Subjects

Curriculum Statement and Policy

Subjects

Art

National Curriculum Purpose of study

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

National Curriculum - Aims

The national curriculum for art and design aims 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.

Middleton's Art Curriculum Intent Statement

In art, our curriculum is carefully mapped out so that the key knowledge and skills that pupils need progress in a logical and sequenced way, both within the school year and from year to year, enabling our pupils to revisit previously taught content and to build on it. In art, all of our pupils (especially those who have SEND or are disadvantaged) are taught a wide breadth of content and skills, to ensure they have the knowledge to apply these at a deeper level.

At Middleton, we aim to engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Creativity in art is a fully immersive experience which is driven by relevance and exploration, enabling the pupils to express their responses to ideas and experiences in a visual or tactile form.

Our pupils will learn about a range of different art styles, building upon previous skills as they work their way through the school, giving them the skills and knowledge to prepare them for secondary school. When learning new skills, the pupils are given different opportunities to explore and experiment using a variety of media in different contexts.

As the pupils progress through the curriculum, pupils are exposed to a variety of artists from different significant time periods and from all over the world. Our pupils learn new techniques linked to these artists, developing their understanding on the art style and the cultural influences, using the artist’s work as inspiration for their own creations.

To create reflective and creative thinkers, our pupils are given opportunities for reflection and, with increasing sensitivity, acquiring the ability to make informed, critical responses of their own work and that of others.

Art Curriculum Progression

Art & Design (updated 2024)

Master Techniques - Art

Computing

National Curriculum Purpose of Study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems.

The core of computing 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 – at a level suitable for the future workplace and as active participants in a digital world.

National Curriculum Aims

The national curriculum for computing aims to ensure that all pupils:

can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
are responsible, competent, confident and creative users of information and communication technology

Middleton's Computing Curriculum Intent Statement

In computing, our curriculum is carefully mapped out so that the key knowledge and skills that pupils need progress in a logical and sequenced way, both within the school year and from year to year, enabling our pupils to revisit previously taught content and to build on it. In computing, all of our pupils (especially those who have SEND or are disadvantaged) are taught a wide breadth of content and skills, to ensure they have the knowledge to apply these at a deeper level.

Through our computing curriculum, our pupils develop creativity, resilience, problem-solving and critical thinking skills. Pupils will learn how to code computer programs with increasing accuracy and efficiency, confidently use software and be responsible digital citizens. Pupils embed knowledge and skills into long-term memory through enriching and exciting activities which prepare them for secondary computing and enable them to thrive in an ever-changing technological world. We intend to prepare our pupils to be digitally literate, competent end-users of technology who are equipped with the skills to approach modern technologies confidently.

Computing Curriculum Progression

Computing

Commando Joe's

Purpose of Study & Aims

Commando Joe’s aims to provide a character learning journey that can be personalised to the needs of children, whatever their background or circumstance - encouraging our children to think critically and develop a mindset that thrives on looking at themselves and others from different perspectives.

The programme will contribute to cultural, physical, spiritual, moral and social wellbeing and play a part in extending each child’s understanding of British values.

The COJO Character Curriculum is based upon the following four principles:

Character development is a right for every child
Character education will empower young people
Character will inform the ethos, direction of learning and culture of the school
Character should be developed in partnership with staff, pupils and parents

The ultimate aim of character learning is the development of good sense and capacity to ‘think and choose intelligently’ between alternatives and it is with this aim in mind that the COJO Character Curriculum is based. Encouraging children to think differently and more deeply about their actions will be a significant element of the programme.

Creating the right environment for young people to develop positive character behaviours (traits) will enable them to respond well to challenges they face. Cooperating and learning with their peers in a safe environment, taking on enjoyable, relevant activities, will enable young people to make the right choices, supporting them in everyday life inside and outside school. Central to the success of the COJO Character Curriculum is the effective use of relevant military ethos and values – where commitment, honesty, adaptability and courage are a pre-requisite for the quality and success of all teams and people within them. It is important to note that character is not a ‘one size fits all’ concept as it is the combination of behaviour traits that sets each person apart. The COJO Character for Learning programme will: Provide a great foundation on which all children will get the chance to achieve, be resilient, tolerate others and make great choices for life - in and outside school.

The design of the Character Curriculum embeds these behaviour traits within a number of exciting topics based on amazing characters and aspects of their life stories. Significant heroes/heroines, explorers and adventurers have been identified to support children’s understanding of character traits as well as create opportunity and integration into classroom cross curricular work. Each topic has been planned to take place either across one term or to align within other curriculum area topics.

Respect

The character behaviour traits below are divided into 7 categories linked to the COJO Character Curriculum programme’s central character – RESPECT. They include moral, performance, intellectual and relevant military behaviour traits that should not be seen as separate but be integrated to contribute to a child’s character learning and development.

Commando Joe's Curriculum Progression

Commando Joes

Design Technology

National Curriculum Purpose of Study

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

Pupils acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.

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.

High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

National Curriculum Aims

The national curriculum for design and technology aims to ensure that all pupils:

develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
critique, evaluate and test their ideas and products and the work of others
understand and apply the principles of nutrition and learn how to cook

Middleton's Design Technology Curriculum Intent Statement

In design technology (DT), our curriculum is carefully mapped out so that the key knowledge and skills that pupils need progress in a logical and sequenced way, both within the school year and from year to year, enabling our pupils to revisit previously taught content and to build on it. In DT, all of our pupils (especially those who have SEND or are disadvantaged) are taught a wide breadth of content and skills, to ensure they have the knowledge to apply these at a deeper level.

DT is a practical, purposeful and inspiring subject which prepares pupils for our ever-changing world. Our progressive curriculum provides pupils of all ages with the opportunities to develop and use their creativity and imagination in order to design and make products for a range of purposes and users; considering not only their own but also other’s views, needs and values. We want our pupils as developing designers to think and plan independently; seek creative solutions to problems that arise; as well as develop practical skills for their secondary education and beyond. Through exciting and enriching experiences, we are able to embed these skills into pupil’s long term memory, providing them with strong foundations for their secondary education as well as learning for life.

Design Technology Curriculum Overview and Progression

Design Technology

DT Overview

Useful Websites

English - Reading

National Curriculum Purpose of Study

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

National Curriculum Aims

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

read easily, fluently and with good understanding
develop the habit of reading widely and often, for both pleasure and information
acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
appreciate our rich and varied literary heritage
write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Middleton's Reading Curriculum Intent Statement

Our reading curriculum is carefully mapped out so that the key knowledge and skills that pupils need progress in a logical and sequenced way, both within the school year and from year to year, enabling our pupils to revisit previously taught content and to build on it. In reading lessons, all of our pupils (especially those who have SEND or are disadvantaged) are taught a wide breadth of content and skills, to ensure they have the knowledge to apply these at a deeper level.

At Middleton we understand that reading opens many doors in life. It is a key life skill that all pupils have the right to learn to enable them to access the world around them. It is a matter of social justice that all pupils can successfully learn to read, so that they can fully access the whole curriculum at school and be exposed to ‘the best that has been thought, said and written’.

Early reading is the highest of priorities at Middleton. From their first day in Foundation, pupils are taught to read through our systematic phonics programme, Little Wandle Letters and Sounds. Across the school, pupils have access to a wide range of high quality texts to develop learning in all curriculum areas, including culturally significant texts and those that represent our diverse community. Reading for pleasure is a golden thread at Middleton – our library gives our pupils the opportunity to borrow books to take home, every classroom has its own reading area and pupils enjoy reading and listening to books every day in class.

Reading Curriculum Progression Document

Reading Progression Document

Phonics

Middleton uses a phonics scheme called 'Little Wandle Letters and Sounds'. Information for parents about the scheme can be found on their website

Here you will find information and videos to inform you how we teach phonics as well as support with sound pronunciation and letter formation.

Your child will bring home a reading practice book that is matched to their phonic ability and they will read 3 times across the week focusing on different skills:

Decoding - applying their phonics skills to reading

Prosody - reading with expression and intonation

Comprehension - answering different questions about the text e.g. inference, prediction (See more below)

The aim is that your child reads with 95% fluency as the book is fully decodable. This means that the children should not be reading books that include sounds they have not learnt during phonics lessons. Your child should be able to read the book without any significant support. If they are reading fluently, this is the appropriate book and is not too easy for them.

Children will not be changing their reading book multiple times per week as they have previously. Your child's teacher will change their reading book once per week.

Supporting your child's reading comprehension at home

During whole class reading lessons, we read texts and answer questions based on the reading domains below:

KS1

1a - draw on knowledge of vocabulary to understand texts

1b - identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information

1c - identify and explain the sequence of events in texts

1d - make inferences from the text

1e - predict what might happen on the basis of what has been read so far

KS2

2a - give / explain the meaning of words in context

2b - retrieve and record information / identify key details from fiction and non-fiction

2c - summarise main ideas from more than one paragraph

2d - make inferences from the text / explain and justify inferences with evidence from the text

2e - predict what might happen from details stated and implied

2f - identify / explain how information / narrative content is related and contributes to meaning as a whole

2g - identify / explain how meaning is enhanced through choice of words and phrases

2h - make comparisons within the text

Asking your child a range of questions when reading at home will develop their comprehension skills. Please find below documents for KS1 and KS2 question stems that will support questioning at home.

KS1 Reading Domain Question stems

KS2 Reading Domain Question stems

Accelerated Reader (AR)

We use the Accelerated Reader scheme from Years 3-6. It is an online system which assesses your child's reading level through a 'Star Reading Test', providing them with a reading range (ZPD) to enable them to grow and develop as readers.

Children will read a book within their reading range and take a short comprehension quiz to determine how they should choose their next book. For each quiz taken and passed, the children will receive Dojo Points.Your child will be given a reading book to take home that links to their reading fluency and comprehension.

Questions regarding AR can be directed either to your child's class teacher or Mrs Markham/Mrs Preston, (our reading leads).

Book Club

Each week, classes will have a book read to them, giving the children the opportunity to get lost in a story. In UKS2, children have the opportunity to choose a book where a member of staff leads the book club each week. This is a separate book to English lessons and is purely for reading enjoyment.

Spoken language

The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Teachers should therefore ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. They must be assisted in making their thinking clear to themselves as well as to others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. Pupils should also be taught to understand and use the conventions for discussion and debate.

All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatrical performances.

Statutory requirements which underpin all aspects of spoken language across the six years of primary education form part of the national curriculum. These are reflected and contextualised within the reading and writing domains which follow.

Spoken Language Curriculum Progression

Spoken Language

English - Writing

National Curriculum Purpose of Study

National Curriculum Aims

read easily, fluently and with good understanding
develop the habit of reading widely and often, for both pleasure and information
acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
appreciate our rich and varied literary heritage
write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Middleton's Writing Curriculum Intent Statement

Our writing curriculum is carefully mapped out so that the key knowledge and skills that pupils need progress in a logical and sequenced way, both within the school year and from year to year, enabling our pupils to revisit previously taught content and to build on it. In writing lessons, all of our pupils (especially those who have SEND or are disadvantaged) are taught a wide breadth of content and skills, to ensure they have the knowledge to apply these at a deeper level.

At Middleton Primary School, we strive to integrate writing into all aspects of our school life to ensure that pupils develop a lifelong enthusiasm for writing. Our pupils develop essential writing skills that enable them to communicate their knowledge and ideas to themselves and others around them. Pupils are immersed in an environment that gives them experiences to write about and also develops their ability to express themselves through language. Writing skills underpin most elements of the school curriculum and are an essential life skill. Writing across all subject areas will prepare our pupils for secondary school and the more in-depth approach to analysing, planning and innovating their writing.

Writing Curriculum

Drawing Club

Children in Foundation use an approach to writing called 'Drawing Club'. Children will write about a character, setting and 'Adventure Time' from a key text which involves the teacher modelling a drawing with participation from the children whilst collecting rich vocabulary. A caption or sentence is then written about the drawing and children are invited to complete their own.

The Write Stuff Approach

At Middleton, from Years 1-6, we have adopted ‘The Write Stuff’ by Jane Considine to ensure that children are exposed to and understand the mechanics of writing. ‘The Write Stuff’ follows a method called ‘Sentence Stacking’ which involves sentences being stacked together and organised to engage children with short, intensive moments of learning. Once they have understood the component parts of sentence building, they can then immediately apply this knowledge to their own writing.

This approach ensures that all of our children have plenty of opportunities to write for different purposes and are exposed to high quality texts that stimulate quality responses to reading, high quality writing as well as purposeful speaking and listening opportunities.

Please see below the Genre Overview for Years 1-6.

Writing Skills Progression Document Foundation to Year 6

Genre Overview.docx

Spelling

Spelling in Year 2 continues on from our Phonics scheme, 'Little Wandle Letters & Sounds' whereby children complete either Phase 5 review or Spelling lessons daily. This approach builds on seamlessly from the consistent, high quality teaching children receive in Foundation and Year 1 and gives them a strong basis for being confident spellers in KS2.

In Years 3-6, spelling is taught over two weeks. Spelling tests occur every 2 weeks after explicit teaching of spelling rules. This approach allows for assessment for learning, addressing errors and providing children with the tools to correct them. The spelling rules for Years 3/4 and Years 5/6 have been divided between each year group with Autumn 1 being dedicated to a recap of prior spelling rules.

Please see below the Spelling Overview from Years 2-6.

Spelling Overview Years 2-6

Modern Foreign Languages - French

National Curriculum Purpose of study

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world.

The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

National Curriculum Aims

The national curriculum for languages aims to ensure that all pupils:

understand and respond to spoken and written language from a variety of authentic sources
speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
discover and develop an appreciation of a range of writing in the language studied.

Pupils should be taught to:

listen attentively to spoken language and show understanding by joining in and responding
explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
speak in sentences, using familiar vocabulary, phrases and basic language structures
develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
present ideas and information orally to a range of audiences
read carefully and show understanding of words, phrases and simple writing
appreciate stories, songs, poems and rhymes in the language
broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
write phrases from memory, and adapt these to create new sentences, to express ideas clearly
describe people, places, things and actions orally and in writing in KS2
understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neutral forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Middleton's Modern Foreign Languages Curriculum Intent Statement

In Modern Foreign Languages (MFL), our curriculum is carefully mapped out so that the key knowledge and skills that pupils need progress in a logical and sequenced way, both within the school year and from year to year, enabling our pupils to revisit previously taught content and to build on it. In MFL, all of our pupils (especially those who have SEND or are disadvantaged) are taught a wide breadth of content and skills, to ensure they have the knowledge to apply these at a deeper level.

We aim to provide all of our pupils with a high-quality education in MFL, which develops their love of learning about other languages and cultures. A languages curriculum should foster pupil’s curiosity and deepen their understanding of the world.

In Key Stage 2, our pupils are taught French. In Year 3 and 4, pupils acquire basic skills and an understanding of French with a strong emphasis placed on exposure to new vocabulary and phrases and developing their Speaking and Listening skills. These skills will be embedded and further developed in Upper Key Stage 2 alongside reading, writing and grammar before gradually progressing onto more complex language concepts and greater learner autonomy. This approach enables our pupils to transition to their MFL education at secondary school with a fantastic foundation in the language.

We also aim to expose our EYFS and Key Stage 1 pupils to different languages and cultures through various opportunities, including incidental language, co- curricular clubs and participation in our ‘Language of the Term’, which not only gives all of our pupils the opportunity to explore the language and culture of another country but also recognises and celebrates the languages of our EAL pupils.

We strongly believe that the early acquisition of MFL will develop confidence and equip our pupils with the means to widen their horizons, leading in the future to the potential to travel, study and work in other countries.

Modern Foreign Languages Curriculum Progression

Modern Foreign Languages

Geography

National Curriculum Purpose of study

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.

Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

National Curriculum Aims

The national curriculum for geography aims to ensure that all pupils:

Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
Are competent in the geographical skills needed to:
Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length

Middleton's Geography Curriculum Intent Statement

In geography, our curriculum is carefully mapped out so that the key knowledge and skills that pupils need progress in a logical and sequenced way, both within the school year and from year to year, enabling our pupils to revisit previously taught content and to build on it. In geography, all of our pupils (especially those who have SEND or are disadvantaged) are taught a wide breadth of content and skills, to ensure they have the knowledge to apply these at a deeper level.

At Middleton our intent, when teaching geography, is to inspire in our pupils a curiosity and fascination about the wider world and people within it. In every lesson, pupils are developing geographers, inquisitively asking and answering questions about the human and natural aspects of the world. They are able to explore and discover the world around them from their very own classroom.

As they progress through the school, our pupils will gain confidence through practical experiences. This includes local fieldwork studies in our wider community of Milton Keynes, which has a wealth of both historical and geographical features. Pupils will deepen their understanding and embed their awareness of physical and human processes, differing environments and the formation and use of landscapes into their long term memory. This will prepare them for secondary education and allow them to develop a passion for geography.

Geography Curriculum Progression

Geography

History

National Curriculum Purpose of Study

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world.

It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

National Curriculum Aims

The national curriculum for history aims to ensure that all pupils:

Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short-term and long-term timescales.

Middleton's History Curriculum Intent Statement

In history, our curriculum is carefully mapped out so that the key knowledge and skills that pupils need progress in a logical and sequenced way, both within the school year and from year to year, enabling our pupils to revisit previously taught content and to build on it. In history, all of our pupils (especially those who have SEND or are disadvantaged) are taught a wide breadth of content and skills, to ensure they have the knowledge to apply these at a deeper level.

At Middleton Primary School, our pupils are developing historians. The study of history excites pupils and ignites their curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, pupils understand how the past influences the present. History enables pupils to develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. Through a variety of engaging and enriching activities, pupils will explore sources, ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement. What they learn through history can influence their decisions about personal choices, attitudes and values. Our intent, through the teaching of history, is to ignite our pupil’s curiosity in order for them to develop and embed their knowledge, skills and understanding.

History Curriculum Progression

History

Mathematics

National Curriculum Purpose of study

Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems.

It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.

A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

National Curriculum Aims

The national curriculum for mathematics aims to ensure that all pupils:

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

As mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

Middleton's Mathematics Curriculum Intent Statement

In maths, our curriculum is carefully mapped out so that the key knowledge and skills that pupils need progress in a logical and sequenced way, both within the school year and from year to year, enabling our pupils to revisit previously taught content and to build on it. In maths, all of our pupils (especially those who have SEND or are disadvantaged) are taught a wide breadth of content and skills, to ensure they have the knowledge to apply these at a deeper level.

When pupils leave Middleton, we want them to have a deep understanding and love for mathematics which will follow them into secondary school and beyond. Our curriculum design ensures that our pupils, as developing mathematicians, have memorable, enriching and exciting learning experiences which will enable them to expertly apply their learned knowledge, skills and understanding to real-life contexts. From the Early Years to Year 6, practical maths is prevalent to cement concepts and to give relevance to skills covered. Weaving maths throughout the curriculum is vital for our pupils to understand how mathematics is not limited to its own subject but links to all areas throughout their education and lives.

Mathematics Curriculum Progression Document

Curriculum Progression - Maths

Calculation Policy

To support the teaching of number, Middleton have developed a calculation policy which builds on the interconnectedness of mathematics and outlines the progression of the written methods and concrete, pictorial and abstract approach for addition, subtraction, multiplication and division.

Calculation Methods

Year 5/6 maths methods workshop. Below are the methods we teach the children for arithmetic to aid you to support your child at home.

Year 5 and 6 maths workshop

Times Tables

Times tables are the fundamentals for securing good mathematical knowledge. From Years 2 to 6, dedicated teaching time is given to this vital aspect of maths - please see the 'Times Tables progression' document below. In addition, each child from Year 2 onwards has access to personalised times tables program through TTRockstars

Times Tables Progression

Times Tables

Music

National Curriculum Purpose of study

Music is a universal language that embodies one of the highest forms of creativity. A high- quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

National Curriculum Aims

The national curriculum, for music, aims to ensure that all pupils: perform, listen to, appraise and compose music across a range of historical periods, genres, styles and traditions. Including the works of the great composers and musicians. Learn to sing and to use their voices, to create and compose music on their own and with others and have the opportunity to learn a musical instrument. Use technology appropriately and have the opportunity to progress to the next level of musical excellence. Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Middleton's Music Curriculum Intent Statement

In music, our curriculum is carefully mapped out so that the key knowledge and skills that pupils need progress in a logical and sequenced way, both within the school year and from year to year, enabling our pupils to revisit previously taught content and to build on it. In music, all of our pupils (especially those who have SEND or are disadvantaged) are taught a wide breadth of content and skills, to ensure they have the knowledge to apply these at a deeper level.

At Middleton Primary School, our aim is to inspire creativity and self-expression. We aim to give pupils a sense of achievement and self-confidence to share their passions and connect with others, throughout their life and their musical journey. We are committed to developing pupils’ curiosity for the subject through exposure to a diverse range of genres and historical periods; this ensures our pupils understand the value and importance of music in a wider community.

By listening and responding to these different musical styles, we encourage our pupils to find their voices as singers, performers and composers by allowing opportunities to perform and explore a wide variety of instruments. We believe our fun, relevant way of teaching will inspire our pupils to not only continue their musical development throughout their education but to foster a lifelong love of music.

Music Curriculum Progression

Music

Extra Curricular

We seek lots of opportunities for our children to access extracurricular activities across the school. At Middleton lots of children participate in instrument lessons working with MK Music Co-op and their fabulous teaching staff. We also have a school choir and they attend 'Young Voices' every year. As a school we also like to hold an annual 'Winter Singalong' and Foundation perform a Nativity every year to name a few!

Performing Arts

Performing Arts as a subject covers anything to do with 'Performing' with a particular focus on Music and Drama. Although 'Performing Arts' isn't explicitly included within the national curriculum or taught as a stand-alone lesson, Middleton understands the importance of 'Performing Arts'. This subject is taught across the curriculum and is included in lots of the children's learning. For example drama may be used as a tool to understand a character in English or to act out a particular scene in history. 'Performing Arts' gives our children the chance to practice empathy, work as a team, develop their communication skills and build up their confidence. It also provides them with a platform to explore expression and creativity.

Physical Education

National Curriculum Purpose of Study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

National Curriculum Aims

The national curriculum for physical education aims to ensure that all pupils:

Develop competence to excel in a broad range of physical activities
Are physically active for sustained periods of time
Develop cognitive and social skills
Engage in competitive sports and activities
Lead healthy and active lives

Middleton's Physical Education Curriculum Intent Statement

In Physical Education (PE), our curriculum is carefully mapped out so that the key knowledge and skills that pupils need progress in a logical and sequenced way, both within the school year and from year to year, enabling our pupils to revisit previously taught content and to build on it. In PE, all of our pupils (especially those who have SEND or are disadvantaged) are taught a wide breadth of content and skills, to ensure they have the knowledge to apply these at a deeper level.

When children have finished their time at Middleton, all pupils must leave with the physical movement skills, knowledge and confidence to lead life long active lifestyles. Through exciting and memorable teaching, PE skills and knowledge are embedded into long-term memory, which in turn creates confident young people in physical situations. The sports and activities covered will be broad and progressive and will all link back to essential body management skills, promoting physical fitness as fun and developing social skills such as taking roles (i.e. organisational/positional roles), compromise, sportsmanship and effective communication.

Physical Education Curriculum Progression

Physical Education

More Able in Sport

More able in sport

Relationships & Sex Education

National Curriculum Purpose of Study

Relationships, Sex and Health Education (RSHE) is a school curriculum subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future. RSHE education helps pupils to stay healthy, safe and prepared for life – and work – in modern Britain. RSHE also helps pupils to achieve their academic potential. Pupils develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. From making responsible decisions about alcohol to succeeding in their first job, RSHE education helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up.

At Middleton our Programme of Study provides an interleaving curriculum to develop knowledge, skills and attributes, where prior learning is revisited, reinforced and extended within the school year and in subsequent years. This is grounded in the established evidence base for effective practice in RSHE education, as well as research around embedding learning into long term memory. During our weekly RSHE lessons, the children have numerous opportunities to share their thoughts and opinions, present them in different ways, learn about others and develop the skills to help them become Middleton role models.

National Curriculum Aims

RSHE education makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety and promoting pupils’ wellbeing. The aim for RSHE education is to provide pupils with:

accurate, balanced and relevant knowledge
opportunities to turn that knowledge into personal understanding
opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities
the skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives
opportunities to develop positive personal attributes such as resilience, self-confidence, self-esteem, and empathy

Middleton's RSHE Curriculum Intent Statement

In RSHE, our curriculum is carefully mapped out so that the key knowledge and skills that pupils need progress in a logical and sequenced way, both within the school year and from year to year, enabling our pupils to revisit previously taught content and to build on it. In RSHE, all of our pupils (especially those who have SEND or are disadvantaged) are taught a wide breadth of content and skills, to ensure they have the knowledge to apply these at a deeper level.

At Middleton Primary school we value each pupil as an individual but also as part of a community. We expect our pupils to be secondary ready and our RSHE lessons allow our pupils to develop their own ideas about some of the moral, social and cultural issues they will face in society. Through our diverse and enriching RSHE curriculum, we strive to give them the personal and social skills to build strong and healthy relationships, understand how to keep themselves healthy (both physically and mentally) and embed the values that will make them active citizens in the future. Our engaging lessons teach pupils how to be safety aware and give them the knowledge to keep themselves safe in the physical and online worlds.

Beyond the RSHE curriculum, we motivate all of our pupils (with a particular emphasis on SEND and disadvantaged pupils) to participate in co-curricular activities to enable them to flourish at Middleton and to take part in different pursuits to develop their self-worth.

RSHE Curriculum Progression

RSHE

RSHE in Early Years

Relationships Education

Below is the Relationships Education scheme of work that is used at Middleton. This has been produced by the PSHE Association, the leading body supporting schools with RSHE teaching.

PSHE Education Planning Toolkit for key stages 1 and 2 (link called primary-toolkit-november 2017)

Please note, Middleton will only be using 'Core Theme 2' for each year group. The other content is already covered in the PSHE curriculum. In addition, teachers will adapt the lessons/use different resources/change the order of the lessons when relevant.

PSHE Association Programme of Study for PSHE Education (Key stages 1–5), Jan 2020

Sex Education

Below you will find the content that will be taught in Sex Education lessons from Years 1-6. This scheme of work has been published by Medway County Council and provides comprehensive coverage. Please note however, that teachers may choose to adapt/use different resources/change the order of these lesson plans.

For parents in Years 4/5/6, Middleton will hold further parent information evenings shortly before these lessons are taught, to share with parents the videos/content of these lessons.

Relationship and Sex Education (RSE) Statutory Guidance

Relationships and Sex Education Policy March 2023

Protective Behaviours

Please click on the images below to find out more about Protective Behaviours and what Middleton teaches children about keeping themselves safe.

RSHE across the curriculum

RSHE has many cross curriculum links to other subjects in the National Curriculum. Pupils learn about online safety in many of the RSHE units and apply what they have learned about online safety in computing lessons. The class discuss the importance of kitchen safety when they are learning about food technology in DT. In science and PE they learn all about how a balanced diet and exercise help keep their bodies healthy and look at the changes that happen to their bodies.

Bikeability

Bikeability is a cycle training programme for children in Year 2 and Year 5. It provides children with the skills, knowledge understanding to cycle safely on the roads and gives children the confidence for all kinds of cycling in the future.

Enterprise week

Every May, Year 6 have an enterprise week where they learn about money management and try to make a profit for their year group.

Hazard Alley

In Year 2, children visit Hazard Alley which is a purpose-built safety village dedicated to helping young people learn to stay safe. It is challenging, exciting and fun. From the moment the children enter Hazard Alley, they are presented with a series of life-like safety challenges and are expertly guided to make smart decisions about their well-being and learn basic first aid and skills of urban survival.

Swimming Safety Lessons

The National Curriculum requires all children by the end of Year 6 to swim competently, confidently and proficiently over a distance of at least 25 metres. Children should use a range of different strokes effectively and perform safe self-rescue in different water-based situations. Year 4 children will have the opportunity to take part in weekly swimming lessons to learn all of these vital skills.

Useful links

Money safety and money management

Religious Education

National Curriculum Purpose of Study

In religious education (RE), pupils acquire and develop knowledge and understanding of Christianity and the principal religions represented in Britain. To fulfil this, pupils will be religiously educated and develop skills in RE relative to content.

The most significant religious tradition in Britain is Christianity. Christianity shapes Britain’s year, language and shared culture. It informs moral perspectives, and it is essential that pupils learn about and understand the place of Christianity within British culture and the impact that it has on the lives of individuals, communities and the nation.

The principal religions in Britain, besides Christianity, have been regarded as Buddhism, Hinduism, Islam, Judaism and Sikhism. Whilst the Jewish and Sikh communities nationally are very small they have played an important part in Britain for centuries.

Milton Keynes 2017 Syllabus Aims

In the Milton Keynes 2017 syllabus, pupils are encouraged to make stronger links between and within religions by:

believing a faith and its texts and teachings
belonging to a faith and to other believers; and
behaving in a way that is required by the texts and teachings of each faith.

RE is taught so that pupils not only have a secure grasp of these three areas and the links between them, but also to ensure that pupils have opportunity to make their own responses and reflections to the learning that comes from a study of each of these key strands of religious practice.

Middleton's Religious Education Curriculum Intent Statement

In Religious Education (RE), our curriculum is carefully mapped out so that the key knowledge and skills that pupils need progress in a logical and sequenced way, both within the school year and from year to year, enabling our pupils to revisit previously taught content and to build on it. In RE, all of our pupils (especially those who have SEND or are disadvantaged) are taught a wide breadth of content and skills, to ensure they have the knowledge to apply these at a deeper level.

RE has a significant role in the personal development of pupils at Middleton Primary School. It is important for all our pupils to learn from and about religions to help them develop their spiritual, moral, social and cultural awareness and understanding of the world around them. The aim of our curriculum is that our pupils are respectful and tolerant about other people’s faiths and beliefs, all members of the school and wider community will be respected and valued and that this leads to a sense of identity and belonging within our school and the wider community.

To embed learning into long term memory, we teach RE in three core concepts: believing, behaving and belonging. We enrich the pupil’s understanding by engaging and exciting them with experiences like visiting local places of worship, handling religious artefacts with respect and exploring religious texts and stories to embed and deepen their understanding of a religion’s beliefs and values.

Our pupils will be able to be self-aware, enquire about and reflect on their own and other people’s views about principle faiths, beliefs and cultural practices. These core values, experiences and attitudes towards others help them become ready for secondary school and to have a positive contribution to our local area and wider school community.

Religious Education Curriculum Progression

Religious Education

Science

National Curriculum Purpose of Study

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics.

Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. 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.

National Curriculum Aims

The national curriculum for science aims to ensure that all pupils:

develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future

Middleton's Science Curriculum Intent Statement

In science, our curriculum is carefully mapped out so that the key knowledge and skills that pupils need progress in a logical and sequenced way, both within the school year and from year to year, enabling our pupils to revisit previously taught content and to build on it. In science, all of our pupils (especially those who have SEND or are disadvantaged) are taught a wide breadth of content and skills, to ensure they have the knowledge to apply these at a deeper level.

At Middleton Primary School, we want our pupils as developing scientists to have a strong understanding of the world around them, by developing and enriching their own ‘science capital’. ‘Science capital’ includes the pupil’s knowledge, attitudes, skills and experiences relating to science that they learn whilst in and outside of school.

To develop this science capital, we aim to get pupils questioning and leading enquiries about the world around them; investigating and conducting experiments to find out why something is the way it is in real life contexts and to discover the real life answers and solutions to the questions they explore.

By embedding knowledge into long-term memory through exciting and enriching activities, our science curriculum aims to have our pupils ready for secondary school science and setting them up for the stages beyond education, where their science capital enables them to pursue careers in STEM pathways. This is truly learning for life!