10/11 11/12 12/13 School Action Plan Working Party Agreement & Guidance Notes

1. ‘Geography has made us neighbours. History has made us friends. Economics has made us partners, and necessity has made us allies. Those whom God has so joined together, let no man put asunder. (John Kennedy) St. John’s CE Primary School Personal, Local and Global Understanding of the World Policy and Yearly Plans 10/11 11/12 12/13 School Action Plan Working Party Agreement & Guidance Notes

2. St John’s CE Primary Working Party Policy Cycle of Development for PLG Understanding Working Party Statement-Geography As members of the PLG Working Party we value the impact the exploring our personal community alongside recognising the wider and global world. We believe it is vital that our learners are able to explore the world, its people and places and make informed decisions about how our world comprises of many differing locations and environments. We are committed to providing quality first teaching that enables learners to enquire, research, question and compare geographical aspects in our personal communities as well as those linked to our local, national and international partnerships. In line with the National Curriculum for England Geography we believe that learners should undertake geographical enquiry and skills that develop knowledge and understanding of places patterns and processes and environmental change and sustainable development. Within the NC Programme of Study for Geography our learners will participate in planned activities that promote: Geographical Enquiry and Skills Knowledge and Understanding of Places Knowledge and Understanding of Patterns and Processes Knowledge and Understanding of Environmental Change and Sustainable Development During Key Stage 1 Learners will: Participate in activities that promote knowledge, skills and understanding through studying The local area to our school A contrasting locality overseas that supports our global links and Sister School Project During Key Stage 2 Learners will: Participate in activities that promote knowledge, skills and understanding through studying The local area to our school A contrasting locality overseas that supports our global links and Sister School Project (recognising its economical development) Study three themes: Water and its effect on people and places Different and changing settlements Environmental Issues – changes in environment and managing environmental sustainability All learners from FS to Y6 will participate in educational visits and fieldwork.

3. Working Party Statement-History As members of the PLG Working Party we value the impact the exploring our personal community alongside recognising the wider and global world. We believe it is vital that our learners are able to explore the history of our world, its people and places and make informed decisions about how our world has evolved over time. We are committed to providing quality first teaching that enables learners to enquire, research and question historical aspects in our personal communities as well as those linked to our local, national and international partnerships. In line with the National Curriculum for England History we believe that learners should undertake historical enquiry and skills that develop knowledge and understanding of people and events , recognising chronology and interpreting impact on the wider world. Within the NC Programme of Study for History our learners will participate in planned activities that promote: Chronological Understanding Knowledge and Understanding of events, people and changes in the past Historical Interpretation Historical Enquiry Organisation and Communication During Key Stage 1 Learners will be taught the knowledge, skills and understanding through the following areas of study: changes in their own lives and the way of life of their family or others around themthe way of life of people in the more distant past who lived in the local area or elsewhere in Britainthe lives of significant men, women and children drawn from the history of Britain and the wider world (for example, artists, engineers, explorers, inventors, pioneers, rulers, saints, scientists)past events from the history of Britain and the wider world (for example, events such as the Gunpowder Plot, the Olympic Games, other events that are commemorated). During Key Stage 2 Learners will: A study investigating how an aspect in the local area has changed over a long period of time, or how the locality was affected by a significant national or local event or development or by the work of a significant individual. in their study of British history, pupils should be taught about:a. the Romans, Anglo-Saxons and Vikings; Britain and the wider world in Tudor times; and either Victorian Britain or Britain since 1930b. aspects of the histories of England, Ireland, Scotland and Wales, where appropriate, and about the history of Britain in its European and wider world context, in these periods. A study of the way of life, beliefs and achievements of the people living in Ancient Greece and the influence of their civilisation on the world today. A study of the key features, including the everyday lives of men, women and children, of a past society selected from: Ancient Egypt, Ancient Sumer, the Assyrian Empire, the Indus Valley, the Maya, Benin, or the Aztecs. All learners from FS to Y6 will participate in educational visits and fieldwork.

4. Working Party Statement-RE As members of the PLG Working Party we value the impact of RE. Religion and beliefs inform our values and are reflected in what we say and how we behave. RE is an important subject in itself, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society. Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It can develop pupils’ knowledge and understanding of Christianity, of other principal religions, other religious traditions and worldviews that offer answers to questions such as these. RE also contributes to pupils’ personal development and well-being and to community cohesion by promoting mutual respect and tolerance in a diverse society. RE can also make important contributions to other parts of the school curriculum such as citizenship, personal, social, health and economic education (PSHE education), the humanities, education for sustainable development and others. It offers opportunities for personal reflection and spiritual development, deepening the understanding of the significance of religion in the lives of others – individually, communally and cross-culturally. As a working party we are committed to deliver the Agreed Syllabus for RE. All year groups from FS to Y6 will participate in some lessons within the year that take place at St John’s Church.

5. Our Curriculum. We believe that as part of our thematic approach to learning at least one topic each academic year will have a geography / history/RE focus. Within the other themes geographical / historical/ spiritual/ moral/ social/ cultural skills may well be taught and learning will be assessed in line with the programmes of study outlined in teachers’ planning and the expected learning outcomes for the theme.

6. The Working Party is responsible for reviewing the themes linked to Personal Local and Global Understanding. Collectively they will evaluate the themes covered and make adjustments on the following year to ensure that skills are being taught. They will present their findings in an Action Plan that feeds into the School Improvement Plan and highlights key objectives for the following year. • The Working Party will formally meet each term as part of directed time and will evaluate the SIP in July and present the key aspects for the new academic year as part of the whole school INSET in September. • Leadership and Monitoring • Throughout the year the area of learning will be monitored through: • Lesson observations by Senior Leaders • Book Scrutiny and Feedback • Pupil Interview • Class presentations through assemblies, curriculum events to parents • Assessment tracking and reports to parents.

7. Partnerships with our school are varied and enable learners to work from first hand experience to find out about the world around us. Local Area to our School We utilise the outdoor learning spaces within our school to increase awareness of locality. Through working in the school grounds and using the village high street, the church, the common and the local allotments the children have opportunities to review their local community, study the landscape, environment, types of housing and buildings and have a first hand experience of the people and places closest to them . Local Linking with other Schools Through the LA Schools Linking Project children in KS2 have opportunities to visit local landmarks and each others schools in contrasting areas across the borough. They are able to draw up similarities and differences with the environment of their schools, the homes they live in and the local amenities as well as recognise their own personal differences and similarities and develop a sense of place for themselves personally as they appreciate their own diversity within their class. Sister School Project – Links with Overseas Learners have opportunities every July to celebrate the links we have with other countries. Through our International Week we dedicate each day to the countries we have special ties with through our Sister School Projects. We have international friends in Brazil, Senegal, Tanzania, Pakistan and Spain. This week is an opportunity to the children to welcome visitors from overseas and find out through research and enquiry similarities and differences between our countries both culturally and geographically. Compassion – Ukulele Project Through a unique sponsorship programme our learners have secured sponsorship for 20 overseas students in Tanzania and Brazil. We develop the geographical awareness for learners through a letter writing project that allows them to directly dialogue with real children across the world. The project promotes a sense of empathy as well as a developing understanding of socio economic needs.

8. Assessment and Tracking In line with the level descriptors identified in the NC for Geography teachers will make ongoing and informed assessments of learners capabilities within the themes taught. These assessments may be in annotated form, feedback to pupils through marking and specific assessed activities. The information gathered then informs teachers for future planning and is used to report to parents through specific statements in the annual end of year report. At the end of the academic year pupils are assessed and reported as working below, in line or exceeding expected levels for their year group. This information is shared with senior leaders and the working party and receiving teachers. Those children not meeting expectations are discussed and highlighted for future planning. Those children exceeding expectations are highlighted for future planning and are then supported by additional challenge through other aspects of school investigating geographical links – Eco Gnomes and International Council for example. During International Theme Week more able learners may have the opportunity to work across classes to further develop their line of enquiry in investigating our global links.

10. Curriculum Review July 2010 Personal, Local and Global Understanding Position Statement In this area of learning we did the following well: Maintained Sister School Links with Brazil and Africa – the children have a good understanding of where our link schools are in the World Use cross curricular skills to embed learning in this curriculum area (sp &l, writing, maths) Devised a thematic curriculum map that promotes learning in all areas of this working party enabling learners to experience excellence and enjoyment whilst developing skills in Geography, history and RE In this area of learning we need to develop: Promote geography skills using the local community and forge new local links through the Schools Linking Project Promote further global dimension project work through a specialised Theme Week looking at contrasting locations across the World. Use the outdoor environment to promote enquiry based learning – develop a sensory garden

12. Curriculum Review July 2011 Personal, Local and Global Understanding Position Statement In this area of learning we did the following well: High quality learning experiences through theme days e.g. A Journey Through Christmas Meaningful cross curricular links are made, particularly with writing Children are engaged in their learning and they enjoy this curriculum area In this area of learning we need to develop: Develop children’s responsibilities for their locality, their country and the global community through whole school events Develop children’s sense of chronology Develop whole school themes in RE

14. Curriculum Review July 2012 Personal, Local and Global Understanding Position Statement In this area of learning we did the following well Children developed their global and local sense of responsibility through sponsoring a child in Ecuador; speaking to international visitors and having an international theme week. Teachers have developed their teaching methods for teaching chronology in a creative and effective way. Children have really responded to this and made progress in this area. Themes in RE are more closely matched to whole school themes. In this area of learning we need to develop: Children’s skills in historical interpretation , in particular understanding the past can be represented in different ways. Assessment and marking to focus on key skills in this area. Children’s knowledge of the geography of the UK.