Individual Subject Intent Statements

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Reading/ Phonics

• In Manston Primary School we believe that teaching a child to read is vital as it is a skill for life-long learning. We follow the Floppy phonics systematic synthetic phonic program to teach reading and arrange of other strategies and events to develop pupils love of books throughout school.

Our ultimate goals for reading are:

• To ensure all pupils make speedy progress in phonics and reading by being able to decode unfamiliar words and recognise at speed familiar printed words.
• To develop pupils’ understanding and use of spoken language.
• To develop pupils’ love of reading.
• Ensure children meet age-appropriate targets such as the Phonics Screening Check end of Key stage expectations.
• That we identify and support children not on target through high quality intervention.
• Ensure that children make a strong start to phonics in Reception.
• Develop pupils’ listening comprehension and language by reading aloud and talking about stories, poems and non-fiction books.
• Is to build talking and listening into all activities across the whole day.

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Writing

The intent of our writing curriculum is to deliver a rich curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. At Manston we are committed to all children becoming literate and fulfilling their potential in reading, writing and oracy.

We believe that reading, writing and oracy should be embedded across the curriculum. Our aim is for children to be excited and enthusiastic about their learning and to be exposed to quality first teaching so they meet the expected level (ARE) for an 11 year old by the time they leave our school.

At Manston we aim to provide an interesting and varied curriculum following the National Curriculum, that engages and intrigues our children while meeting the needs of all backgrounds, cultures and abilities.  We seek to inspire in children a love of learning which will remain with them for the rest of their lives, equipping them well for further education and beyond. 

The English curriculum at Manston enables children to develop knowledge and skills that are transferable to other curriculum areas and which can and are also used to promote their spiritual, moral, social and cultural development.

The curriculum has been developed to build on our children’s own experiences and interests, then teach them about the wider world, so they develop an appreciation for the rich cultural background of our country and prepare them for life in modern Britain.

Writing is taught in discrete sessions and also through our cross curricular topics. Skills are built on in a spiral curriculum and we ensure progression through the skills. We want children to enjoy and love learning through high quality teaching both inside and outside the classroom. 

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SPaG

At Manston we regard spelling, punctuation and grammar (commonly known as SPaG) as tools to improve communication through writing. Grammar is taught in the context of improving writing because:

1. It is key to understanding how a text works for the reader;
2. It shows writers how to achieve a specific effect or master a specific skill in writing a specific genre;
3. It meets the specific learning needs of a writer.

We teach SPaG as part of the English writing sessions linked with a text. We follow the Grammar for Writing principles which are:

1. Always link a grammar feature to its effect in the writing
2. Use grammatical terms but explain them through examples
3. Encourage high quality discussion about language and effects
4. Use authentic examples from authentic texts
5. Use model patterns for students to imitate
6. Support students to design their writing by making deliberate language choices
7. Encourage language play, experimentation and risk taking

We also follow the No Nonsense Grammar scheme and No Nonsense Spelling scheme to support coverage and progression.

During KS2 children’s progress is monitored through end of term summative testing and formative on-going assessment of writing. This prepares the children for the SPaG test at the end of Year 6.

Year 6 access the on-line support of the SPAG.com website.

We also build the children’s vocabulary by focusing on tier 2 words in texts, topic specific words from curriculum areas and having words of the week in each class.

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Maths

We aim to develop confident, numerate individuals with the ability to use and apply their mathematical knowledge to solve everyday problems. Children who are able to reason, discuss, demonstrate and model their understanding to others.

Our lessons follow a mastery approach to learning with emphasis on correct use of language, modelling (using apparatus and/or diagrams) to show the structure of a concept or problem, collaborative and individual learning opportunities. Language usage, particularly speaking in sentences, is an important component of lessons.

Lessons follow the Maths No Problem scheme within years one to six. Learning is supplemented, where needed, by class teachers to ensure that all of their class is ready for the next steps within the scheme. Guidance materials, produced by NCETM, help staff to pinpoint micro-steps of learning that may need addressing. All children access a balance of fluency, problem solving and reasoning. More able children will have their learning challenged through further problems which challenge depth of understanding. Routine “Pick-ups” help all children to meet minimum expectations.

In addition to MNP, all classes (Y1-Y6) have separate learning time dedicated to number fluency and reasoning. This is guided by the No Nonsense Number scheme.

Y2/3 - Y6 children access Times Table Rock Stars both at home and at school, to help them learn and gain fluency with multiplication and division facts. Y2 do not access this until part-way through the year when they have had class teaching on multiplicative reasoning. Homework is set, on TTRS, within Y3-Y5.

KS1 children do not miss out on online learning practice – they access Numbots to re-enforce their ability to recognise and use number within additive reasoning.

The Mastery approach is also adopted within EYFS, who follow the EYFS Framework.

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Science

At Manston, we want our children to develop an enthusiasm and enjoyment of scientific learning and discovery.

We aim to develop children’s ideas and ways of working to enable them to:

• Make sense of the world in which they live
• Have a growing respect and appreciation of their environment
• Ensure that our pupils are equipped for a life in an increasingly scientific and technological world.

We aim to foster a lasting interest in science for our children, through positive teaching experiences and engaging topics to ensure our children:

• Develop scientific knowledge and conceptual understanding taught through the specific disciplines of biology, chemistry and physics

• Develop an understanding of the different types of scientific enquiries that help them answer scientific questions about the world around them.

• Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

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Computing

At Manston Primary we teach Computing in line with the National Curriculum and we ensure that it’s aims are achieved by providing opportunities for pupils:

• To become familiar with and skilled in using computational technology and programming software.
• To access equipment which supports pupils learning and individual needs.
• To equip pupils to use computational thinking and creativity and to be active participants in a digital world.
• To ensure that computing is integrated into the curriculum and underpins teaching and learning, assessment, reporting and recording within the school.
• To provide access to a range of equipment to support pupils and staff.

We provide a varied and balanced curriculum that comprises of different strands: coding, control, algorithms, presentation, data handling, online safety and programming.

Pupils have access to a wide range of hardware and software to meet the needs of everyone in school such as: desktop computers and whiteboards, laptops, control and data logging technology, digital cameras and coding robots that create a challenging and stimulating environment.

Children are taught: to use software and hardware, the principles of information and computation, how digital systems work, and how to apply this knowledge through all areas of the curriculum.

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Geography

Our Geography curriculum follows the National Curriculum and connects Geography with other subjects to ensure a well -rounded curriculum.  Our enriched curriculum has made exciting links with literacy and each year group has linked reading books during guided reading sessions to improve teaching and learning in geography. Each year group has used geography as a relevant opportunity for extended writing in Literacy. We provide a curriculum that inspires curiosity and engagement; sparks excitement in children to independently explore the world in which they live whilst equipping them with knowledge about the local area and the wider world.

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History

We follow the National Curriculum and intertwine History with other subjects to ensure an interesting and fully rounded curriculum.

We are constantly striving to ensure pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world they are part of.

Our History curriculum empowers children to: compare and contrast; examine how and why things have changed; to learn about historical characters; and expand their research skills. We want them to understand how people have lived in the past and compare this to modern life.

We see it as an opportunity to develop skills of enquiry and questioning; to become open minded “historical detectives” and explore the past in an exciting way.  We aim to provide first-hand experiences with role play, class visits, themed days, workshops and visiting experts to help deepen their understanding.

The past comes to life when children use a variety of sources of information to find clues and evidence and take part in discussions with their peers.  Through History, children learn to make comparisons and links between the past and modern times and discover how and why things have changed.  During their time at Manston Primary pupils learn about people and events in the past, in Britain and the wider world, and realise that these have influenced our lives today.  They are taught how to investigate and record their findings in interesting and creative ways including writing, art, drama and computing.

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PE

We aim for all pupils to be physically literate, with the knowledge, skills and motivation necessary to support them in maintaining a healthy lifestyle and a lifelong participation in physical activity and sport.

Pupils learn how to think in different ways to suit a wide variety of creative, competitive and challenging activities. They learn how to plan, perform and evaluate actions, ideas and performances to improve their quality and effectiveness. Through this process, our pupils are able to discover their aptitudes, abilities and preferences and make choices about how to get involved in lifelong physical activity. To ensure our pupils can all swim we take them swimming in Year 3 and 4 for the full year with additional intensive sessions delivered to older pupils who still need this vital lifesaving skill.

Physical education is an essential part of children’s well-being and health and is an integral part of our school day. Our pupils not only take part in twice weekly Physical Education and Sports lessons, they also develop their fitness and stamina in Wake and Shake, yoga and Manston Mile sessions. We also encourage our pupils to take part in sport clubs after school and clubs in the local community by celebrating and promoting participation and achievements.

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PSHCE

We believe that PSHE and citizenship should enable children to become healthier, more independent and more responsible members of society. We encourage our pupils to play a positive role in contributing to the life of the school and the wider community. Our PSHE curriculum aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up in modern Britain.

Planning for PSHE covers the following topics and is delivered through the ‘You, Me, PSHE’ scheme:

• Physical Health and wellbeing
• Keeping safe and managing risk
• Careers, financial capability and economic wellbeing
• Mental health and wellbeing
• Drug, alcohol and tobacco education
• Sex and relationship education

In PSHE lessons, our children are taught how to develop the knowledge, skills, attitudes and resilience to live confident, healthy, independent lives now as well as in the future.

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Art

Art is important in the creative and emotional development of children and we believe it is an important part of the curriculum for all children. Our aim is to encourage the children to be inquisitive; to question, reflect and be inspired. This is done through exposing the children to a wide range of artists, craft workers and designers from a range of backgrounds and ethnicities. We give them the opportunity to practically experience a variety of media to develop their creative and aesthetic skills.

We follow the National Curriculum to ensure the children develop their skills as they progress through school. We often link art to topic work as well as other curriculum areas. Specific activities and special events/experiences are planned alongside these to ensure the children develop the skills, knowledge and understanding required. We provide an art curriculum which will enable every child to reach their full potential through investigation, research, making and evaluating both their own work and the work of others.

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DT

We understand the children need an awareness not only of what Design and Technology is but also develop a practical approach to it. We follow the National Curriculum to ensure children develop a range of skills and knowledge using a wide range of materials and equipment in a safe and controlled environment.

Strong links are being formed between Art, Computing, and Design and Technology. There are other links between Core and Foundation subjects so that children can purposefully use skills within different contexts which will challenge and extend their learning.

We use a variety of teaching and learning styles in design and technology lessons. This is done by using a mixture of whole class teaching and small group work. Within lessons, children have the opportunity to design, make and critically evaluate a product. The children are encouraged to share their opinions and listen to other children; treating each other with respect. Many of the projects involve elements of individual and collaborative work.

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Music

We believe that music is a unique and powerful form of communication that has the ability to reach out to anyone.  Music can take pupils through time, to different places and through emotional journeys and can change the way they think, feel and act. We feel a quality musical education promotes creativity and personal expression as well as development and reflection to prepare our pupils for life in modern Britain. We aim to ensure our curriculum is accessible to all and encourages a love of music. Through this curriculum, our pupils are able to discover their aptitudes, abilities and preferences, sample a range of music, instruments and styles

 and make choices about how to get involved in lifelong music learning.

We follow the National Curriculum for Music, using the Charanga Music School programme as well as whole class instrumental teaching and use of Bamboo Tamboos and other percussion instruments.

Along with the lessons taught in class, the whole school comes together once a week for singing assembly, which is a chance to perform together and further build upon singing skills taught in each year group. We also have an enthusiastic school choir who help develop community links by performing at different events locally.

We understand the importance of children experiencing quality live music and being exposed to a variety of styles and instruments so each year we have a different group of musicians come in to school to perform to the whole school and demonstrate different musical genres with a range of instruments.

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MFL- French

We believe that the learning of a modern foreign language at primary school provides a valuable educational, social and cultural experience for our pupils. Children in KS2 are taught 30 minutes of French weekly. Learning another language nurtures pupils’ self-confidence and develops strong interpersonal skills. Pupils learn to be tolerant and appreciative of others who speak another language, which is crucial in modern Britain.

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RE

RE is an essential area of study if pupils are to be well prepared for life in a world where controversy over religious and non-religious world views is pervasive and where many people lack the knowledge to make their own informed decisions. It is a subject for all pupils, whatever their own family background and personal beliefs and practices.

We currently follow the Local Agreed Syllabus for Leeds, Kirklees and Calderdale, produced by SACRE for teaching from September 2019. At Key Stage 1, teaching and learning is focused around Christianity and Islam, alongside understanding of non-religious approaches to life.  At Key Stage 2, teaching and learning is extended to include Christianity, Islam, Judaism and Sikhism, alongside other religions and understanding of non-religious approaches to life.

To support delivery of the syllabus, we plan our lessons around the units of work provided. Each year group has its own units which focus on an investigative and enquiry approach. Each unit focuses on a key question (E.g. ‘Which stories are special?’) which draws in two or more of the main religions allowing children to understand different beliefs and make links.

RE also links strongly to the PSHE units of work, supporting children’s emotional, moral and personal development and to all work around equality.

Our families at Manston Primary are from a range of faiths and non-religious backgrounds. RE is concerned with “learning about religion” and “learning from religion” and it is not our practice to preach to or convert the children. When teaching RE, staff are very careful to respect the faith backgrounds of each other and our families.

EYFS

Our curriculum is designed to recognise children’s prior learning, both from previous settings and their experiences at home. We work in partnership with parents, carers and other settings to provide the best possible start at Manston Primary, ensuring each individual reaches their full potential from their various starting points.

We provide our children with a curriculum that is designed to be flexible, engaging and exciting so that their unique needs, passions and interests are embraced.

Our aims are:

• To work in partnership with our parents and carers to promote independent, confident and enthusiastic learners who thrive in school and make at least good progress from their various starting points. 
• Plan for children’s interests and provide opportunities throughout our EYFS curriculum to support learning, consolidate and deepen knowledge and ensure children meet their next steps.
• Provide children with a wide range of rich, first hand experiences to take the curriculum beyond the classroom.
• Foster the development of each child’s character. Personal development, health and wellbeing preparing them to make a valuable contribution to society.
• Provide purposeful, enticing and well planned indoor and outdoor environments which supports learning in all areas of the curriculum.
• Prepare children to reach the Early Learning goals at the end of the Foundation Stage and ensure children make at least good progress from their starting points.

By the end of the Reception year, our intent is to ensure that all children make at least good progress from their starting points and are equipped with the skills and knowledge to have a smooth transition into Year 1.