|PPJS Curriculum AIMS|
|We seek to:|
We follow the New National Curriculum which aims to develop, |
'...pupil's spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject... Fluency in the English language is an essential foundation for success in all subjects.'
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 word, and to develop their love
of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
The DfE's Letters and Sounds phonics programme aims to build children's speaking and listening skills in their own right
as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a
detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim
of them becoming fluent readers by age seven. If children reach the beginning of KS2, information is shared by the
Infant School and the Junior School continues to support those individual pupils who are still developing their knowledge
There are six phases in learning sounds:
We follow the New National Curriculum which aims to develop,
'...pupil's numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics.'
The programmes of study for mathematics are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage.
Purpose of study
Mathematics is a creative and highly inter-connected 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:
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.
Mathletics is a free internet-based maths learning tool. It helps pupils to enjoy maths and improve their results.
Pupils may access this tool in lesson time to support particular work but can access their personal pages at home,
on holiday, anywhere!
All pupils have access to Mathletics securely through their own username and password. Homework may also be set through Mathletics. However, it is advisable for pupils to access this valuable educational tool as often as possible, as it provides consolidation of subject areas taught in school as well as giving help, if needed, through tutorials on how to solve maths problems if they become stuck.
(Click on the picture to log into Mathletics)
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.
The national curriculum for science aims to ensure that all pupils:
Scientific knowledge and conceptual understanding
The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.
Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils' engagement with and motivation to study science.
The nature, processes and methods of science
'Working scientifically' specifies the understanding of the nature, processes and methods of science for each year group. It should not be taught as a separate strand. The notes and guidance give examples of how 'working scientifically' might be embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils should seek answers to questions through collecting, analysing and presenting data. 'Working scientifically' will be developed further at key stages 3 and 4, once pupils have built up sufficient understanding of science to engage meaningfully in more sophisticated discussion of experimental design and control.
The programmes of study for science are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for science on a year-by-year basis and make this information available online.
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.
The national curriculum for computing aims to ensure that all pupils:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Key stage 2
Pupils should be taught to:
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.
The national curriculum for history aims to ensure that all pupils:
Key stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources. In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
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.
The national curriculum for geography aims to ensure that all pupils:
Key stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world's most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.
Pupils should be taught:
Human and physical geography
describe and understand key aspects of:
Geographical skills and fieldwork
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.
The national curriculum for languages aims to ensure that all pupils:
Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.
The focus of study in modern languages will be on practical communication. If an ancient language is chosen the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.
Pupils should be taught to:
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.
The national curriculum for music aims to ensure that all pupils:
Key stage 2
Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.
Pupils should be taught to:
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.
The national curriculum for art and design aims to ensure that all pupils:
Key stage 2
Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.
Pupils should be taught:
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.
The national curriculum for physical education aims to ensure that all pupils:
Key stage 2
Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
Pupils should be taught to:
Swimming and water safety
All schools must provide swimming instruction either in key stage 1 or key stage 2.
In particular, pupils should be taught to:
The Religious Education syllabus follows the Agreed Syllabus of Religious Education in Harrow.
Children are taught to look for meaning and purpose in life by asking questions about beliefs and values and by learning how different people have answered these questions of human concern.
They are given opportunities to grow in awareness of themselves and the world around them. They acquire knowledge and understanding of the responses of religion to questions raised. They learn that these issues can be investigated through literature, sacred texts, religious buildings, artefacts and contact with people in local faith communities.
'.. all pupils in attendance at a maintained school shall on each day take part in an act of collective
worship and .. it shall be wholly, mainly or broadly Christian in character.'
Should you wish your child to be withdrawn from Religious Education or Collective worship or require further details, please contact the school.
|PSHE and Citizenship|
As a Rights Respecting School, our personal, social and health education (PSHE) programme promotes children's
personal, social and economic development, as well as their health and wellbeing.
It helps to give children the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens.
At Pinner Park Junior School we use the 'Jigsaw' PSHE programme.
The programme provides pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community.
Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up.
It gives children an understanding of the rights of all children and how these are to be respected for all children. They learn about being a global citizen and their role in the wider world. They learn to understand and respect our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life long learning.
They learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.
Objectives/Pupil learning intentions:
Jigsaw PSHE will support the development of the skills, attitudes, values and behaviour, which enable pupils to:
Jigsaw covers all areas of PSHE for the primary phase, as the table below shows:
The school sees homework as an extension to and a consolidation of work being done in the classroom.
Homework is an important link between parents, teacher and children and is a shared responsibility. The school needs to be able to count on parents' support to see that homework is completed. If there is a need for clarification or any difficulty arises, parents should contact the teacher.
Homework diaries will be issued for this purpose for children in Key Stage Two. Parents should check that homework is completed and then sign the diary.
It is important to:
Children with special education needs will be expected to do as much homework as possible in common with other children. Where necessary, the work will be altered to ensure success.
As children progress through the school, the amount of homework will increase. The main focus will be English and Mathematics and other curriculum areas will have occasional assignments set.
Regular reading is important.We recommend that all children read for a minimum of 10-15 minutes each day.
Children will have a Link Book with a Reading Section which must be signed and dated by parents on a regular basis.