

At St Newlyn East Learning Academy, our History curriculum offers a coherently planned sequence of lessons to help teachers ensure they have progressively covered the skills and concepts required in the National Curriculum. The central PURPOSE of each lesson however is to be enquiry-led. This ensures all children have curiosity instilled within them; they will be PASSIONATE about knowing more and remembering more about the different areas of history. Our children’s historical knowledge and skills which are developed will remain with them on their journeys through education and beyond. Through enquiry led, quality first teaching, the children are given the opportunities to learn about the world as it is now, how it was in the past and how they can make an impact on the changing world in the future.

We are PASSIONATE about our History topics and aim for the children to develop historical skills and concepts which are transferable to whatever period of history is being studied; this will then equip the children for future learning. These key historical skills and concepts, which are revisited throughout different units, are: Historical Interpretations; Historical Investigations; Chronological Understanding; Knowledge and Understanding of Events, People and Changes in the Past; Presenting, Organising and Communicating. We also map out below the key substantive knowledge and vocabulary for each key stage that needs to be introduced.

The rationale for choosing the Collins scheme was due to the extensive planning and support materials that they focus around their overarching questions. It also supports with complete curriculum coverage and, in some areas, exceeds the National Curriculum due to the wide variety of different tasks/activities dedicated to that time period. The structure and sequencing of the units has been arranged for various reasons and is not always in chronological order. One key reason for the placement of the World War 1 and 2 units is due to the significant, somewhat adult-relate themes that cover Nazi Germany, the Holocaust and trench warfare during this era. The sequencing of the Stone and Iron-age in year 3 allow them to build and lead into, arguably, more violent times in British history which centre around Anglo-Saxons, The Vikings and the Tudors. We felt that ‘The Great Fire of London’ topic in Year 1/2 is an animated, exciting unit where more mature historical fact and opinion are brought into the teaching; the visit from the local Fire Brigade also ties in well with this unit and age-stage. A focused piece of learning around Guy Fawkes in EYFS also lays the building blocks for the Year 1/2 unit.

Implementation

In order for children to know more and remember more in each area of history studied, there is a structure to the lesson sequence whereby prior learning is always considered and opportunities for revision of facts and historical understanding are built into lessons. An example of this would be the knowledge summary shown in floorbooks that the children have remembered from previous units. The introduction of our own ‘Time-warp triple (TWT)’ start to all lessons also helps cement previous learning. A further example would be the introduction of our ‘Chronological Card Sort Game (CCS)’  where children have to sort key historical moments into the right time order and also answer questions about the units previously covered. This is completed in a fun quiz-style fashion.

Each lesson will start in the same consistent way for History. This allows for the ‘TWT’ to be a primary focus as well as the CCS. Here the adults will also be referring to their own classroom time line to help children with their chronological understanding.  

The teachers will have the key questions that they are going to structure the lesson on, but, if the children are showing more interest in a specific area then the teacher will show flexibility in planning and go deeper into that learning.

Through revisiting and consolidating skills, our lesson plans (taken from the Collins scheme) and resources help children build on prior knowledge alongside introducing new skills and challenge. The revision and introduction of key vocabulary is built into each lesson. This vocabulary is then included in display materials to ensure that children are allowed opportunities to repeat and revise this knowledge.

Adult guides and accurate historical subject knowledge are always provided within lessons to allow the teacher and adults working in those lessons to feel confident and supported with the historical skills and knowledge that they are teaching.

Through these lessons, we intend to teach with PASSION in order to develop a love of history and see how it has shaped the world we live in.

Impact

The impact of using the full range of resources, including display materials, will be seen across the school with an increase in the profile of history. The learning environment across the school will be more consistent with historical technical vocabulary displayed, spoken and used by all learners.

The children will develop a stronger love for History as these strategies and techniques continue to embed within the lessons. For example, we are already seeing a positive impact of the TWT and the CCS, with the competitive nature of remembering more information being something that is inspiring the children. The passion that will develop for History will be supported by the end of unit composites too. Here, the children will have the opportunity to demonstrate or ‘showcase’ their learning to a varying audience, whether that’s a special guest visitor, another class, the PTA or recording information for social media. This will, in turn, provide the children with a purpose for their History learning and give them a longer term view or outlook about where their learning is going.    

We also want to ensure that history is taught with passion by skilled teachers and support staff across the school; we want the children to be encouraged to want to continue to build on their newly acquired historical knowledge and understanding, now and in the future – we want the children to say that History is their BEST lesson! The overall impact will also be measured through book looks, pupil conferencing and paired lesson observations in order to improve our excellence in the consistency of teaching History.

 

Intent

 At SNELA, We believe that the Early Years serve as the key foundation and building block for all art skills for their later years. Our intent and purpose for our younger children is for them to be able to manipulate art materials, specifically with them using fine motor skills and hand-eye co-ordination for a desired outcome. Within the Expressive Arts and Design ELG, we also want the children to be able to create with materials. Within this, they will need to, for example, use different tools and techniques effectively.

For any of the above to happen, our skilled team will also have the intent to ensure art vocabulary is spoken, discussed and remembered. This may, for example, include referring to large labels and getting the children to repeat the key word.

Ultimately the intent is for our children in the EYFS to develop a passion for art and design, whilst having the confidence and self-belief in their skills for when they move to KS1 and beyond.

We are passionate about our Art offer. We have a definitive structure and sequence of inspiring lessons that support teachers in ensuring that they have covered the skills required to meet the aims of the national curriculum. The intent (or purpose) is to ensure all pupils (no matter their ability or need) produce creative, imaginative work, often inspired by famous artists.

Children have the opportunity to explore their ideas and record their experiences, as well as exploring the work of others and evaluate different creative ideas. Children will become confident and proficient in a variety of techniques including drawing, painting, sculpting, as well as other selected craft skills, e.g. collage, printing, weaving and patterns. Children will also develop their knowledge of famous artists, designers and craft makers such as Rousseau, Holbein and Godfrey.

Our children will also develop their interest and curiosity about art and design through a series of lessons offering skills progression, knowledge progression and offering children the opportunity to ask questions and demonstrate their skills in a variety of ways. The lessons will offer the chance for children to develop their emotional expression through art to further enhance their personal, social and emotional development.

Implementation

There are opportunities for the EYFS to engage in art-based learning activities on a daily basis. For example, each morning, both the Early Years and Year 1 engage in handwriting tasks. Whilst this is not purely an art-based activity, it does allow our skilled team to focus on the fine motor skill of using the tripod grip effectively. A good example of how art is implemented in the Early Years would be their ‘Castles, Knights and Dragons’ topic in Spring term. Here their fine motor skills are developed through cutting, sticking and creating collage to form their castle. This also involves specific scissor-work. Enriching their vocabulary throughout this process is an underpinning theme. 

Each of our units we cover will begin with a prior knowledge reflection which illicit how well the children can remember their artistic skills from the year/s before. The teaching team use a variety of resources to support them teach our children different artistic techniques. Perseverance and always aiming to improve is a key part of our teaching armory, with teachers demonstrating within lessons that patience and perseverance are at the heart of any art improvement.

Each key stage focuses on different themes with the purpose being to ensure continued interest in the subject as well as acquiring new knowledge and, wherever possible, linking in their art learning to the wider curriculum, e.g. WW1 printing inspired by Paul Nash and Year 4 producing their own version of the Bayeux tapestry. The lessons are specifically chosen and altered to develop our children’s techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Teachers illicit the children’s understanding from previous lessons before moving on. The children’s self-reflections at the end of a unit of art allows for teachers to assess their enjoyment and understanding.

Our children should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation and the local area/county.

Art sketch books are used from Year 1 to Year 6 as a space to freely express, create and develop new ideas and acts as a focal point for their originality.

Impact

For our EYFS children, we want the impact of the art curriculum to be linked to their growing passion for the subject. Further personal impact will be based on the children achieving their specific ELG, e.g.

•  can they use scissors effectively for cutting
•   can they articulate and share what they have created, thus extending their art vocabulary

This purpose for the EYFS is also echoed through the rest of the Key Stages, where we want all children to enjoy what they are learning so it is impactful for their future. Our teachers and support staff have high expectations and are always looking for ways and means to offer more than the standard National Curriculum objectives, e.g. the prominent showcasing of our topic-projects on a termly basis.

One part of our intent is for all children (and not just Early Years) to use technical vocabulary accurately with them also being able to know, apply and understand the skills, techniques and processes specified in each unit.

Our Art curriculum enables our children to improve their enquiry skills and inquisitiveness about the world around them, and their impact through art and design on the world.

Our children will become more confident in analysing their art pieces and be able to provide an opinion on their own and other works of art. At SNELA, our children show competences in improving their resilience and perseverance by continually evaluating and improving their learning.

The ultimate impact would be for our children to leave Year 6 with a real passion for Art and to look forward to developing their skills and techniques for their secondary education and life beyond.  

 

Curriculum Intent: ‘To create inspired and happy learners through an ambitious, engaging enquiry-led curriculum’

Intent

At St Newlyn East Learning Academy, we believe the younger that children are exposed to foreign languages, the more likely they are to develop a flair and Passion for language learning in later life. Through learning languages, children are exposed to multicultural experiences- they develop an understanding of the importance of communication across cultures and localities. We feel it is important for our children to learn about the values, traditions and customs of other countries in order to gain a better understanding of the world.

Implementation

We begin learning Spanish at Key Stage 1, alongside offering French and Italian as after school clubs to all age groups, including Early Years Foundation Stage. We use Language Angels to teach Spanish across the key stages, which introduces our pupils to spoken and written Spanish through games, music and stories in order to capture their enthusiasm, offer them basic vocabulary and allow for maximum Participation in the subject.  

The units covered ensure children acquire a bank of vocabulary organised around topics. They ensure development is progressive as they build on previous knowledge from units already studied. Resources offered within this programme can be adapted depending on pupils’ level of fluency, understanding and the Pace needed. Our pupils have to show Perseverance in the subject as they progress through KS2 as they are challenged to write longer conversation-level phrases. We are proud to offer MFL as a subject in KS1 as a foundation for deeper learning. Many of our pupils travel abroad for their holidays and we encourage them to learn simple phrases that will enable them to communicate with local speakers.

Across the curriculum we are Passionate about every learner Participating fully with their learning. For children with different and additional needs we have created a ‘SEND Subject adaptation document’ which supports the teaching teams with adaptations for Spanish that they may or may not use depending on the child. Being fully inclusive for MFL is a core feature of the programme.

Impact

Through the high quality teaching of Spanish taking place, children will become aware that a language has a structure, and that the structure differs from one language to another. Children will develop their language and communication through development of the four key skills of speaking, listening, reading and writing. They will enrich their language learning and understanding of cultural and social diversity by developing a curiosity towards life in Spain and other Spanish-speaking countries. Ultimately, we want the children to have fun and develop a Passion for learning MFL. This will then help ensure that children will transfer to KS3 effectively and successfully and will be well-prepared to continue and develop their language skills.

 

 

Curriculum Intent: ‘An inspiring community of happy, lifelong learners.’ 

Intent 

Music, in its many forms, provides so many benefits to children’s development. Some of which include:  

• providing opportunities for simultaneous sound and movement;  

• building thinking skills including: memory, sequencing and concentration;  

• promoting creativity through improvisation and role play;  

• providing clear structure and rules; practising social skills including: turn-taking, confidence and singing in time;  

• allowing opportunities for physical skills, both gross and fine motor and coordination;  

• promoting a sense of community and belonging.  

 

Therefore, music forms an important part of our broad and balanced curriculum, where we endeavour to ensure that children develop passion and enthusiasm. 
 
We believe that communication and language, like all other subject areas is at the heart of the music curriculum. This starts in the Early Years as soon as the children join our school. Any new musical vocabulary that comes out of learning (e.g. different kinds of instruments through books, stories, poems etc) is unpicked with the children. Another key purpose of the EYFS and the music curriculum is to be able to listen attentively to songs, stories, poems etc, again in order to absorb new vocabulary surrounding music and the expressive arts. Finally, within the EYFS and moving into KS1, is for the children to continue to develop their fine motor skills through a variety of activities in order to support them with the physical side of playing and holding instruments.  

 

As a school, we follow the music scheme, Charanga. This ensures that music is taught in a consistent and fluent way. In line with the curriculum for music and guidance from Ofsted, this Scheme moves away from the previous levels and learning objective/outcome concepts to an integrated, practical, exploratory and child-led approach to musical learning. The scheme ensures that a vast breadth of musical genres are covered so that children are able to find the music that they feel passionate about.  

Mastery is at the heart of our music teaching. Over time, children both develop new musical skills and concepts, and re-visit established musical skills and concepts. Repeating a musical skill doesn’t necessarily mean their progress is slowing down or their development is moving backwards! Being given the opportunity to revisit skills means they really find the purpose of the skill. Mastery means both a deeper understanding of musical skills and concepts and learning something new. 

 

Implementation 

We believe the extent to which music contributes to children’s development, including their ability to read and write, makes it integral to teaching throughout Primary education. The skills taught in music are built upon and transferable across the year groups with music being taught in curriculum time, during singing assembly, in private instrument lessons and in our school choir. We also provide out-of-school opportunities including choir performances, joining together with other school and community choirs and accessing concerts.  

Music is taught in half-termly topics. Children spend a half-term learning a new song and discussing related songs within their classes. They also get to learn the history of the song, learning the purpose of the music and where it stands within history. 

We are very lucky to have lots of instruments, including a whole class set of glockenspiels; which allows the children to truly participate within their music lessons. Through actively playing intstruments, the children practise rhythm, pitch, pulse, and many other musical skills. They are also able to compose and perform within each lesson.  

We also employ private, specialist music teachers to come and teach a specific instrument. So far, this has included: keyboards, ukuleles, and some brass. This allows the children to participate in different musical instruments and hopefully find one they feel passionate about and want to continue learning. If nothing else, it continues the mastery approach of learning the skills in different ways. 

Children also have the opportunity to listen to and appraise all different genres of music. They are also introduced to live and recorded music and discuss this. We have visiting musicians who often perform for the school and may offer private lessons. These have included: saxophone, cornet, guitar, piano, and we are exploring different opportunities as well. We also offer some free after-school clubs which are music-themed. 

We have a singing assembly, once a week. As we understand the impact that singing can have on mood and mental health. During these, the children sing together as a whole school; perhaps practising for a special occasion or singing just for the joy. They also have the opportunity to practise musical skills and listen to new music. 

At St Newlyn East, we have a beautiful school choir which anyone can join. The choir often attends performances at off-site venues and other schools; giving the children new experiences which they often feel very passionate about. 

 

Impact 
Ultimately, we want the impact of music within the Early Years to be linked to the children developing a passion for song, rhyme, rhythm and the creative arts. We would like the children to develop their perseverance in music, particularly when learning is challenging. 

Three key areas from the Early Learning Goals linked to music that we want to specifically focus on include: 

• Widening the children’s vocabulary around music;  

• Developing their attentive listening skills;  

• Having a growing competence when using fine motor skills    

If we get these right, then the children leaving Early Years and moving onto their KS1 journey will have the foundation and building blocks needed to become musically literate as they progress through school.  

At St Newlyn East Learning Academy we value all areas of the curriculum and drive to enable children to become well-rounded and successful academics and humans. Music and singing are real passions of ours, we believe they are truly fundamental to children’s development. We know everyone can sing and that enthusiasm, confidence and regular participation opportunities are key. 

We hope that children leave us with a passion for music and experience participating in lots of different musical instruments. We want children to be able to understand and discuss a piece of music’s purpose and what elements are being used within it.  

Musical attainment is assessed throughout each lesson, this formative assessment is used to inform the following lesson, ensuring misconceptions are addressed. Eg a musical instrument being held incorrectly or misuse of vocabulary. We also monitor the quality and impact of our music curriculum through targeted learning walks, teacher discussions and pupil interviews. In addition to this, we survey our staff and pupils to identify their perception of music and identify CPD needs. 

 

As well as teaching Music as part of our curriculum, we also have access to a wide range of specialist music teachers.

Currently our pupils access guitar and brass lessons.

We also have whole classes being taught to play the ukulele via the First Access Course run by the Cornwall Music Education Hub. 

We also have a hugely well attended and beautiful sounding school choir.

 

 

 

 

 

 

Curriculum Intent: ‘To create inspired and happy learners through an ambitious, engaging enquiry-led curriculum’

Intent

At St Newlyn East Learning Academy, we believe that by learning from and about the religions of the world, our pupils can understand the world around them. Through Religious Education (RE), pupils develop their knowledge of world faiths, and their understanding and awareness of the beliefs, values and traditions of other individuals, communities and cultures. We encourage our pupils fully Participate in their learning by asking questions about the world and to reflect on their own beliefs, values and experiences.

The Purpose of RE is to explore and understand what people believe, how they worship and how this affects the way they choose to live. Our RE curriculum encourages our children to think positively and respectfully of other people’s faiths, beliefs and values in order to become polite and well-rounded members of society that celebrate diversity. Furthermore, we develop our children’s sense of belonging and history through the Curriculum Kernewek units and encourages our children to explore the big questions about life through thematic units.

Implementation

Religious Education is a necessary part of a broad and balanced curriculum and is compulsory for all children in state-funded schools in England. Our agreed syllabus is The Cornwall Agreed Syllabus 2020-2025.

The Cornwall Agreed Syllabus is a spiral curriculum so that children revisit religions throughout their education to build on prior knowledge and understanding. Christianity is taught frequently throughout the year, with Judaism, Islam and Hinduism also covered throughout Key Stage 1 and 2. We use resources from ‘Understanding Christianity’, together with ‘RE Today’ and ‘Curriculum Kernewek’, which all tie together to ensure balance coverage of the main religions.

Each RE unit is enquiry-led with investigative key questions that the children then explore throughout the unit. In all lessons there will be opportunities for discussion and time to allow the children to reflect on their own lives. Throughout a unit there will be a balance between discussion, written accounts and creative responses such as drama, dance, art and music. When discussions occur, teaching teams will aim to weave in their discussion stems taken from our Voice-21 Oracy project.

Our weekly 'Picture News' assemblies will also offer the children more insights into different world religions, supporting a clearer picture of ethnicity and diversity across society.

Impact

Our children will have a secure knowledge of the different religions studied and be able to confidently communicate the different ways that beliefs are put in to practise by individuals within their everyday lives, communities and the wider world.

Our children will be able to evaluate, reflect upon and make connections between the beliefs and practices studied. They will be able to confidently and respectfully challenge the ideas studied and be comfortable in having their own ideas and thinking challenged.

We want the children to be curious about the world they live in and show compassion towards others, as well as understanding of diversity. Our children will be able to ask and explore big questions about faith, life, themselves, and others.

 

 

We are one of several schools within Kernow Learning Trust that are working with The Ogden Trust as partners. This means we have access to exciting scientific opportunities. Through the School Partnerships programme, the Ogden Trust is providing funding, equipment, CPD and facilitate partnership working with other schools and Trusts in the UK.

The four year partnership runs from 2020 - 2024 and the funding will be used to provide events, activities, trips and training to the 10 participating schools. Science leaders from each of the partnership schools meet termly to plan an exciting and inspiring programme of events.

 

Curriculum Intent: ‘To create inspired and happy learners through an ambitious, engaging enquiry-led curriculum’

INTENT

At St. Newlyn East Learning Academy, we recognise the importance of science in every aspect of daily life. As one of the core subjects taught in primary schools, we give the teaching and learning of science the prominence it requires. Our Purpose is to equip our children with the key working scientifically skills, knowledge and vocabulary motivated by our core skills of active learning, basic skills and creative thinking.

Our Science curriculum is shaped by the National Curriculum for Science, our school curriculum, our school values and the ethos at St. Newlyn East Learning Academy.  Our science curriculum aims to ensure that all children:

• develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
• develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
• are equipped with the scientific skills required to understand the uses and implications of science, today and for the future.

We plan for the Working Scientifically skills to be built-on and developed throughout the children’s time at the school so that they have purpose and can make connections in their learning and become thinkers and investigators. This will enable them to apply their knowledge of science when using equipment, conducting experiments, building arguments and explaining concepts confidently.

We will encourage a natural and healthy curiosity about the world around us and respect for living and non-living things. We aim to plan and provide opportunities for critical evaluation of evidence, to be reflective, responsible and to ask questions.  Our intent is to deliver a science curriculum which is accessible to all and that will maximise the outcomes for every child so that they develop passion, enthusiasm and enjoyment of scientific learning and discovery. We will encourage them to see the connection across their learning, in their different subjects and how connected we are as a world; to become global learners.

We will show them how different opinions need to be respected and valued, to see the moral and ethical issues about environmental and human issues. Through group work, carrying out experiments and research, we will provide opportunities for children to understand the power of collaborative working. Linking to this, we will highlight how different scientific communities had to persevere with their testing and experimenting in order for their breakthroughs to be realised. We endeavour to ensure that the science curriculum we provide, will give children at St. Newlyn East Learning Academy the confidence and motivation to continue to further their skills into the next stage of education and beyond.

IMPLEMENTATION

At St. Newlyn East Learning Academy, teachers foster a passion for science learning within their classrooms and reinforce an expectation that all children fully participate in their learning and aim to achieve high standards in their science learning. We also understand that different children have differing needs and so, we have compiled a SEND subject adaptation document which illustrates how we support those children. 

Our whole school approach to the teaching and learning of science is clearly mapped out through our PLAN science progression framework.  Across the school, continuous progression is at the heart of our curriculum design. As well as the curriculum map and flowchart of progression, there is also a science curriculum overview which shows what topics are being taught.

Wherever possible, science lessons are planned to be a cross-curricular part of enquiry-based questions. Children are given the opportunity to use a variety of data, such as statistics, pictures and photographs. ICT, reading, writing, speaking and listening are strongly developed through science. Where meaningful links are not possible science is taught as a standalone subject to ensure the quality and integrity of the core subject can be upheld. 

Typically, children at St. Newlyn East Learning Academy will be taught science in a block of lessons. This allows time for the incremental acquisition of skills and knowledge and time to address misconceptions. There is a strong focus on working scientifically and providing children with opportunities to apply their knowledge. Every term, we have a whole school investigation where the children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers independently. The results/outcomes of these days are celebrated in a whole-school science assembly.  

Our annual science week is an integral part of the school’s science offer. Our science week is developed through a strong STEM focus. It allows for further opportunities to work alongside our local primary schools, external providers, local and national businesses and be part of the National Science Week. Science week culminates with a whole school science fair where children can showcase their passion, own learning and investigate the science learning across other year groups.

Our partnership with the Ogden Trust has given St. Newlyn East Learning Academy the opportunity to raise science capital alongside other schools in our trust and provide staff with regular CPD. Half-termly science clubs are run, and class science ambassadors are nominated each year through a democratic process.  

Assessment is on-going throughout the learning process and includes observing children at work, questioning, class discussions, quizzes, marking and written and verbal feedback, practical sessions to apply knowledge and skills and independent learning in books. At the end of a topic, children complete a knowledge organiser to show what they have learnt. These are used to support termly teacher assessments of attainment and progress and future planning.                                                                                        

IMPACT  

Assessment for learning in science is continuous throughout the planning, teaching and learning cycle. We measure and assess the impact that our science curriculum is having through a variety of means: conducting learning walks, talking to pupils, pupil voice questionnaires, observing lessons and termly monitoring of children’s book. As a result of these monitoring tools, we are confident in saying that science is being delivered meaningfully and the children are gaining a range of practical experiences which is embedded in planning, questioning and the carrying out of investigations. Children’s learning is assessed against the age-related expectations for science. Below is an outline of the impact we are looking for in our pupils in the curriculum area of science:

• Children are knowledgeable about the scientific content of each unit of learning
• Children can set up an investigation based around scientific thinking.
• Children are actively engaged and participating fully in science lessons; asking scientific questions and being curious.
• Children’s’ work shows a range of topics and evidence of the curriculum coverage for all science topics.
• There is clear progression of children’s work and teachers’ expectations in our school.
• Children persevere with their science learning and are becoming increasingly independent, selecting their own tools and materials, completing pupil lead investigations and choosing their own methods for recording.
• Children can use scientific vocabulary to communicate their understanding.
• Children can present science learning using, where appropriate, maths and literacy skills.
• Children can make meaningful cross-curricular and wider-world links.
• Children leave our school with a real passion for science learning and are keen to explore the subject further at secondary school and beyond.