Art

ART

“Art has the role in education of helping children become more like themselves instead of more like everyone else” (S.G.Clemens)

 

Intent

At Prince Albert Primary School, we want to nurture, foster and instil a love and passion for art and design. Our carefully planned curriculum is designed to engage, inspire and challenge pupils, whilst equipping them with the knowledge and skills to experiment, invent and create their own pieces of work. We also aim for our pupils to have the breadth of knowledge that enables them to critically evaluate a piece of art. We want our pupils to understand the wider impact of art by exploring how art and design shapes our history, and how it contributes to the culture, creativity and wealth of our nation. Therefore, pupils learn about unique and diverse artists, craft makers and designers to show children the limitless opportunities and careers that art and design can provide and to foster a lifelong passion for art.

 

Implementation

At Prince Albert Primary School, we have designed our own progressive curriculum that enables pupils to develop the key elements and components that underpin the art curriculum which are line, shape, form, texture, colour and value. The foundations for art are laid in our Early Years Foundation Stage (EYFS). In EYFS, children begin to learn the fundamental skills of drawing, printing, painting and sculpture. They begin to experiment with different tools and textures. As they move in KS1, they build on these initial skills in these areas of art and they also learn about collage and digital media in KS2. Our art curriculum develops pupils’ interests and curiosity about art and design through a cross curricular approach which focuses on specific themes such as the Stone Age and World War 2.art Page display

 

At Prince Albert Primary School, each of our pupils has their own sketch book which demonstrates their creative journey within each unit. These books are used to record ideas, practise new techniques and further refine their skills. These sketch books also give our pupils the opportunity to study and critique existing pieces of art/artists and use these ideas to develop their own pieces of related art work. Also, we ensure our children have access to a wide variety of art resources and have opportunities to use a range of media. Pupils are taught to be reflective and evaluate their work, thinking about how they can make changes and keep improving. Pupils have the opportunity to showcase and exhibit their work throughout the school, either in classrooms or during art exhibitions.

 

We have a highly knowledgeable leader of art who ensures that the curriculum is regularly reviewed and refined. Art skills are assessed throughout a unit of learning and this assessment is used to drive future retrieval and learning opportunities.

 

Impact

Due to the nature of this curriculum area, art monitoring takes various forms. A key component of this is pupil voice; school leaders use pupil voice as an effective tool to assess pupils’ ability to express themselves through a range of different mediums. Pupil voice demonstrates that through discussion and feedback, pupils talk enthusiastically about their art lessons and show a genuine curiosity and interest in the areas they have explored. Along with this, senior leaders and the art leader regularly conduct learning walks and look at sketch books to ensure progression of skills is evident. Monitoring and pupil voice shows that our pupils leave Prince Albert school with a range of art skills, a passion for art and a knowledge of a range of artists.

PE

Physical Education

‘Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic and creative intellectual activity.’ – J.F Kennedy

 

Intent

At Prince Albert School, we recognise that excellent physical education, school sport and physical activity (PESSPA) provision not only improves health, reduces stress and improves concentration, but also promotes positive physical growth and development. We also recognise that exercise has a positive influence on academic achievement and the overall health and wellbeing of our pupils.

Through a comprehensive and well balanced PESSPA offer, we want our children to develop their social skills and we encourage pupils to value one another and work collaboratively with others in a wide range of group situations. Furthermore, our intention is that pupils become physically literate through an emphasis on developing fundamental movement skills, develop competency in technical skills and are able to apply them in practise. This also enables pupils to make positive decisions, such as selecting the best skill or strategy. We want our pupils to have the confidence to be able to succeed in a range of physical activities.

We aim for our pupils to leave school being able to competently swim 25 metres and perform safe self-rescue in different water-based situations.

Our goal is to inspire pupil's participation of physical activity through creativity, enjoyment and imagination. They will have skills, such as swimming, riding a bike and ball skills that they can use outside of school. We will ignite a child’s interest in physical wellbeing and a healthy lifestyle in order to establish positive lifestyle habits that will last throughout their lives. Ultimately, at Prince Albert School, pupils will be supported to develop the skills and confidence they need to become the next Liverpool midfielder, cricketer or ballroom dancer!

 

Implementation

We deliver a holistic, progressive and purposeful P.E curriculum based on the National Curriculum. It is carefully planned so that our pupils have access to a wide range of PESSPA opportunities. Teaching staff utilise a Physical Education curriculum map which has been developed in conjunction with resources from GetSet4PE. The resources support teaching staff in delivering high quality physical education and ensure that a progressive curriculum content is being taught.

Teaching staff adapt units and lessons, where required, to meet the individual needs of their pupils and ensure that P.E is inclusive for all.           Physical Education Long Term Overview

Physical Development starts within the EYFS environment.PE for website

Children are introduced to Physical Education and structured movement through the topic of 'fantasy and adventure'. They spend time learning basic principles of a PE lesson such as finding space, freezing on command, using and sharing equipment and working individually, with a partner and group. They take part in activities, which will develop fundamental movement skills such as running, jumping, skipping. As they progress through EYFS, the learn skills in dance, gymnastics and ball sports.

In both KS1 and KS2, weekly P.E lessons cover topics from the National Curriculum such as • Athletics • Dance • Games • Gymnastics • Swimming • Outdoor and adventurous activities. Pupils experience between 10-14 weeks/sessions of swimming. Swimming is recognised as an imperative part of the pupil’s development and further opportunities to swim will always be sought out where possible. We have an assessment tool which enables us to closely monitor the skills that our pupils have and any gaps which require further support.

Prince Albert School has PE subject leaders who work closely with the Trust Leader for Sport who works in collaboration with local school sports partnerships e.g. King Edwards School Sports Partnership and Kingsbury School Sports Partnership and various other key stakeholders who provide further support and opportunities in relation to PESSPA.

Teaching staff are offered subject specific professional development through a variety of methods such as personalised development plans, National College courses and internal training sessions. All early career teachers receive professional development opportunities in the form of team teaching and observing good practice. Audit tools and effective observation through learning walks are utilised to identify staff development needs and to monitor physical education.

Prince Albert School takes pride in our commitment to the development of a broad and balances PESSPA offer. In order to provide pupils with access to sport and physical activity above and beyond their school day, we run a wide variety of extra-curricular clubs before and after school on an open-access basis. Daily opportunities are given for pupils to attend extra-curricular sports clubs with the aim of providing children with 60 minutes of physical activity every day. During lunchtimes, pupils have access to a wide range of activities and clubs led by our play workers, sports apprentices and sports coaches. We actively encourage all pupils to take advantage of these free daily opportunities.

Impact

Assessments demonstrate that our pupils acquire new knowledge and skills well and develop an in-depth understanding of PE. They have skills in a wide range of different areas and they apply these skills in chosen activities to achieve high levels of performance. Our curriculum supports pupils to work in teams so they can collaborate with others well and leave our school with a great sense of sportsmanship. Our pupils develop their fitness and they are able to remain physically active for sustained periods of time. They understand the importance of physical activity in promoting long-term health and well-being. Pupils at Prince Albert develop a love of PE. They have an eagerness to participate fully in every lesson, a highly positive attitude and the ability to make informed choices about engaging fully in extra-curricular sport. Before the end of Year 6, pupils know how to remain safe in and around water. They also have opportunity to learn how to ride a bike safely on the road. 

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Religious Education

RELIGIOUS EDUCATION

“The beauty of the world lies in the diversity of its people”

INTENT

At Prince Albert School, we take pride in our commitment to equality and diversity. Religious Education (RE) has a significant role in the development of pupils’ spiritual, moral, social and cultural development. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection. The principle aim of RE is to engage pupils in an enquiry approach where they can develop an understanding and appreciation for the expression of beliefs, cultural practices and influence of principle religions, worldviews and non-religious worldviews in Birmingham, the UK and the world

Our curriculum prepares pupils for life in modern Britain by equipping them to be responsible, respectful, active citizens, developing their understanding of fundamental British values and their appreciation of diversity.

Following the Birmingham approach to Religious Education, pupils will develop:

Intellectually:

  • Through developing knowledge and understanding of religious traditions and non-religious worldviews;
  • By evaluating and reflecting on these in the light of their own experiences;
  • By developing informed judgment.

Emotionally:

  • Through having their feelings deepened;
  • By acknowledging, and responding to, shared human experiences, such as joy, grief, thankfulness, care;
  • By expressing any personal reflection, which could include the spiritual or religious in words, or through other media.

 Behaviourally:

  • Through being encouraged to act responsibly;
  • By cultivating widely recognised values and virtues such as honesty and integrity;
  • By being motivated to act upon their new-found understanding

 

IMPLEMENTATION                                                                                                                                                                           Religious Education OverviewScreenshot 294

At Prince Albert, RE is taught weekly and work is recorded in pupils RE books. We follow the Birmingham Agreed Syllabus. This syllabus is designed to ensure that during pupils’ first few years in school, they are progressively introduced to 24 dispositions. Subsequently, they re-visit all 24 with increasing depth, enabling a growing sophistication of spiritual and moral character, disposition by disposition, and a growing numbers of religious traditions and non-religious worldviews. Each time a disposition is encountered, the traditions of one faith or a number of faiths and non-religious worldviews are used to resource the learning. A sacred scripture, religious practice, rite of passage, an institution, piece of literature, art or music can equally trigger learning.

The syllabus uses a learning model which breaks the dispositions into four tangible, interconnected dimensions. They are:

  • Learning from Experience
  • Learning about religious traditions and non-religious worldviews
  • Learning from faith and non-religious worldviews
  • Learning to discern

These dimensions help pupils in developing skills to consider issues, not only from their own perspective but also from an analytical viewpoint. Key questions guide the lesson planning and correspond to each of the four dimensions of learning for each key stage.

Effective Religious Education takes into account pupils’ experiences and backgrounds. Each disposition is initially encountered by discovering what pupils know about the concept from their experiences.

Lessons are adapted, where appropriate, for pupils that need extra support with their learning and understanding. Visits, visitors and daily collective worship support and complement the RE curriculum.

Our curriculum begins in the Early Years Foundation Stage (EYFS) where our children are given opportunities to discover and learn about the key festivals, special books, special people, places of worship, symbols and artefacts. The RE element of the children’s work is related to the knowledge and understanding of the world objectives set out in our EYFS curriculum. Children’s learning is closely linked to the texts they read, they are supported to better understand their own beliefs and those of others.

 

IMPACT

At Prince Albert, we seek to ensure that all pupils in our school are educated to develop spiritually, academically, emotionally and morally to enable them to better understand themselves and others and to cope with the opportunities, challenges and responsibilities of living in a rapidly changing, multicultural world.

Pupils show an increased understanding, awareness and positively embrace different cultures and religions. Within class discussion they are increasingly able to give ideas and opinions in a thoughtful and respectful manner. Pupils will ask questions and have a growing interest in other religions and beliefs. Pupils talk with pride about their belief and it is met with respect and interest. Pupils at Prince Albert will be able to demonstrate acceptance, tolerance, understanding and empathy.

Attainment in RE is measured through key points of progress for the end of each key stage.

History

 HISTORY

“The more you know about the past, the better prepared you are for the future”  - T. Roosevelt

Intent

At Prince Albert Primary School, we recognise that history fires pupils’ curiosity about the past in Britain and the wider world.  We want our pupils to consider how the past influences the present, what past societies were like, how these societies were organised, and what beliefs and cultures influenced people’s actions. 

We want our pupils to develop a strong knowledge of chronology as this will enable them to understand their own place in history. Our aim is that pupils will understand the changes that took place during different time periods but also the aspects that stayed the same (evolution). Pupils will understand the legacy of different time periods and aspects within it, such as advances in trade. Pupils will be able to describe key events in history and a range of diverse people who have played a significant role. They will see the diversity of human experience and understand more about themselves as individuals and members of society. 

We want our pupils to develop critical enquiry skills and to be able to evaluate a range of primary and secondary sources, including Information Communication Technology (ICT), as a stimulus and source of information. Our historians will be able to explain clearly how these sources give us an insight about how people around the world used to live and how these interpretations may differ.

In summary, our aim is to encourage pupils to develop an appreciation and understanding of how the past has shaped our lives. We aspire for pupils to develop a passion for history and apply the skills and knowledge they have learnt to other areas of the curriculum.

Implementation                                                                                                                           LONG TERM OVERVIEWScreenshot 242

At Prince Albert School, our history curriculum is taught across the second half of each term throughout the year. Units of work have been sequentially developed in order to build upon pupil’s prior learning in order that they know more and remember more. Our curriculum ensures coverage of the national curriculum and also takesinto account the school context by ensuring that key historical figures, events and places have been carefully chosen in order to represent the diversity of people who live in our world.

Each unit of work begins with an enquiry question. This enables pupils to develop critical thinking skills and gives learning a purpose and context.

We have three key threads that drive our history curriculum.

Screenshot 236

We specifically chose these to ensure that pupils understand the links between themselves and the past. They are closely linked to the key threads in the geography curriculum – sustainability – impact and change. Our humanities curriculum has been carefully planned to ensure that they complement each other and so that pupils can apply their knowledge across both history and geography.

Our curriculum begins in the Early Years Foundation Stage (EYFS) where our children listen to a broad selection of stories, non-fiction texts, rhymes and poems which foster their understanding of our culturally, socially, technologically and ecologically diverse world.  Children are introduced to vocabulary associated with history as they explore the passing of time in their own lives and learn about significant events in the recent past– this is the first step to becoming a historian.

In KS1, historical skills focus on the world around them and their living memory of history before moving to events that go beyond living history. This ensures a firm foundation for KS2 history. 

In KS2, the history curriculum is set out in chronological order to allow pupils to reference  previous events in time. All pupils are required to make connections and historical links with prior learning of people, events, societies and epochs. Further relevance is provided when pupils explore significant figures and locations in their local area, allowing them to achieve a sense of relevance and belonging through local history.

In lessons, pupils use retrieval skills to access prior knowledge which will support them in their current and future learning. They are encouraged to evaluate primary and secondary sources to develop the skills of enquiry, analysis, interpretation and problem-solving. Lessons are appropriately adapted for pupils who need additional support.

Educational visits are a key part of our history curriculum. They offer an opportunity for the teachers to plan for additional history learning outside the classroom. Our pupils explore local museums and places of interest. Visitors into school enhance the learning and provide first hand experiences. Pupil’s enthusiasm for history is also enhanced through coverage across many other areas of the curriculum, particularly in literacy and geography.

Staff receive regular subject specific training. The subject leader attends external training and keeps up to date with the latest research to ensure current knowledge of advancements in history teaching. All staff have access to the National College to further develop their subject knowledge. The subject leader also attends regular history network meetings across the Trust. 

The subject leader and senior leadership team monitor coverage and development of history through book monitoring, learning walks and staff and pupil voice.

Impact

Our history curriculum enables opportunities for pupils to build upon concepts from one year to the next. Therefore, by the time pupils leave year 6, they will be equipped with a range of historical skills that will provide a solid foundation for future learning.

Pupils are able to talk with confidence and enthusiasm about what they have learnt in history, using subject specific vocabulary. Pupils take part in regular assessments throughout a history unit by completing Key Learning Tasks (KLT) which contribute to the summative assessments.

At Prince Albert School, pupils become increasingly critical and analytical within their thinking, developing the skills required to make the transition to KS3. They become increasingly aware of how historical events and people have shaped the world that they currently live in.  Pupils are able to use their knowledge to answer enquiry questions and have a strong understanding of chronology, evolution and legacy within each unit. Pupils are able to retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning. 

 

 

 

Contact Us

Prince Albert Primary School
Albert Road
Aston
Birmingham
B6 5NH

Phone: 0121 327 0594

Email: enquiry@princealbert.bham.sch.uk

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