Intent

• Make mathematics a practical, enjoyable and interactive subject, which all pupils can participate in and achieve
• To plan and adapt lessons based on accurate ongoing assessment so that learning builds securely on previous knowledge
• To ensure progression in learning through appropriately sequenced lessons that build towards defined endpoints
• To provide pupils with the knowledge and skills needed throughout their life by building their confidence and developing their ability To participate in academic enquiry and discussion
• Present individual, differentiated tasks which will allow pupils To gain confidence, and master key mathematical skills
• Embed and enhance pupil’s skills and knowledge and understanding of mathematical concepts through challenging mathematical activities, including investigations, problem solving and reasoning
• Provide frequent opportunities for pupils To use and apply their mathematical skills, including across other subjects
• Promptly identify and address gaps in pupils’ knowledge, skills and misunderstanding

Challenge stereotypes surrounding mathematics and develop pupils’ cultural knowledge of mathematics, including key figures, thinking and achievements

Implementation

Throughout KS1 and KS2 we are following the White Rose Maths Scheme, supplemented by other schemes and using a Concrete, Pictorial, Abstract (CPA) approach. CPA is an activity-based multisensory approach that is all about ‘learning by doing’. Under this approach, pupils engage in activities to explore and learn mathematical concepts and skills. Mastery for Maths is introduced at KS1 and encourages deeper thinking through reasoning and problem solving. This continues throughout KS3 and KS4 as white rose is supported by other Maths schemes. Even though students are older, they are still expected to show a CPA approach to their learning. Students at this level are working towards gaining their GCSE and Functional Skills attainments. whilst also teaching them the fundamental concepts and skills to set them up for later life.

Intent  

In English we aim to provide all pupils with a varied, yet flexible programme of learning opportunities to enable them to attain their highest possible level of literacy and oracy.

Pupils are supported, encouraged and shown that they, like their mainstream counterparts, can succeed. Our goal is that pupils become skilled and confident readers, logical and creative thinkers, assured speakers, sensitive listeners and active readers.

At our primary site, we recognise the importance of reading for all children and therefore, have a comprehensive and thorough approach to the teaching of reading across the school including, daily phonics lessons. The school follows the Read Write scheme of work for phonics. Writing is taught through a topic-based approach, as much as possible, in order to provide purpose and audience for the children. Grammatical accuracy is embedded in the teaching of writing but also as a discrete element of the English curriculum.

At the secondary site, our overarching aim for English is to promote high standards of literacy by equipping pupils with a strong command of the written and spoken word.

We believe that children need to develop a secure knowledge-base in Literacy, which follows a clear pathway of progression as they advance through the curriculum. Our carefully sequenced, broad and balanced curriculum, underpinned by inclusive practice, aims to provide our children with the opportunity to build on their experiences in order to achieve their goals.

Implementation

Pupils are assessed each half term through a range of measures to provide information about children’s’ attainment and progress. They involve marking children’s’ work and providing written and oral feedback that identifies successes and the next steps for improvement and checking that they have responded to this feedback.

We engage children in the whole assessment process by building self assessment strategies into our teaching. We will provide periodic summaries of attainment and progress through in-class tests, teacher assessment and the formal externally set tests. These formal assessments include: The Phonics Screening, end of unit tests, as well as regular reading and spelling tests. In accordance with our school’s policy on Equal opportunities we are committed to ensure all our children have equal access to the English curriculum at the stage appropriate for the individual child irrespective of gender, race, culture and ability.

We endeavour to ensure the literature we provide holds high expectations and does not feed stereotypical notions of gender race or ability. The teacher is responsible to plan for all children to participate in the English curriculum and achieve the best that they can. This will help to ensure an inclusive classroom.

Staff at Greys are familiar with our pupils needs and EHCP targets and we recognise that as English teachers we need to anticipate what barriers to taking part in the lesson and learning may exist and plan ways to minimise these. In English we use a variety of strategies to meet the individual needs of our pupils. We have Specialist Teaching Assistants in every class and their role is to support pupils with their learning and help them manage their behaviour in a classroom setting. The STAs add value to what English teachers do, and help pupils develop independent study skills and manage their own learning.

With regards to Literacy across the curriculum, teachers of English have a leading role and a major responsibility for providing pupils with the knowledge, skills and understanding they need in order to read, write, speak and listen effectively. For all other subject areas, they will endeavour to know and understand the literacy levels of individual pupils and provide appropriate opportunities to develop, apply and master these skills.

All subjects make a specific contribution to developing pupils’ language through the use of subject specific vocabulary, the use of styles of writing that are appropriate to that subject, the need for pupils to access subject specific materials and the special opportunities and demands of the subject.

Intent  

In Science teaching, we believe that pupils deserve a broad and ambitious science curriculum, where our intent is to: 

• Create logical progression in learning and skill development, linked where appropriate to other subjects, through thematic planning, e.g. promoting a cross-curricular learning encompassing literacy and numeracy activities
• Provide creative schemes of work, which reflect a broad, balanced and ambitious programme of study for all pupils
  To plan and sequence learning based on accurate ongoing assessment so that pupils build new learning on previous knowledge, thus enabling them to work towards identifiable ends points and achieve their goals
• Provide activities rich in developing independent learning skills, deep scientific knowledge and key skills
  Provide activities which break down the learning into small steps so that pupils build on previous learning
• Ignite curiosity and inspire pupils to think deeply and to have high academic and vocational ambition
• Foster enthusiasm, enquiry and debate through enquiry-led, interesting and engaging lessons 
• Immerse pupils fully in experiments, investigations and practical lessons
• Provide secondary pupils with access to learning in science as a stem subject, enabling future careers in science through high level accreditation and achievement including GCSE in triple science
• Challenge stereotypes surrounding science and develop pupils’ cultural knowledge of science, including key figures, thinking and achievements
  
  

  Implementation

  We believe that pupils deserve a broad and ambitious science curriculum, rich in developing independent learning skills and knowledge, which ignites curiosity. We also inspire to have high academic and vocational ambition for all.

The National Curriculum will provide a structure and skill development for the science curriculum being taught throughout the school, which is now linked, where possible to the theme topics to provide a creative scheme of work, which reflects a balanced programme of study for all primary pupils.

All secondary pupils will have access to Science as a STEM subject to ensure future careers in Science can be achieved with high level accreditation and achievement including GCSE in triple Science.

We want to foster a love of inquisition by presenting them with enthusing, engaging lessons and activities which break down the stereotypes surrounding science. The pupils are encouraged to immerse themselves fully in experiments, investigations and practical lessons. We promote a cross-curricular learning path encompassing including literacy and numeracy. In all Science lessons, planning aims to build on previous knowledge to ensure a student’s understanding is progressive and sequenced thus enabling them to work towards achieving their goals.

Intent  

The intent of our Computing curriculum at Greys is for pupils leave our school as confident, capable, and creative users of digital technology, with a secure understanding of the fundamental principles of computer science and as safe, responsible and discerning digital citizens. As with the national curriculum, our approach/curriculum aims to develop pupils’ computational thinking and creativity so that they can ‘understand and change the world’. In each year group, our curriculum covers the four, inter-related aspects of computing:

• Computer Science (the foundations of computing, covering coding and computational thinking)
• Information Technology (the applications of computing, including working with documents, data and digital media)
  Digital Literacy (the implications of computing for individuals and society)

Online safety

As technology is all around us and plays a pivotal part in pupils’ lives, we want them to be masters of it, understanding the accessibility opportunities technology provides, we will:

• Provide a rich, balanced curriculum with opportunities for pupils to apply their knowledge creatively which will, in turn, help our pupils become skilful computer scientists
• Model critical reflection, making choices and educate our pupils to use technology positively, responsibly, and safely
• Support and direct pupils to share their learning in creative ways 
• Encourage staff to enhance creativity and accessibility by seeking ways to embed computing across the curriculum 
• Counter the abuse and misuse of technologies and social media through education
• Ensure that our pupils become independent, confident, fluent and effective users of technology, well prepared for the next stage of their education or adult life
• Develop pupils’ cultural knowledge of computing and computer science, including key figures in its creation, development and use

Implementation

In KS1 and KS2, our curriculum covers the four, inter-related aspects of computing:

• Computer Science (the foundations of computing, covering coding and computational thinking)
• Information Technology (the applications of computing, including working with documents, data and digital media)
• Digital Literacy (the implications of computing for individuals and society)
• Online safety
  
  

  Within KS3 and KS4:

Progress in Computing is designed around five core learning objectives.

By the end of the course, students should be able to:

• Know and understand the key concepts and principles of computing
• Apply knowledge and understanding of the key concepts and principles of computing
• Analyse problems in computational terms
• Plan creative solutions to problems
• Develop confident and responsible use of modern information technologies

  These have been developed to ensure progress from the end of Key Stage 2 through the entirety of the Key Stage 3 National Curriculum, in addition to developing students’ digital literacy skills and preparing them for the range of computing options on offer at Key Stage 4

Intent  

Our music curriculum intends to inspire creativity, self-expression and promotes children along their musical journeys. We hope to encourage a love of music by exposing them to diverse musical experiences and igniting a passion for music. By listening and responding to different musical styles, finding their strengths as singers, performers and as composers. We aim to enable them to become confident, reflective musicians. The objectives of our music curriculum are to develop pupils who:

• Can sing and use their voices individually and in a group
• Create and compose music on their own and with others
• Use technology appropriately when composing
• Have opportunities to learn a musical instrument
• Understand and explore how music is created, produced and communicated
• Listen to, review and evaluate the work of great composers and musicians from a range of historical periods, genres, styles and traditions
• Enjoy and have an appreciation of a range of different musical styles e.g. Classical, Jazz, Hip Hop, Pop, Rock etc
• Use and understand musical language and include musical features in their own work
• Make judgements about the quality of music
• Have different opportunities to take part in performances
  
  

Implementation

Pupils are exposed to multiple experiences of live and recorded music to put music into context. Throughout each unit children are given the opportunity to listen and appraise different genres and ages of music, with a strong emphasise on using correct musical vocabulary.

Instruments play an integeral part in each unit, with a different instrument being introduced each topic. Children have the opportunities to compose, improvise and play (both solo and in a group ensemble).

Singing is included in multiple units throughout the year, children are given the opportunity to express themselve through thier voice and gain confidence in singing in groups.

Intent  

Our high quality art and design curriculum engages, inspires and challenges pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Art is a vital and integral part of our pupils’ education. Our effective teaching and carefully sequenced lessons and experiences aim to:

• Enable pupils to develop a natural sense of wonder and curiosity about the world around them and use it as a source of inspiration for generating ideas
• Contribute to our pupils’ personal development in creativity, independence, judgment and self-reflection
  Provide opportunities for pupils to develop a wide range of ways through which they can express and share their individual ideas and creativity
• Develop pupils’ knowledge and command of some of the key elements of art production, such as line, tone, colour, shading, pattern, shape, 3D form, etc
• Develop pupils’ skills and techniques across a wide range of art genres including, drawing, painting, sculpture, textiles, collage and printing
  Develop pupils’ understanding of the technical and subject-specific language associated with studying art 
• Develop pupils’ knowledge and critical understanding of a rich national and international cultural heritage in art through the study of major works and artists
  
  

  Implementation

  Greys Art curriculum is built around essential knowledge, understanding and key skills, which allows pupils to express their creative imagination as well as providing them with the opportunities to practice and develop mastery in the key processes of art.

This is supported through the studying of key artists (which can be found in our Long-Term Planning) and the development of a knowledge of their work. Also, in our long-term plan, important links have carefully been made to help the children see the integral role art plays in our everyday lives, our community, in history and the wider world. It is up to our teacher’s discretion, experience, and judgement to plan effective sequences of lessons for their children- whether this is a block of lessons, a whole day of art or on a weekly basis.

We are flexible to meet the children’s needs and tailor their experience of art based on their interests, skills, and what areas they need to develop further. We ensure that progression is being made in pupils’ skills and knowledge of drawing, printing, painting, colour, sculpture, texture, and pattern, by following a skills progression document.

As a school and in accordance with the National Curriculum’s expectations, we aim to ensure that all pupils:

• Produce creative work, exploring their ideas and recording their experiences
• Become proficient in drawing, painting, sculpture and other art, craft and design techniques
• Evaluate and analyse creative works using the language of art, craft and design
• Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms
• Have access to secondary qualifications where applicable

Intent  

Our Intent in History is to engage our pupils and young people in investigating questions about people and events in the past to help them better understand their lives today, the contested nature of knowledge and to prepare them for a life in the future. We aim therefore to provide an engaging, relevant, exciting and challenging History curriculum that inspires curiosity and is appropriate for preparing our pupils for an adult life in today’s modern world. In this, we will help our pupils to:

• Acquire and retain a deep knowledge and understanding of significant historical events and people 
• Understand core concepts which have broad relevance and significance in the world today (most notably cause and consequence, similarity and difference, continuity and change, change and progress/regression, significance, evidence, chronology, empathy, context, diversity, perspective, interconnectivity and validity) 
• Understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as the challenges of their time
• Make reasoned judgements that are logical and well thought out through developing their reasoning and critical thinking
  Support and encourage our pupils to challenge and question through asking perceptive questions, weighing evidence, sifting arguments and developing perspective and judgement
• Provide a supportive context for our pupils to grow and develop a sense of identity and belonging on a personal, cultural, national and global level (as they come to appreciate the diversity of human experience and consequently understand more about themselves and as members of society)
• See how learning in History can influence their decisions, personal choices, attitudes and values
  
  

  Implementation

  All learning will start by revisiting prior knowledge. This will be scaffolded to support pupils to recall previous learning and make connections. Staff will model explicitly the subject-specific vocabulary, knowledge and skills relevant to the learning to allow them to integrate new knowledge into larger concepts. Learning will be supported through the use of knowledge organisers that provide children with scaffolding that supports them to retain new facts and vocabulary in their long term memory. Knowledge organisers are used for pre-teaching, to support home learning and also as a part of daily review.

  Any non-specialists are well supported through guidance on delivering the History curriculum and fully resourced lessons which are shared throughout the school. The History curriculum is implemented through a range of high-quality teaching and learning resources. Lessons typically involve a range of activities such as regular knowledge retrieval practice, use of mini whiteboards and interactive whiteboards, varied visual sources and artefacts, clips and music. There are regular opportunities for paired and class discussion in every lesson; it is expected that all pupils contribute. Reading is vital for the study of history and there is time devoted to reading in most lessons, with pupils being expected to read aloud and discuss the text. There is a positive and purposeful climate for learning in History lessons and high expectations are shared by all staff.

Intent  

Our pupils deserve an engaging, stimulating and informative Geography curriculum, rich in skills and knowledge. One that excites their curiosity, sense of enquiry and fascination for the diversity of peoples and places in the world. It will give pupils the opportunity to and develop deep knowledge and an understanding of:

• The diverse nature of places, people and resources
• The Earth’s physical and human environments and processes
• Interactions and interrelationships on the Earth’s surface
• Access a range of increasingly sophisticated geographical concepts within a range of contexts and understand their application in relation to environments, places, and processes
• Apply their knowledge and understanding to interpret, analyse, evaluate and make considered judgments about geographical information and key issues
• Develop and demonstrate a range of geographical skills, including cartographic, graphical, numerical and statistical
• Use Geographical Information Systems (GIS) to view analyse and interpret places and data
• Complete surveys and programmes of fieldwork- enquiries which include the use of primary data taking place outside of the classroom and school grounds
• Work, both independently and collaboratively, in pursuit of acquiring and retaining essential geographical knowledge and understanding
  
  

Implementation

Geography is taught in blocks throughout the year, so that pupils achieve depth in their learning. Within our curriculum we have identified the key knowledge and skills of each area of geography and consideration has been given to ensure progression across these areas throughout each year group.

Pupils will have geographical understanding of locational knowledge and place understanding, fieldwork, human and physical features, enquiry skills and globes, maps and plans. New geographical vocabulary is present throughout all teaching of geography. In ensuring high standards of teaching and learning in geography, we implement a curriculum that is progressive throughout Greys.

The pupils start to learn about their locality and where they live understanding Bedford as their town where they live. This moves onto learning about the UK, Europe and finally countries across the world drawing comparisons between them. The local area is also fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice. We ensure geography is taught through lessons such as guided reading so children gain the important skills needed in particular through non-fiction text. Our children are provided with as many opportunities as possible for learning outside the classroom, benefiting their educational, social, physical and emotional development. Planning is informed by and aligned with the National Curriculum. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. Outcomes of work are regularly monitored to ensure that they reflect a sound understanding of the key identified knowledge. Within our knowledge-rich approach, there is a strong emphasis on people and the community of our local area

Intent  

The primary aims of the curriculum will be:

• For pupils to experience and develop a range of construction based skills
• For pupils to develop knowledge and skills for the use of construction tools and equipment
• To develop knowledge of health, safety and the assessment of risk in the work place
• To enable learners to gain respect for rules, regulations and responsibilities in the work place
• To develop learners life skills, knowledge of careers and progression opportunities in the industry
• For learners to appreciate the need for core skills in the construction industry
• To build self-esteem, confidence, resilience and independence in learners
• To encourage collaboration and creativity
  
  

Implementation

At Greys we have implemented an accessible curriculum that includes practical construction tasks, theory work and a holistic approach to working in the industry. We provide our pupils with a range of opportunities to develop their skills and knowledge. This includes units of study in carpentry, painting, tiling, brickwork and health and safety, at a range of levels to suit the needs of individual learners.

It is expected that learners at Greys will become more experienced in problem solving, logical thinking, self-reflection and evaluation. This helps them become more well rounded, confident and resilient learners who are more able to access college courses and the workplace.

Intent  

PE at Greys is an imperative element of the curriculum, which develops a need for healthy lifestyles, a balanced diet, positive growth mind-set, an understanding of safe risks and the resilience to persevere with activities that may be once have felt too difficult. At Greys we aim to develop a fun, high-quality physical education curriculum that inspires all pupils to succeed and excel individual’s abilities in competitive sports and other physically demanding activities.

We will provide opportunities and experiences for our pupils to:

• Become physically confident in a way which supports their health and fitness, developing skills each term with selected sports
  Compete in sport and other activities that build character and help to embed values such as fairness and respect, through game situations
• Assess their own skills and knowledge at the beginning, during and end of each scheme, in discussion with staff and other pupils
• Cooperate and collaborate with others, as part of a team, understanding fairness and equity of play to embed life-long values
• Learn the rules and skills of a variety of team and individual sports, giving them an understanding of the strategies involved to play or spectate in those activities.
  
  

Implementation

Students access lessons tailored to help them gain a preliminary, standard or bronze award alongside AQA’s in fitness and gym based exercise. Sessions are aimed at students of all abilities and every student is encouraged to participate in someone and our hope and aim is that most if not all students achieve some award whilst with us.

At Primary pupils participate in three terms of P.E and three terms of swimming. Pupils participate in whole Primary group sessions or whole Hive group sessions, following the long term plans, pupils will participate in a range of sports where hand and eye co-ordination is developed along side learning the skills and rules/laws of a of a variety of games. Pupils develop their skills to play in small games, developing a desire to compete and participate as a team member. Learning as a whole group, pupils are able to support and encourage each other, learn new skills and develop the confidence to have a go. 

Intent  

To deliver a PSHE curriculum which develops learning and results in the acquisition of knowledge and skills which enables pupils to access the wider curriculum.

To help keep pupils and young people safe, physically, and emotionally healthy and prepared for life and work.

Clear and comprehensive scheme of work in line with the National Curriculum. The scheme is divided into units which cover the following focuses: 

• Pupils will demonstrate and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty
• Pupils will demonstrate a healthy outlook towards school – attendance will be in-line with national and pupils to be a global citizen now and in their future roles within a global community
• Pupils will learn skills and have access to a ‘balanced and broadly based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life
• To deliver a PSHE curriculum that incorporates the understanding of RSE so that pupils know more, remember more, and understand more. As a result, pupils will know how to be safe and to understand and develop healthy relationships both now and in their future lives
• To design, and resource, an RSE programme of work within the PSHE curriculum which enables pupils to explore the complexity of the relationships they will have both now and throughout their lives
• Relationship, health and sex education is delivered in PSE lessons by teaching staff and external visitors such as the school nurse where appropriate
• Pupils spiritual, moral and cultural development is supported across the curriculum, delivered explicitly in PSE lessons and modelled by staff
• Pupils are encouraged to reflect ono their own beliefs and encouraged to have knowledge of and respect for other peoples’ faiths, feelings, and values
• British values are supported during PSE lessons, in humanities lessons and in how we model behaviour. Underpinning this work are our values and ethos which reflect British Values of equality, fairness, tolerance and understanding of other cultures
• Pupils at Greys are encouraged to get involved in fund raising supporting a charity of their choice
• Careers guidance is provided for all pupils from year 9 up to year 11. Pupils benefit from taking part in a range of workshops led by external visitors and planned by our dedicated careers advisor. All pupils will have an opportunity to visit external careers fairs, run by STEM, for example to further broaden their understanding of career opportunities available to them
• Pupils in year 11 are given personalised CIAG, bespoke to their individual needs and plans for post 16, ensuring that all have in place transition plans with colleges/workplaces or traineeships identified
  
  

Implementation

Pupils will demonstrate and apply the British Values of Democracy, Tolerance, Mutual Respect, Rule of Law and Liberty. Pre and post assessment activities and reflection sheets demonstrate the progression of knowledge, skills and understanding. PSHE is a fundamental subject for our disadvantaged pupils. Research has shown that there is a strong link between pupil health and wellbeing and attainment.

By teaching pupils to stay safe and healthy, and by building self-esteem, resilience and empathy, an effective PSHE programme can tackle barriers to learning, raise aspirations, and improve the life chances of the most vulnerable and disadvantaged pupils. Pupils will develop positive and healthy relationship with their peers both now and in the future. Pupils will understand the physical aspects involved in RSE at an age appropriate level. Pupils will have respect for themselves and others. Pupils will have positive body images.

RSE Parent Letter – Secondary
RSE Parent Letter – Primary
DfE RSE FAQ

Intent

The GB National Boxing Awards is a scheme that Greys have introduced that helps pupils get into the sport and develop an understand of the rules of Boxing, fitness and healthy lifestyle, all whilst learning. The GB Boxing Awards can be used to gain learning credits / points for GCSE PE, BTEC, AQA, ASDAN, Duke of Edinburgh’s Awards and The Prince’s Trust Award. Greys vision is for pupils to see the GB Boxing Awards as the pathway to them getting the best out of boxing whilst receiving medals and certificates and a sense of achievement.

Greys use of the GB National Boxing Awards primary purpose is to provide a positive educational experience by introducing people of all age, sex and ability to fundamental skills of Boxing. The benefits for the individual are immense, fitness, healthy lifestyle, weight control, self defence and an increase in confidence and self esteem. These courses offer an approach to education and encourage a state of mind that instils a sense of discipline, dedication and hard work into the pupils who undertake them. 

Implementation

Pupils will work towards appropriate nationally recognised boxing awards interwoven with support about self-image. self-esteem and negotiating challenging situations.  these will be small group sessions.

Intent

To provide pupils with the opportunity to learn work based trade skills and obtain appropriate qualifications to be successful in future work placements, increase self identity and self esteem and communication skills which will benefit them in future life.

Implementation

Pupils develop understanding of theory through personalised planning and practical tasks. Pupils complete skills based assessments, along with observations and consolidate knowledge with a reflective workbook. Greys secure work placements where possible and appropriate. Topics will include nail art, manicure skills, hairstyling and makeup skills alongside health and safety understanding and qualifications.