Subject Intent, Implementation and Impact
I am a SVP Artist
Intent: At SVP it is our intention that when children study Art and Design they will consider themselves as an artist. Children will have access to knowledge that develops their skills in drawing, painting, sculpture and other art, craft and design techniques. At SVP, Art and Design should engage, inspire and challenge, equipping our children with the knowledge and skills to experiment, invent and create their own works of art, craft and design. It should be relevant to other curriculum areas such as English, RE, History and Geography where possible. As children 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 country and the world. Art should be given a purpose and displayed, in order for children to showcase their pieces and for creativity to be celebrated.
Implementation: Children will be given many opportunities to produce creative work, exploring their ideas and recording their experiences. Skills (drawing, painting, sculpture etc) will be taught and developed each year, showing clear progression.
These will then be applied when children design their own piece of art work. They will use knowledge they have learnt from evaluating and analysing creative works using the language of art, craft and design and will study artists to understand their background and influences for their style of art as inspiration and critique work.
Impact: Children at SVP will be able to use a range of materials creatively to design and make products and use drawing, painting and sculpture to develop and share their ideas, experiences and imagination, to their satisfaction using high quality materials. They will have learnt a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. They will know about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. They use a range of materials creatively to design and make products. They have agency and confidence in expressing themselves and their ideas creatively, being able to make choices about how to give their work their own style.
At SVP it is our intention children will see themselves as Computer Scientists by progressing through key skills and knowledge embedded within our computing progression map.
We want our children to understand they are responsible for their own choices when engaging with technology and their impact of their actions. We want to model and educate children on how to use technology positively, responsibly and safely. As educators at SVP we want our children to be secure and fluent with a range of tools to best express their understanding. Our over-arching aim is for all children to have the independence and confidence to choose the device or application to fulfil a specific task and to use technology safely, respectfully, effectively and compassionately so that they can lead a flourishing life and have the disposition to help others to do so too.
Computing is embedded within the curriculum and taught as stand-alone lessons.
Computing is not limited to only taught lessons as children are provided opportunities to thread their new acquired skills throughout other areas, using a range of mediums, including laptops and ipads.
Skills are taught and developed each year, showing clear progression through the key stages using Knowsley’s CLC curriculum map.
Children at SVP will be able to discuss, reflect and appreciate the impact computing has on their learning, development, agency, and well-being.
The children feel prepared with the skills and knowledge to continue to build on their computing journey within the next stage of their education and beyond. The way children showcase, present and publish their work will best evidence the impact of our Expeditionary Curriculum. We also look for evidence through reviewing pupil’s knowledge and skills digitally through their shared drive, Seesaw and observing their leaning regularly.
Our children will ack like Computer Scientists exploring and working to make the world a better place.
I am a SVP Designer
Intent: At SVP it is our intention that when children study Design and Technology, they will have hands on, practical experience of designing, making and evaluating products. Children will have freedom to use their creativity and imagination to design and make products that solve real and relevant problems, from a range of contexts whilst considering their own and others’ needs, wants, interests and opinions. They acquire a range of subject knowledge and apply learning from other areas such as maths, science, computing and art. Children learn how to take risks, becoming resourceful and innovative. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world.
Implementation: Children will be given opportunities to design and make products based on a certain design criteria through design and technology projects. This will link to their wider learning within history/geography/ science curriculum where appropriate. They will have the opportunity to work collaboratively, sharing ideas and knowledge and supporting the Crew’s learning. They will be given opportunities to explore and evaluate a range of existing products and use what they learn from these when designing. They will have opportunities to explore materials and tools and be taught DT skills which they can use when making their product (eg. Cutting, shaping and joining materials). The design criteria should reflect the year group, with more challenging criteria as the children progress through the school.
I am a SVP designer
Impact: Children at SVP will be able to design purposeful and functional products based on design criteria and be able to generate, develop and communicate their ideas through talking, drawing, models or templates using ICT (if applicable). They will be able to select and use the tools required, and select and use appropriate materials according to their characteristics, in order to make what they have designed. They will then evaluate their design against the design criteria and think of ways they could improve their work. This would include applying their technical knowledge e.g. how to stiffen things or make it stronger, use mechanisms such as gears or pulleys, include electrical components such as switches or motors and use knowledge of computing to program, monitor and control their product. They will also understand how key events and individuals in design and technology have helped shape the world.
I am a SVP Geographer
Intent: At SVP, it is our intention that when children study geography they will consider themselves as practising the skills of the geographer. Children will have access to knowledge that develops their understanding of the manmade and natural world, including continents, countries, oceans, climates and cities and settlements. Children will be introduced to the knowledge and skills of geography and be given the opportunity to practise skills using relevant equipment and resources. The acquisition of subject specific vocabulary is essential for developing understanding and acquiring the voice of the geographer.
As the children progress through the school, resources and practical activities, including the use of compasses, globes, maps, keys will help consolidate classroom learning. Children will acquire the ability to compare and contrast geographical places and locations and to make reasoned and evidence based judgements about those differences. The curriculum aims to inform children about the world they inhabit so that they can make sense of what they see around them.
Implementation: The area of study will be introduced to the class as a guiding question relating directly to the Geography National Curriculum requirements. The guiding questions are progressive reflecting the children’s development and understanding as they progress through the Key Stages. Children are encouraged to supplement their geography learning with non-fiction reading texts and independent research. Teachers will take every opportunity to broaden knowledge by choosing topic related text for guided reading and usinf close reading. Carefully chosen and well-planned DT projects may also be used to add a further dimension to children’s engagement and knowledge development. Children will be given the opportunity to work collaboratively, sharing ideas and knowledge and supporting each other’s learning journey. Practical activities will be planned in which children are given the opportunity to practise the skills learned in the classroom. Each project which features geography will conclude with a requirement to put geography knowledge to work with a presentation of learning or service learning.
Impact: Children at SVP will be able to explain world and UK geography confidently and at an age appropriate level. They will be able to name and explain facts about the continents and countries of the world, by the end of KS2 they will be able to make comparisons and explain differences between geographical locations and explain the link between natural and manmade geography – these are defined as our Geography End Points as procedural skills. Children will be also be able to make links between the globe, the climate and scientific explanations of the world. In addition, they will be able to answer questions by making links between areas of study and in some cases return to old learning to reappraise it with new ideas, thereby showing progression of ideas and concepts.
I am a SVP Historian
Intent: At SVP it is our intention that when children study history, they will regard themselves as historians. It is essential that our children are provided with both the broad and deep knowledge that will enable them to identify and locate facts through time and place. Children should also be provided with the opportunities to investigate history and discover and make links for themselves. The acquisition of subject specific vocabulary is essential for developing understanding and acquiring the voice of the historian. Having a clear understanding of the chronological order of history and the evolution of human development is a key requirement. The ability to compare and contrast times and places and to make reasoned and thoughtful conclusions regarding areas of study is the aim as children move through the school.
Resources and practical activities, including workshops and visits are made available to bring places, times and events to life and thereby broaden the children’s concepts of the world and their place within it. The curriculum aims to ignite within children a curiosity about the historical world which provides meaning and gives context to the present and encourages our children to undertake independent learning beyond the classroom.
Implementation: The area of study is introduced to the class often as a guiding question relating directly to the History National Curriculum requirements. The questions are progressive reflecting the children’s development and understanding as they progress through the Key Stages. Children are encouraged to supplement their project learning with their choice of non-fiction reading texts and independent research. Teachers will take every opportunity to broaden knowledge by choosing non-fiction related text for guided reading and close reading. Carefully chosen and well-planned DT case studies will also be used to add a further dimension to children’s engagement and knowledge acquisition. Children will be given the opportunity to work collaboratively, sharing ideas and knowledge and supporting each other’s learning journey. Practical activities will be planned in which children are given the opportunity to practise the disciplinary knowledge learned in the classroom, such as interrogating primary and secondary resources. Each project will conclude with an independent piece of work in which children are required to put their knowledge to work in a presentation of learning or in service learning.
Impact: Children at SVP will be able to engage confidently in talking about historical periods, topics and concepts. They will be able to explain some substantive facts and make statements which they will be able to support with some knowledge from various sources. Most importantly, they will be able to show disciplinary knowledge via our History End Points as these procedural skills enable our children to think like a historian, when facts fade with time. Our children will be aware that there is often more than one version of history and may be able to give examples of both. In addition, they will be able to answer questions by making links between areas of study and in some cases return to old learning to reappraise it with new ideas, thereby showing progression of ideas and historical concepts.
I am a SVP Mathematician
In our school, maths is taught with robustness and integrity in discrete maths classes. Along with discrete maths instruction, maths is integrated into projects whenever possible, in a lead or supporting role. Teachers support mathematical thinking in areas such as numeracy, statistics, patterns, and problem-solving. In the same way that we celebrate English through events, projects, community meetings, exhibitions, and hallway displays, mathematical thinking and learning is showcased and discussed throughout the building.
As a school, we focus on foundational facts for fluency – vocabulary, formulas, algorithms, and number facts – that are always grounded in conceptual understanding. Teachers ensure that children develop procedural fluency, calculating with accuracy and efficiency. There is an equally strong focus on problem-solving skills and critical thinking.
At SVP school, we support children to think like mathematicians and cultivate mathematical habits of curiosity, risk-taking, perseverance, grit, and craftsmanship. Children learn to reason abstractly and quantitatively, model mathematically to empirical situations, and to construct and critique mathematical arguments. In our school, we aim to also recognize the “gates of opportunity” represented by high-level math concepts and prepare all children to have the opportunity to engage in high-level maths learning as part of a mastery to maths approach.
A typical Maths lesson will provide the opportunity for all children, regardless of their current attainment, to work through Fluency, reasoning AND Problem-Solving activities. In each lesson there will be opportunities for children to practice mental calculation as well as building conceptual understanding through carefully designed activities, that build on previous knowledge and understanding. Maths is therefore progressive and cumulative.
Lessons provide an open context for discussion and investigation. We use a variety of teaching and learning styles in mathematics lessons. Our main aim is to develop children’s knowledge, skills and understanding. We do this through a daily lesson that has a high degree of challenge and plenty of opportunity to apply new and existing skills. During lessons we encourage children to ask as well as answer mathematical questions. They have the opportunity to use a wide range of manipulatives such as number lines, number squares, digit cards, Numicon, Base 10 and small apparatus to support their work and their thinking. Children and teachers use Anchor Charts to support retrieval and ICT in mathematics lessons where it will enhance learning, and to assist with modelling ideas and methods. Wherever possible, we encourage the children to use and apply their learning in everyday situations.
Children at SVP will be able to:
- Quickly recall facts and procedures.
- Have the flexibility and fluency to move through varied contexts and representations of mathematics.
- Use intelligent practice – ‘If I know this, then I know this…’
- Recognise relationships and make connections in
- Explain ideas in a concise and mathematical way and journal their thinking.
- Achieve national standards and
- To enjoy maths and have a positive academic mindset towards mathematics.
I am a SVP Scientist
Intent: At SVP it is our intention that children will see themselves as scientists. The school environment reflects the important we place on Science and the status the subject has in our school. Children will understand that curiosity, wonder, logical thinking and systematic inquiry are all part of being a scientist.
Children will develop an understanding of the natural and physical world based on their observations and these will be confirmed or challenged through practical enquiry, research and discussion. At SVP we aim to prepare our children for the wider world by giving them the skills to acquire new information that may challenge existing hypotheses through questioning, data collection, classification and analysis and practical investigations. We intend that our children will understand that current scientific knowledge and understanding is based on evidence and so has been amended as new evidence has been discovered. Children are taught scientific knowledge and enquiry skills through practical investigations, hands on experiences, observations and research. Our aim is to develop a broader curriculum that gives children the opportunity to acquire in-depth knowledge in physics, biology and chemistry that teaches them to explain how and why things happen.
Implementation: Case studies in science or science as a driver subject within a project begins with a guiding question and children may complete an elicitation activity, e.g. ’mind maps’ to demonstrate their current understanding of that area. Children may annotate these ‘mind maps’ at the end of a topic to show their developed understanding. Our aim is that at an early stage of study, children will identify questions they will attempt to answer by the end of the case study or unit. In KS1 and initially KS2, a whole class question may be chosen, which becomes the essential question. It is important that children are exposed to scientific vocabulary so that they can access the curriculum and discuss ideas and observations in a scientific way. We will teach our children the vocabulary needed at an early stage in the topic and will support them to use and retain it through supporting materials such as Science Knowledge Organisers, concept word banks and by making links with other curriculum areas such as through guided reading. Children will contribute to scientific investigations and plan them, with support in KS1 and then with increasing independence across KS2.
The skills and knowledge covered in each topic are progressive reflecting the children’s development and knowledge as they progress through the Key Stages. Children are encouraged to supplement their learning with their choice of non-fiction reading texts and independent research. Children will develop knowledge and scientific enquiry skills through practical investigations involving paired, group and whole class work but will also have ample opportunity to show their individual understanding through recorded work in their science books. Class work will be recorded on SeeSaw and sometimes in floor books, which showcase the children’s practical and oral work. Our aim is for this to inform teacher assessment and planning to ensure progression and appropriate challenge across the school. When children are recording work in their science books, it will be the same high quality as seen in other curriculum books across the school including English.
Impact: Children at SVP will be able to propose questions that help them understand the natural and physical world. They will be able to plan a line of enquiry that helps them to further understand the world around them and will understand how to conduct this enquiry in a fair and logical way. Our children will be able to take measurements and collate data to help make conclusions and answer questions. They will be able to reflect on new discoveries, both from their own investigations and from research and will use new this new information to amend their current understanding. Children at SVP will be curious and engaged through science and will act as scientists, investigating the world around them.
I am a SVP Active Person (PE)
Stockbridge Village Primary school promotes wellness in children and school staff members. Healthy eating, exercise, sleep, and healthy relationships – the key elements of physical and mental health – are included as part of a school’s PSHE approach. The PE programmes place a strong emphasis on personal fitness and nutrition and character development, and reinforces our school culture of everybody, courage, respect, trust, and achievement. Physical activity and outdoor time are woven into the school day whenever possible and appropriate (e.g., walking to fieldwork sites, setting up classrooms and common spaces, using physical energiser breaks to enhance academic work times). Physical challenges push children to pursue excellence and assume responsibility for their own learning. Teachers help children understand the connections between physical challenge and academic challenge. Our school provides healthy meals to children and discourages unhealthy foods. Council Crew meetings emphasise the importance of well-being for everybody and crew leaders, as well as staff, are stewards of a climate of social and emotional safety for children. School staff model healthy lifestyles and a healthy school culture.
- We want children to leave SVP with a positive relationship to health, activity &
- We will enable children to develop the aptitude for health and physical activity through their own sense of agency as we teach the knowledge of PE’s social, mental and physical benefits and develop them as a whole
- We aim for all children to have a comprehensive knowledge of all basic skills that will serve them well in accessing all sports in their
- We intend to develop a positive attitude towards competitions using values such as fair play, sportsmanship, teamwork, leadership remembering winning and losing is a healthy aspect of
- We intend that our children leave SVP understanding how sport embodies the Olympic Spirit and human and British Values
- We intend PE reflects our Ethic of Everybody
We have scheduled staff PE CPD meeting for summer 2021/22 for teachers ongoing CPD for lesson plans and curriculum maps.
Following on from this, teachers will have two terms of supplementary CPD lessons with a coach from Liverpool Foundation in Autumn 2022.
PE Clinics will also be set up with the PE subject lead for CPD needs that teachers have where they can gain support from the PE subject leader.
We complement the whole person aspect of PE lessons through the use of competitions. The aim is to give children more practise and exposure to events so that they can develop important social skills. We aim to expose as many children as possible to this and share the years/children competing as equally as possible.
We run an “active” breakfast club running group.
Children know what it means to be physically healthy and know how to achieve this.
I am a SVP Ethical Person
(PSHE, RSE & Citizenship)
Being a member of a Crew at SVP and becoming an ethical person, underpins who we are and our whole culture at SVP. The school’s intention is to support our children to be and become ethical people by developing our Crew Culture and ensuring our children can be citizens of the world by providing opportunities to embrace diversity, develop positive values, teach enduring prosocial skills and love learning and to ensure our children have the skills and knowledge to flourish – and to have the disposition to help others’ to do so too. We do this by:
- Developing a clear understanding of an Ethic of Everybody and a place in a diverse world, respecting differences and
- Developing environmentally conscious
- Developing an understanding of personal agency, well-being, healthy living, self-regulation, personal safety and safe
- Developing critical thinkers, who are able to articulate their ideas in a confident manner using oracy and democratic protocols.
- Developing a sense of responsibility, activism and stewardship.
- Designing a curriculum with an expanded notion of achievement and knowledge.
Every day, children learn what it is to be a part of our SVP Crew Culture through our language, our adult modelling, whole school assemblies, our daily organisation and interactions, and in discrete lessons. These opportunities teach our children our Habits of Work and Learning (HOWLS), how to keep safe, development of self and oracy, and how to develop as an ethical person and contribute to a better world. This can be summarised in the diagrams below.
Children take part in three Crew sessions each week (a check-in, a check-up and our Acknowledgments and Apologies check out) , exploring our school’s Habits of Work and Learning (HOWLs) and as part of the PSHE association curriculum and No Outsiders programme, as well as aspects within E-Safety.
Our children are our best feedback and our most authentic evidence of impact. Children at SVP understand what it is to be a member of their Crew and can reflect the school’s values and HOWLs. This can be clearly seen in how they talk to their peers, how they move around the building, their attitudes to learning, their understanding of how take care of themselves and others’, and how they are able to articulate our Crew Culture to visitors. They are very well mannered, compassionate and reflective. As a result, the behaviour of our children at SVP is at least good.