Catégorie: Primary
Mathematics
Purpose of study
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
Aims
The national curriculum for mathematics aims to ensure that all pupils:
– become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
– reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
– can solve problems by applying their mathematics to a variety of routine and non- routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Information and communication technology (ICT)
Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced near the end of Key Stage 2 to support pupils’ conceptual understanding and exploration of more complex number problems, if written and mental arithmetic are secure. In both primary and secondary schools, teachers should use their judgement about when ICT tools should be used.
Spoken language
The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
School curriculum
The programmes of study for mathematics are set out year-by-year for Key Stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each Key Stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage, if appropriate. All schools are also required to set out their school curriculum for mathematics on a year-by-year basis and make this information available online.
Attainment targets
By the end of each Key Stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Drama
Purpose of study
The breadth of content, challenge and opportunities for creativity and self-expression that drama offers make it one of the most popular subjects at primary level.
Drama is utilised throughout Key stage 1 and 2 to underpin the development of reading and writing: the national curriculum framework acknowledges the fundamental role that spoken language plays in pupils’ cognitive, social and linguistic development across the whole curriculum.
At primary level, pupils adopt, create and portray a range of roles in storytelling and drama, and have the opportunity to create scripts for each other. They are also encouraged to improvise and devise their own original performances.
Involvement in drama activities can be particularly effective at improving social skills and group cohesion. Participating in school plays is also an integral and memorable part of the primary school experience.
Aims
The drama curriculum should help pupils to develop skills in:
- creating
- performing
- experience of watching performances
- evaluating their own work and that of others
- Personal expression and the exploration of a wide range of cultures, experiences, perspectives, and the world in which we live.
- Leadership, communication, creativity, critical thinking and problem solving.
- Develop a lifelong appreciation and understanding of drama and theatre and its interplay with other art forms.
Personal, Social and Health Education (PSHE)
Purpose of PSHE Education
The ISB Primary School Personal, Social and Health Education (PSHE) Curriculum is designed to equip pupils with the knowledge, understanding, attitudes, and practical skills to live healthy, safe, productive, capable, responsible, and balanced lives. This curriculum aims to foster pupils’ personal development, self-awareness, and understanding of the wider world, enabling them to make informed decisions and thrive as individuals within their communities.
Aims of PSHE Education
The overarching aim of PSHE Education is to provide a comprehensive framework for personal development, social interactions, and health and well-being. The curriculum seeks to:
- Promote Personal Development: Foster pupils’ self-esteem, resilience, and confidence, enabling them to manage their emotions, relationships, and challenges effectively.
- Develop Social Skills and Relationships: Equip pupils with the skills to form positive and respectful relationships, collaborate with others, and contribute positively to their communities
- Enhance Health and Well-being: Provide pupils with the knowledge and understanding to make informed choices regarding their physical and mental health, nutrition, and well-being.
Throughout the primary school, we use a PSHE program called Jig Saw:
Jigsaw is a whole-school approach and embodies a positive philosophy and creative teaching and learning activities to nurture children’s development as compassionate and well-rounded human beings as well as building their capacity to learn.
Jigsaw has two main aims for all children:
- To build their capacity for learning
- To equip them for life
Jigsaw brings together PSHE Education, compulsory Relationships and Health Education, emotional literacy, mindfulness, social skills and spiritual development. It is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time at their own level. There are six Puzzles (half-term units of work) and each year group is taught one lesson per week. All lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs.
Each Puzzle starts with an introductory assembly, generating a whole school focus for adults and children alike. There is also a Weekly Celebration that highlights a theme from that week’s lesson across the school encouraging children to live that learning in their behaviour and attitudes.
Computing
History
Physical education
Purpose of study
Our high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. ISB provides opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.
Aims
The national curriculum for physical education aims to ensure that all pupils:
– develop competence to excel in a broad range of physical activities
– are physically active for sustained periods of time
– engage in competitive sports and activities
– lead healthy, active lives.
– Children understand that there are many different sports that suit different people – everyone can find the sport for them!
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Geography
Music
Art