Engaging – Our learners are inspired, engaged and immersed in their learning. They also acquire knowledge of special places, practices, festivals and the role of key figures. We harness the music specialism at KSA. I have taught in and supported many different Early Years settings over the years and I love that they all are unique. They learn to appreciate the work of famous scientists and the role they play in today’s world. If you find this tracker helpful, you may also want to take a look at this Intent, Implementation and Impact Self-Evaluation Form. It instils in our learners a curiosity and fascination about the world around them and the ability to study and care for future sustainability. Singing is a valued part of children’s development and they participate in a weekly hymn practice and learn songs in preparation for Harvest Festival and our Christmas show, which are both performed to parents. Our Intent, Implementation, and Impact targets for the Early Years Foundation Stage (EYFS). The intent of the MFL department is that all our language learners develop into confident and articulate “world citizens” who consider themselves a part of a multicultural and mutually respectful society. Intent: why do we teach what we teach? In Y1-6, pupils sit global assessments in reading and maths three times a year. Impact: how do we know what pupils have learnt and how well they have learnt it? This programme aims to prepare children for life, helping them to really know and value who they are and understand how they relate to others in an ever changing world. Our lessons are structured to ensure speaking and listening is at the heart of learning. Learning an additional language teaches pupils to love language acquisition, to love communication and to be curious about others and other parts of the world. The Reception year group, follow a different curriculum to the rest of the school known as the Early Years Foundation Stage. When taking on this school, I wanted children to fall back in love with learning and be totally immersed in different worlds and times; to be excited with learning. We include theme days/weeks in our curriculum to immerse pupils in a topical theme which is relevant to pupils, for example World Book Week or Health and Wellbeing Week. Pupils are expected to learn from their teammates, as much as from their teacher. At Bacon Garth Primary School we intend to build a Design Technology curriculum which develops learning and results in the acquisition of knowledge and skills. In Year 3, children attend a recorder festival at the end of the year, where they have the opportunity to perform with other schools. Varied – Our learners embrace opportunities to develop knowledge and skills within a diverse, creative curriculum. Pupils develop the skills and tactics to play competitive sports such as football, rounders, netball, handball and hockey and in Year 4 pupils participate in swimming lessons. Through our Art and Design curriculum allows our children to recognise and celebrate their own talents and individuality and gain knowledge of the work of famous artists and designers. In Primary, the Art and DT curriculum is closely linked to the English and humanities foci for each unit so pupils can make the most of subject specific knowledge in creative endeavour too. The PUMA and PIRA tests enable us to track pupils’ age-related progress against a national data set across a range of skills and are therefore useful in terms of tracking progress over time. The scheme of work focuses on learning about religion and learning from religion. Relationships and Health Education is taught through our Personal Social Health Education curriculum using the Jigsaw Programme; a mindful approach to PSHE. 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