The main aim of an assessment is to recognise the strengths and talents of pupils and to identify and support their areas for development. Assessment is used to monitor progress and therefore informs future planning for groups of children or individuals. Assessments are used to inform teachers, parents, governors, the LEA and other relevant bodies about the progress that children make.

Forms of Assessment

Assessment for Learning

• Teachers continually assess pupils’ performance through their observation of children on tasks set and through the work they produce.
• Assessment for Learning is used throughout the school where each pupil is baselined and regularly assessed on progress through NC 2014 Year Group expectations in English, mathematics, skills in each of the Foundation subjects and attitude towards school.
• These half-termly assessments inform the teacher’s planning for the class and for groups within the class and target setting for individual pupils.
• The marking of pupils’ work is done in accordance with the school’s ‘Marking and Feedback’ policy and highlights what a pupil has done well and indicates how a pupil can improve a piece of work. This process encourages self and peer assessment which are believed to be fundamental elements in the assessment process.

Formal Assessment

• Diagnostic: This identifies particular learning difficulties and strengths and informs the target setting for those pupils who require learning support.
• Formative: For Years 3, 4 and 5 pupils, there will be a baseline assessment in Autumn 1 and all year groups termly assessments in literacy and numeracy.
• Summative: this measure’s performance at the end of the year through Nationalised Standard Assessment Tasks and Tests in English and mathematics for Year 6. All year groups will also carry out Tests in English and Maths at the end of each term.

Years 3, 4 and 5 also have end of year tests in English and mathematics at the end of the school year.

A summary report for all pupils at the end of the summer term details for parents the levels achieved in English and mathematics, the skills achieved in Foundation subjects and an assessment of the child’s attitude towards school.

Recording

Data obtained through formative and summative assessments is recorded in ‘INSIGHT’

English and Mathematics

• Every child is baselined and regularly assessed in reading, writing and mathematics and personalised targets are set for each child in each of these areas.
• Pupils experiencing difficulty in accessing the curriculum are identified for intervention programmes.
• Pupils experiencing significant difficulties in English and/or mathematics in KS2 receive small group and 1-1 interventions in the basic skills, every day until it is considered that they have made sufficient progress to return to their own class.

Monitoring

Children’s progress will be monitored continually through informal and formal assessments by the class teacher and this will inform weekly target setting and medium-term planning for English mathematics.

Tracking

• Assessment is a regular agenda item at staff meetings so that all staff understand the importance and purpose of ongoing assessment and are making informed decisions to update the school assessment tracker – ‘INSIGHT’, effectively.
• End of term assessment data for reading, writing and mathematics is entered into the school tracker and analysed by SLT, who invite class teaching teams to a progress meeting where class, group and individual pupil progress are discussed and analysed and pupils making insufficient progress are identified for intervention.
• Each term, there will be a series of meetings dedicated to the monitoring of pupil progress across the Key Stage. Work will be scrutinised and moderated in English, Maths and Science. This will inform future target setting and medium and long-term planning.

Reporting

• Parents are invited to attend one consultation afternoon a year and one open evening in order to discuss their child’s progress.
• Parents receive a written report in July, summarising the year’s work. Year 6 parents also receive a summary of the National Curriculum standards their child has attained in their end of Key Stage tests.
• Assessment of pupil progress in each of the Foundation subjects is made in terms of what children ‘know, understand and can do’. This skills-based curriculum, in which subject-specific skills are taught and key skills are integrated is used throughout the school.

A Curriculum designed to be fit-for-purpose – Principles of Harmony – Learning Through Nature

At Acton Gardens Primary School we fully realise the importance of ensuring high standards and expectations in outcomes for all our pupils through a rich curriculum and within a safe, caring environment. We have dedicated time to research the characteristics and qualities of a curriculum that is truly fit for purpose, where children can connect their learning to the wider world and have a more holistic view of how the world works and their roles in it. We want to enable our pupils to understand connections, relationships, actions and consequences, particularly if we want a healthier, more sustainable future so that children can focus on issues that connect students around the world. If children learn in this way in childhood, it should have an impact on their thinking and actions as adults.

We have embarked upon a journey to use nature’s principles of harmony and enquiry-based learning to bring together skills and knowledge from the different subjects, apply them through projects being explored in order to develop children’s ability to ask questions, research and generate useful knowledge and to seek resolutions to the questions raised. This approach, coupled with knowledge of the world of nature, where everything is connected (ref: HRH Prince of Wales book, Harmony, A New Way of Looking at The World) tells us how the great traditions, cultures and religions have always understood this need to live in harmony and that principles of Nature teach us how to recreate it.

From our observations at school so far, learning through enquiries is powerful and empowering, pupils have been motivated, and creative and the learning has been internalised. Autumn half term 2018 saw the very first series of lessons delivered through a week of enquiry-based learning where each year group focussed on an aspect of, The Principle of The Cycle. (The theme of, ‘The Principle of Geometry and Beauty – Nature has a Geometry,’ will run alongside the enquiry-based learning model so that children develop a knowledge and appreciation of the world around them through mathematics in nature and architecture for example):

• Year 3 – Life Cycle of Butterflies
• Year 4 – the Solar System
• Year 5 – Life Cycle of a Plant
• Year 6 – The Cycle of Blood Around Our Body

The following information is based on The Principles of Harmony (Richard Dunne, Head Teacher Ashley CofE Primary School, adapted from HRH Prince of Wales, Harmony, A New Way of Looking at the World)

The Principle of the Cycle – Nature works in cycles

The principle of the cycle teaches us that nature works in self-sustaining, self-limiting cycles. When we learn about nature’s cyclical systems, we learn that they are never-ending and create no waste or pollution. This is a model for us to replicate if we are to reduce and ultimately eradicate our wasteful ways. So, we teach about cycles because the more our children understand the cyclical nature of life and learn about nature’s cycles in their different forms, the more they are likely to think about how to align their own practices to the idea of the cycle. This approach to learning also helps them to see that to live well we don’t need to consume and throw away more and more. Rather, we need to create cyclical systems that work.

The Principle of Interdependence – Everything is connected

The principle of interdependence helps us to understand that everything is connected. We see these inter-relationships at work through ecosystems where every element of the system has a value and a role to play, and also in our own communities when they work well. So, when we plan out learning, the starting point is to see how we can link learning together to give it greater meaning, rather than teaching through separate subjects with little or no connection from one subject to another. We can still teach subject-specific skills and knowledge, but the application is to something much more joined up. The principle of interdependence also reminds us of the importance of good relationships if we are to work well together and the values culture we need to create to enable a collaborative approach to learn to be successful.

The Principle of Diversity – Diversity is a strength

The principle of diversity is about celebrating differences and realising that diversity occurs throughout nature and it is a strength. Therefore, we consciously promote diversity in what we do; diversity in one another, in our cultural heritage, in our learning outcomes, in the food that we grow in our green spaces, and in the uniqueness of all forms of life. If we want our young people to grow up able to appreciate the difference, we need them to understand that diversity is the essence of life and it is something to cherish. We nurture diversity in their leadership, pupils lead different aspects of our school such as The Eco Council manage our energy usage and develop their own projects of change, e.g. our use of plastic water bottles project which involved the whole school where pupils were very solution focussed.

The Principle of Adaptation – Adaptation is essential for us to survive and thrive

The principle of adaptation teaches us that just as nature has been brilliantly adapted to its place through millions of years of refinement, so it makes sense to adapt our learning or at least key elements of our learning to our place. Through this idea of adaptation, we can find ways to connect learning more fully to the idea of local and the communities in which we live, to learn more about their history and traditions, what it is that we value about them and what we might want to change. It opens up opportunities for our young people to be designers, to consider how our place might be adapted into the future to make it a better place to live. Importantly, it provides opportunities to connect to those in our communities who have wisdom, knowledge and expertise to share with our young people. When this approach works well, it builds a real sense of belonging.

The Principle of Health – We all need to be healthy

Nature teaches us health. We all need to learn what it means to live healthy lives. It therefore makes sense to put health at the heart of all that we do. We can learn about health in our play, in our relationships, in the food that we eat. We can also learn about health in terms of the air, water and soil and what that means in terms of how we run our school. So, for example, in thinking about healthy soil we have made a commitment to working with local organisations (e.g. Cultivate London, Tress for Cities, Princes Trust Trees) to ensure we recycle as much as possible (currently water, food, clothes, paper), paying attention to our environment and becoming increasingly more organic. If we believe health is fundamental to a good life, we need to find ways to teach health and practise health as much as possible.

The Principle of Oneness – We are Nature

The principle of oneness reminds us that in all that we do, we also need to learn how to be, to find a sense of peace deep within us that enables us to live with well-being at the centre of our lives. In nurturing an ability to be still and present, to connect to something deeper, we are building a sense of oneness with the world. In school, we do this through Tai Chi, use of art/geometry/ teachers reading to pupils daily. We are developing techniques in Tai Chi for the whole school, staff and pupils, so far it is having a really positive impact on our children. When there are so many reports of stress and poor mental health in our young people, it is essential that we help them to learn how to cope with the challenges of modern life through times of quiet, peacefulness and presence. We need to nurture them as spiritual beings.

The Principle of Geometry and Beauty – Nature has a Geometry

The principle of geometry and beauty is about learning the patterns and geometry of nature that exist in us and around us. This study of the patterns of nature and how they are replicated, for example, in architecture, mathematics and art encourages new perspectives on the world and how we learn about it. Children have begun to develop the skills of geometry, direct by-products have been greater conversation, a very calm atmosphere, student concentration and enjoyment is clearly evident and children are beginning to link this new learning with the beauty of nature and mathematics. Staff too are involved in geometry sessions; an increased sense of well-being is another by-product.

Geometry in Nature

• Geometry and the Golden Ratio in Architecture
• Mathematics – Fibonacci in Nature
• Geometry in Art
• Architecture inspired by Nature

The New National Curriculum

The New National Curriculum for England was started in September 2014 and is taught in all maintained primary and secondary schools. For pupils, in year 6 the new English, Mathematics and Science programmes of study were introduced in September 2015.

The following document contains 6 A3 sheets, each of which presents an outline of the content of the new National Curriculum for each year group.

Curriculum Maps for each year

The curriculum map for each year group details the learning that your children will cover during the Academic Year 2022-2023.

You can download these in PDF format, but note they are complex and may not be easy to read on smaller devices like phones. You may request a copy from the School Office.

Please note that topics may change slightly and may also be delivered in a different order, so we will endeavour to ensure that the curriculum maps are updated as appropriate. The following Year’s Curriculum Maps were published on 15th December 2022.

Nursery
Reception
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6

Reading at Acton Gardens Primary School

At the heart of our curriculum, we aim for our pupils to:

• Develop a deep, life-long love of reading, enjoying a diverse range of genres
• Have a passion for exploring a wide range of vocabulary
• Become proficient, fluent readers who can read to a high standard
• Comprehend what they read, make inferences and ask questions
• Experience a wide range of texts both fiction and non-fiction which reflect the world we live in

Implementation

We do this by creating a culture of reading for pleasure across the school. Each classroom has a dedicated, welcoming, themed reading corner with a rich variety of fiction and non-fiction texts at different levels. Reading corners also display peer-to-peer book recommendations.

At Acton Gardens Primary School, reading and writing are integrally linked and taught through a selection of rich, quality texts, the experience of Shakespeare and drama to develop oracy and confidence and above all, enjoyment. The typical day begins with reading for pleasure as soon as our children enter their classrooms and ends with a daily reading-aloud session. In addition, we focus on daily reading sessions with quality first teaching to embed essential comprehension skills across a range of texts and genres. Children have access to stimulating online reading software (Reading Plus) where all the key skills are further developed and enhanced. Reading consists of the following areas:

• Word reading
• Vocabulary and Language
• Inference

By the end of Key Stage 2 our children have been taught to:

• Locate, retrieve and record key information
• Summarise main ideas from texts
• Explain meanings of new words in context
• Make inferences from their readings, justifying their conclusions with evidence from the texts
• Make predictions based on explicit and implicit details from texts
• Make comparisons within and between texts

Impact

Reading is a high priority and every opportunity is given to encourage and celebrate successes. Daily dedicated independent reading time, well-equipped class libraries, two purpose-built libraries, reading competitions, World Book Day celebrations, themed reading weeks, book clubs and Shakespearean drama, are just some of the activities which inspire a deep love of reading and writing in our children. We believe our families play a vital role in developing reading for pleasure and through our home-school communications and Reading Record scheme our children are encouraged to read by the whole community. They leave Berrymede equipped with the necessary reading and comprehension skills they need to be successful in the next phase of their education.

Writing at Acton Gardens Primary School

At Acton Gardens Primary School we strive to develop competent writers who can compile skilful writing for a range of audiences and purposes that excite and engage the reader. We inspire our pupils through rich purposeful texts, drama, our Shakespeare projects and opportunities for public speaking both within and beyond the classroom. Many children choose to attend Latin and LAMDA clubs which further enhance and deepen their knowledge, understanding and application of language.

Implementation

At Acton Gardens Primary School, writing and reading are integrally linked through our carefully selected core texts. Writing consists of the following areas:

Composition

• is taught as part of the main literacy lesson and assessed through unaided writing at regular intervals, children receive and respond to and evaluate detailed feedback in order to further develop their work and sense of achievement
• composition refers primarily to writing for a specific purpose and audience. As the curriculum progresses, children are encouraged to develop their own authorial voice and recognise how to vary their style of writing for different readers
• pupil’s composition pieces are recorded in a separate book which is passed on as they progress through Acton Gardens Primary School as a unique record of their writing development, clear sets of rules which help scaffold children’s writing are referred to by teachers and pupils to support independent learning and development

Grammar and Punctuation

• is taught as part of the main English lesson as well as short weekly discrete lessons with specific foci
• are the make-up of a piece of writing. Beginning in the Early Years when children learn to write for meaning. In Key Stage One, children continue to build on this as they learn to write in complete sentences, understand different word classifications and develop sentences and text, linking sentences together. In KS2, children refine and develop these skills further by learning how to vary sentence types, using different language, tense and punctuation for effect, ultimately choosing to do so independently in their compositions

Spelling

• is taught explicitly in one short weekly session where a specific spelling rule is taught (see Spelling Section on Website) and practised relating words using this rule, assessed through a weekly test.
• spelling is a crucial part of ensuring that writing can be understood. All year groups are taught specific sets of spelling rules, building on from Phonics, which in turn build upon one another and are essential for accurate spelling right up to Year 6.

Handwriting

• a bespoke Acton Gardens Primary School handwriting scheme is used to ensure children’s handwriting is legible and neat eventually developing into their unique individual styles of writing

Impact

By the time they leave Acton Gardens Primary School our children become confident writers, able to express themselves using a wide range of vocabulary, grammar and punctuation to compose unique prose for a range of audiences and in a range of genres.

Why is spelling so important?

Spelling is important because it aids in reading. It helps cement the connection that is shared between sounds and letters. Learning high-frequency sight words also has been shown to help with both reading and writing. This is why students learn sight words during their early years.

Year 3 Spelling Lists

Autumn 2022
Spring 2023
Summer 2023

Year 4 Spelling Lists

Autumn 2022
Spring 2023
Summer 2023

Year 5 Spelling Lists

Autumn 2022
Spring 2023
Summer 2023

Year 6 Spelling Lists

Autumn 2022
Spring 2023
Summer 2023

Mathematics at Acton Gardens Primary School

At Acton Gardens Primary School we aim to provide our children with an exciting, varied and engaging maths programme. It is further enhanced by the embedding of our Harmony curriculum which establishes a foundation for understanding how mathematics connects to the world around them and that maths is everywhere.

Implementation

The National Curriculum for mathematics aims to ensure that all pupils;

• become fluent in the fundamentals of mathematics, including the varied and regular practice of increasingly complex problems over time.
• reason mathematically by following a line of enquiry, understanding relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• can solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

In order to support our pupil’s development, we follow a Mastery approach to the teaching of mathematics, intertwined with the Harmony approach. Pupils have the opportunity in Maths to learn through enquiry and exploring the why of the mathematical concepts.

MyMaths

We use MyMaths, a captivating and engaging online resource with a wide range of age-appropriate activities for children to use at school and for their home learning;

Times Table Rockstars

Times Tables Rockstars (TTRS) is used at our school to encourage the use of times tables and support pupils in

Impact

By the time our pupils leave Berrymede, we expect all students to:

• Be fluent in a range of mathematical concepts
• Have an enriched understanding of sophisticated mathematical vocabulary
• Be effective problem solvers

To understand how mathematics connects to nature and the real world

Science at Acton Gardens Primary School

Our science curriculum is designed with a focus on enquiry and practical learning. We want children to be inspired, proactive and resilient in their learning as well as to be able to make the essential link between science and everyday life in the world around them. Working Scientifically, The Five Types of Enquiry and Harmony are woven into the curriculum and are key in helping instil these qualities in order to develop sharp scientific minds.

Implementation

Enquiry:

Children are taught to search for answers to questions using the Five Enquiry Types. These have been carefully planned across the curriculum to ensure children have even and progressive exposure to these fundamental scientific methods. This also enables children to work on a wide range of practical activities and explore different physical resources and environments.

Working Scientifically:

Through the use of child-friendly targets, children are now more aware of the essential skills scientists need to build in order to work scientifically. Students will strive to check these targets off in their books throughout lower and upper school and the exploration of the five enquiry types helps them cover these progressively.

Practical Resources:

Acton Gardens Primary School provides excellent physical resources for use with all types of enquiry. Resources are organized according to the topic and with easy accessibility, teachers and students utilize them regularly. The resources are organized according to the SCORE essential science resource list for primary schools and are updated yearly.

As well as concrete resources Acton Gardens Primary School has its own allotment that is used for planting and growing. We also have a garden that is used to explore living things and their habitats.

Harmony:

For each topic, there is an overarching Harmony question that links to one of the principles of Harmony which links pupil learning to the real world enabling deeper and sustained learning. This encourages curiosity in our students and promotes thinking about important scientific questions.

Targets & Vocabulary:

As well as the ‘Working Scientifically’ targets, each topic has a target sheet that will be referred to by teachers and children to ensure progression is monitored and assessed.

Target sheets will include key vocabulary for the topic and children will be expected to refer to these during each lesson as developing good scientific language and reasoning are essential.

Impact

When children leave Berrymede, they will:

• Have embedded fundamental conceptual knowledge of Biology, Physics and Chemistry
• Have an understanding of how science connects to the wider world and everyday life
• Be naturally inquisitive and be able to ask relevant and important questions about the world around them
• Have a wide scientific vocabulary and be able to explain and reason in a scientific manner
• Children will have enquiry strategies and skills to go about answering important questions having experienced ‘Working Scientifically’ development and the Five Types of Enquiry.

Understand the importance of the future of the natural world and human impact on it

Languages at Acton Gardens Primary School

Our French & Mandarin provisions aim to:

• help children develop their awareness of cultural differences in other countries
• be aware that language structure can differ from one language to another
• Mandarin was introduced this year to broaden exposure to international languages through F2F lessons in a number of classes and support our longstanding relationships with schools in China

Implementation

French is taught by class teachers for 30 minutes every week. Our scheme of work engages children with themes such as Food, Animals, Festivals, Me and My Family. They are also taught about the geography of France, as well as some of the cultural similarities and differences (school, Easter and Christmas)

Mandarin will continue to be delivered remotely through our partner schools in China. Students have enjoyed the challenge of writing characters and mastering pronunciation with the support of a Mandarin Specialist Teacher.

Latin

We are proud to report the continual increase in the number of pupils attending our Latin Club. Over 60 pupils from across the school participate during their lunchtimes. Many children have decided to continue Latin at the Secondary level and have chosen high schools based on a provision for Latin.

The club is supplemented by an annual trip, this year the students will go to St Albans, where they will visit the Museum and participate in Roman role play!

Impact

We believe that having exposure to a variety of languages children develop an enthusiasm for language that will lay the foundations for future study at Key Stage 3

Their Mandarin lessons not only equip them with the knowledge and understanding to communicate in the most widely-spoken world language but also increase their intercultural understanding by seeing things from another’s perspective, giving them insight into the people and traditions of other cultures. We believe that this is essential when developing global citizens. Historically we have had exchange visits between children and professionals for over 10 years.

What are the benefits of studying Latin?

• Becoming Multilingual: Latin never truly died, but rather evolved into French, Italian, Spanish, Portuguese, and Romanian (the Romance languages). About 90 per cent of the vocabulary of these languages comes from Latin. To learn Latin is therefore to begin a study of 6 languages at once.
• English Vocabulary and Grammar: Studying Latin aids students in mastering English. Since 50 per cent of all English words are derived from Latin – along with 80 – 90 per cent of all polysyllabic words – students will greatly expand their vocabulary. The regular grammar of Latin is also ideal for learning English grammar or the grammar of many other languages.
• Professions: Latin prepares students for many important professions that are steeped in Latin terms and phrases or in English words derived from Latin. These career fields include law, medicine, science, music, theology, philosophy, art, and literature.

History at Acton Gardens Primary School

At Acton Gardens Primary School we intend to develop young historians through historical enquiry. We aim to inspire children’s curiosity about the past and give them an understanding of how relevant history is to their lives. Our diverse curriculum enables children to develop a spark and fascination about British and global history and how it has shaped our present-day through historical interpretation.

Implementation

Historical topics at Berrymede are set across the years in chronological order. Pupils have daily access to timelines and events that have occurred in the past and are able to make connections to the modern world. All learning starts by revisiting prior knowledge through our KWL strategy (What I know, What I would like to Know and What I Have Learnt). This is scaffolded to support children to recall previous learning and make connections. Staff model subject-specific vocabulary, knowledge and skills relevant to the learning to allow them to integrate new knowledge into larger concepts.

We also develop children’s critical thinking skills by questioning historical sources. Examples include using historical artefacts, attending trips linked to the curriculum, understanding the relevance of black history and exploring the vast history the school and the local area has to offer.

Through our enquiry approach pupils develop a secure knowledge and understanding of British, local and world history. This is achieved by pupils investigating one overarching key question in their topic which is explored weekly. Pupils are given the opportunity to construct informed responses using and selecting relevant historical sources and evidence.

Our history curriculum is high quality and carefully planned to demonstrate progression and deep learning. We focus on the progression of chronological understanding, knowledge and understanding of events, people and changes in the past, historical interpretation, historical enquiry, organisation and communication. Discreet vocabulary progression also forms part of the units of work.

Impact

We measure the impact of our curriculum through the following methods:

• Assessing children’s understanding of topic-linked vocabulary before and after the unit is taught.
• Images and videos of the children’s practical learning.
• Interviewing the pupils about their learning (pupil’s voice).
• Moderation staff meetings where pupils’ books are scrutinised and there is the opportunity for a dialogue between teachers about the teaching and learning across the school.
• Termly reporting of standards across the curriculum.
• Marking of written work in books.
• Summative assessment
• Child-friendly targets allow pupils to take ownership of their learning and assessment which is tracked throughout their time at Berrymede.

By the time our children leave Acton Gardens Primary School, we want them to have an appreciation of historical events and places and how they have influenced modern life; to be inspired to seek further knowledge and understanding in preparation for the next phase of their lives.

Geography at Acton Gardens Primary School

At Acton Gardens Primary School, we aim to provide stimulating lessons that capture children’s interest in our diverse world, its environment and its people. Children are enabled to develop and gain a rich knowledge and understanding of the world, as well as their place in it. We achieve this through a geographical enquiry approach that encourages children to lead in their own learning and make sense of their environment and its surroundings. Pupils learn geographical skills through case studies and fieldwork that range from Acton to North America, Iceland to Peru and often immerse themselves in these locations in other subjects such as Literacy and Latin.

Implementation

At the beginning of each topic, existing knowledge is checked, as part of the KWL strategy (What I know, What I would like to Know and What I Have Learnt). This ensures that teaching is informed by the children’s starting points and that it takes account of the pupil’s voice, incorporating children’s interests. Each topic will have an overarching key enquiry question which pupils build up the knowledge to answer in their weekly lessons. As pupils progress, their knowledge helps them to understand the relationship between the physical and human processes as well as understand the formation of biomes. The Geography provision is well-resourced and specific resources are mapped to specific topics to enhance the experience and use every opportunity for children to apply the knowledge and skills both in and beyond the classroom.

Impact

Our geography curriculum is high quality, well thought out and is planned to demonstrate progression. We focus on the progression of locational and place knowledge, human and physical geography and geography skills and fieldwork. Discreet vocabulary progression also forms part of the units of work.

We measure the impact of our curriculum through the following methods:

• Assessing children’s understanding of topic-linked vocabulary before and after the unit is taught.
• Images and videos of the children’s practical learning.
• Interviewing the pupils about their learning (pupil’s voice).
• Moderation staff meetings where pupils’ books are scrutinised and there is the opportunity for a dialogue between teachers about the teaching and learning across the school.
• Termly reporting of standards across the curriculum.
• Marking of written work in books.
  Summative assessment
• Child-friendly targets allow pupils to take ownership of their learning and assessment which is tracked throughout their time at Berrymede.

Computing at Acton Gardens Primary School

At Acton Gardens Primary School, our aim is to provide a high-quality computing education which equips children to use computational thinking and creativity to understand and change the world. The curriculum will teach children key knowledge about how computers and computer systems work, and how they are designed and programmed. Learners will have the opportunity to gain an understanding of computational systems of all kinds, whether or not they include computers.

Implementation

At Acton Gardens Primary School, online safety continues to be at the forefront of learning. Pupils learn the importance of:

• anonymity online
• how to create content responsibly
• the consequences of online behaviour and acceptable usage.

A mixture of LGFL (London Grid for Learning) and PurpleMAsh schemes are used, for computing lessons, which are richly linked to engaging contexts in other subjects and topics. We have two computing suites and a number of class sets of iPads and laptops to ensure that all year groups have the opportunity to use a range of devices and programs (such as TTRockstars, MyMaths and IDL for SEN pupils) for a range of purposes across the wider curriculum, as well as during discrete computing lessons. The implementation of the curriculum also ensures a balanced coverage of computer science, information technology and digital literacy. The children have experiences of all three strands in each year group.

Impact

Our approach to the curriculum results in a fun, engaging, and high-quality computing education. The subject-specific knowledge developed equips pupils with experiences which will benefit them in secondary school, further education and future workplaces. Exploration and use of research methods, presentation and creative tools and critical thinking, computing at Acton Gardens Primary School provide children with the building blocks that enable them to pursue a wide range of interests and vocations in the next stage of their lives.

By the time they leave Acton Gardens Primary School, children will have gained key knowledge and skills in the three main areas of the computing curriculum: computer science (programming and understanding how digital systems work), information technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully).

Physical Education at Acton Gardens Primary School

At Acton Gardens Primary School our PE curriculum underpins all of the ABCs – agility, balance and coordination through teaching a variety of sports ranging from dance, gymnastics, basketball and hockey to more diverse sports such as Boccia, Archery and Tchoukball. By teaching physical literacy, we encourage and enable our children to understand the importance of exercise and of maintaining healthy lifestyles. This creates a positive attitude towards sports and exercise. Teachers encourage, reassure and support the children during every PE lesson, enabling them to increase resilience, dedication, determination and team building giving them the confidence to succeed.

Implementation

We recognise that all children have diverse abilities and ensure that all lessons are differentiated to promote an inclusive approach, which endeavours to encourage physical development as well as well-being. We regularly give our children opportunities to coach their peers and run events for younger children; this gives them confidence, self-belief and determination. We offer a wide variety of extra-curricular clubs, enabling children to experience and enjoy new sports and activities.

Our curriculum provides children with 2 ½ hours of stimulating activity per week, this includes our diverse and rich PE curriculum as well as our successful implementation of Marathon kids, which benefits pupils’ health and their overall well-being. Children learn about the impact and importance of a healthy body, and healthy mind. PE lessons give children a platform and concrete understanding of how sports and exercise can and should be sustained throughout their lives.

Impact

By the time our children leave Acton Gardens Primary School, they will have acquired the skills needed to progress within a range of sports and physical activities. PE lessons positively influence children’s primary years and allow them to move into secondary and further education with a healthy attitude towards exercise. We want PE lessons to embed all of the lifelong cooperative skills needed; working in a team, communication, leadership and fair play. Our impact is therefore to motivate children to employ these underpinning skills in an independent and effective way in order to live a happy and healthy life.

Art & Design Technology at Acton Gardens Primary School

At Acton Gardens Primary School, Art and Design provide the children with opportunities to develop and extend skills and an opportunity to express their individual interests, thoughts and ideas. Art and design technology 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, craft 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.

Implementation

The teaching and implementation of the Art and Design Curriculum at Acton Gardens Primary School is based on the National Curriculum and linked to topics to ensure a well-structured approach to this creative subject.

Cross-Curricular Links: The skills they acquire will be applied to work in other areas of the curriculum allowing children to use their art skills to reflect on and explore topics in greater depth.

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

Pupils are taught:

1. To create sketch books to record their observations and use them to review and revisit ideas
2. To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
3. About great artists, architects and designers in history.

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.

Music at Acton Gardens Primary School

We aim to teach a diverse, practical focused and ambitious music curriculum that not only explores the national curriculum in great depth but transcends it. At Acton Gardens Primary School we feel the best way to develop musicality is through practical, instrument-focused learning. Our learning takes a uniquely methodical and meticulous route through the early stages of developing technical ability and voice on an instrument. Through this means, a child will be exposed to all the important training a young musician needs to fully prepare them for the next stage in their musical education as well as develop essential life skills.

Implementation

Instrument development

Children will be taught recorders in lower school and develop their keyboard skills in years 5 and 6. This will give them time to explore technique, fluency, control, rhythm and listening skills methodically and progressively throughout their time at Berrymede.

Listening and analysis

Children will train their ears as well as develop a vocabulary based on the 7 elements of music in order to explain, analyze and express thoughts on live and recorded music.

Composition

Students will combine their knowledge of notation and graphic scores with their technical ability and experience of an instrument to express themselves creatively in a wide range of composition tasks. They will also use the 7 elements of music to help them make music.

Performing

Children will experience performing in a wide range of settings and situations including large group, small group, duet and solo performances, in class, during assemblies and in assessment-style situations. They will learn to present and conduct themselves with elements of professionalism.

Singing

Children will sing in large and small ensembles and learn to sing a part in a song with more than one part.

Music history

Children will learn about contrasting styles of music and artists that represent them as well as discuss connections and impacts they have had on music and the wider world.

Impact

Leaving Acton Gardens Primary School children should:

• Have the ability to play at least 2 instruments
  Be able to sing parts within an ensemble
• Have developed music notation reading skills
  Be able to analyse music by using vocabulary based on the 7 elements of music
• Have had experience performing in a wide range of settings and know how to conduct themselves professionally
• Be able to express their own creativity through a range of composition outlets.
• Have knowledge of music history and its links and effects
• Have developed rhythm skills
• Have developed a strong musical ear and am able to listen with attention to detail and focus
• Have enhanced fine motor skills and coordination
• Have developed team working and social abilities

More Able, Gifted & Talented at Acton Gardens Primary School

At Acton Gardens Primary School we aim to provide the best possible education and the development of a growth mindset to further enhance the learning experiences of all our MAG&T pupils. Our planning and teaching are led by the interests of the children because we understand the importance of children feeling excited, engaged and encouraged throughout their learning journey.

Implementation

We embrace a pedagogy of ‘Personalised Learning’; an approach which expects all MAG&T pupils to continue to exceed national expectations and become lifelong learners. There is an expectation of participation, fulfilment and success. Therefore, teaching and learning are characterised by ambitious objectives, challenging personal targets, and independent learning. Education visits form an integral part of each child’s education; therefore, our MAG&T students are given opportunities to attend exciting and relevant trips in order to make links across their learning journey, explore the world around them, enhance their social skills and gain confidence.

Impact

The quality and breadth of work seen in our MAG&T pupils’ books, learning logs and the delivery of the termly lessons that they deliver to their peers. Our termly and end-of-year assessments demonstrate that our MAG&T pupils are continuing to work beyond the expected standards at greater depth. We want our MAG&T students to be passionate about learning, and to understand and know how to take care of the wonders of the natural world around them. We aim to achieve this through the implementation of the Harmony curriculum as this gives children the ability to think for themselves, be resilient, gain the courage to ask questions and gain a better understanding of the world.