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

We use Read, Write Inc in EYFS and Key Stage 1 (Year 2 until Summer Term) to implement the reading curriculum.

We use Ready, Steady, Comprehension in Year 2 (from the Summer Term) and Key Stage 2 to implement the reading curriculum. It is whole class shared reading through carefully crafted units of work. These units of work teach all aspects of word reading and comprehension through high-quality, interesting and exciting fiction, non-fiction and poetry texts.

At Northenden, we use a bespoke writing scheme to meet the needs of our children.

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.

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

We follow the White Rose Maths Scheme from Nursery to Year 6. We tailor the scheme to meet the needs of our children. It is written by Maths experts, is constantly updated and matches the needs of the National Curriculum. The core of White Rose Maths is the maths mastery approach, which focuses on depth rather than acceleration, ensuring that key concept are fully grasped before moving on. This approach provides a coherent and connected curriculum. It helps pupils with fluency, reasoning and problem solving, by nurturing confidence in mathematical thinking. We don't think any child should be intimidated by numbers. In fact, we think they should be excited by what numbers can help them do.

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.

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.

We follow the Kent Scheme for Science and tailor it to meet the needs of our children. The scheme uses hands-on investigative science activities to promote a deep understanding of scientific concepts and help children develop effective methods of scientific enquiry.

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 frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

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.

We follow the Kapow scheme of work which aims to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world; in other words, to think like a geographer. We want pupils to develop the confidence to question and observe places, measure and record necessary data and analyse and present their findings. By using Kapow and adapting it to meet the needs of the children of Northenden and what Northenden has to offer us, we aim to build an awareness of how Geography shapes our lives at multiple scales and over time. We hope to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.

The scheme encourages:

• A strong focus on developing both geographical skills and knowledge.
• Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence.
• The development of fieldwork skills across each year group.
• A deep interest and knowledge of pupils’ locality and how it differs from other areas of the world.
• A growing understanding of geographical concepts, terms and vocabulary.

Kapow Primary’s Geography scheme of work enables pupils to meet the end of key stage attainment targets in the National Curriculum.

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.

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 History – key stages 1 and 2
• 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- and long-term timescales.

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.

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.

We use the Kapow Art and Design scheme of work. This scheme has been written by experts and is designed to give pupils every opportunity to develop their ability, nurture their talent and interests and express their ideas and thoughts about the world. Pupils will also have the opportunity to learn about art and artists across cultures and through history.

The scheme of work is designed with five strands that run throughout. These are:

• Generating ideas
• Using sketchbooks
• Making skills, including formal elements (line, shape, tone, texture, pattern, colour)
• Knowledge of artists
• Evaluating and analysing Units of lessons are sequential, allowing children to build their skills and knowledge, applying them to a range of outcomes.

Each Key Stage covers skills in:

• Drawing
• Painting and mixed-media
• Sculpture and 3D
• Craft and design

Key skills are revisited with increasing complexity in a spiral curriculum model. This allows pupils to revise and build on learning from previous years.

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. They 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.

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

We use the Kapow scheme of work, which has been written by primary D&T specialists. We have adapted this scheme to meet the needs of our pupils. It offers a clear progression of learning from EYFS to Year 6.

Each Key Stage looks at:

• Structures
• Mechanisms/mechanical structures
• Electrical systems (KS2)
• Cooking and nutrition
• Textiles and Digital world (KS2).

Key skills are revisited with increasing complexity in a spiral curriculum model. This allows pupils to revise and build on learning from previous years.

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.

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.

At Northenden Community School, pupils learn French from Year 2 upwards. We use Language Angels to support our teaching and learning. Language Angels has been designed by a team of foreign language teaching specialists and linguists. Our French lessons are very interactive using games, puzzles and songs to help learn the language.

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.

Aims

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

• perform, listen to, review and evaluate 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, 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.

At Northenden Community School, we want all pupils to develop a life long love of music. We follow the Kapow Music scheme, which allows us to help pupils develop the skills, knowledge, and understanding that they need to become confident listeners, performers and composers. Pupils will develop the musical skills of singing, playing tuned and untuned instruments, listening and responding to music and improvising and composing. Pupils will listen to music from all around the world, learning the history and cultural context of it.

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.

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
• engage in competitive sports and activities
• lead healthy, active lives.

At Northenden Community School, we follow the REAL PE Scheme. It offers a child centred, progressive and sequenced curriculum. We always make sure that our PE lessons are engaging, interactive and has an impact on EVERY child.

The National Curriculum states the legal requirement that: “Every state-funded school must offer a curriculum which is balanced and broadly based, and which:

• Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and:
• Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.”

“All state schools... must teach religious education to pupils at every key stage... All schools must publish their curriculum by subject and academic year online” (DfE National Curriculum Framework, July 2013, page 4).

At Northenden Community School we follow the SACRE Scheme which has been developed by Manchester City Council.

The SACRE aims to ensure that all pupils:

1. Know about and understand a range of religious and non-religious worldviews, so that they can:

• describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals
• identify, investigate and respond to questions posed, and responses offered, by some of the sources of wisdom2 found in religious and non-religious worldviews
• appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.

2. Express ideas and insights about the nature, significance and impact of religious and non-religious worldviews, so that they can:

• explain, using reasoned arguments, their ideas about how beliefs, practices and forms of expression influence individuals and communities
• express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues
• appreciate and appraise varied dimensions of religion.

3. Gain and deploy the skills needed to engage seriously with religious and non-religious worldviews, so that they can:

• investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively
• enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all
• articulate clearly beliefs, values and commitments in order to explain why they may be important in their own and other people’s lives.

The Right of Withdrawal from Religious Education:

Religion and belief have become more visible in public life in recent years, making it important that all pupils should have an opportunity to engage in RE.   However, the parent of a pupil at a community, foundation or voluntary school (or pupils themselves if they are aged 18 or over) may request that they be excused from all or part of the religious education (RE) provided. 

Parents who wish to withdraw their children from RE should be aware of its aims and what is covered in the RE curriculum and that they are given the opportunity to discuss this if they wish. It should be made clear whether the withdrawal is from the whole RE curriculum or specific parts of it. No reasons need be given

Important - limitations to withdraw

• If pupils are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching.  A pupil may be required to work in another area of the school, such as library or break out area. 
• Whilst parents or carers have a right to withdraw children from RE, they should note that children may also encounter religions and beliefs and wider aspects of faith in other areas of the curriculum from which there is no right of withdrawal.
• On occasion, spontaneous questions about religious matters are raised by pupils or issues related to religion arise in other curriculum subjects such as history or citizenship (PSHE)  For example, schools promote community cohesion and help pupils to understand ideas about identity and diversity, feelings and emotions within both religious and non-religious contexts. 

Managing the Right of Withdrawal  

If pupils are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching or to incur extra cost. Pupils will usually remain on school premises where it is feasible and appropriate.

Where a request for withdrawal is made, the school must comply and excuse the pupil until the request is rescinded. Though not legally required, it is good practice for a head teacher to invite parents to discuss their written request. 

(Section 71(3), School Standards and Framework Act 1998).

At Northenden Community School, we follow the iMatters Scheme which has been created by Manchester Healthy Schools. The scheme covers 5 health areas: Relationships and Sex Education, Mental and Emotional Health, Keeping Safe, Healthy Lifestyles and Living in the Wider World.