Our Curriculum

Introduction to Our Curriculum

Welcome to Our Curriculum Page


Here at John Perry we believe that our curriculum does not start and stop within the confines of the children’s classrooms. We believe that a curriculum is not just made up of a number of subjects but is the total experience a child receives from their time at school. Our children are influenced by everything they see, hear and do at John Perry. From the moment they pull on their school uniform and step through the school gates, they interact with their peers who have been taught our school values and speak with adults who understand the culture and ethos of the school.

Our curriculum is complemented by our dedicated and devoted staff, who help to manage, deliver and develop our curriculum and make the learning as enjoyable and relevant as can be by fostering effective and meaningful relationships with the children. Our provision is enhanced by our good relationships with parents and carers, Governors and the wider community, all of whom we work in partnership with.

We welcome visitors to our school to celebrate and share what John Perry is all about.
Please see our Curriculum Intent for more information about the aim of what and how we shape our curriculum and the outcomes we hope to achieve.

Please visit the ‘Year’ tab for more information about specific Year Group curriculum maps and newsletters regarding the learning for the current half term.

Under construction


Year Group Curriculum Maps:2021-2022

Rec    –  Curriculum Overview: View Here
Year 1- Curriculum Overview: View Here
Year 2- Curriculum Overview: View Here
Year 3- Curriculum Overview: View Here
Year 4- Curriculum Overview: View Here
Year 5- Curriculum Overview: View Here
Year 6- Curriculum Overview: View Here

Curriculum Overviews By Year


Click on the year group below to find out more about our year group overviews.

ARP –             Autumn 1    Autumn 2
Nursery –      Autumn 1    Autumn 2
Reception –  Autumn 1    Autumn 2
Year 1 –         Autumn 1    Autumn 2
Year 2 –         Autumn 1    Autumn 2
Year 3 –         Autumn 1    Autumn 2
Year 4 –         Autumn 1    Autumn 2
Year 5 –         Autumn 1    Autumn 2
Year 6 –         Autumn 1    Autumn 2

Half-Termly Newsletters


ARP Newsletter –            View Here
Nursery Newsletter –     View Here
Reception Newsletter – View Here
Year 1 Newsletter –        View Here
Year 2 Newsletter –        View Here
Year 3 Newsletter –        View Here
Year 4 Newsletter –        View Here
Year 5 Newsletter –        View Here
Year 6 Newsletter –        View Here

British Values


The Government defines British Values as the values of:

• Democracy
• The rule of law
• Individual liberty
• Mutual respect
• Tolerance for those of different faiths and beliefs

As a school we understand the importance of these values but do not believe that these values will be assumed just because we demand it. Instead we aim to encourage children to discuss their view points, and then understand and challenge them always in a respectful manner. This will be implemented by the study of SMSC (Spiritual, Moral, Social and Culture Education).

Spiritual, moral, social and cultural education helps children develop personal qualities, which are valued in a civilised society; for example, thoughtfulness, honesty, respect for difference, moral principles, independence, and self-respect. At John Perry Primary School, we seek to teach these qualities across the curriculum and throughout school life. It is linked closely to our school values and ethos.

British Values in John Perry Primary School

John Perry British Vales Pamphlet For Parents


Character Education


Here at John Perry our intent is to develop each and every child so that they become conscientious, responsible and respectful citizens. We are passionate about the holistic development of our pupils. We see every child as a whole person. Through our broad, balanced and deep curriculum we look to address the physical, emotional, social, intellectual, spiritual and cultural aspects of a child’s life, who will be prepared to play a contributing part in society.

Character education is a fundamental part of anyone’s development. We understand that, as a primary school, we have a duty to develop each child’s character and are in a position to do so.

Through a meaningful and stimulating curriculum, we seek to promote independent learners. We aim
to encourage and equip children with the vital skills that underpin our school values and philosophy.
Through all areas of the curriculum and the ethos of the school and staff, we take every opportunity
to build every child’s self-esteem, tenacity, confidence, reflective and critical thinking skills so they are
able to ask and answer questions. This will enable them to take responsibility for their own learning
and become strong independent learners, which will equip them for all areas of life.

Here at John Perry we look to build character education through encouraging independence and
rewarding desired character traits by/through:

• Annually appointing School Councillors for each class
• Annually appointing School House Captains and Vice House captains
• Encouraging the distribution of individual house points and reward winning houses every term
• Using an embedded Word(s) of the Week programme linked to aspiring human morals and
ethics
• A weekly assembly to introduce the Word(s) of the Week and to discuss its meaning and
children’s understanding of it
• A weekly Star of the Week celebration to celebrate individual children throughout the year,
linked to the Word(s) of the Week
• An annual sports day to promote healthy competition and sportsmanship.
• After school clubs and teams, which go on to represent the school, to build the skills and
attributes required to be successful
• A Golden Table reward to promote good manners and behaviour while in the dining hall
• Promoting British Values through our curriculum
• Promoting our School Values through our curriculum


Cultural Capital

Cultural capital can be measured against how well one is able to succeed academically and engage
in wider society. That is why at John Perry Primary we have designed our curriculum so that it
provides our pupils with varied and relevant learning that prepares them for the world.
We understand that children have different starting points in life, whether that is academically,
socially or emotionally but we strongly believe that this does not limit our children. Attitudes,
beliefs and confidence are deciding factors that can stump or grow aspirations. Each child has the
ability to be successful. Our aim is to improve the aspirations of our pupils through their experience
at John Perry, which will inspire and open their minds to show them that anything is possible and
to gain the cultural capital they need to be successful.
Combined with our approach to mental health and well-being, delivering a broad and deep
curriculum, our character education and the school ethos and values, we believe that our children
will gain the cultural capital they need to flourish and eventually become contributing members of
our society, no matter what their starting point is.
At John Perry, we create opportunities to improve our children’s cultural capital through the
implementation of our curriculum. Just to name a few, here is a list of events where our children
gain cultural capital in school:
• Ballet lessons led by the Royal Ballet School in Year 3, with the opportunity for children to
be selected to continue attending ballet lesson afterwards
• Each year we celebrate Black History Month. We take this time to reflect on the
significance of black people and the fairness and equality of our society and think about
what this means for us today
• Every year, we celebrate World Earth Day. We take this time to learn about the
importance of our planet, the impact humans are making to it and the contributions we
can make to make our planet better
• We are delighted to participate in charity events like the Winter Reindeer Walk, where
we raised over £2000 for local hospitals, or Red Nose Day
• Special events such as Sports Day, which is celebrated every year, contributes to develop
sportsmanship and ‘healthy competition’ so that children can derive joy from seeing their
peers succeed
• As an inclusive school where everybody is welcome, every year we are proud to organise
special events and learning opportunities to celebrate Autism Week and Mental Health
Day
• Every week we hold a Word(s) of the Week assembly where we present a value, such as
respect, tolerance or honesty, and a Celebration Assembly where our Stars or the Week
are praised for representing these values
• We value and encourage punctuality and attendance as ‘skills for life’ and we hold several
special assemblies throughout the year to celebrate our children’s 100% attendance
• We believe in developing our children’s sense of pride and confidence: that is why
parents are invited to watch a weekly Sharing Assembly where children have the
opportunity to share the learning that has taken place in or outside the classroom
• As part of our Geography curriculum, we teach topics about current, topical global issues
such as climate change and sustainability, recycling and renewable energy and human
migration. Our pupils will reflect on the impact they have on the world and what this
could mean for their own future
• During History topics such as the Ancient Greeks and Egyptians, the Royal Family, World
War II and the Romans, the children will learn about famous people from history, their
significance and what they believed in and stood for
• During our ‘Made in Dagenham’ topic in both History and Geography which runs through
each phase, our children learn about the history and geography of the local area such as
significant buildings, the local nature reserve, past and present industry and significant
people who have links to Barking and Dagenham
• Through PSHE we make time to discuss topical ideas such as stereotyping and mental
health and well-being. We learn about a number of stereotypes such as gender, race and
cultural. We also discuss the importance of looking after our mental health and wellbeing well and what can affect it, along with showing empathy and tolerance towards
those people suffering from mental health issues


Handwriting Policy


Introduction

The Handwriting Policy is intended to enable all children in the school to develop a
consistent and legible script that will assist their writing. It follows the guidance of the National Curriculum and is supported by the use of the Nelson Thornes Handwriting Scheme. Effective teaching of handwriting can only be achieved through modelling. Teachers must demonstrate letter formation and joins regularly for children to practise by copying and repeating.

Key Principles

• Handwriting and having a correct pencil grip should be taught explicitly in short frequent sessions. It should be modelled by staff and then supervised.
• Staff should be modelling correct handwriting at all times E.g. when writing on the board and marking children’s books.
• Where possible, especially in EYFS/YEAR 1 it should be linked to phonics and spelling patterns.
• High expectations of writing are needed; children should repeat handwriting if incorrect.
• A pen licence will be issued at the discretion of the class teacher when the child can write with speed, fluency and legibility.


EYFS Reading Curriculum


Purpose

To provide a language-rich environment in which pupils acquire a wide vocabulary in preparation for them to become fluent and confident readers with a shared love of reading.

A systematic approach to teaching early reading and synthetic phonics is aimed at ensuring that all pupils learn to read words and simple sentences accurately by the end of Reception
A consistent approach to teaching ensures that all staff have the confidence and skills to enable all children, including those with SEND, to make rapid and sustained progress from their starting points.

Provision

In EYFS, reading is an important feature inside and outside the classroom. We have a range of ways in which we promote reading:
• Book corners that are stimulating and accessible, owned and loved by children
• Using core books to plan for children’s interests and class topics
• We have enthusiastic staff who share their excitement of books with children
• We have a range of quality books available in all learning areas of the classroom
• We use story props, story sacks, role play areas and displays to enhance core books • Well planned, shared reading sessions take place daily
• Opportunities are provided for children to learn from clearly modelled ‘reading behaviours’, for example, the recognition that print conveys meaning, the left to right directionality of English text, the purpose of punctuation
• Listening to and joining in a variety of genres, for example, non-fiction, poems, rhymes • Opportunities to retell and to act out stories using props and story maps.


Welcome to Our English Curriculum


Vision of English
At John Perry Primary, we enabled our pupils to express themselves creatively and imaginatively as
they become enthusiastic and critical readers of stories, poetry and drama, as well as of non-fiction
and media texts. Children gain an understanding of how language works by looking at its patterns,
structures and origins.
At John Perry Primary School, we strive to develop children who are fully literate, articulate, and
prepared for their secondary education and later life. Through engaging lessons, we aim to foster a
love of literacy and language and an enjoyment of learning. We challenge children of all abilities and
ensure they make good progress in all areas of the English National Curriculum.
Our pupils are encouraged to have a growth mind-set and to develop the skills of perseverance and
resilience. Through reading in particular, pupils are given a chance to develop culturally, emotionally,
intellectually, socially and spiritually. We celebrate children’s hard work and effort, alongside their
successes. They are encouraged to revisit their work, making changes and developing their ideas to
ensure they achieve their best. This is developed through the understanding of the writing process
from drafting and editing to publishing final pieces.
Our English Curriculum is broad and balanced with carefully chosen texts from a range of authors
and poets varying from different cultures, ethnicities and genders to reflect the community of our
school. We ensure teachers’ knowledge is up to date and they reflect on the purpose of the books
they choose to share with the children. Reading for pleasure is at the heart of developing a child’s
love of books. It is used in the school to promote reading beyond just the purpose of academic

English Vision and Principles
• Children read for pleasure in a range of settings; selecting and analysing stories, poetry and
non-fiction.
• Pupils are articulate communicators, who can debate, share viewpoints whilst appreciating
the views of others.
• Audience and purpose are at the forefront of pieces of writing across the curriculum through
celebrations of work.
• Children develop understanding of Standard English and when formal and informal language
is appropriate to use.
• Children build resilience, learning through mistakes and altering accordingly.

Useful Website Links
https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmesof-study/national-curriculum-in-england-english-programmes-of-study
National Curriculum English programme of study
https://collins.co.uk/pages/collins-big-cat
Big Cat reading scheme- suggested activities and guides for the reading scheme used in EYFS, KS1
and lower KS2
https://www.sandalcastleprimary.co.uk/uploads/sandal_castle_primary/files/KS2_Reading_Prompts
.pdf
Questions to help with reading comprehension at home with both home reading books and free
choice books.
https://ukla.org/ukla_resources/promoting-reading-for-pleasure/
Link to the Reading for Pleasure website. It explains why reading for pleasure is important and what
can be done at home

Phonics Teaching


Phonics teaching – Statement of Intent

At John Perry Primary, we value Reading as a key life skill and are dedicated to enabling our pupils to become lifelong readers. Phonics is a way of teaching reading where children are taught to read letters or groups of letters by saying the sound(s) they represent. Children can then start to read words by blending the sounds together to make a word. We believe that Phonics provides the foundation to make our children confident and fluent readers and writers.

Phonics at John Perry follows The Teach Hub programme. This is a phonic scheme of work linked to Letters and Sounds developed to match the National Curriculum expectations for both phonics and spellings. This allows our phonics teaching and learning to be progressive from Nursery up to Year 2 as well as allowing children’s listening and speaking skills to develop. In Early Years and Key Stage 1, Phonics is taught through whole class teaching input and small group activities. Where extra intervention is necessary, this is provided for children throughout Early Years and Key Stages 1 and 2.

There will always be a very small percentage of children for whom phonics does not work with their style of learning; in this instance, we will deliver an alternative scheme which enables those identified children to become fluent and confident readers alongside their peers, but focuses on a whole word approach as opposed to a segmenting and blending phonemes.

Phonics is broken up into 6 phases with each phase concentrating on different skills and children should be comfortable with what they have learned in one phase before moving on to the next:

Phase 1 – Activities are divided into seven aspects. Environmental Sounds, Instrumental Sounds, Body Sounds, Rhythm and Rhyme, Alliteration, Voice Sounds and finally Oral Blending and Segmenting.

Phase 2 – Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting sounds into their separate sounds. Beginning to read simple captions.

Phase 3 – The remaining 7 letters of the alphabet, one sound for each. Graphemes such as “ch”, “oo” and “th” representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the “simple code”, i.e. one grapheme for each phoneme in the English language.

Phase 4 – No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.

Phase 5 – Now we move on to the “complex code”. Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.

Phase 6 – Working on spelling, including prefixes and suffixes, doubling and dropping letters, etc.

Alongside the direct teaching of Phonics, children have access to Big Cat Phonics books which support their level of phonetical development and encourage children to apply their new knowledge.

Aims

It is our aim at John Perry Primary for our children to:

  • Understand the intrinsic relationship between reading, writing and phonics and use the skills gained in Phonics to support and develop all areas of their learning
  • Become fluent readers by the end of Key Stage 1, being able to use and apply their knowledge of the 44 phonemes taught throughout EYFS, Year 1 and Year 2
  • Continue to develop fluency and comprehension throughout Key Stage 2, applying their learnt phonetical knowledge to new and unfamiliar words across a range of curriculum areas
  • Understand and apply the various rules relating to plurals, suffixes, prefixes, doubling and dropping, consistently in their reading and writing
  • Use phonic specific language such as digraph, phoneme and grapheme with confidence.

Useful Website Links

https://theteachhub.co.uk/shop/phonics/ – this website will give you more information on the scheme used in school to teach phonics

https://www.gov.uk/government/publications/phonics-screening-check-sample-materials-and-training-video – this link will give you access to Phonics Screening Materials. These are resources for children who are due to complete the Phonics Screening Check at the end of Year 1.

https://www.phonicsplay.co.uk/ – A website with interactive games and support materials for children, which follows the progression of sounds in line with the Letters and Sounds scheme.

https://www.youtube.com/watch?v=UCI2mu7URBcPhonics: How to pronounce pure sounds. This YouTube video shows how each of the 44 phonemes should be pronounced correctly along with giving example words to show context.

 

 

Welcome To Our Maths Curriculum

Maths Statement of Intent
At John Perry Primary School, we are all mathematicians from our youngest nursery
child to our oldest member of staff!
Maths lesson are a safe space for children to be creative, take risks and be
responsible for their own learning – not being afraid to learn from their mistakes. We
aim to provide children with a variety of tools that will help produce confident and
resilient life-long learners of Maths, who enjoy learning and take pride in what they
can do.
Children develop their fluency, reasoning and problem-solving skills through
stimulating and practical lessons. Teachers have high aspirations for every student
and ensure all lessons are challenging and inclusive.
Part of Maths at John Perry is also learning how to work co-operatively, be resilient
and have a positive attitude – all skills essential for not only maths but every aspect
of school life. Promoting strong mental health is a priority at John Perry (particularly
after the last couple of years) and embedding these skills into Maths teaching is an
integral part of becoming a well-rounded, educated citizen.
Our Maths curriculum and teaching effectively prepares the children for national
assessments: KS1 SATs, the year 4 multiplication table check and KS2 SATs.
However, it does much more than that. It is relevant. It is engaging. It has a purpose.
It shows that Maths is all around us and it prepares our students for the rest of their
lives as mathematicians.
In EYFS: Children learn to reliably count, read and write numbers to 20. They will
begin to use simple addition and subtraction. The children will be able to say one
more and one less and explore this with both numbers and objects. They will begin
to explore patterns, shapes, and objects, as well as, using everyday language for
size, weight, capacity, time and money.
In KS1: Children will use strategies they have begun to develop in EYFS. They will
learn to use number facts and begin to use more mental strategies. The children use
practical and written methods to explore Maths and be able to discover Maths in their
environment. The use of mathematical language will be further developed, along with
problem solving and reasoning skills.
In KS2: Children will have a secure knowledge of number and place value. They will
be able to use all four operations in written forms and be able to use a wide range of
mathematical language and diagrams. With increased understanding, the children
will be exploring more mental methods and have a secure knowledge of vocabulary,
which they can use to show reasoning and problem solve.
Aims
• Children are curious, ask questions and strive to find answers themselves.
• Children know that Maths learning is not just for the classroom.
• Children relish a challenge and work resiliently.
• Children understand the purpose of what they are learning.
Programme of study:
Mathematics programmes of study: key stages 1 and 2 (publishing.service.gov.uk)
The national curriculum in England – Mathematics Appendix 1: Examples of formal
written methods for addition, subtraction, multiplication and division
(publishing.service.gov.uk)
Links:
The website links below may also provide some useful resources to help with
homework and provide additional challenge for your children.
Times Tables Rock Stars (ttrockstars.com):
Visit this site for online Times Tables. A great resource for a fun way to learn your Times
Tables. Ideal for KS2, as well as the end of KS1.
Learn to Count with fun Counting Games for KS1 Children (topmarks.co.uk): Visit this
site for online Maths resources and games. These are ideal for KS1 children.
Digit Dog Challenges – Mathematical challenges for young learners: Visit this site for
online challenges. These challenges are suitable for KS2.
Toy Theater | Fun Online Educational Games for Kids: Visit this site for online Maths
resources. The games are ideal for KS1.
MathsBot.com – Tools for Maths Teachers: Visit this site for online Maths resources. The
Manipulatives section is very useful, ideal for all age groups.

Year 4 Multiplication Check

Outdoor Learning


Children are spending less time outdoors than ever before and this is affecting their health, wellbeing and development. Time outdoors will make children happier and healthier, as well as equipping them with the skills they need for life. Children should be provided with opportunities to care for and interact with their natural environment, which is what we aim to do here at John Perry. We are fortunate enough to have space for children to enjoy, play and learn around the school.

We have a pond area with benches, a bug hotel, planters and a range of trees and shrubs where the children go learn more about the natural world. Our pupils enjoy any opportunity to visit this area where they can pond dip, plant or just observe nature, which brings a refreshing change to learning inside a classroom.

Our EYFS outdoor area replicates the learning indoors but in a more active, hands-on way, always under the supervision of our EYFS staff who engage in meaningful conversations and games with the children to develop their communication and language skills as well as their physical wellbeing.

Around the school, we have a range of outdoor play equipment such as tyres, trim tails and play frames which all promote active play and get the children move and improve their co-ordination, turn-taking skills and agility without them even knowing it!

Science Curriculum Intent


At John Perry, we strive to create scientists from Early Years up, and to provide our pupils with practical as well as methodological skills to be used throughout their lives up to adulthood. We want our pupils to foster a healthy curiosity and develop and in-depth understanding of their local area and the world we live in. All children are encouraged to develop and use a range of skills including observations, planning and investigations, as well as being encouraged to question the world around them and become independent learners in exploring possible answers for their scientific based questions.

Our Science curriculum has been developed to ensure full coverage of the National Curriculum and to adopt a sense of wonder about natural phenomena. We are committed to providing a stimulating, engaging and challenging learning environment where our pupils feel inspired not only to answer but to ask scientific questions. We want our children to have a broad vocabulary. Scientific language is taught and built upon as topics are revisited in different year groups and across key stages. We want our pupils to take charge of their own learning and communicate their ideas effectively, in order to lead them to a vocation of their choosing in later life. Science teaching at John Perry is practical, engaging and purposeful, ensuring all can be included.

Science Links

  1. https://wowscience.co.uk/ – videos, online games, apps and much more all related to science topics being covered in school.
  2. https://science.howstuffworks.com/ – a great resource with articles on how almost anything works, from planes to tornadoes.
  3. https://pstt.org.uk/resources/curriculum-materials/Science-Fun-at-Home – fun science activities that can be completed from home.
  4. https://www.theschoolrun.com/science – science topics and terminology explained, complete with investigations and videos that could be used at home.

National Curriculum Links

Please find a link containing all the information about the programme of study your child will undertake in each year group. In some cases, you may have to scroll down to find a certain year group, or you can use the interactive menu on the left of the page:

Key Stage 1 – Years 1 and 2

https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study#key-stage-1

 

Lower Key Stage 2 – Years 3 and 4

https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study#lower-key-stage-2–years-3-and-4

 

Upper Key Stage 2 – Years 5 and 6

https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study#upper-key-stage-2-programme-of-study

 

Progression of Skills

Children will build on and develop their scientific skills as they move through primary school. All the skills they are taught and provided with will be the same in every year group, but with every new topic and investigation they complete, they will acquire a deeper understanding of the sub-knowledge within each skill they are being taught, thus be able to use it more independently.

Welcome to Our PE & Swimming Curriculum


Physical Education Intent
At John Perry we view Physical Education as an essential part of a child’s development. We want
children to develop knowledge, skills, understanding and enjoyment around sport and physical
wellbeing. PE provides children with the opportunity to develop a positive attitude towards maintaining
a healthy lifestyle and understanding the importance of values such as fair play, teamwork and
sportsmanship. Through collaborative and cooperative activities, children learn to overcome
challenges, learn resilience and show respect for others. PE is inclusive, allowing all children to take an
active role in each lesson. We also encourage children to participate in competitive sport through class,
year group, and house or borough competitions to develop their ability to work towards a common goal.
We commit to providing regular swimming lessons where children are taught to not only be confident
swimmers but also about water safety.
In Key Stage 1, children learn fundamental movement skills extending their agility, balance and
coordination, individually and with others.
In Key Stage 2, children 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.
Aims
• To provide a PE curriculum that pupils not only enjoy but also allows them to experience a
range of activities that help them to develop their health, fitness and wellbeing.
• To practise and improve key social, emotional and thinking skills through physical education
• To develop the way children perform skills and apply rules.
• To understand the principles of PE to develop a healthy lifestyle into adulthood.
• To develop children’s enjoyment of physical activity through creativity, imagination and positive
experiences.
• To develop an understanding in children of how to succeed in a range of physical activities and
how to evaluate their own and others’ performance in a constructive way.
PE Kit:
Indoor PE Kit White T shirt
Black shorts
Black trainers
Outdoor PE Kit Blue John Perry jumper
White T shirt
Black shorts
Black or navy blue tracksuit (top/bottoms)
Black trainers
Extra Items Vest
Tight fitting headscarf
Children should not engage in physical activity without correct kit.
In addition to this:
• No jewellery of any kind is to be worn during PE (this includes stud earrings). Children should
be confident and able to remove earrings for PE lessons.
• All long hair should be tied back with a hairband
• Skirts are not permitted as they prevent a full range of movement
• Gymnastics and some dance topics are done in bare feet
• Under no circumstances children are allowed to lift up or carry PE equipment without adult
supervision
Staff are expected to be an active role model for children in the way they dress and participate during
PE lessons. Staff must be properly and suitably attired for PE lessons.
All pupils will be expected to bring the correct PE kit to all lessons regardless of injury or illness.
PE Programme of Study

Links:
The website links below may also provide some inspiration to get active, we hope you find them useful.
Get Set 4 PE: Visit this site to gain limited access to the online platform we use at John Perry to plan
and assess PE.
Boogie Beebies: Videos that get younger children up and dancing with CBeebies presenters. Ideal for
children in Nursery and Reception.
NHS – Change 4 life: This website shares a number of links and ideas for fun home based activities at
home, many of which link with other curriculum areas.
Active kids do better: A range of ideas and resources to inspire families to do some physical activity
together.
Kids Activities: 45+ Active indoor physical activity games, arts and crafts and educational activities for
all the family

Welcome to Our R.E. Curriculum


At John Perry Primary, we enabled our pupils to express themselves creatively and imaginatively as they become enthusiastic and critical readers of stories, poetry and drama, as well as of non-fiction and media texts. Children gain an understanding of how language works by looking at its patterns, structures and origins.

Our Intent


It is our intent for the Religious Education element of our school curriculum to promote discernment and enable pupils to combat prejudice, preparing them for adult life, employment and life-long learning.

The 5 R’S are the foundations of Religious Education in our school:
• Religion- To have a clear understanding and knowledge of a wide range of religions and worldviews
• Reasoning- To ask thought-provoking questions and to be able to give in- depth and knowledgeable reasons to answers so that children can hold an informed conversation about religion and belief
• Respect- To be respectful and tolerant when learning about different beliefs, religions and values and to enable children to flourish as citizens in a pluralistic and global community
• Recognition- To recognise the similarities and differences between religions, local community and the wider society
• Reflective- To reflect on personal and different views and beliefs

Through the teaching of R.E., we aim to equip our children with the skills and opportunities to make judgements about spiritual and moral issues, as well as informed decisions regarding their own beliefs. Positive attitudes towards others are to be promoted.

PHSE Curriculum Intent


What is PSHE?

‘PSHE education is a school subject through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy and safe and prepare for life and work in modern Britain. Evidence shows that well-delivered PSHE programmes have an impact on both academic and non-academic outcomes for pupils, particularly the most vulnerable and disadvantaged.

PSHE education aims to help them understand how they are developing personally and socially, tackling many of the moral, social and cultural issues that are part of growing up. It offers learning opportunities across and beyond the curriculum, in specific lessons as well as in assemblies, circle time, special school projects and other activities that enrich pupils’ experiences.

Why it Should be Taught

Personal, Health and Social Education underpins life at John Perry School. Children’s attitudes to themselves and each other must be healthy if effective learning is to take place. The emphasis is on encouraging individual responsibility, awareness and informed decision making to promote healthy lifestyles. The Curriculum aims to provide opportunities for all pupils to learn and achieve. It promotes pupil’s spiritual, moral, social and cultural development and prepares children for the opportunities, responsibilities and experiences of life.

Relationships and Sex Education (RSE)

As a part of your child’s educational experience at John Perry Primary School, we aim to promote personal wellbeing and development through a comprehensive taught programme of Personal, Social, Health and Economic (PSHE) education that gives children and young people the knowledge, understanding, attitudes and practical skills to live healthy, safe, productive and fulfilled lives, both now and in the future.

The Department for Education has made changes to relationships and sex education following nationwide consultation which came into effect from September 2020 and all schools are required to comply with the updated requirements.

The statutory guidance can be found at:

https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education

The guidance focuses on healthy relationships and keeping children safe in the modern world. It also covers a wide range of topics relating to physical and mental health, wellbeing, safeguarding and healthy relationships.

Learning about the emotional, social and physical aspects of growing up will give children and young people the information, skills and positive values to have safe, fulfilling relationships and help them take responsibility for their own well-being.

Consequently, since September 2020, Relationships and Sex Education (RSE), along with Health Education, has become statutory, and form part of the National Curriculum.

We have reviewed our RSE curriculum and policy so we can be sure our RSE provision is appropriate for our pupils based on their:

  • Age
  • Physical and emotional maturity
  • Religious and cultural backgrounds
  • Special educational needs and disabilities

 

The right to request withdrawal from the Sex Education component of PSHE  is explained in the FAQs document as well as in the RSE policy (see below).

Thank you to all the parents/carers who took the time to respond to our RSE parent/carer consultation. We appreciate all of your comments.  Please click here to have a look at the analysis of the consultation and our school response to your comments.

To help you understand the curriculum requirements, please look at the information below which provides more detail.

Please find below:

History Curriculum Intent

 

At John Perry, we value the importance of History and the role that it plays in allowing children to connect past and present-day events. Through history, we can learn how past societies, cultures and technologies were built, how they operated, and how they have changed. Throughout their time at our school, our pupils should develop a chronologically secure knowledge and understanding of local, British and world history. By using the evidence available to them, they should draw conclusions about what life was like in the past and gain a better understanding of the world today. To achieve the objectives of the History National Curriculum, at John Perry each topic is taught through a half-termly topic approach. By the end of KS2, we would like the pupils to be confident at evaluating the validity of a variety of evidence sources. We believe that a good history curriculum should allow children to ask and answer questions, should inspire them and challenge their perceptions. Educational visits to relevant locations, for example museums and historical sites, stimulate our pupils’ interests. Visitors with first-hand knowledge/expertise will also be invited into school to further enhance the Humanities curriculum.

 

Good history teaching aims to:

 

  • Help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world.
  • Help children to develop a chronological framework for their knowledge about significant events and people.
  • Inspire curiosity and foster pupils’ enthusiasm to know more about the past.
  • Encourage pupils to ask relevant questions, think critically, weigh evidence, consider arguments and develop perspective and judgement.
  • Develop an understanding of the way of life and cultures of people in different societies.

 

History Programme of study

 

Links:

The website links below will provide support and additional learning opportunities for your child. We hope that you find them useful.

 

Horrible Histories– Visit this website to watch episodes of Horrible Histories, play games and learn interesting facts.

The School Run– This site provides a range of historical information, images and videos suitable for primary school children.

English Heritage– This great website provides a wealth of information, videos, timelines, craft activities and even recipes to try at home.

BBC History Bitesize– Visit this site to watch short clips and read information about British and World History topics and learn about significant famous people. There are also some interesting videos about key historical skills.

Geography Curriculum Intent


At John Perry, we know the importance of children learning more about their local area and the wider world. Geography allows children to make sense of the world around them and helps them to build greater awareness and appreciation of cultural diversity. Throughout their time at our school, pupils will undertake different learning opportunities each half term to help them to explore their natural curiosity in the world. A good geography curriculum should allow children to plan and undertake fieldwork to observe, measure and record features in the local area. Children will be given opportunities to ask their own geographical questions and will be encouraged to research these further and expand their understanding. We believe that educational visits and specialist visitors can inspire and provide context for the children’s learning and further motivate them to ask their own questions and continue their learning outside of the school environment.

By the end of KS2, we would like our pupils to be confident at using atlases and maps, be able to identify different human and physical features in real-life contexts and appreciate the similarities and differences between places, including our local area.

Aims

Good geography teaching aims to:

 

  • Inspire in pupils a curiosity and fascination about the world and its people.
  • Develop pupils’ knowledge and understanding about diverse places, people, resources and natural and human environments.
  • Deepen understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.
  • Acquire Geographical knowledge, understanding and skills.
  • Enable children to learn and explain how the Earth’s features are shaped, interconnected and change over time.
  • Develop pupils’ understanding of subject-specific vocabulary.

 

Geography Programme of study

Links:

The website links below will provide support and additional learning opportunities for your child. We hope that you find them useful.

The Go Jetters– Ideal for Nursery and Reception-age children. The Go Jetters is a geography-based cartoon on CBeebies. The website provides links to episodes, facts and quizzes.

National Geographic Kids- visit this site to explore fun facts, quizzes and competitions about the world, including animals.

BBC Newsround– we often watch Newsround episodes in school as they present child-friendly and informative news stories. The website also provides a range of interesting articles, games and quizzes.

BBC Geography Bitesize – visit this site to watch videos and read information relevant to the National Curriculum’s Geography objectives.

 

Art Curriculum Intent

At John Perry we believe that art is a significant and valuable part of the children’s education. It provides the opportunities needed to develop fine motor skills, observational skills and a critical understanding of the wider world.

We aim to give the children at John Perry a diverse and wide appreciation of art from a variety of cultures and from a plethora of artists, who themselves are assorted. The national Curriculum states that ‘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’

To become the renowned artist of tomorrow our children need to experience not only the visual elements of art (colours, shades, tones, patterns, shapes and lines) but also the tactile aspects of art (textiles, sculpture, collage and texture). Observing the works of artists who come from a variety of backgrounds and circumstances will enable the children to believe in themselves and their ability to achieve great works.

John Perry is aware of the rich and cultural heritages our pupils share.  We want to embrace these cultures and, where possible, link this with the other areas of learning across the curriculum; making the learning relevant to the children and enabling them to feel an identity within the art. We believe that art will allow the children to explore, build on and record some of their own creative and imaginative ideas linking to their own experiences and knowledge.

 

In Year 1 children will study Painting, printing and textiles.

Artists studied:

  • Marcos Santos
  • Jeff Hansen
  • Jackie Gayle
  • Linda Steele

Pupils learn that artists can be less able people who have overcome their disability to produce some great works of art. They will link their own work to some of the artists above and make comparisons. Year 1 pupils will use a variety of resources (sponges, fruits, embossed wallpapers) to create their own block printing. They will create an art work using materials for effect.

 

Year 2 children will study sculpture, collage and drawing.

Artists studied:

  • Henry Moore
  • Barbara Hepworth
  • Jill Tomsley
  • Eva Rothschild
  • Lauren Child
  • Doug Landris
  • W.Turner

The pupils will use fruit to carve their very own structures/sculptures and will progress to making their own 3D sculpture using everyday objects. The children can use plasticine, mixing it with paint and sculpt an egg cup. They will learn the skill of overlapping materials and creating tones and shades using torn magazines. The children will listen to and link music to their art work and create works using charcoals, chalks and rubbings. Year 2 children will discover how J.W.Turner uses seepage in his water colours.

 

Year 3 build on and revisit Painting, printing and textiles.

Artists studied:

  • Teyjah McAnen
  • Katsushika Hokusai
  • Mehera Shaw
  • Kaffee Fassett

Pupils in year 3 build on the skills they learned in year 1 learning about the colour wheel and being able to identify the primary, secondary and tertiary colours. Creating their very own cave art and moving on to the skill of quilling to make 3D art printing. The children can look forward to learning how to sew simple stiches and sew buttons onto a material. Finally they will learn how to weave materials together and also use dye and waxes on material for effect.

 

Year 4 build on sculpture, collage and drawing.

Artists studied:

  • W. Turner
  • John Constable
  • Claude Monet
  • Vincent Van Gogh
  • Toshiko Takaezu
  • Cecil Touchon

Linking with their learning in year 2 the children will build on the skills of using pastels and rubbings. They will sketch items at close range paying attention to the details and improving on their fine motor skills and pencil control. They will use wire to create their own sculpture. The children will manipulate materials to create a 3D patchwork collage. They will use a variety of natural resources that they themselves have discovered and incorporate these into 3D scene.

 

Year 5 build on paint, print and textiles

Artists studied:

  • Chelsey Bonestall
  • Brian Rattiner
  • Wassilly Kandinsky
  • Arthur Heygate MackMurdo

Children in year 5 will continue to build on their skills that they learned in year 1&3. The children will learn to use light to enhance their artwork. They will produce their own artwork using a mix of paints and other resources, with glo in the dark paints and an explosion of colours. The children will make their own stencils and use these to produce a black and white poster. They will use tile painting techniques and experiment with hot wax and dye.

 

Year 6 build on sculpture, collage and drawing skills that they will have learned already in the previous years.

Artists studied:

  • Sidney Carline
  • CRW Nevinson
  • Paul Nash
  • John Singer Sargent
  • Njedeka Akunyili

Year 6 pupils will focus on pencil control and usage creating works which show the steady hand of an artists or the flair of a new kind of art. They will sculpt a bust of a person learning the skill of papier mache. The pupils will also create an art work using materials in their work that will have a camouflage effect. Finally they will create a hanging 3D sculpture which will show skills of frame building and artistic flair.

Some useful web sites that you may want to visit for tips, help or just inspiration.

  • This BBC website has a list of 6 ways in which art can inspire and benefit children. It suggests 6 simple activities that you can do from home

https://www.bbc.co.uk/cbeebies/joinin/importance-of-art-and-craft-for-children

 

  • This website gives you 500 art activities that you could try with your children, most of them need only minimal resources.

https://artfulparent.com/kids-arts-crafts-activities-500-fun-artful-things-kids/

 

  • This web site gives you a virtual tour of an art gallery and also lists many of the well – known artists from times gone by.( Constable & Turner are among them)

 

https://www.npg.org.uk/collections/search/portrait-list.php?search=ap&subj=399;Arts+and+artists+tour

Computing Curriculum Intent


Through our Computing curriculum at John Perry Primary, we aim to give our pupils the life skills that will enable them to embrace and utilise new technology in a socially responsible and safe way to flourish. Our aim is to provide a high-quality Computing education which equips children to use computational thinking and creativity to understand and change the world.

We want our pupils to be able to operate in the 21st century workplace and to know the career opportunities that will open to them if they become proficient in the use of new technologies. We want our pupils to become discerning and independent users of computing technologies, gaining confidence and enjoyment from their activities.

Computing has deep links with Mathematics, Science and Design &
Technology, thus ensuring a solid grounding for future learning in other
curriculum areas. By the time our pupils leave John Perry Primary School, they
will feel equipped with the knowledge and confidence to meet the challenges
of their digital future.

Aims
It is our aim at John Perry to:
• Provide a relevant, challenging and enjoyable Computing curriculum for
all pupils.
• Build competence and confidence in choosing and using appropriate
applications.
• Ensure pupils have an ability to apply computing skills to real-life
problems.
• Be able to respond to new developments in technology.
• Develop and understand how to use IT and computing safely and
responsibly.
Computing programmes of study: key stages 1 and 2
 Progression of skills and knowledge in Computing

Links:
The website links below will provide support and additional learning
opportunities for your child:
Purple Mash– A comprehensive suite of learning tools and content, designed to
be used by primary-aged children in the classroom and at home.
BBC Bitesize Computing– Simple to follow lessons and videos for pupils age 4 to
14. Keep learning with short films, quizzes and practise activities related to
current topics in the classroom and at home.
Scratch– Helps young people learn essential skills for life in the 21st century
such as creative thinking, systematic reasoning and work as part of a team
Barefoot Computing– Enjoyable activities designed by teaching professionals
for families to do at home with their children

MFL Curriculum Intent

 

Here at John Perry we ensure that every child is able to have the opportunity to learn a new language and explore a variety cultures and traditions link to foreign language; enriching their lives and widening their skill set. This will enable them to form new and broader experiences, which they may have never had the opportunity to do so before, prompting diversity and inclusion.

 

At John Perry we strive to give the children opportunities to celebrate different cultures and languages; to develop an awareness of others around them and their own cultural identities; to be able to learn new ways to communicate with others and become lifelong learners. They should be able to develop their understanding of a new language, where it is derived from and commonly spoken. Using links to their grammatical understanding in English children are encouraged to compose sentences and phrases that will help them express themselves and understand others in another language. We use our Language of the month and celebration assemblies and events to help provide a rich and broad experience in MFL as well as our focus language (French) that we study throughout KS2.

 

 

  • Children have the opportunity to learn a new languages in depth across KS2.
  • Children have the opportunity to learn new languages on a monthly bases through our monthly language celebration.
  • To be able to express themselves through speaking simple phrases and sentences in another language.
  • To develop confidence in their linguistic abilities.
  • To have the opportunity to listen to literature, music and people from non-English speaking communities.
  • To appreciate, explore and celebrate other cultures and languages around the world.

 

 

MFL Website Links

 

Programme of study (NC link)

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239042/PRIMARY_national_curriculum_-_Languages.pdf

Music Policy Intent


Vision

Our vision at John Perry Primary School is best expressed through the original DfE’s National curriculum overview:

“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.”

(DFE, 2014 National Curriculum Music Programmes of study for KS1 and KS2)
We want our pupils to be able to have the opportunities to appreciate different forms of music, to enjoy their experiences of new and different types of music, to develop an awareness of cultural music, to participate in the making of music and become musicians themselves. They should be able to develop their music learning skills within a creative and rich context, which has meaning and purpose.

Aims & Objectives

To ensure that every child throughout KS1 and KS2 has the opportunity to:
 experience a variety of music
 be able to learn new musical skills
 learn appreciation of music through music from different cultures
We implement a sustainable and consistent model for Music teaching and learning, which is reviewed, monitored and improved.

Music WebLinks


Programme of study (NC link)

School clubs

We offer a range of school clubs to support the academic, social, emotional and physical development of our children. We are part of the National Tutoring Programme (NTP); children in different year groups have been targeted to practise reading or maths skills which they may need to develop within daily lessons. This is having a positive impact on attainment and progress of children across the school.

Specific clubs are in place (e.g. choir, guitar, ‘Chill Zone’) to develop pupils soft skills such as communication & language, confidence, resilience, independence and emotional intelligence.

A number of sports clubs provide opportunities for the children to further develop their fine motor, gross motor and sporting skills, and sportsmanship.

The majority of our clubs are open to all pupils on a first come, first served basis.

Bright Futures provide a daily breakfast and after school club. For more information, please contact the school office.