Blakeney CE VA Primary School

As God's children, we all play our part in making learning irresistible within our Federation community.

Blakeney CE VA Primary School

Curriculum Statements

The Pilgrim Federation Curriculum

At the Pilgrim Federation we believe deeply in the importance of helping our pupils develop as a whole person – happy and ready to take the next steps into their education and lives beyond primary school, regardless of their starting point. 

Our aim is to create teaching sequences which engage and inspire and that are underpinned by the knowledge, skills and understanding relevant for each year group, which we track through our progression maps. 

Our curriculum will promote and foster confidence, independence, co-operation and self-esteem throughout the time the children are at The Pilgrim Federation, which will prepare them for life in 21st Century Britain.

Our curriculum is underpinned by our vision and ethos of: ‘As God’s children, we all play our part in making learning irresistible within our Federation communities’.  We want all of our children in The Federation to leave with a range of experiences, the self-belief to excel and to understand the feeling of enjoyment. 

Our curriculum is carefully crafted so that our children develop their academic, social and cultural capital. 

We have made informed choices about what experiences we want to include and how they build over time across the curriculum.  We include both off and on-site experiences in our curriculum and make the most of what we have locally including local businesses and charities. 

We are developing a standard pupil offer of experiences in an academic year.  The visits and visitors are determined by the coverage of curriculum knowledge and skills.

Based on our knowledge of the National Curriculum 2014, we have broken down the programmes of study into a series of skills and knowledge and our long-term curriculum plans show how at The Pilgrim Federation we intend to cover the fundamental concepts of each national curriculum subject.  Each subject who has an overview of planning for that area of learning across the school.  The Deputy Head, who is Head of Teaching and Learning, has considered how each skill and knowledge statement connects and builds over time in each subject. She has also given consideration to how larger concepts are developed over time and in a variety of contexts to create a bespoke curriculum offer matched to our children’s needs. 

Every aspect of the curriculum is underpinned by a range of texts, vital in our promotion of a language rich environment to support the increasing communication needs of the children in our school. Books are selected to reflect equality, alongside spiritual, moral, social and cultural needs. Thematic and subject displays across the Key Stages, are designed to promote a wider variety of vocabulary and subject specific language.

The primary purpose of our curriculum is to guarantee a successful learning experience for every child. With this in mind, we are committed to ensuring that every child is developed to their full potential:

  • Every child will be educated to the highest possible standard, as set by the Department for Education.
  • Every child, in every lesson, will be provided with opportunities to: be engaged in, challenged in and process their learning. 
  • Every child will be provided with opportunities to increase their self-esteem, motivation and aspirations.
  • Every child will be provided with opportunities to experience the wider world as a core part of their curriculum. 

Our staff assess where pupils are at with attainment and progress and give timely feedback so that pupils always know exactly how much progress they are making and where they may need more help.  

Our broad and balanced curriculum is designed to:

  • Develop strong characters in order to be resilient and cope with adversity.
  • Develop creative individuals who collaborate and co-operate and can solve problems seeing failure as an opportunity to learn.
  • Develop pupils who can think critically and care about their learning so they always do their best.
  • Develop pupils who care about their role as part of a family, community and the wider world; encouraging them to feel part of, and to contribute positively to fundamental British values.
  • Ensure all pupils have high aspirations.
  • Develop a thirst for learning for all pupils

Pilgrim Federation English (Literacy) Curriculum

Our Intent

At The Pilgrim Federation, we believe that a quality English (Literacy) curriculum should develop children’s love of reading, writing and discussion. One of our priorities is helping children read and develop their all-important comprehension skills. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning.

We believe that children need to develop a secure knowledge-base in English (Literacy), which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills is crucial to a high quality education and will give our children the tools they need to participate fully as a member of society.

Implementing Our Curriculum

These aims are embedded across our English (literacy) lessons and the wider curriculum. We have an English curriculum that provides many purposeful opportunities for reading, writing and discussion. We use a wide variety of quality texts and resources to motivate and inspire our children. Teachers also ensure that cross-curricular links with concurrent topic work are woven into the programme of study which are linked to our termly learning themes.

The National Curriculum for English aims to ensure that all pupils:

  1. read easily, fluently and with good understanding
  2. develop the habit of reading widely and often, for both pleasure and information acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  3. appreciate our rich and varied literary heritage
  4. write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  5. use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  6. are competent in speaking and listening, making formal presentations, demonstrating to others and participating in debate.

At The Pilgrim Federation, we are overhauling the entire stock of children’s reading books, investing in new sets of books to ensure we have a spread to match the needs of all learners.

We identify children who need support and provide intervention in the most effective and efficient way that we can. We run intervention reading groups and are fortunate to have parents and governors who come in regularly to hear children read. Most children on the SEND register have reading and comprehension as one of their targets. Teachers plan and teach English lessons which are differentiated to the particular needs of each child. We help each child maximise their potential by providing help and support where necessary whilst striving to make children independent workers once we have helped to equip them with the confidence, tools and strategies that they need.

We run parent information sessions on phonics for Reception and Year 1 parents as well as have videos on our website to demonstrate how phonics is taught.

Feedback to pupils is rigorous in English and across the curriculum, with regular ‘Response Times’ and spelling corrections to help children correct and consolidate their work.

We love to celebrate success of all learners and strive to help all children achieve their goals. Reading is celebrated in classrooms and around the schools in the Federation, where our bright and colourful displays celebrate children’s writing, and their favourite books. In addition, throughout the school year our literacy curriculum is enhanced through World Book Day, parent and governor 1:1 reading, and a range of trips and visits, which enrich and complement children’s learning.

Curriculum Impact

The impact on our children shows that children are becoming more confident writers and by the time they are in upper Key Stage 2, most genres of writing are familiar to them and the teaching can focus on creativity, writer’s craft, sustained writing and manipulation of grammar and punctuation skills.

Half-termly assessment is showing that most children in the Federation are working towards achieving in English (Literacy) at age-related expectations.

As all aspects of English are an integral part of the curriculum, cross curricular writing standards have also improved and skills taught in the English lesson are transferred into other subjects; this shows consolidation of skills and a deeper understanding of how and when to use specific grammar, punctuation and grammar objectives.

We hope that as children move on from the schools in the Pilgrim Federation to further their education and learning, that their creativity, passion for English and high aspirations travel with them and continue to grow and develop as they do.

Pilgrim Federation Maths Curriculum

Our Intent

At The Pilgrim Federation, it is our aim that by the time pupils leave us at the end of Year 6 they will be fluent in the fundamentals of mathematics.  Pupils will develop conceptual understanding and the ability to recall and apply knowledge rapidly. They will also be able to reason and problem solve by applying mathematics to a variety of increasingly complex problems. Furthermore, they will develop resilience that enables all children to reason and problem solve with increased confidence.

Implementing Our Curriculum

The Federation uses a mastery approach to the teaching and learning of maths which creates continuity and progression. The daily maths lessons include fluency, reasoning and problem solving. Lessons are scaffolded to ensure there is appropriate challenge for all learners. Concrete manipulatives and pictorial representations are used to support conceptual understanding and to make links across learning themes. To support acquisition of mathematical knowledge and meaningful application of skills, teachers skilfully incorporate maths into the learning themes. Where possible, extra-curricular opportunities such as STEAM event support the embedding mathematical knowledge and skills.

Curriculum Impact

Pupils are regularly assessed and misconceptions are quickly identified and support is put in place to address these. Outcomes in maths books show well-planned sequences of learning support children to develop and refine their maths skills. Children are able to independently apply their knowledge to a range of increasingly complex problems. Children are reasoning with increased confidence and accuracy.

Pilgrim Federation Science Curriculum

Our Intent

At The Pilgrim Federation, it is our intention to recognise the importance of Science in every aspect of daily life. We give the teaching and learning of Science the prominence it requires. The Scientific area of learning is concerned with increasing pupils’ knowledge and understanding of our world, and with developing skills associated with Science as a process of enquiry. It will develop the natural curiosity of the child, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence. We intend to build a Science curriculum which develops learning and results in the acquisition of knowledge and build a Science curriculum which, enables children to become enquiry based learners.

Implementing Our Curriculum

Science is taught through our learning themes; however, it is made explicit that they are being taught Science. There is a clear progression across all key stages within the strands of Science where teaching and learning should plan for practical investigative opportunities within Science lessons.

Pupils have access to key language and meanings in order to understand and readily apply to their written, mathematical and verbal communication of their skills.

Pupils will use a range of resources to develop their knowledge and understanding that is integral to their learning and develop their understanding of working scientifically.

Pupils will reflect on previous learning and cross-curricular links will be made wherever possible – we achieve this through our learning themes.

Children will be able to build on prior knowledge and link ideas together, enabling them to question and become enquiry-based learners.

Curriculum Impact

Pupils will retain knowledge that is pertinent to Science with a real life context and will be able to question ideas and reflect on knowledge.

It is expected that pupils will work collaboratively and practically to investigate and experiment as part of this they will be able to explain the process they have taken and be able to reason scientifically.

Pilgrim Federation Art & Design Curriculum

Our Intent

At The Pilgrim Federation, we value Art and Design as an important part of the children’s entitlement to a broad and balanced curriculum. Art and Design provides the children with the opportunities to develop and extend skills and an opportunity to express their individual interests, thought and ideas.

Art and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

The Key Stage 1 and 2 National Curriculum for Art & Design aims to ensure that all pupils:

1. Produce creative work, exploring their ideas and recording their experiences

2. Become proficient in drawing, painting, sculpture and other art, craft and design techniques

3. Evaluate and analyse creative works using the language of art, craft and design

4. Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

The Educational Programme from the EYFS framework aims to ensure that:

  1. The development of children’s artistic and cultural awareness supports their imagination and creativity.
  2. Children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials.
  3. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts.
  4. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.

Implementing Our Curriculum

The teaching and implementation of the Art and Design Curriculum at The Pilgrim Federation is based on the National Curriculum and linked to learning themes to ensure a well-structured approach to this creative subject.

The children are taught Art & Design as part of their termly learning theme work. Areas covered include sculpture mosaics, printing based on the areas, such as the Mayan Masks, Roman Pottery and Sculpture the works of the Impressionist artists. More detail can be found in our Curriculum Coverage Plan.

The work of famous local, national and international artists are explored to enhance the children’s learning.

The children’s learning is further enhanced with whole Federation Art Exhibition where pupils create pieces by exploring the different styles and techniques of a range of artists and making them their own.

Curriculum Impact

Ongoing assessments take place throughout the year. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed on a termly basis to inform and address any trends or gaps in attainment.

Children in Foundation Stage are assessed within Expressive Arts and Design and their progress is tracked termly using our tracking system. Age related expectation levels are reported to parents at the end of the reception year.

Pilgrim Federation Computing Curriculum

Our Intent

‘A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.’ At The Pilgrim Federation, it is our intention to provide children with the knowledge and skills to find, explore, analyse, exchange and present information. We also focus on developing the skills necessary for children to be able to use information in a discriminating and effective way. We want children to know more, remember more and understand more in computing so that they leave primary school computer literate. Computing skills are a major factor in enabling children to be confident, creative and independent learners and it is our intention that children have every opportunity available to allow them to achieve this.

The national curriculum for Computing aims to ensure that all pupils:

  1. Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
  2. Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
  3. Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
  4. Are responsible, competent, confident and creative users of information and communication technology.

Implementing Our Curriculum

The teaching and implementation of the Computing Curriculum at The Pilgrim Federation is based on the National Curriculum and linked to learning themes to ensure a well-structured approach to this creative subject.

The children are taught Computing as part of their termly learning theme work. More detail can be found in our Curriculum Coverage Plan.

Children will have the opportunity to explore and respond to key issues such as digital communication, cyberbullying, online safety, security, plagiarism and social media. The importance of online safety is shown through displays that pupils have created, in order to show their understanding of the issues around online safety. Children will also spend time further exploring the key issues associated with online safety. Parents are informed when issues relating to online safety arise and further information/support is provided if required, as new technologies, Apps, social media platforms emerge.

Curriculum Impact

Ongoing assessments take place throughout the year. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed on a termly basis to inform and address any trends or gaps in attainment.

Children in Foundation Stage are not explicitly assessed in Computing but will have opportunities to use various technology as part of a broad and balanced curriculum.

Pilgrim Federation Computing Curriculum

Our Intent

At The Pilgrim Federation, we see Design & Technology as an important part of the children’s entitlement to a broad and balanced curriculum. Design & Technology provides the children with the opportunities to develop and extend skills and an opportunity to express their thoughts and ideas as well as the ability to analyse and evaluate their learning. It is our intention to build a Design & Technology curriculum with appropriate subject knowledge, skills and understanding as set out in the National Curriculum

The National Curriculum for Design & Technology aims to ensure that all pupils:

  1. develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  2. build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  3. critique, evaluate and test their ideas and products and the work of others
  4. understand and apply the principles of nutrition and learn how to cook.

Implementing Our Curriculum

The teaching and implementation of the Design & Technology Curriculum at The Pilgrim Federation is based on the National Curriculum and linked to learning themes to ensure a well-structured approach to this subject.

The children are taught Design & Technology as part of their termly learning theme work. More detail can be found in our Curriculum Coverage Plan.

The delivery of design and technology will have clear and appropriate cross curricular links to underpin learning in multi areas across the curriculum giving the children opportunities to learn life skills and apply skills to ‘hands on’ situations in a purposeful context. Each ‘project’ will enable pupils to undertake a construction, a textile and a food/drink learning area. Each area of learning within the termly theme will fill follow: research, design, make and evaluate. A range of skills will be taught ensuring that children are aware of health and safety issues related to the tasks undertaken. Children will undertake design tasks and use skills from across the curriculum to fully explore the design process evaluating work ensuring that it is of the highest possible quality. Children are also asked to self-evaluate their work.

Design & Technology focussed displays in each our Federation celebrate the celebrate exceptional practice and exemplify terminology and vocabulary used. We also display pieces in our annual Salthouse Church Art Exhibition. In Design & Technology children will need to solve problems and develop their learning independently. This allows them to have ownership over their curriculum and lead their own learning in this subject. As well as this, pupils will, in many circumstances, also need to work as part of a team learning to support and help one another towards a challenging, yet rewarding goal.

Curriculum Impact

Ongoing assessments take place throughout the year. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed on a termly basis to inform and address any trends or gaps in attainment.

Design and technology enables children to gain knowledge and understanding of their world, which is assessed at the end of Reception and reported back to parents as part of the end of year report. Design is not just about drawing, but about thinking. Creating a pizza or designing a new Lego structure require no drawing, but both involve some experience, some imagination and a willingness to change and modify ideas.

Many of the skills that pupils develop in this subject will be utilised throughout their lives into adulthood.

Pilgrim Federation EYFS Curriculum

Our Intent

At The Pilgrim Federation, we set high standards to ensure that early years provision ensures that children learn and develop well and are kept healthy and safe. Our curriculum promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.

Implementing Our Curriculum

Over the course of the reception year, Federation staff plan what it is they want children to learn, and build their knowledge of what each child knows and can do.

The learning follows our EYFS/Key Stage 1 learning themes rolling programme, with enhanced provision that enables pupils to engage in free-flow play based activities that absorb them in rich tapestry of language and vocabulary, provide opportunities to develop an acquisition of knowledge as well as refine and learn new skills.

Curriculum Impact

By the end of the year it is expected that all pupils will have reached a Good Level of Development across the 17 areas of the development:

  1. Listening, Attention & Understanding
  2. Speaking
  3. Self-Regulation
  4. Managing Self
  5. Building Relationships
  6. Gross Motor Skills
  7. Fine Motor Skills
  8. Literacy – Comprehension
  9. Word Reading
  10. Writing
  11. Number
  12. Numerical Patterns
  13. Understanding Past & Present
  14. People, Culture & Communities
  15. The Natural World
  16. Creating with Materials
  17. Being Imaginative & Expressive

Children are defined as having reached a Good Level of Development (GLD) at the end of the EYFS if they have achieved at least the expected level for the ELGs in the prime areas of learning and the specific areas of mathematics and literacy.

The ELGs are based on typical child development at the age of 5, so most children are likely to meet the ‘expected’ level of development. Pilgrim Federation staff will use their professional knowledge of the child to decide whether each ELG description best fits the child’s learning and development.

Pilgrim Federation EYFS Curriculum

Our Intent

At The Pilgrim Federation, we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world.

Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. The geography curriculum at The Pilgrim Federation enables children to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development.

Geography is, by nature, an investigative subject, which develops and understanding of concepts, knowledge and skills. We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. The curriculum is designed to develop knowledge and skills that are progressive, as well as transferable, throughout their time at The Pilgrim Federation and also to their further education and beyond.

Implementing Our Curriculum

Geography at The Pilgrim Federation is taught through our learning themes throughout the year. Teachers have identified the key knowledge and skills of each blocked learning theme and consideration has been given to ensure progression across topics throughout each year group across the school. At the beginning of each topic, children are able to convey what they know already as well as what they would like to find out. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the Federation’s commitment to inclusion.

Cross-curricular outcomes in geography are specifically planned for, with strong links between geography and other areas of the curriculum identified, planned for and utilised. The local area is fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.

Curriculum Impact

Outcomes in topic books, evidence a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge. Children review their successes in achieving the lesson objectives at the end of every session and are actively encouraged to identify their own target areas. Children also record what they have learned comparative to their starting points at the end of every topic. As children progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local area and its place within the wider geographical context. Regular school trips provide further relevant and contextual learning.

Pilgrim Federation EYFS Curriculum

Our Intent

At The Pilgrim Federation, the History curriculum makes full use of resources within the immediate and wider local area enabling children to develop a deep understanding of the history of their locality.

Learning themes are informed by the National Curriculum and are sensitive to children’s interests, as well as the context of the local area. The History curriculum at The Pilgrim Federation is carefully planned and structured to ensure that current learning is linked to previous learning and that the Federation approaches are informed by current pedagogy.

In line with the National Curriculum 2014, the curriculum at The Pilgrim Federation aims to ensure that all pupils:

  • Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past;
  • Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement;

Begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Implementing Our Curriculum

History is taught through our learning themes, so that children achieve depth in their learning. Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school.

By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different periods in time and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Egyptians. Cross-curricular outcomes in history are specifically planned for, with strong links between the History curriculum and other areas of the curriculum ensuring further contextual learning. The local area is also fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.

Planning is informed by and aligned with the National Curriculum. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. Outcomes of work are monitored to ensure that they reflect a sound understanding of the key identified knowledge. Within our knowledge-rich approach, there is a strong emphasis on people and the community of our local area. The Early Years Foundation Stage (EYFS) follows the ‘EYFS Handbook guidance which aims for all children in Foundation Stage to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.

Curriculum Impact

Outcomes in topic books evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Children review the agreed successes at the end of every session and are actively encouraged to identify their own target areas, with support from their teachers. Children are also asked what they have learned comparative to their starting points at the end of every topic. Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study, pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Regular school trips provide further relevant and contextual learning.

Pilgrim Federation Modern Foreign Languages Curriculum

Our Intent

At The Pilgrim Federation, it is the intention of our MFL curriculum is to develop an interest in and thirst for learning other languages. We aim to introduce the learning of the languages and the understanding of their culture in enjoyable and stimulating way.

We hope to embed the essential skills of listening, reading, speaking and writing. We aim to build the children’s ‘culture capital’ so that they are aware of similarities and differences between cultures. In short, we hope to lay the foundations for future language learning.

Implementing Our Curriculum

Our MFL curriculum has been designed to progressively develop skills in languages that are linked to our learning themes. We ensure children acquire a bank of vocabulary organized around the learning themes. They ensure development is progressive as they build on previous knowledge from units already studied.

All children in KS2 are taught languages in a weekly discreet lesson. EYFS & KS1 children are introduced to MFL through exploring other languages informally when studying another country.

We are also focusing on languages outside the classroom. Songs will be learnt in the languages that are being studied and signs around the school may also be displayed to make language learning more meaningful and give it a purpose.

Curriculum Impact

Pupils are assessed throughout lessons using ‘assessment through learning’. This helps teachers plan for future lessons.

Pilgrim Federation Music Curriculum

Our Intent

At The Pilgrim Federation, children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres.

We are committed to developing a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life.

We are committed to ensuring children understand the value and importance of music in the wider community and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.

Implementing Our Curriculum

The music curriculum ensures children sing, listen, play, perform and evaluate. This is embedded in the classroom through the structured music programme Charanga as well as the weekly singing collective worship, various concerts and performances, musical clubs and teaching from specialist music teachers. The elements of music are taught in the classroom lessons so that children are able to use some of the language of music to dissect it, and understand how it is made, played, appreciated and analysed. In the classroom, pupils learn key aspects of music through cross-curricular links. They also learn how to compose, focusing on different dimensions of music, which in turn feeds their understanding when listening, playing, or analysing music. Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the understanding of musical elements without the added complexity of an instrument.

Curriculum Impact

At the Pilgrim Federation, children have access to a varied programme, which allows them to discover areas of strength, as well as areas they might like to improve upon. The integral nature of music and the learner creates an enormously rich palette from which a child may access fundamental abilities such as: achievement, self-confidence, interaction with and awareness of others, and self-reflection.

Music will also develop an understanding of culture and history, both in relation to children individually, as well as ethnicities from across the world. Children are able to enjoy music in as many ways as they choose – as either listener, creator or performer. They can dissect music and comprehend its parts. They can sing and feel a pulse. They have an understanding of how to further develop skills less known to them, should they ever develop an interest in their lives.

Pilgrim Federation PE Curriculum

Our Intent

The Pilgrim Federation believes that Physical Education (PE), experienced in a safe and supportive environment, is essential to ensure children attain optimum physical and emotional development and good health.

We intend to deliver high-quality teaching and learning opportunities that inspire all children to succeed in physical education and in developing life skills. We want to teach children skills to keep them safe such as being able to swim. We also want to teach children how to cooperate and collaborate with others as part of an effective team, understanding fairness and equity of play to embed life-long values. Our curriculum aims to improve the wellbeing and fitness of all children at The Pilgrim Federation, not only through the sporting skills taught, but also through the underpinning values and disciplines PE promotes.

Implementing Our Curriculum

PE at the Pilgrim Federation Schools provides challenging and enjoyable learning through a range of sporting activities including; invasion games, net & wall games, strike and field games, gymnastics, dance, swimming and outdoor & adventure.

The long-term plan sets out the PE units from RealPe and Teacher designed units which are to be taught throughout the year and ensures that the requirements of the National Curriculum are fully met.

Pupils participate in two high quality PE lessons each week, covering two sporting disciplines every half term. In addition, children are encouraged to participate in the varied range of extra-curricular activities. Lunchtime sports clubs are available each day and children can attend an after school sport club.

Children are invited to attend competitive sporting events within the local area. This is an inclusive approach that endeavours to encourage not only physical development but also mental well-being. These events also develop teamwork and leadership skills and are very much enjoyed by the children.

Children participate in a variety of alternative sports such as Quidditch, badminton, table tennis and curling, again providing the children with an opportunity to develop, improve their fitness and to try something new.

Children from Year 3 swim once a week for 10 weeks during the Autumn and Spring Terms, as part of their swimming lessons they also leant water safety.

Curriculum Impact

We help motivate children to participate in a variety of sports through quality teaching that is engaging and fun. From our lessons, our children learn to take responsibility for their own health and fitness, many of whom enjoy the success of competitive sports. We equip our children with the necessary skills and a love for sport. They will hopefully grow up to live happy and healthy lives utilising the skills and knowledge acquired through PE.

Pilgrim Federation PSHE Curriculum

Our Intent

Our vision statement reflects our desire to provide the best possible education, opportunities and environment for all who are part of our school. We believe that our school should be an inclusive community where everyone aspires to be the best they can be; to aim high, achieve well and develop self-confidence, positive values and beliefs, a sense of community, well-being and caring attitudes towards others.

PSHE is central to this ethos and equips children with the knowledge, skills and strategies to live healthy, safe and responsible lives.

Implementing Our Curriculum

Our PSHE curriculum covers all areas of the subject. There are many other opportunities where children are involved in PSHE outside of the discreet lesson, including Collective Worship where a range of themes are covered. Some of these include cross curriculum teaching (e.g. RE and Geography), joint activities between year groups such as our ‘Reading Buddies’, regular performances for parents and First Aid.

Year 6 pupils annually attend ‘Crucial Crew’ together with other Year 6 pupils from schools in the local area. The event brings together personnel from the emergency services and covers themes such as:

  • What to do during a house fire
  • Staying safe when near water
  • Basic first aid
  • Stranger danger
  • Online safety.

Curriculum Impact

Monitoring is an on-going process, through pupil discussion and action. By the time pupils in Year 6 leave us they will have developed skills and values needed to support them with the transition to high school.

Pilgrim Federation Religious Education Curriculum

Our Intent

At The Pilgrim Federation, we believe that it is important for all our pupils to learn from and about religion, so that they can understand the world around them. The aim of Religious Education in our school is to help children to acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain; to appreciate the way that religious beliefs shape life and behaviour, develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development.

Religious Education is taught throughout the school in such a way as to reflect the overall aims, values, and philosophy of the school, through topics such as Justice and Freedom and what that means in everyday life.

‘The purpose of RE is to develop religious literacy. The essential outcomes for RE are therefore related to the knowledge and understanding of religion and worldviews. There are many other desirable outcomes for RE. For example, the subject may also contribute significantly to the following broader educational aims but is distinct from and not reducible to these:

  • Spiritual, moral, social and cultural development
  • Personal, social, health and citizenship education
  • Reading and writing
  • Vocabulary development
  • Spoken language
  • Numeracy and mathematics
  • British Values
  • The Prevent Duty’

It plays an important role, along with all other curriculum areas, particularly PSHCE, in promoting social awareness and understanding in our children. We encourage our pupils to ask questions about the world and to reflect on their own beliefs, values and experiences. We include and promote British values, ensuring that children are aware of their rights and responsibilities as UK citizens.

Our curriculum is designed to encourage creativity, imagination, enquiry, debate, discussion and independence.

The RE syllabus we follow is rooted in three key disciplines. The disciplinary knowledge from theology (thinking through believing), philosophy (thinking through thinking) and human/social sciences (thinking through living) and then how they are applied into everyday life.

Implementing Our Curriculum

We use the Agreed Syllabus for Religious Education developed by Norfolk SACRE as the basis for our curriculum.

At The Pilgrim Federation, it has been agreed that having taken into account the requirements and guidelines presented in the Agreed Syllabus, the following religions have been selected for study:

  • Christianity
  • Islam
  • Judaism
  • Hinduism
  • Buddhism
  • Sikhism

We use a rolling programme that gives a broad and balanced view of the three key disciplines and how they are applied to the different world religions and beliefs. These are taught through key questions and follow an enquiry-based approach.

There are no presumptions made as to the religious backgrounds and beliefs and values of the children and the staff. We value the religious background of all members of the Federation and the community they serve and hope that this will encourage individuals to share their own experiences with others freely.

All religions and their communities are treated with respect and sensitivity and we value the links, which are, and can be made between home, school, and a faith community. We are extremely lucky that members of the local churches which neighbour each school, regularly visit our school to carry out ‘Open the Book’ collective worship.

Curriculum Impact

Pupils in the Pilgrim Federation enjoy learning about other religions and why people choose, or choose not to follow a religion. Through their R.E. learning, the children are able to make links between their own lives and those of others in their community and in the wider world, developing an understanding of other people’s cultures and ways of life. As such, R.E. is invaluable in an ever changing and shrinking world.  

By the time pupils leave in Year 6 they will:

  • Know about and understand a range of religious and non-religious worldviews by learning to see these through theological, philosophical and human/social science lenses.
  • Express ideas and insights about the nature, significance and impact of religious and non-religious worldviews through a multi-disciplinary approach.
  • Gain and deploy skills rooted in theology, philosophy and the human/social sciences engaging critically with religious and non-religious worldviews.

We acknowledge that each religion studied can contribute to the education of all our pupils. We promote teaching in Religious Education that stresses open enquiry and first-hand experiences wherever possible for both staff and children.

Pilgrim Federation RSE Curriculum

Our Intent

At the Pilgrim Federation, we believe that our RSE curriculum should be realistic, relevant and accessible to all. We use RSE Solutions to deliver our RSE curriculum. Our intent, implementation and impact run in tandem with the scheme we have chosen.

‘Pupils benefit from teaching strategies and resources that reflect accurate information.

Using strategies that could evoke shock, guilt or shame does not contribute to enabling pupils to make healthy choices for themselves. This resource utilises teaching strategies that draw out relevant issues by asking pupils to self-identify their knowledge, opinions and concerns relevant to each topic.

The deliberate minimal use of photographic resources enables pupils to engage in the materials without viewing them as dated or irrelevant to their faith, gender or culture.’

‘Pupils need to be taught the information, skills and range of opinions on each topic before they are faced with a situation in which it is needed. The ‘too little, too late’ approach to RSE fails the basic human rights of a child or young person by leaving them vulnerable to abuse, more likely to engage in risk taking behaviours, lacking in knowledge about their rights and living with questions, concerns or worries but not knowing how to safely seek information and support.’

Implementing Our Curriculum

‘All pupils need to be able to engage fully with RSE lessons, irrespective of their academic abilities, preferred learning styles, lived experiences, faith, values, and special educational needs. It is important to ensure RSE lessons do not rely on literacy-based tasks, contain a range of teaching strategies and are appropriately paced to ensure pupils have the opportunity to absorb and process information, foster values and skills, whilst ensuring maximum progress is made.’

This is the only subject area that is delivered to specific year groups, due to the content. Please see your RSE policy for more details.

‘Effective RSE does not impose values, beliefs and opinions onto impressionable children but provides a safe space for them to explore and develop their own, whilst understanding those of their peers and respecting that these may differ from their own. Faith schools may teach RSE in accordance with the tenets of their faith, without causing pupils to feel negatively about their individual opinions, family lives or lifestyle choices.’

Curriculum Impact

Pupils are assessed at the end of each session through discussion. Each session has key questions to illicit what has been understood. Misconceptions are address during that session.