Foundation Subjects

Subject Lead = Miss Wheatcroft

What Art looks like at St Augustine's

At St Augustine’s we understand that art, craft, and design embody some of the highest forms of human creativity. Therefore, we provide A high-quality art and design education that engages, inspires, and challenges pupils. Therefore, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft, and design.

As pupils progress steadily through our school, they can think critically and develop a more rigorous understanding of art and design. They also have a clear understanding of how art and design both reflect and shape our history, and contribute to the culture, creativity, and wealth of our nation.

Context for Art and Design and Technology

At Saint Augustine’s, we have recently introduced the Kapow scheme for Art, and more recently DT, which is being embedded across the school. The new curriculum aims to inspire curiosity, broaden understanding of the art and DT, to develop knowledge, and progression of skills.

Curriculum Intent

Through our curriculum planning, pupils engage with a variation of opportunities, in weekly lessons following the Kapow scheme of work.

We aim for all pupils to:

Be aspirational in their work; to challenge themselves to create works of art they are proud of and to develop new skills; to be reflective and evaluate their work, thinking about how they can make changes and keep improving.

Develop curiosity; asking questions about how works of art were created and how they can develop their own skills.

Be fully engaged in art lessons, developing a love of experimentation, to think critically about their work.

Curriculum Implementation

Lessons are always practical in nature and encourage experimental and exploratory learning with pupils using sketchbooks to document their ideas. Differentiated guidance is available for every lesson to ensure that lessons can be accessed and enjoyed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils by providing a highly visual record of the key knowledge and techniques learned, encouraging recall of skills processes, key facts and vocabulary.

What a typical lesson looks like:

Flashback: an opportunity for pupils to retrieve and build upon previously acquired skills, through a ‘Last Lesson, Last Unit, Last Year, Challenge’ approach.

Teach it: introduction to new a new skill with live modelling and explicit addressing of potential misconceptions.  Learning about the work of famous local, national and international artists are explored to enhance the children's learning.

Practise it: Children record ideas, practise different skills and experiment with different techniques.

Prove it: Evaluating and analysing,

Dig deeper: Further develop skills and interpretation of work.

Art is also used within other areas of the curriculum to enable pupils to represent their thoughts and ideas visually. It can be used as a stimulus for literacy, to portray complex emotions in RE or to deepen understanding in maths

Curriculum Impact

Kapow Primary’s curriculum is designed in such a way that children are involved in evaluation, dialogue and decision making about the quality of their outcomes and the improvements they need to make. By taking part in our regular discussions and decision making processes, children will not only know facts and key information about art, but they will be able to talk confidently about their own learning journey and have a growing understanding of how to improve.

The impact of Kapow Primary’s scheme can be constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives. An assessment spreadsheet including the learning outcomes for children with secure understanding and those working at greater depth enables teachers to keep records of summative assessments for each child.

After the implementation of Kapow Primary’s Art and design scheme, pupils should leave primary school equipped with a range of techniques and the confidence and creativity to form a strong foundation for their Art and design learning at Key Stage 3 and beyond.

The expected impact of following the Kapow Primary Art and design scheme of work is that children will:

Produce creative work, exploring and recording their ideas and experiences.

Be proficient in drawing, painting, sculpture and other art, craft and design techniques.

Evaluate and analyse creative works using subject-specific language.

Know about great artists and the historical and cultural development of their art.

Meet the end of key stage expectations outlined in the National curriculum for Art and design.

Art Curriculum Overview

Subject Lead = Mrs Williams

What Computing looks like at St Augustine's

Here at St Augustine’s School, we recognise that the use of information and communication technology is an integral part of the national curriculum, but more than this, it is a key skill for everyday life. Computers, tablets and programmable robots are some of the tools we use to give our children the opportunity to organise, store, manipulate, interpret, communicate and present information.

Our staff weave the use of technology through all our teaching and learning. However, we also understand that our pupils require a structured and progressive approach to the learning of the skills needed to enable them to use technology effectively. In order to achieve this vision, we have carefully-selected the Kapow Computing scheme

In addition to the daily use of technology to enhance their learning in all subjects, Children from Years 1 to 6, have a weekly timetabled Computing lesson in our school’s Computer Suite. During their weekly Computing lesson, children use a range of technologies and unplugged activities.

We recognise the importance of online safety so in addition to its place on the computing long term planning, online safety features in PSHE, RSE, a whole school focus for Safer Internet week and specific interventions targeting our upper key stage two children who appear vulnerable to the expose of technology.

Intent

St Augustine’s Computing scheme aims to instil a sense of enjoyment around using technology and to develop pupil’s appreciation of its capabilities and the opportunities technology offers to, create, manage, organise, and collaborate. Tinkering’ with software and programs forms a part of the ethos of the scheme as we want to develop pupils’ confidence when encountering new technology, which is a vital skill in the ever evolving and changing landscape of technology. Through our curriculum, we intend for pupils not only to be digitally competent and have a range of transferable skills at a suitable level for the future workplace, but also to be responsible online citizens. The scheme of work enables pupils to meet the end of key stage attainment targets outlined in the national curriculum and the aims align with those in the national curriculum. When used in conjunction with the RSE & PSHE scheme, our Computing scheme of work also satisfies all the objectives of the DfE’s Education for a Connected World framework. This guidance was created to help equip children for life in the digital world, including developing their understanding of appropriate online behaviour, copyright issues, being discerning consumers of online information and healthy use of technology.

Implementation

The national curriculum purpose of study states:

‘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’. Therefore, the scheme of work is designed with three strands which run throughout:

• Computer science

• Information technology

• Digital literacy

Our National curriculum mapping document shows which of our units cover each of the national curriculum attainment targets as well as each of these three strands. Our Progression of skills and knowledge shows the skills and component knowledge that are taught within each year group and how these develop year on year to ensure attainment targets are securely met by the end of each key stage.

The scheme is organised into five key areas, creating a cyclical route through which pupils can develop their computing knowledge and skills by revisiting and building on previous learning:

• Computer systems and networks

• Programming

• Creating media

 • Data handling

• Online safety

The implementation of the Computing scheme ensures a broad and balanced coverage of the national curriculum requirements, and our ‘Skills showcase’ units provide pupils with the opportunity to learn and apply transferable skills. Where meaningful, units have been created to link to other subjects such as science, art, and music to enable the development of further transferable skills and genuine cross-curricular learning. Lessons incorporate a range of teaching strategies from independent tasks, paired and group work as well as unplugged and digital activities. This variety means that lessons are engaging and appeal to those with a variety of learning styles. Differentiated guidance is available for every lesson to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary. Strong subject knowledge is vital for staff to be able to deliver a highly effective and robust computing curriculum. Each of our units of lessons include teacher videos to develop subject knowledge and support ongoing CPD.

Impact

The impact of St Augustine ’s scheme is constantly monitored through both formative and summative assessment opportunities. Each lesson includes guidance to support teachers in assessing pupils against the learning objectives and each unit has a unit quiz and knowledge catcher which can be used at the start and/ or end of the unit. After the implementation of St Augustine’s Computing scheme, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education and be active participants in the ever-increasing digital world.

The expected impact of following the Computing scheme of work is that children will:

• Be critical thinkers and able to understand how to make informed and appropriate digital choices in the future.
• Understand the importance that computing will have going forward in both their educational and working life and in their social and personal futures.
•  Understand how to balance time spent on technology and time spent away from it in a healthy and appropriate manner.
•  Understand that technology helps to showcase their ideas and creativity. They will know that different types of software and hardware can help them achieve a broad variety of artistic and practical aims.
•  Show a clear progression of technical skills across all areas of the national curriculum - computer science, information technology and digital literacy.
•  Be able to use technology both individually and as part of a collaborative team.
•  Be aware of online safety issues and protocols and be able to deal with any problems in a responsible and appropriate manner.
•  Have an awareness of developments in technology and have an idea of how current technologies work and relate to one another.
•  Meet the end of key stage expectations outlined in the national curriculum for Computing

Subject Lead = Miss Wheatcroft

What Design & Technology looks like at St Augustine's

Intent

At St Augustine’s we understand that art, craft, and design embody some of the highest forms of human creativity. Therefore, we provide A high-quality art and design education that engages, inspires, and challenges pupils. Therefore, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft, and design.

As pupils progress steadily through our school, they can think critically and develop a more rigorous understanding of art and design. They also have a clear understanding of how art and design both reflect and shape our history, and contribute to the culture, creativity, and wealth of our nation.

Context for Art and DT

At Saint Augustine’s, we have recently introduced the Kapow scheme for Art, and more recently DT, which is being embedded across the school. The new curriculum aims to inspire curiosity, broaden understanding of the art and DT, to develop a knowledge, and progression of skills.

Design Technology provides the children with the opportunities to develop and extend skills and an opportunity to apply their knowledge in maths and science in a practical and creative way.

In DT we aim to develop curiosity. We want pupils to ask questions about how things work and how they are made.

We want children to be aspirational in their work. We want them to challenge themselves to create practical artefacts and to develop new skills. Children are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving.

We want them to be fully engaged in DT lessons, developing a love of experimentation, to think critically about their work.

Implementation

The teaching and implementation of the Design Technology is based on the National Curriculum and linked to topics to ensure a well-structured approach to this creative subject.

The children are taught DT bi-termly. Areas covered include food, textiles, mechanisms, structures and electrical systems. Designing skills are ongoing throughout the school. There is a clear progression throughout the school of key objectives and vocabulary. The DT programme is usually linked to topic work, often to the history, geography or science curriculum

Children in Key Stage 1 and 2 use DT books to record ideas, plan and design their work and review and revise their ideas. Photographs also show the progression and final piece of work. It is usually taught as a block of work over several consecutive days. In Key Stage 1 and 2, pupils take part in 3 units of work throughout the year.

Curriculum Impact

During DT lessons, time is always spent reflecting on work and suggesting ways to develop it further. Pupils are encouraged to critically evaluate their ideas and practical skills and look for ways they can develop them further. They are encouraged to make a practical product for an intended audience and evaluate how successful they have been. Teachers give verbal and written feedback throughout a unit of work.

At the end of each unit of work, teachers assess pupils using the school’s Assessment Grids, indicating whether they are working at the expected level for the year, towards the expected level, or at greater depth.

Design & Technology Curriculum Overview

Subject Lead = Mrs Holmes

What Geography looks like at Saint Augustine's

At Saint Augustine’s Primary School, we believe that geography is key to helping children understand the world around them and their place within it. Our geography curriculum, taught using the Kapow Primary Geography scheme, is designed to inspire curiosity and fascination about the planet, its people, and the ever-changing landscapes.

Through Kapow, children engage in hands-on, enquiry-based learning that encourages them to explore different cultures, environments, and global issues. From learning about physical features such as rivers and mountains to understanding human geography like settlements and trade, our pupils build a strong foundation of knowledge and skills.

Geography at Saint Augustine’s also places an emphasis on developing critical thinking and geographical enquiry. Children use maps, atlases, and digital tools to investigate global and local issues, fostering a deeper understanding of how geography shapes the world. They explore diverse topics like climate change, sustainability, and how geography influences cultures and communities, linking classroom learning to real-world events.

Through fieldwork opportunities and cross-curricular links, children are encouraged to become global citizens who are aware of their responsibility to the environment and the world’s resources. The Kapow curriculum aligns with our values of respect and stewardship, helping children appreciate the beauty and complexity of the world and encouraging them to think about their role in preserving it for future generations.

We are proud to deliver a geography education that not only meets curriculum standards but also nurtures a lifelong love of exploration and learning about our planet.

Intent

At Saint Augustine’s Primary School, our Geography curriculum is designed to align with the school’s ethos of nurturing curiosity, exploration, and a lifelong love of learning. It reflects our vision of preparing pupils to be confident, informed, and resourceful individuals who understand their role in a rapidly changing world.

The curriculum also considers the specific developmental areas for our school, emphasizing cross-curricular links, local studies, and national strategies to foster a well-rounded geographical education.

We aim to inspire pupils to think like geographers by developing:

• Curiosity and Exploration: Encouraging children to question and observe the world around them, both locally and globally.
• Critical Thinking: Supporting pupils in asking perceptive questions, analysing evidence, and explaining their findings.
• Practical Fieldwork Skills: Ensuring hands-on experiences in collecting, measuring, and recording data at various scales.
• Local and Global Awareness: Building a deep understanding of the pupils’ own locality and how it contrasts with other parts of the world.
• Geographical Vocabulary and Concepts: Developing proficiency in terms and ideas that shape their understanding of physical and human geography.

Through this curriculum, we aim to empower pupils to:

• Recognize how Geography shapes lives and communities over time and at different scales.
• Engage with topics that make them aware of their responsibility as active global citizens.
• Contribute positively to their communities and the wider world through sustainable and informed actions.

Alignment with National and Early Years Frameworks

• The curriculum ensures that pupils meet the National Curriculum attainment targets for Geography by the end of Key Stages 1 and 2.
• In EYFS, activities are linked to the Understanding the World Development Matters statements and Early Learning Goals, introducing foundational geographical knowledge and curiosity.

At Saint Augustine’s, Geography is more than just a subject; it is a way to explore, understand, and impact the world positively, encouraging pupils to build a meaningful connection between their learning and the world they inhabit.

Implementation

The Geography curriculum at Saint Augustine’s Primary School is delivered through the Kapow Primary scheme, which translates our curriculum intent into a progressive and effective sequence of learning. This implementation ensures that pupils systematically develop their geographical knowledge, skills, and concepts across all year groups.

Curriculum Structure and Progression

The National Curriculum’s Geography attainment targets are organised under four key strands:

• Locational Knowledge
• Place Knowledge
• Human and Physical Geography
• Geographical Skills and Fieldwork

The Kapow Primary scheme provides a clear progression of knowledge and skills within these strands, ensuring that pupils build on prior learning. The spiral curriculum revisits core concepts with increasing complexity, helping pupils consolidate and deepen their understanding. Locational knowledge is integrated into every unit, reinforcing key ideas such as place, scale, and interconnections.

In the EYFS, the curriculum includes both adult-led and child-initiated activities aligned with the Understanding the World Early Learning Goals, providing a strong foundation for Key Stage 1.

Enquiry-Based Learning and Fieldwork

At the heart of our curriculum are enquiry questions, designed to be open-ended and purposeful. Pupils use these questions to develop critical thinking, apply their geographical knowledge, and propose informed solutions. Fieldwork opportunities, which are central to Geography, follow an enquiry cycle of question, observe, measure, record, and present, in line with the National Curriculum.

Fieldwork experiences range from exploring the school grounds to larger-scale visits, enabling pupils to develop skills in familiar and new environments. Regular practice consolidates their understanding and builds confidence in geographical methodologies.

Cross-Curricular Links

The curriculum integrates cross-curricular links to allow pupils to apply Geography skills in other subjects, such as science, history, and maths. This approach enriches learning and demonstrates the relevance of Geography in real-world contexts.

Teaching Strategies and Resources

Lessons employ a variety of teaching strategies, including:

• Independent tasks
• Collaborative group work
• Practical, hands-on activities
• Computer-based tasks

This variety ensures lessons are engaging and cater to diverse learning styles. Knowledge organisers are used to support factual recall and vocabulary development, while differentiated activities ensure accessibility for all pupils, including those with additional needs. Opportunities to stretch and challenge pupils are also embedded.

Teacher Support and Development

Recognising the need for strong subject knowledge, the scheme provides teacher videos, CPD opportunities, and detailed guidance within each unit. These resources help staff deliver lessons with confidence, ensuring high-quality teaching and effective pupil progression.

By implementing this structured, enquiry-driven approach to Geography, we aim to equip pupils with the skills, knowledge, and curiosity to explore and understand the world around them.

Impact

The impact of our Geography curriculum is monitored through a combination of formative and summative assessment strategies, ensuring that pupils' learning is progressing and meeting the expectations set out in the National Curriculum. The Kapow Primary scheme’s enquiry-based approach allows us to assess pupils’ understanding and identify any learning gaps through various assessment methods.

Assessment and Monitoring

1. Formative Assessment:
   • Each lesson provides guidance for teachers to assess pupils against the learning objectives. This allows for continuous, real-time checks on understanding during the lesson.
   • Regular opportunities for pupils to present their findings and demonstrate their geographical skills form part of the ongoing assessment process. These presentations are assessed to ensure that pupils can effectively communicate and apply their knowledge.
2. Summative Assessment:
   • At the end of each unit, a unit quiz and knowledge catcher are used to assess pupils’ overall understanding. These tools help to identify how well pupils have grasped the key concepts and where further learning may be needed.
   • The knowledge catcher can be used at the start or end of a unit to assess retention and highlight areas for reinforcement.
3. Tracking and Evidence of Progress:
   • Tracking of progress is based on both teacher assessment during lessons and the results from quizzes and knowledge catchers. Teachers are able to track individual pupil progress throughout the academic year and across key stages.
   • Evidence of pupil progress is collected through samples of work, fieldwork outcomes, and presentations, which are reviewed to evaluate how well pupils can apply geographical skills and knowledge to real-world contexts.
   • Regular reflections and reviews of pupil progress are held during staff meetings to ensure that pupils are on track to meet the National Curriculum expectations by the end of Key Stage 2.

Expected Impact

The expected impact of the geography curriculum is that by the end of Key Stage 2, pupils will:

• Be able to compare and contrast human and physical features of places in the UK, Europe, and the Americas.
• Understand the location and interactions of physical features, including processes like the water cycle, climate, and natural disasters.
• Recognise how human activity, such as land use and resource distribution, impacts the environment.
• Develop a deep appreciation of the relationship between human and physical geography, including the positive and negative impacts humans have on the environment.
• Be proficient in using geographical tools such as maps, compasses, and digital mapping to enhance their understanding of location, place, and direction.
• Answer their own geographical enquiries through well-planned investigations using data collection and presentation techniques.
• Meet the expected outcomes for Geography at the end of Year 2 and Year 6, as outlined in the National Curriculum, and develop a strong foundation to confidently transition to Key Stage 3.

By continuously assessing and tracking pupil progress, we ensure that each child develops a comprehensive understanding of Geography and is prepared to become an informed and curious global citizen.

Geography skills progression

Geography vocab

Subject Lead = Mrs Holmes

What History looks like at Saint Augustine's

At Saint Augustine’s Primary School, history is brought to life through an engaging curriculum that encourages children to explore the past and understand its impact on the present and future. Using the Kapow Primary History scheme, we aim to develop a deep interest in history while helping pupils build critical thinking skills and a sense of chronology.

Through a well-structured and sequenced approach, children investigate key events, significant figures, and important eras from both British and world history. From learning about ancient civilizations and medieval times to modern history and the contributions of diverse communities, our curriculum promotes a broad understanding of historical development.

Kapow’s history lessons emphasize enquiry-based learning, where children ask questions, examine sources, and interpret evidence. This approach helps pupils develop a historian’s mindset, allowing them to evaluate multiple perspectives, form reasoned conclusions, and communicate their understanding clearly.

History at Saint Augustine’s is also closely linked to other subjects, such as geography and English, providing rich opportunities for cross-curricular learning. Pupils are encouraged to make connections between past events and modern society, deepening their understanding of how history influences culture, politics, and the world today.

We believe that history fosters a sense of identity and belonging, and through studying the past, children gain insights into how individuals and groups have shaped our world. Our goal is to inspire a lifelong interest in history, ensuring that pupils leave with a strong knowledge base and a passion for learning about the past.

Intent

At Saint Augustine's Primary School, our history curriculum reflects our ethos of nurturing compassionate, knowledgeable, and inquisitive learners who understand their place in the world and the significance of the past in shaping the future. Aligned with the school’s vision of promoting excellence and fostering curiosity, our history curriculum is designed to inspire children to become critical thinkers, confident questioners, and empathetic individuals who appreciate the diversity and complexity of human experiences across time.

Rooted in our commitment to providing a broad and balanced education, we aim to:

1. Develop Historical Knowledge and Understanding:
   Pupils will explore significant events, individuals, and civilizations in British, local, and global history, building an awareness of how societies and cultures have evolved over time.
2. Encourage Critical Thinking and Enquiry:
   Through studying primary and secondary sources, children will learn how to analyse historical evidence, ask perceptive questions, and construct well-reasoned arguments.
3. Foster a Secure Sense of Chronology:
   Pupils will develop a strong understanding of chronology, enabling them to make connections across historical periods and themes.
4. Introduce Key Historical Concepts:
   Children will explore concepts such as power, empire, migration, trade, society, and cultural achievements, fostering a deeper understanding of historical contexts and their relevance to the present day.
5. Build Empathy and Perspective:
   By examining the diverse lives and relationships of people in the past, children will develop empathy and appreciate the reasons behind human actions, cultivating an understanding of how past mistakes and triumphs can inform future decisions.
6. Promote National Curriculum Goals:
   Our curriculum is aligned with the National Curriculum’s end-of-key-stage attainment targets and supports Early Years Foundation Stage (EYFS) learners in working towards Development Matters statements and Early Learning Goals in “Understanding the World.”
7. Support Local and Global Awareness:
   Through the study of local history and its connection to national and global narratives, children will develop a sense of belonging and pride in their heritage, while understanding the interconnectedness of the wider world.

Through Kapow Primary’s History scheme, enriched with our school’s values and aspirations, we aim to equip children with the skills, knowledge, and dispositions necessary to succeed in their future studies and become thoughtful, informed citizens who can positively contribute to society.

Implementation

The implementation of the history curriculum at Saint Augustine’s Primary School focuses on translating our intent into a coherent and effective learning journey. Through the use of the Kapow Primary scheme, we deliver a structured, progressive, and engaging curriculum that ensures all pupils gain a deep understanding of history while developing the skills to think critically and analytically as historians.

Key Features of Implementation

1. Progressive Curriculum Structure

• Spiral Model: Concepts, skills, and knowledge are revisited in different contexts throughout the key stages, enabling pupils to consolidate and build upon their learning over time.
• Chronological Awareness:
  • In EYFS, children reflect on personal experiences and compare characters and historical figures, helping them understand individual histories within broader narratives.
  • In KS1 and KS2, pupils develop a ‘mental timeline’ to understand chronology, identify connections, and recognize trends in history. The Kapow timeline serves as a visual aid to support this progression.

2. Enquiry-Based Learning

• Lessons are designed around enquiry-based questions to encourage pupils to investigate history through:
  • Questioning
  • Investigating
  • Interpreting evidence
  • Evaluating conclusions
  • Communicating findings
• This approach mirrors how historians conduct research, fostering analytical and evaluative skills in pupils.

3. Integration of Key Disciplinary and Substantive Concepts

• Disciplinary Concepts:
  Pupils explore critical historical skills, including:
  • Change and continuity
  • Cause and consequence
  • Similarities and differences
  • Historical significance
  • Historical interpretations
  • Sources of evidence
• Substantive Concepts:
  Key ideas such as power, trade, invasion, and settlement are introduced in KS1 and revisited throughout KS2, deepening pupils’ understanding across multiple contexts.

4. Knowledge Organisers and Recall

• Knowledge Organisers: These provide pupils with a foundation of factual knowledge, vocabulary, and key concepts to support retention and retrieval practice.
• Regular recall activities reinforce understanding and build confidence in applying knowledge.

5. Engaging and Inclusive Lessons

• Varied Activities: Lessons include hands-on activities, role-play, debates, and analysis of primary and secondary sources to keep learning engaging and relevant.
• Adaptability:
  • Each lesson includes guidance for differentiation, ensuring accessibility for all pupils, including those with SEND.
  • Opportunities to extend learning challenge more able pupils.

6. Supporting Teacher Development

• Recognising that some teachers may lack confidence in delivering history lessons, the Kapow scheme includes:
  • Comprehensive subject knowledge guidance.
  • Links to prior learning to create coherence.
  • Identification of potential misconceptions to help teachers address them effectively.

7. Real-World Connections

• History in Action: Videos showcasing professionals in history-related careers (e.g., archaeologists, museum curators, and historians) inspire pupils and demonstrate the relevance of historical study.

By embedding these elements into the implementation of our history curriculum, Saint Augustine’s Primary School ensures that all pupils receive a high-quality education that nurtures their curiosity, develops their skills, and fosters a lifelong appreciation for history.

Impact

The impact of the Kapow Primary History scheme is reflected in pupils’ growing ability to think critically, evaluate evidence, and construct informed historical arguments. Through both formative and summative assessments, teachers monitor and support progress, ensuring that every child achieves the learning objectives and gains the knowledge and skills necessary to succeed in secondary education and beyond.

Expected Impact on Pupils

By the end of their time at Saint Augustine’s Primary School, pupils will:

• Know:
  • The history of Britain, including how people’s lives have shaped the nation and its interactions with the wider world.
  • The history of the wider world, encompassing ancient civilizations, empires, non-European societies, and significant human achievements.
  • Substantive concepts like power, invasion, settlement, trade, and civilization, deepened through repeated encounters across contexts.
• Understand:
  • How to form historical arguments using disciplinary concepts such as cause and effect, consequence, continuity and change, and similarity and difference.
  • The role of historians in learning about the past and constructing accounts based on evidence and interpretation.
• Develop Skills To:
  • Ask historically valid questions and follow an enquiry-based approach to construct structured accounts.
  • Explain how and why interpretations of the past differ, supported by evidence.
  • Make connections between historical concepts and timescales, fostering chronological awareness.

Pupils will also leave with an appreciation for the achievements of significant individuals, events, and inventions that have shaped our world and a strong foundation for future learning.

Assessment Models: Tracking and Evidencing Progress

To ensure progress is effectively tracked and evidenced, we utilize a combination of formative and summative assessment methods:

• Formative Assessment (AfL):
  • Conducted throughout lessons to assess pupils’ understanding of the learning objectives.
  • Teachers use questioning, discussions, and observation to address misconceptions and support learning in real-time.
• Summative Assessment:
  • End-of-Unit Skill Catcher and Knowledge Quiz: Each unit concludes with a quiz and activity designed to assess pupils’ understanding of key skills, concepts, and knowledge.
  • End-of-Term Quizzes: Broader quizzes are used to consolidate and review knowledge from multiple units, providing insights into long-term retention.
• Tracking Progress:
  Pupils' performance is tracked against key objectives for their year group, categorized into Working Towards Standard (WTS), Expected Standard (EXP), and Greater Depth (GD) based on:
  • Quiz results (e.g., scores below 60% = WTS, 60-80% = EXP, above 80% = GD).
  • Teacher observations and qualitative judgments recorded in assessment trackers.
• Evidencing Progress:
  • Evidence is collected in pupils’ history books, showcasing enquiry questions, written accounts, and analysis of sources.
  • Knowledge organizers support pupils in recalling prior knowledge and vocabulary, reinforcing learning across topics.

This rigorous approach ensures that all pupils are meeting the Early Learning Goals (EYFS) and Key Stage expectations outlined in the National Curriculum, setting them up for continued success in history.

History skills progression

History vocab

Subject Lead = Mrs Best

What Modern Foreign Languages looks like at St Augustine's

At St Augustine's School, 14% of our children speak English as an additional language and we celebrate our school's diversity.

Some of the home languages spoken include: Spanish, Polish, Ukranian, Chinese and German. In Key Stage Two our children are taught French as their modern foreign language. 

Our French lessons are delivered using the scheme Language Angels. All materials produced by Language Angels have been written based upon the KS2 MFL National Curriculum and follow a ‘step-by-step approach’. The three ‘pillars’ of language learning (phonics, grammar and vocabulary) are all weaved into our planning and, as pupils progress through the units and teaching types, previous language is recycled, revisited and consolidated.

At St Augustine's any new language is introduced gradually and becomes more complex and sophisticated as pupils move through Key Stage Two.

Each French lesson includes a range of activities and opportunities for our pupils to practise the foreign language in all four skills - speaking, listening, reading and writing. These skills are supported and developed using a variety of different interactive and desk-based activities.

KS2 long term plan for French

Subject Lead = Miss Wheatcroft

What Music looks like at St Augustine's

Intent

At St Augustine’s we understand that music embodies some of the highest forms of human creativity. Therefore, we provide a high-quality music education that engages, inspires, and challenges pupils. Therefore, equipping them with the knowledge and skills to experiment, invent and create their own music.

As pupils progress steadily through our school, they can think critically and develop a more rigorous understanding of music. They also have a clear understanding of how music has developed and contributed to the culture and creativity of our nation

Context for Music

At Saint Augustine’s, we use Charanga, which is being embedded across the school. The curriculum aims to inspire curiosity and broaden understanding and performance of music; to broaden knowledge and progression of skills. At St. Augustine’s, pupils develop their understanding, make musical judgements, apply their new learning, develop their aural memory, express themselves, discuss and create their own musical ideas.

Implementation

Through our curriculum planning, pupils engage with a variation of opportunities, in lessons following the Charanga scheme of work. Children will learn about a range of musical styles and perform using voice or instruments. Each year they will explore music using pitch, rhythm, pulse, dynamics, tempo, timbre, structure, texture and notation, building upon previous years’ experience.

Impact

Our aim is for pupils to:

- 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 use their voices, to create and compose music on their own and with others; use technology appropriately and have the opportunity to progress on their musical journey.

- 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 notation.

- Play and perform in solo and ensemble contexts with increasing accuracy, fluency, control and expression.

- Improvise and compose music for a range of purposes using the inter-related dimensions of music.

- Listen with attention to detail and recall sounds with increasing aural memory.

- Begin to use and understand staff and other musical notations.

- Appreciate and understand a wide range of high-quality live and recorded music, drawn from different traditions and from great composers and musicians, and develop an understanding of the history of music.

 - To have an enjoyment of music and to make links to other subjects.

Lessons are always practical in nature and encourage experimental and exploratory learning with pupils using sketchbooks to document their ideas. Differentiated guidance is available for every lesson to ensure that lessons can be accessed and enjoyed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils by providing a highly visual record of the key knowledge and techniques learned, encouraging recall of skills processes, key facts and vocabulary.

What a typical lesson looks like:

Flashback: an opportunity for pupils to retrieve and build upon previously acquired skills, through a ‘Last Lesson, Last Unit, Last Year, Challenge’ approach.

Teach it: introduction to new a new skill with live modelling and explicit addressing of potential misconceptions.  Learning about the musical notation, applying this to songs.

Practise it: Children use instruments/voice, practise different skills and experiment with different techniques.

Prove it: Evaluating and analysing,

Dig deeper: Further develop skills and interpretation of work.

Curriculum Impact

During Music lessons, time is always spent reflecting on work and suggesting ways to develop it further. Pupils are encouraged to critically evaluate their ideas and practical skills and look for ways they can develop them further. They are encouraged to compose for an intended audience and evaluate how successful they have been. Teachers give verbal and written feedback throughout a unit of work.