Curriculum Overview

At Broughton Moor Primary School, we are committed to fostering creativity through a dynamic and enriching art curriculum. Our aim is to cultivate students' artistic thinking, skills, and communication, equipping them with proficiency in various artistic mediums and techniques.

We encourage students to see the school as their personal art gallery, where their creativity is both displayed and celebrated. With diverse resources and stimulating environments, including interactive, play-based learning tools, our teaching promotes exploration and self-expression. Student artwork is regularly exhibited in classrooms and throughout the school, instilling a sense of pride in their accomplishments. Art is integrated across all subjects to challenge and inspire learners of all abilities.

Aligned with the National Curriculum, students are guided to:

• Develop and explore their ideas while documenting their experiences.
• Master techniques in drawing, painting, sculpture, and other artistic forms.
• Critically evaluate artwork using the language of art and design.
• Learn about influential artists, craftsmen, and designers, gaining insight into the historical and cultural significance of their work.

Our curriculum spans from early years to Key Stage 2, allowing children to progressively refine their skills, experiment with new techniques, and connect their learning to renowned artists.

In Key Stage 1, students explore various materials, while in Key Stage 2, they use sketchbooks to document progress and enhance their artistic abilities. Artists such as Picasso, Kahlo, and O’Keeffe serve as inspiration, encouraging students to develop their creativity further.

At every stage, we ensure that each child’s artistic journey is nurtured, celebrated, and fully supported.

We are committed to equipping all our children with the skills, creativity, and enthusiasm needed to thrive in a world increasingly reliant on technology. We believe it is essential for every child to develop the confidence, knowledge, and technical skills required to navigate the challenges of an ever-evolving digital landscape.

To prepare students for a rapidly changing workforce and future career opportunities, we strive to model and educate them on using technology positively, responsibly, and safely. We emphasise the importance of making informed choices when engaging with technology, including social media, and use digital tools to demonstrate responsible usage. Our goal is for students to become digitally literate—able to utilise technology effectively, express themselves creatively, and develop their ideas through information and communication technology.

We integrate computing across various subjects to challenge and inspire students of all abilities. Our school is well-equipped with technological resources, including desktop computers, laptops, tablets, and visualisers. Each classroom features an interactive smart TV, which students use to access educational websites, practice literacy and numeracy skills, and conduct research.

Computing Curriculum Aims

At Broughton Moor Primary School, we aim to ensure that our children:

• Understand and apply fundamental principles of computer science, including abstraction, logic, algorithms, and data representation.
• Develop computational thinking skills through hands-on programming experiences.
• Evaluate and apply information technology, including unfamiliar technologies, to solve problems analytically.
• Become responsible, competent, confident, and creative users of digital tools.

Early Years Foundation Stage (EYFS)

In EYFS, children are introduced to technology by recognising its presence in everyday life, such as in homes and schools. They learn to select and use technology for specific purposes, engaging with Beebots, tablets, cameras, and smart TV screens. Recording devices also help develop their communication skills.

Key Stage 1 (KS1)

Through structured lessons, KS1 students build upon their computing knowledge by:

• Understanding algorithms and how they function as digital programs.
• Writing and testing simple programs.
• Organising, storing, manipulating, and retrieving data in various digital formats.
• Practicing safe and respectful online communication while keeping personal information private.
• Recognising common uses of information technology beyond school.

Key Stage 2 (KS2)

In KS2, students advance their skills by:

• Designing and coding programs to achieve specific objectives, including controlling or simulating physical systems and breaking down problems into manageable parts.
• Understanding how Internet search engines store and retrieve data, using them effectively, evaluating digital content critically, and respecting intellectual property.
• Applying sequence, selection, and repetition in coding projects while working with variables, inputs, and outputs.
• Using a variety of software and internet services to collect, analyse, evaluate, and present data across digital platforms.
• Demonstrating logical reasoning to explain simple algorithms and troubleshoot errors in coding and programming.

By the time our pupils leave Broughton Moor, they will have developed the digital literacy and problem-solving skills necessary to navigate and contribute to an increasingly technology-driven world with confidence and responsibility.

We believe that every pupil should have the opportunity to develop their skills and knowledge in design, structures, mechanisms, electrical control, and various materials, including food. Design and Technology (DT) nurtures creativity and encourages children to think critically about real-world challenges. Learning extends beyond the classroom for example, our pupils engage in Forest School activities, and outdoor gardening club projects. They take pride in sharing their creations with their families, sometimes even bringing home a meal they have prepared themselves!

Design and Technology at Broughton Moor Primary School

We are committed to ensuring that our pupils become creative designers by meeting the National Curriculum expectations, which encourage them to:

• Develop the creative, technical, and practical skills necessary for everyday tasks and future success in an increasingly technological world.
• Build and apply a broad repertoire of knowledge, understanding, and skills to design and produce high-quality prototypes and products for a variety of users.
• Critically evaluate their own work, the work of others, and existing products.
• Understand the principles of nutrition and learn essential cooking skills.

All teachers provide inclusive, high-quality DT instruction, planning engaging lessons that inspire students to think, design, and create. At Broughton Moor, we follow the National Curriculum and primarily use the CUSP Scheme of Work to guide planning and assessment.

Working as a Designer

Our DT curriculum is built around four key stages:

• Design – Planning how something will look or function.
• Make – Creating a product by assembling or combining materials.
• Evaluate – Assessing the quality and effectiveness of a product after careful consideration.
• Apply – Using skills and knowledge to solve real-world design challenges.

Early Years Foundation Stage (EYFS)

In EYFS, children explore a variety of media and materials through both child-initiated and teacher-led activities. DT activities are linked to class topics, but we also embrace spontaneous learning opportunities based on pupils’ interests.

DT Resources for EYFS:

• Indoors: Small and large construction kits (e.g. junk modelling, Lego, wooden blocks), cutting and joining tools (e.g., scissors, hole punches, glue), and decorative materials (e.g. sequins, wool, ribbons).
• Outdoors: Large-scale building materials, such as planks of wood, tyres, fabric, canes, crates, pegs, and ropes.

Key Stage 1 (KS1)

In KS1, pupils develop the foundational knowledge, understanding, and skills needed to design and make products. They engage in an iterative design process, refining their work through trial and improvement. They work within relevant contexts, such as the home, school, gardens, playgrounds, and the local community, and explore the work of various craft makers and designers.

Key Stage 2 (KS2)

Building on their KS1 foundation, KS2 pupils take part in more complex design challenges, further developing their knowledge, skills, and creativity. They work in broader contexts, including leisure, culture, enterprise, industry, and the wider environment. Pupils also study influential craft makers and designers, learning how design impacts everyday life and industry.

At Broughton Moor Primary School, our hands-on, creative approach to DT ensures that pupils not only gain practical skills but also develop confidence, resilience, and problem-solving abilities—preparing them for a future in which design and technology play an increasingly vital role.

Writing at Broughton Moor Primary School

At Broughton Moor, we value writing as a fundamental skill, fostering its development from early years through to Year 6 and beyond. In Preschool and Nursery, our experienced team carefully plans, resources, and supports mark-making and physical development to build strong writing foundations.

In Reception, children learn to form letters (graphemes) that represent sounds (phonemes) and gradually progress to writing words and sentences. This journey is supported by our systematic Little Wandle phonics program, which establishes firm and positive foundations for writing.

The CUSP Writing Curriculum

From Year 1 to Year 6, we follow the CUSP Writing Curriculum, which helps children develop enjoyment, vocabulary, knowledge, and writing skills as they progress through school. Writing lessons emphasise vocabulary, grammar, punctuation, and creativity, encouraging students to write at length and with confidence.

Our curriculum introduces children to a rich variety of genres, including:

• Narratives
• Reports
• Autobiographies
• Balanced arguments
• Poetry

We revisit these genres throughout the year to reinforce substantive and disciplinary knowledge, ensuring concepts are well understood and retained. The writing curriculum is carefully sequenced, providing in-depth exploration and enjoyment while meeting National Curriculum expectations.

Spelling at Broughton Moor Primary School

Spelling instruction begins within the Little Wandle program and continues until the summer term of Year 1. From this point onward, we teach spelling using the CUSP Spelling Scheme.

CUSP Spelling is designed for progression and challenge, with a clearly sequenced learning structure for each year group. The approach mirrors our CUSP reading and writing curriculum, offering engaging and in-depth learning experiences.

Key features of CUSP Spelling include:

• A structured two-week learning cycle
• Weekly homework sheets to reinforce learning at home
• Regular practice through dictation and revision
• Exploration of word etymology to deepen understanding

This structured approach ensures students develop strong spelling skills while making meaningful connections between words and their origins.

Handwriting at Broughton Moor Primary School

Handwriting is initially taught through Little Wandle lessons and further developed through regular classroom practice. Our school follows clear handwriting guidelines to ensure consistency and progression in handwriting skills.

Through this comprehensive writing, spelling, and handwriting curriculum, we ensure that all pupils develop confidence, accuracy, and a love for writing that will support them throughout their education and beyond.

Modern Foreign Languages at Broughton Moor Primary School

At Broughton Moor Primary School, our carefully structured and progressive MFL curriculum is designed to provide all pupils with a high-quality language education. Through learning a new language, children explore different cultures, develop curiosity, and broaden their understanding of the world. Our curriculum ensures that all pupils meet National Curriculum expectations, which include:

• Understanding and responding to spoken and written language from a variety of authentic sources.
• Speaking with confidence, fluency, and spontaneity, expressing their thoughts clearly and improving pronunciation and intonation.
• Writing at varying lengths for different purposes and audiences, using a range of grammatical structures.
• Developing an appreciation for a variety of written works in the language they study.

The CUSP French Curriculum

From Year 3 to Year 6, we follow the CUSP French curriculum, which fully aligns with the National Curriculum 2014 and is based on evidence-led pedagogy for effective language learning.

Our approach focuses on building understanding and communication in French, with a strong emphasis on speaking and listening. Lessons provide opportunities for pupils to:

• Ask and answer questions using accurate pronunciation and grammar.
• Learn words and phrases through engaging activities such as games and songs.
• Work in pairs and small groups to develop conversational skills and grasp basic grammar structures.

MFL in Key Stage 2

In Key Stage 2, students develop their language proficiency through the four key skills:

1. Listening
2. Speaking
3. Reading
4. Writing

To reinforce learning and retention, children receive weekly MFL lessons, ensuring they regularly engage with new vocabulary and grammatical structures. We also encourage students to practise their language skills informally, both inside and outside school.

Cultural Understanding & Global Awareness

Our curriculum extends beyond language acquisition, fostering a meaningful understanding of French culture and its global significance. We selected CUSP French due to its strong emphasis on:

• French customs, traditions, and heritage, highlighting similarities and differences with life in modern Britain.
• Learning about notable French figures, historical events, and landmarks.
• Understanding France’s geography, its role in global trade, and significant contributions to history.
• Linking MFL learning to the wider curriculum, such as studies on French artists, musicians, and cultural achievements.

Through this comprehensive and engaging approach, our pupils develop a love for language learning, equipping them with the confidence and curiosity to explore new cultures and communicate effectively in a global society.

At Broughton Moor Primary School, our carefully structured and progressive geography curriculum aims to inspire children to become curious and fascinated geographers with a deep understanding of the world and its people. Our curriculum ensures that all pupils meet the National Curriculum expectations, developing key geographical skills in:

• Place knowledge
• Locational knowledge
• Understanding of human and physical geography
• Geographical skills and fieldwork

Local, National, and Global Connections

We believe that making local connections is essential, helping children understand how the past has shaped their surroundings. As children progress through our curriculum, their growing knowledge of the world helps them develop an understanding of how physical and human processes interact to shape landscapes and environments. Through geographical knowledge and skills, pupils learn how Earth's features evolve, connect, and change over time.

Our Geography Curriculum

At Broughton Moor, we have adopted the CUSP Geography Curriculum from Year 1 to Year 6. This approach ensures full coverage of the National Curriculum 2014 and is based on current evidence-led pedagogy.

Our curriculum places a strong emphasis on:

• Developing geographical vocabulary, knowledge, and skills
• Embedding learning through regular revisiting and retrieval
• Making connections between different areas of study

Geography in Early Years

In Early Years, pupils explore the world around them with a focus on the natural world, people, culture, and community. Teachers provide:

• A range of visits, visitors, and hands-on experiences to spark curiosity.
• Geographical provocations, allowing children to explore learning through play.
• A selection of stories, non-fiction books, songs, and poems that introduce children to diverse cultures, environments, and global perspectives.

Geography in Key Stage 1

In Key Stage 1, children develop a sense of place, scale, and an understanding of human and physical geography.

Key learning areas include:

• Sketch maps – understanding their purpose and key features.
• World orientation – identifying the seven continents and five oceans.
• The UK study – learning about the countries, capital cities, surrounding seas, and oceans.
• Comparative studies – exploring the human and physical geography of Kenya (Africa) as a non-European location.
• Fieldwork and map skills – using OS maps, compass points (cardinal directions), and simple keys to study the local area.

Pupils retrieve and apply their geographical knowledge by mapping local human and physical features, strengthening their spatial awareness and mapping skills.

Geography in Key Stage 2

In Key Stage 2, children build on their KS1 learning with more advanced fieldwork, map skills, and geographical analysis.

Key learning areas include:

• Compass skills – expanding knowledge from cardinal to intercardinal points.
• UK geography – studying regions, counties, landmarks, and topography.
• Human and physical processes – applied in an in-depth study of rivers.
• Global positioning – understanding latitude and longitude to accurately locate places.
• The water cycle – complementing studies on location and position.
• Cultural awareness and diversity – through modules focusing on:
  • European studies
  • Countries and people in Africa, North America, and South America
  • Environmental regions of Europe, Russia, and the Americas

Pupils also study:

• Biomes and Environmental Regions, reinforcing their knowledge of world locations, latitude, and longitude.
• World countries and major cities, developing geographical fluency.
• Four- and six-figure grid references, refining mapping and fieldwork accuracy.

A Geography Curriculum for the Future

At Broughton Moor Primary School, we ensure that pupils leave not only with strong geographical knowledge but also with the critical thinking and problem-solving skills to understand and respond to global issues. By integrating local, national, and international perspectives, our geography curriculum fosters curiosity, respect for the planet, and a lifelong interest in the world around them.

At Broughton Moor Primary School, our carefully structured and progressive history curriculum is designed to develop inquisitive historians who explore the past, ask insightful questions, and critically examine evidence. Our curriculum ensures that all pupils meet National Curriculum expectations, focusing on:

• Investigating and interpreting the past
• Building an overview of world history
• Understanding chronology
• Communicating historically

Connecting Local, National, and Global History

We believe that local history plays a crucial role in helping children understand how the past has shaped their community. To bring history to life, we provide enriching educational visits, including:

• Maryport Senhouse Museum
• The beacon, Whitehaven
• Castlerigg Stone Circle
• Tullie House and Carlisle Castle

Throughout their primary school journey, pupils explore both British and global history, gaining a secure understanding of chronology and significant turning points that have shaped the world.

Developing Historical Thinking

We aim to equip children with the skills to think like historians, which includes:

• Examining historical artefacts and primary sources
• Understanding that history can be interpreted in different ways
• Asking insightful questions and thinking critically
• Evaluating evidence and forming reasoned conclusions

Our History Curriculum

At Broughton Moor, we have adopted the CUSP History Curriculum from Year 1 to Year 6. This ensures full coverage of the National Curriculum 2014 and is based on evidence-led pedagogy.

Our history curriculum emphasises:

• Building historical vocabulary, knowledge, and skills
• Embedding learning through regular revisiting and retrieval
• Making meaningful connections between historical periods

History in Early Years

In Early Years, pupils begin developing an understanding of the past and present through:

• Exploring the natural world, people, and communities
• Engaging with stories, non-fiction books, songs, and poems about historical events and figures
• Participating in hands-on activities, visits, and guest speaker sessions
• Investigating historical provocations through play-based learning

This foundation helps develop their vocabulary and understanding of how the past influences the present.

History in Key Stage 1

In Key Stage 1, children develop a sense of time, place, and change, studying:

• Changes within living memory, helping them understand historical continuity and change.
• The lives of significant individuals, such as:
  • David Attenborough (natural history)
  • Mary Anning (fossil discoveries)
  • Neil Armstrong & Mae Jemison (space exploration)
  • Tim Peake (modern British astronaut)
• Local history – A study of Beatrix Potter and her impact.
• Events beyond living memory, including:
  • The Great Fire of London – Exploring cause, impact, and historical sources.

These studies build a strong chronological foundation for future historical learning.

History in Key Stage 2

In Key Stage 2, children deepen their understanding of world history by studying:

Early Civilisations & Prehistoric Britain

• The Stone, Bronze, and Iron Ages – Examining technological and cultural advances.
• Ancient Egypt – Investigating achievements, beliefs, and society.
• Ancient Greece – Exploring democracy, mythology, and contributions to Western civilisation.
• The Maya Civilisation – Studying cultural innovations and achievements.

British History: Invasions, Kingdoms, and Power Struggles

• Anglo-Saxons and Scots – Understanding cultural change and the influence of Christianity.
• The struggle for the English throne – Examining Viking invasions, conquests, and peace agreements.
• Anglo-Saxon kings and power – Investigating how beliefs and leadership shaped Britain.

Conflict & Social Change in Modern History

• The Battle of Britain – Analysing World War II and how conflict transformed British society.
• The Windrush Generation – Learning about Caribbean migration, racial injustice, and cultural contributions.
• Slavery and its impact – Understanding the historical roots of discrimination and resilience.

These topics encourage pupils to compare, connect, and contextualise historical events, helping them develop a broad and deep understanding of history.

A History Curriculum that Inspires

At Broughton Moor Primary School, we strive to cultivate a lifelong love of history by fostering curiosity, critical thinking, and a deeper appreciation of the past. Through immersive learning experiences, local and national historical studies, and rigorous academic inquiry, we prepare students to interpret history thoughtfully and understand its relevance to the present and future.

At Broughton Moor Primary School, our carefully structured and progressive mathematics curriculum is designed to ensure that all children master mathematics, developing into confident, creative, and enthusiastic mathematicians who are well-prepared for life beyond Broughton Moor.

Our Aims in Mathematics

We are committed to ensuring that all pupils meet the National Curriculum expectations, which focus on:

• Fluency – Developing a deep understanding of mathematical concepts through varied and consistent practice with increasingly complex problems. This enables pupils to recall and apply knowledge quickly and accurately.
• Mathematical reasoning – Encouraging pupils to explore patterns and relationships, make generalizations, and construct logical arguments using precise mathematical language.
• Problem-solving – Applying mathematical knowledge to routine and non-routine problems, breaking them into smaller steps, and persevering in finding solutions.

A Mastery Approach to Mathematics

At Broughton Moor Primary School, we follow a mastery approach to mathematics, using White Rose Maths Hub resources to support teaching and learning. Our curriculum is designed to:

• Ensure deep conceptual understanding through a Concrete, Pictorial, Abstract (CPA) approach, allowing pupils to experience hands-on learning before progressing to abstract concepts.
• Provide structured, high-quality teaching, supported by evidence-led pedagogy.
• Embed long-term mathematical knowledge by consistently revisiting and applying skills in different contexts.

Teaching Mathematics in Early Years

In Early Years, children develop an early foundation in number, shape, space, and measure through a combination of:

• Child-initiated exploration
• Adult-led activities
• Supported "in the moment" learning experiences

To promote curiosity and mathematical thinking, we provide:

• Play-based learning provocations that encourage children to investigate mathematical concepts independently and collaboratively with teachers acting as play partners.
• Real-life and meaningful mathematical experiences, such as counting during snack time and problem-solving during outdoor play.
• Hands-on practical resources, both inside and outside the classroom, to ensure an interactive and engaging approach to mathematical learning.

Teaching Mathematics in Key Stage 1 and Key Stage 2

In KS1, the foundation built in Early Years is strengthened and extended as pupils move toward more structured learning.

• Pupils transition to a six-part lesson structure, which remains consistent into KS2, providing a clear, systematic approach to learning.

The Six-Part Lesson Structure

1. Connect – The lesson begins with Flashback Four, a retrieval practice activity where pupils recall previous learning to strengthen long-term memory. If relevant, these concepts are linked to the new learning.
2. Explain – New vocabulary, concepts, and skills are explicitly taught.
3. Example – Teachers introduce new mathematical ideas using the Concrete, Pictorial, Abstract (CPA) approach, ensuring misconceptions are addressed.
4. Attempt – Pupils first work through examples together, then try problems independently, receiving instant feedback to support progress.
5. Apply – Pupils practice their new skills through a range of representations to develop fluency.
6. Challenge – Deeper learning opportunities are provided through reasoning, problem-solving, and challenges. Activities such as True or False discussions and mathematical debates encourage pupils to think critically and justify their answers.

A Mathematics Curriculum that Prepares for the Future

At Broughton Moor Primary School, we believe that every child can succeed in mathematics when given the right support and opportunities. By fostering fluency, reasoning, and problem-solving skills, we ensure that our pupils develop the confidence, resilience, and logical thinking necessary to excel in mathematics both in school and beyond.

At Broughton Moor Primary School, we want our children to love music. Our vision is to provide an engaging and enjoyable music curriculum that reflects the world they live in today while also introducing them to musical styles throughout history.

Through listening, appraising, performing, and composing, children explore a wide range of musical styles, gaining hands-on experience with musical games, songs, instruments, and technology.

We aim to foster confidence, independence, and resilience, ensuring that as pupils progress, they develop a lifelong passion for music.

Our Aims in Music

At Broughton Moor Primary School, we strive to:

• Encourage awareness, enjoyment, and appreciation of music in all its forms.
• Develop imagination and creativity through musical expression.
• Support children of all abilities in developing positive attitudes, confidence, and a sense of achievement in music.
• Provide opportunities for singing, playing instruments, composing, listening, and appraising music.

Our Music Curriculum

From Year 1 to Year 6, we follow the CUSP Music Curriculum, which ensures that children develop a progressive understanding of music. Each year, pupils build their singing ability, instrumental skills, and knowledge of different musical styles.

We ensure that all children meet the National Curriculum expectations, which include:

• Performing, listening to, reviewing, and evaluating music from different historical periods, genres, styles, and traditions, including works by great composers and musicians.
• Singing, composing, and creating music, both individually and collaboratively, using a variety of instruments and technology.
• Understanding and exploring how music is created, produced, and communicated, including key concepts such as pitch, duration, dynamics, tempo, timbre, texture, structure, and notation.

Music in Early Years (EYFS)

In Early Years, children explore music through singing, movement, and play. They:

• Learn and sing a range of nursery rhymes and songs.
• Move to and talk about music, expressing their thoughts and feelings.
• Sing in groups or individually, matching pitch and following melodies.
• Play instruments with increasing control, using them to express emotions and ideas.
• Engage in continuous provision, where they have access to a variety of instruments as part of child-led exploration.

Music in Key Stage 1 and Key Stage 2

We use CUSP Music as a model, ensuring that learning is meaningful and connected across the curriculum.

• In KS1, children focus on playing tuned and untuned percussion instruments, developing rhythm, pitch, and timing.
• In lower KS2, pupils begin learning the glockenspiel, refining their ability to play melodies and harmonies.
• In upper KS2, children progress to playing the keyboard, deepening their understanding of notation and composition.

Enhancing Musical Opportunities

To enrich our music curriculum, we have invested in a wide range of musical instruments, including:

• Djembe drums
• Ukuleles

This investment provides pupils with a greater choice of instruments to explore and master.

Additionally, we offer whole-school musical productions and performances, where children learn new songs and showcase their skills to an audience.

A Music Curriculum that Inspires

At Broughton Moor, we are passionate about cultivating a love for music and ensuring that all pupils leave with a strong foundation in musical skills, appreciation, and creativity. By providing engaging experiences, high-quality teaching, and a wide range of musical opportunities, we prepare children to enjoy, perform, and create music confidently throughout their lives.

At Broughton Moor Primary School, our carefully structured and progressive PE curriculum is designed to help all children become physically confident, supporting their health and fitness while fostering respect and fairness in sports and physical activities. We aim to ensure that every child finds an activity they enjoy and can excel in, both in school and beyond.

Our PE curriculum is aligned with National Curriculum expectations, ensuring that all pupils:

• Develop the competence to excel in a broad range of physical activities.
• Are physically active for sustained periods of time.
• Engage in competitive sports and activities to build resilience and teamwork.
• Lead healthy, active lives, understanding the importance of lifelong fitness and well-being.

Our PE Curriculum

We follow the EYFS Framework (Development Matters 2021) and the National Curriculum 2014, using evidence-led resources from GetSet4PE to ensure high-quality teaching. Our curriculum is structured to support both teacher subject knowledge and workload, incorporating best practices from current research.

Physical Education in Early Years

In EYFS, physical development is integrated into everyday learning. PE is divided into three key areas:

1. Health – Understanding well-being and developing habits for an active, healthy lifestyle.
2. Gross Motor Skills – Enhancing strength, coordination, balance, and spatial awareness through structured activities.
3. Fine Motor Skills – Developing dexterity, precision, and control through play and focused tasks.

Children engage in indoor and outdoor play, improving their stability, agility, and body control. These foundational skills prepare them for more structured PE learning in Key Stage 1.

Physical Education in Key Stage 1

In KS1, we focus on fundamental movement skills (FMS), ensuring children become:

• Confident movers with improved agility, balance, and coordination.
• Competent in physical activities, both individually and with others.
• Engaged in competitive and cooperative games, experiencing a variety of challenging situations.

Physical Education in Key Stage 2

Throughout KS2, we build upon the skills developed in KS1, allowing pupils to progress in physical competence, confidence, and teamwork.

Key Areas of PE

Across Early Years, KS1, and KS2, our curriculum focuses on progressive skill development in the following areas:

• Dance – Expressive movement and choreography.
• Fundamental Movement Skills (FMS) – Including multi-skills and athletics.
• Games – Covering:
  • Invasion games (e.g., football, netball)
  • Target games (e.g., bowling, archery)
  • Net and wall games (e.g., tennis, volleyball)
  • Striking and fielding games (e.g., cricket, rounders)
• Body Management – Including yoga and gymnastics.
• Swimming – (Years 3–6) focusing on water confidence, stroke technique, and survival skills.
• Outdoor & Adventurous Activities – Enhancing teamwork, problem-solving, and resilience in outdoor challenges.

A PE Curriculum that Builds Lifelong Skills

At Broughton Moor, we believe that physical education is about more than just sport—it’s about confidence, teamwork, resilience, and lifelong well-being. Through structured lessons, competitive opportunities, and extra-curricular activities, we aim to inspire every child to develop a positive, active lifestyle that they will carry with them into the future.

At Broughton Moor Primary School, we are privileged to welcome children from a range of religious backgrounds. Our Religious Education (RE) curriculum is built on the principles of empowering diversity and fostering tolerance, ensuring that all pupils develop respect, curiosity, and a deep understanding of different faiths and beliefs.

Our Vision for RE

At Broughton Moor We follow the Cumbrian agreed Syllabus for RE. To support us in delivering high quality RE, we use the Jigsaw RE programme. We aim to inspire curiosity in all children, encouraging them to:

• Ask meaningful and challenging questions about religion, belief, values, and human life.
• Explore the core concepts of Christianity, Hinduism, Judaism, Sikhism, and Islam in depth.
• Understand the influence of religions and beliefs on individuals, cultures, behaviour, and society.

While our in-depth studies focus on these five major religions, we also provide opportunities to explore other faiths and worldviews through:

• Assemblies and discussions
• Recognition of religious events and celebrations
• Cross-curricular learning, including literature and class texts

Developing Understanding, Tolerance & Connections

We encourage all children to:

• Recognise, understand, and question different beliefs, teachings, and practices.
• Make connections between religious expressions and traditions.
• Explore similarities and differences within and between religions.
• Develop mutual respect and appreciation for diverse perspectives.

By engaging with different viewpoints, children learn the importance of tolerance, dialogue, and understanding, which helps them grow into well-rounded individuals.

Encouraging Reflection & Personal Identity

Through our RE curriculum, we help children:

• Distinguish between right and wrong and explore moral and ethical questions.
• Reflect on personal experiences and their own sense of identity.
• Express their ideas and beliefs confidently, using subject-specific vocabulary.
• Support their views with relevant information and examples, fostering critical thinking skills.

A Curriculum that Builds Lifelong Skills

At Broughton Moor Primary School, we strive to provide an inclusive and thought-provoking RE curriculum that not only builds religious literacy but also prepares children for life in a multicultural society. By promoting reflection, respectful discussion, and open-minded exploration, we empower pupils to think critically and engage meaningfully with the world around them.

At Broughton Moor Primary School, we follow the CUSP Science curriculum, which aligns with the National Curriculum while incorporating evidence-led practice to ensure long-term knowledge retention. Our ambitious curriculum places scientific knowledge, vocabulary, and investigative thinking at the heart of learning.

Through CUSP Science, pupils become progressively more expert, accumulating and connecting knowledge across biology, chemistry, and physics. By integrating prior learning with new concepts, children develop a deep and interconnected understanding of the subject.

What Pupils Will Learn

Substantive Knowledge (Scientific Content & Vocabulary)

Substantive knowledge includes the scientific facts, concepts, and vocabulary pupils need to understand the subject. In CUSP Science:

• Pupils build a broad and connected knowledge base, integrating new learning with what they already know.
• Misconceptions are explicitly addressed, using non-examples to contrast with accurate content.
• Concepts range from concrete (e.g., plant) to abstract (e.g., biodiversity) and are reinforced through explicit vocabulary instruction.

What Pupils Will Do

Disciplinary Knowledge (Scientific Skills & Investigation)

Disciplinary knowledge focuses on scientific methods and inquiry skills, which we refer to as ‘Working Scientifically’. Pupils are explicitly taught how to:

• Plan investigations and ask scientific questions.
• Observe and measure accurately.
• Compare, classify, and analyse data.
• Conduct fair and comparative testing.
• Identify patterns and draw conclusions.

Pupils also develop Scientific Thinking through the IPROF criteria, which includes:

• Identifying and classifying
• Pattern seeking
• Research
• Observing over time
• Fair and comparative testing

These skills are mapped across KS1, Lower KS2, and Upper KS2, ensuring balanced coverage and progressive development.

How We Teach Science

A Structured & Progressive Approach

CUSP Science is designed to:

• Draw upon prior learning – Early concepts, such as "The Natural World" in EYFS, are revisited and expanded in KS1 and KS2 (e.g., "Animals, Including Humans").
• Sequence knowledge into manageable chunks, reducing cognitive load and enhancing retention.
• Integrate vocabulary development, explicitly teaching high-frequency (Tier 2) and subject-specific (Tier 3) words.

A Cumulative & Evidence-Based Curriculum

CUSP Science ensures that learning is not just "in the moment" knowledge but retained and applied over time. To support this, we use:

• Retrieval practice and spaced repetition.
• Word building and deliberate practice tasks to reinforce scientific language.
• Examples and non-examples to clarify misconceptions and strengthen conceptual understanding.

The Role of Scientists in Learning

We emphasise the study of influential scientists, both historical and contemporary, to demonstrate how scientific understanding evolves. Examples include:

• Maria Merian (1667) – Challenged the misconception that insects were "born from mud" and illustrated metamorphosis.
• Galen (AD 157) vs. William Harvey (1602) – Studying how misconceptions about blood circulation were corrected through scientific discovery.

By analysing how scientists used substantive and disciplinary knowledge to develop theories, pupils learn how science challenges and refines our understanding of the world.

A Science Curriculum Without Limits

At Broughton Moor, we believe there is no ceiling to learning when teaching is grounded in research-driven principles. CUSP Science goes beyond National Curriculum expectations, ensuring that pupils develop a deep, coherent, and lasting understanding of science—preparing them not only for their next stage of education but also for a scientifically literate future.