Maths Approach

At Middlethorpe we recognise that mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. Therefore we recognise the importance of a high quality mathematics curriculum. Through developing a child’s ability to calculate, to reason and problem solve, a high quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the power of mathematics, and a sense of enjoyment and curiosity about the subject.

We use the ‘Mastery Maths’ approach and the White Rose Maths Hub plans across school to ensure that there is appropriate breadth and depth in our maths curriculum.  Pupils have lots of opportunities to practise the basic skills and memorise key number facts such as number bonds and times tables to help them develop greater fluency and reasoning in their mathematical development.  There are also many opportunities for children to develop their mathematical reasoning and problem solving.  

The aims of Mathematics are:

• to promote enjoyment and enthusiasm for learning through practical activity, exploration and discussion
• for children to become fluent in the fundamentals of mathematics so that they are able to recall and apply their knowledge rapidly and accurately
• for children to be able to reason mathematically by following a line of enquiry, hypothesising about relationships and generalisations, and developing an argument, justification or proof using mathematical language
• for children to be able to solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication
• for children to be able to demonstrate and develop effective learning behaviours such as: perseverance, collaboration, questioning and organisation
• to develop  children’s understanding of the importance of Mathematics in everyday life

Mathematics will be taught as a core lesson every day. This will usually be an hour a day. Where possible, children will all engage in the objectives specified in the National Curriculum for their year group. Where this is not possible, teachers are expected to differentiate appropriately. 

Maths

English

In English we teach a broad curriculum covering reading, writing, grammar and oracy.  We have a curriculum of high quality texts which are used throughout school that builds children's knowledge of literature and their reading ability in a structured way.  We follow a consistent approach to the teaching of writing and reading across the school. The approach to writing has been implemented throughout school with the purpose of providing a clear structure to writing for all children, increasing the quality and sophistication of their writing. Children are given a reading book to take home each week and it is helpful if parents can support children to make a brief comment in their reading record to let us know how they are getting on with their reading at home.  We expect children to read at least five times per week during term time and bring their reading books into school everyday. Developing confident early readers is one of our school priorities and we greatly appreciate parental support in this area.

English

At Middlethorpe our Science curriculum is designed to develop curiosity and fascination about the world and its people and develop a greater understanding of scientific concepts. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. The essential scientific knowledge has been carefully sequenced to ensure it builds within a year, across years and across subjects. Children investigate a range of scientific concepts and explore the work of scientists throughout their time at Middlethorpe. Science should be fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for science; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of knowledge, skills and vocabulary and for the children to develop a love of science. Furthermore, we aim to inspire in pupils a curiosity and fascination about the natural and man-made world and a respect for the environment that will remain with them for the rest of their lives. This include the lesson they complete in the classroom but also the other experiences they are offered, such as educational visits and enrichment days.

The aims of teaching science in our school are to:

• Equip children to use themselves as starting points for learning about science, and to build on their enthusiasm and natural sense of wonder about the world

• Develop through practical work the skills of observation, prediction, investigation, interpretation, communication, questioning and hypothesizing, and increased use of precise measurement skills and ICT

• Encourage and enable pupils to offer their own suggestions, and to be creative in their approach to science, devising their own invitations and taking lines of enquiry in a way that interests them

• Gain enjoyment from their scientific work

• Enable children to develop their skills of co-operation through working with others, and to encourage where possible, ways for children to explore science in forms which are relevant and meaningful to them

• Teach scientific enquiry through contexts taken from the National Curriculum for science

• Encourage children to collect relevant evidence and to question outcome and to build resilience to persevere as it is likely they will need to repeat results or will encounter unexpected results that do not support their hypothesis

• Encourage children to treat the living and non-living environment with respect and sensitivity

• Stress the need for personal and group safety by the correct usage and storage of resources

• To critically question the world around them

• To enable children to appreciate that we do not always know the answers when carrying out scientific enquiry as the world around them is continually changing and developing

• Equip children with the language to be able to discuss their learning and confidently explain their scientific understanding in small groups

Science

History

History is the study of change over time; it covers all aspects of human society. Historians examine historical records, primary and secondary, to learn about the past and the context of people’s attitudes towards those events.

At Middlethorpe we aim for a high quality history curriculum which will inspire in children a curiosity and fascination about Britain’s past and that of the wider world.  Our curriculum takes in to account the location of the school and the content of the National Curriculum to ensure our children have an accurate understanding of the history of the world in which they live. The essential historical knowledge has been carefully sequenced to ensure it builds within a year, across years and across subjects. Our pupils will learn knowledge about the history of Britain and how it has influenced and been influenced by the wider world; know and understand about significant aspects of history of the wider world like ancient civilisations and empires; changes in living memory and beyond living memory; learn about significant people of the past, understand the methods of historical enquiry and be able to answer questions. We want children to enjoy and love learning about history by gaining these knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits

We aim to develop the following essential characteristics of historians:

• The ability to think critically about history and communicate ideas confidently and to a range of audiences
• A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgements
• A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways
• A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics
• An excellent knowledge and understanding of people, events and contexts from a range of historical concepts and processes
• The ability to think, reflect, debate, discuss and evaluate the past, formulating questions and lines of enquiry

Leaders have carefully selected the knowledge and skills children at Middlethorpe require to fulfil the aims of the subject. The long term plan takes in to account the schools location and the content of the National curriculum. Key concepts have been identified that children encounter at different stages of their educational journey and then revisit repeatedly. The content has been mapped into two half termly units per year. During the terms Autumn 1 and Spring 2 the whole school has a history focus. In Foundation Stage children learn about family customs and routines, talk about past and present in their own lives and the lives of family members. Know similarities and differences between themselves and others, and among families and communities.

In Key Stage 1 children study changes within and beyond their living memory, lives of significant people and historical events, people and places in the locality. In Key Stage 2 children study an element of British History in their first unit of the year and during the second unit they study ancient civilisations of the world. Learning is chronological in nature and builds progressively and where possible links have been made to other subject areas. When children are not studying History learning across other subject areas and the wider curriculum provides opportunities to apply their historical knowledge and skills wherever possible. Summer term 2 has been consciously left to allow time for teachers to respond to current global affairs giving children time to apply their previously acquired historical knowledge and skills when appropriate.

Within a block of History the key knowledge, skills and vocabulary have been identified for teachers to ensure that content and concepts are progressive across the whole school. Knowledge organisers are designed to support children in their knowledge acquisition and are used continuously through units to support children in recalling and retaining the key knowledge and vocabulary. Low stakes quizzing is also used as a strategy to support children in knowing more and remembering more. All units begin with children investigating what key concepts are and what they are not. This is designed to support children in making links in their learning. Children then use a range of historical skills to obtain and apply new and existing knowledge. Such skills include chronological awareness, asking and answering historical questions, making contrasts between periods in history, reflecting on effects of historical events in life today and identifying primary and secondary sources of evidence. Opportunities are provided to present their historical knowledge, learning and understanding in a range of ways. At Middlethorpe the local area is fully utilised to aid children’s historical understanding and there are extensive opportunities for learning outside the classroom embedded in practice. Where an area or concept can be seen in real life it is. Consideration is given to how children who grasp concepts more rapidly and those learners who need more support are catered for within history lessons.

History Documents

History

Geography is the study of places and the relationships between people and their environments. Geographers explore both the physical properties of Earth’s surface and the human societies spread across it.

At Middlethorpe our Geography curriculum is designed to develop curiosity and fascination about the world and its people and develop a greater understanding of our pupils' place in it. Our curriculum takes in to account the geographical location of the school, the content of the National Curriculum and the current geographical climate to ensure our children have an accurate understanding of the world in which they live. The essential geographical knowledge has been carefully sequenced to ensure it builds within a year, across years and across subjects. Children investigate a range of places (both in Britain and abroad) and a number of Earth’s physical and human processes.

We aim to develop the following essential characteristics of geographers:

• An extensive base of geographical knowledge and vocabulary
• An excellent knowledge of where places are and an accurate understanding of what they are like both in Britain and the wider world
• A comprehensive understanding of the way in which places are interdependent and interconnected
• Fluency in geographical enquiry and the ability to apply questioning skills as well as effective presentation techniques
• The ability to reach clear conclusions and explain their findings
• Excellent fieldwork skills and other geographical aptitudes and techniques
• The ability to express well-balanced opinions rooted in very good knowledge and understanding about current issues in society and the environments
• A genuine interest in the subject and a real sense of curiosity about the world and the people who live here

Geography Documents

Geography

Computing

Technology is changing the lives of everyone. Through teaching computing we equip our children to participate in a rapid changing world where work and leisure activities are increasingly transformed by technology. We feel it is essential for children to become digitally literate in order to thrive in an increasingly changing and fast-paced world. 

At Middlethorpe we aim for a high quality computing curriculum which will inspire and enable children to find, explore, analyse, exchange and present information. We also focus on the knowledge and skills necessary for children to be able to use information in an effective way. Our curriculum takes in to account the content of the National Curriculum to ensure that our children have an accurate understanding of the progressive and wide array of computing skills necessary to be successful. Development of declarative and procedural knowledge are major factors in enabling children to be confident, creative and independent learners and it is our intention that children have every opportunity available to achieve this.  

In our curriculum we identify the vital elements to becoming a successful and responsible user of technology, via carefully sequenced lessons to ensure it builds within a year, across years and across subjects. The core of our computing curriculum is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – a at level suitable for their future workplace and as active participants in a digital world. 

Our ambitious computing curriculum is structured into 3 areas that allow all pupils from EYFS to Year 6 to progress through different categories of knowledge. These are: 

• Computer Science 
• Digital Literacy 
• Information Technology 

Via the national curriculum and our progression of skills, we will ensure that all pupils: 

• Confident in using code and can understand and apply the fundamental principles and concepts of computer science, including logic, algorithms and data representation. 
• When coding, pupils can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems 
• Effectively develop and build a wide and varied range of skills in order to apply, analyse and evaluate information that is presented in a variety of ways  
• Able to connect with others responsibly and are competent, confident and creative users of information and communication technology. 
• Will have the awareness of key issues in computing such as: consent, bullying, plagiarism, copyright and privacy. 
• The ability to think critically about computing and communicate ideas confidently and to a range of audiences 
• A passion for computing and an enthusiastic engagement in learning, which develops their sense of curiosity about the world and technology around them 
• A desire to embrace challenging activities, including opportunities to undertake high-quality tasks across a variety of computing aspects 

Computing Documents

Computing

Art and Design

Logic will get you from A to B.  Imagination will take you everywhere. – Albert Einstein

At Middlethorpe our Art curriculum is designed to develop curiosity and fascination about the world around us and enable our children to express themselves in a variety of ways.  Our curriculum takes into account the experiences of our children, the content of the National Curriculum and the current art climate to ensure our children have the skills, understanding and knowledge to be able to represent relationships and draw conclusions through art.  The essential art knowledge has been carefully sequences to ensure it builds within a year, across years and across subjects.  Children investigate a variety of media and art techniques and genres. 

We aim to develop the following essential characteristics of artists:

• An extensive base of artistic knowledge and vocabulary
• The ability to problem solve and to understand that there may be more than one solution
• The ability to express themselves in ways that are not restricted by their understanding of words and numbers
• The willingness to surrender to the unanticipated possibilities of the work as it unfolds
• The ability to express well-balanced critiques and to make good judgements about qualitative relationships
• The understanding that small differences can have large effects
• The understanding there are many ways to see and interpret the world
• Fluency in artistic enquiry and the ability to explore possibilities
• A genuine interest in art and a real sense of curiosity about the world

Leaders have carefully selected the knowledge and skills children at Middlethorpe require to fulfil the aims of the subject. The long term plan takes into account the experiences of our children, the content of the National curriculum and has the flexibility to take into account current popular artists.  Key concepts have been identified that children encounter at different stages of their educational journey and then revisit repeatedly. The content has been mapped into one half termly units per year. During the term Spring 1 the whole school has an art focus. In Key Stage 1 children study how artists use line, colour and pattern and how they use shape, form, space and texture.  In Key Stage 2 children study how artists are inspired by nature, how they represent people, use perspective and express modern life.  Learning is sequenced and builds progressively and where possible links have been made to other subject areas. When children are not studying art, learning across other subject areas and the wider curriculum provides opportunities to apply their artistic knowledge and skills where ever possible.

Within a block of art study the key knowledge, skills and vocabulary have been identified for teachers to ensure that content and concepts are progressive across the whole school. Knowledge organisers are designed to support children in their knowledge acquisition and are used continuously through units to support children in recalling and retaining the key knowledge and vocabulary. Low stakes quizzing is also used as a strategy to support children in knowing more and remembering more. All units begin with children investigating what key concepts are and what they are not. This is designed to support children in making links in their learning. Children then use a range of artistic skills to obtain and apply new and existing knowledge. Such skills include drawing, painting, sculpture, textiles, collage, and printing.  Opportunities are provided to present their art knowledge, learning and understanding in a range of ways. At Middlethorpe the local area is fully utilised to aid children’s artistic understanding and there are extensive opportunities for learning outside the classroom embedded in practice. Where an area or concept can be seen in real life it is. Consideration is given to how children who grasp concepts more rapidly and those learners who need more support are catered for within art lessons.

Art Documents

Art

Physical Education

Our PE curriculum is based around the ‘Primary Steps in PE’ Scheme of work covering Athletics, Games, Dance and Gymnastics. We are supported by NE Lincolnshire Sports Partnership to provide high quality PE for all year groups. 

In FS and KS1 class teachers teach our PE curriculum for two hours each week. 

PE KS1 Documents

PE

Music

At Middlethorpe Primary Academy we make music an enjoyable learning experience. We encourage children to participate in a variety of musical experiences through which we aim to build up the confidence of all children. Our teaching focuses on developing the children’s ability to sing in tune and with other people. Through singing songs, children learn about the structure and organisation of music. We teach them to listen and to appreciate different forms of music. As children get older, we expect them to maintain their concentration for longer and to listen to more extended pieces of music. Children develop descriptive skills in music lessons when learning about how music can represent feelings and emotions. We teach them the disciplined skills of recognising pulse and pitch. Also, we teach the children how to work with others to compose music and perform for an audience.

Leaders have carefully selected the knowledge and skills children at Middlethorpe require to fulfil the aims of the subject. Teachers and staff use the Charanga scheme of work which offers a topic-based approach to support children’s learning in music. A steady progression plan has been built into Charanga, both within each year and from one year to the next, ensuring consistent musical development. By using Charanga as the basis of a scheme of work, we can ensure that they are fulfilling the aims for musical learning stated in the National Curriculum:

Charanga includes many examples of music styles and genres from different times and places. These are explored through the language of music via active listening, performing and composing activities, which enable understanding of the context and genre.

Charanga provides a classroom-based, participatory and inclusive approach to music learning. Throughout the scheme, children are actively involved in using and developing their singing voices, using body percussion and whole body actions, and learning to handle and play classroom instruments effectively to create and express their own and others’ music. Through a range of whole class, group and individual activities, children have opportunities to explore sounds, listen actively, compose and perform. 

Click on the picture to find out more about Charanga

The children at Middlethorpe also take part in a weekly singing assembly where they explore a variety of different songs and styles.  Key Stage 2 children also take part in Choir activities and performances both in and outside of school. 

 The aims of our Music curriculum are to develop pupils who:

• Can sing and use their voices.
• Create and compose music on their own and with others.
• Use technology appropriately.
• Progress to the next level of musical excellence. 
• Have opportunities to learn a musical instrument.
• Understand and explore how music is created, produced and communicated.
• Understand the work of great composers and musicians.
• Enjoy and have an appreciation for music.
• Use musical language.
• Make judgements about the quality of music.
• Have opportunities to play a wide variety of instruments.
• Take part in performances.
• Perform and share a range of musical styles.
• Listen, review and evaluate music across a range of historical periods, genres, styles and traditions.
• Have opportunities to study a range of musical styles and genres, e.g. Jazz, Hip Hop, Pop, Rock etc.

Alongside our curriculum provision for music, pupils also have the opportunity to participate in additional 1:1 music teaching. Pupils are offered the opportunity to learn a musical instrument with peripatetic teachers. Our peripatetic music teaching is organised by the Local Education Authority’s Music for Life, where lessons are provided weekly for a small set fee paid by the child’s parent or carer. 

Music Documents

Music

RE

“RE is the most meaningful way of creating a successful and wholly integrated society. The more people know about the faiths currently thriving in Britain the more likely we will be, as a nation, to embrace our multi-cultural society.”

At Middlethorpe we aim for a high quality religious education curriculum which will enable children to develop a knowledge and understanding the religions and beliefs which form part of contemporary society.  Our curriculum takes in to account the location of the school and the content of the National Curriculum to ensure our children have an accurate understanding of people’s beliefs both in their community and beyond. The essential religious knowledge has been carefully sequenced to ensure it builds progressively within a year, across years and across subjects. Our pupils will learn knowledge about Christianity and how this religion impacts upon British beliefs and culture. Children will compare and contrast Christianity throughout their primary RE journey with other religions such as Hinduism, Islam, Judaism and Sikhism to ensure that children have a wide yet detailed knowledge base of world religion. We want children to enjoy and love learning about their beliefs as well as others’ beliefs so that they become tolerant, respectful and inquisitive learners of religion.

We aim to develop the following essential characteristics of religious philosophers:

• The ability to think critically about religion (demonstrate a religious philosophy) and communicate ideas confidently and to a range of audiences
• A respect for every person’s religious beliefs (or lack thereof) and the ability to explain their viewpoints with consideration and respect
• A passion for religious education and an enthusiastic engagement in learning, which develops their sense of curiosity about the varying beliefs in our country and world
• A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of religions and topics
• An excellent knowledge and understanding of people, events/stories and key figures from a range of religions
• The ability to think, reflect, debate, discuss and evaluate the past, formulating questions and lines of enquiry

Leaders have carefully selected the knowledge and skills which children at Middlethorpe require to fulfil the aims of the subject. The long-term plan (Discovery RE) takes in to account the schools location and the content of the National curriculum. Key concepts have been identified that children encounter at different stages of their educational journey and then revisit repeatedly. We believe that children at Middlethorpe should dive deeper into the overwhelming local religion of Christianity, as well as broaden their religious knowledge by studying a range of contrasting religions alongside. The content has been mapped into one unit per half term which will focus on varying religions: usually two or three. RE will be taught throughout the academic year.

In Foundation Stage, children learn about Christian festivals such as Christmas and Easter; celebrations across a range of different religions including Islam and Judaism; and stories from major world religions such as Buddhism, Christianity, Islam, Hinduism and Sikhism.

In Key Stage 1, children study religious stories and customs within both Christianity and Judaism. Children will explore the connection that Christians and Jews have towards their significant figures and/or God. In Year 2, children also have the opportunity to compare and contrast Judaism and Christianity with beliefs and stories within Islam.

In Lower Key Stage 2, children continue to revisit and enhance their knowledge of Christianity and Judaism. Children develop lines of enquiry surrounding religious celebrations and stories from scripture. As well as this, children now have the opportunity to broaden their religious repertoire of knowledge by studying Sikh ceremonies and communities and Hindu beliefs and festivals such as Diwali.

In Upper Key Stage 2, children hone their prior knowledge in order to enquire further into all of the religions that they have learned about in their primary school journey. Children will learn about beliefs, morals and prayer in Sikhism; festivals and commitments to God in Christianity; beliefs and moral values in Hinduism; beliefs, practices and moral values in Islam. It is in Upper Key Stage 2 that children really delve into the philosophy of religion by using their own experiences and reasoning to answer more open-ended religious debates, such as: “Is anything ever eternal?”

At Middlethorpe the local area is fully utilised to aid children’s religious understanding and there are extensive opportunities for learning outside the classroom embedded in practice. We endeavour to expose the children to as many cultural and religious experiences as possible, to not limit their life experiences due to the lack of multiculturalism in our immediate area.

RE Documents

RE

PSHE

PSHE enables our children to become healthy, independent and responsible members of society. It 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. It helps pupils to stay healthy, safe and prepared for life – and work – in modern Britain.

At Middlethorpe, our PSHE curriculum is high quality, well thought out and is planned to demonstrate progression of knowledge, skills and understanding. We follow the ‘Jigsaw’ scheme of learning. Jigsaw PSHE is a comprehensive and completely original Scheme of Work for the whole Primary School from Years F1 and 2 through to Year 6. It brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning.

The Jigsaw scheme is also supplemented with other topical issues that arise during the school year ie Anti-Bullying Week , Children in Need  and Remembrance Day. These real-life experiences give the children opportunities to put the knowledge, skills and understanding they have learned into practise.

Jigsaw contributes, as a good PSHE programme should, to the British Values agenda very significantly, both through the direct teaching of information and through the experiential learning children will enjoy.

The 5 strands of the British Values agenda have been mapped across every Puzzle and every Piece (lesson).

There are six strands to the scheme:

• Being in my world
• Celebrating difference
• Dreams and goals
• Healthy me
• Relationships
• Changing me

These strands are the same in each year group and have six lessons each which are started off with a whole school assembly.

PSHE

MFL

At Middlethorpe we teach basic Spanish in KS2. We follow Language Angels.

Home (languageangels.com)

 Rational

Our school believes that all children need opportunities to play which allow them to explore, manipulate, experience and affect their environment. The school acknowledges the UN Charter on the Rights of the Child, especially Article 31, and supports the child’s right to play. We believe play provision should be: Welcoming and accessible to every child, irrespective of gender, sexual orientation, economic or social circumstances, ethnic or cultural background or origin, or individual abilities.

The OPAL programme rationale is that “…better, more active and creative playtimes can mean happier and healthier children, and having happier, healthier, more active children usually results in a more positive attitude to learning in school, with more effective classroom lessons, less staff time spent resolving unnecessary behavioural problems, fewer playtime accidents, happier staff and a healthier attitude to life”.

The value of play

Play is defined as any freely chosen activity which a child finds satisfying and creative. It may or may not involve equipment or other people. We believe the learning opportunities of play include:

• Emotions e.g. learning about oneself and others, sadness/gladness, rejection/acceptance, frustration/achievement, boredom/fascination, fear/confidence.
• Social interactions - enhancing self-esteem and understanding of others through freely chosen interactions e.g. within peer groups, with individuals, with groups of different ages, abilities, interests, gender, ethnicity and culture.
• Making choices, problem solving, being creative,
• Playing with scrap materials, tyres and other multipurpose objects
• Achieving and also coping with failing,
• Communication and negotiation skill

Aims

The school aims to address the provision of improved play opportunities:

• To ensure play settings provide a varied, challenging and stimulating environment.
• To allow children to take risks and use a common-sense approach to these risks and their benefits.
• To provide opportunities for children to develop their relationships with each other.
• To enable children to develop respect for their surroundings and each other.
• To aid children’s physical, emotional, social, spiritual and intellectual development.
• To provide a range of environments which will encourage children to explore and play imaginatively.
• To provide a range of environments which will support children’s learning across the curriculum and learning about the world around them.
• To promote independence and team work within children.
• To build emotional and physical resilience.