Art & Design
Art and Design at Merton Bank
At Merton Bank Primary School we teach art through focused art skills lessons as well as lessons linked to class learning journeys and class books.
The National Curriculum for art and design aims to ensure that all pupils:
- Will produce creative work, exploring their ideas and recording their experiences.
- Will become proficient in drawing, painting, sculpture and other art, craft and design techniques.
- Evaluate and analyse creative works using the language of art, craft and design.
- Will know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms
Assessing Art and Design at Merton Bank
Art feedback is mainly given verbally by teachers, teaching assistants and sometimes by peers. When appropriate, some pieces of artwork will have written feedback in the form of next steps.
Assessments are made on OTrack half termly and are monitored by the subject leader.
Art and Design Subject Leader- Mrs E McKenna
Design and Technology
At Merton Bank Primary School we teach Design Technology through focused Design Technology skills lessons as well as lessons linked to class learning journeys and class books.
The National Curriculum for Design Technology aims to ensure that all pupils:
- Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
- Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
- Critique, evaluate and test their ideas and products and the work of others
- Understand and apply the principles of nutrition and learn how to cook
Assessing Design and Technology at Merton Bank
Design and Technology feedback is mainly given verbally by teachers, teaching assistants and sometimes by peers. When appropriate, some pieces of Design and Technology research, plans and evaluations will have written feedback in the form of next steps.
Assessments are made on OTrack half termly and monitored by the subject leader.
Design and Technology Subject Leader- Mrs E McKenna
At Merton Bank Primary School we teach geography through focused history lessons as well as by providing opportunities for skills to be applied and extended within the wider curriculum. In Key Stage 1, pupils investigate their local area and a contrasting area in the United Kingdom or abroad. They also enquire about the environment in both areas and the people who live there. Pupils carry out geographical enquiry inside and outside the classroom. During Key Stage 2, children will develop their geographical enquiry skills, including asking geographical questions, collecting and recording information and identifying different views. They will acquire the appropriate practical skills associated with Geography, including using suitable vocabulary, fieldwork techniques and maps and atlases.
Assessing Geography at Merton Bank
All Geography work is marked in a timely fashion and provides children the opportunity to reflect on and extend their own historical understanding, in-line with the Merton Bank marking policy.Data is recorded into tracking-programs (Otrack) half-termly which informs target setting procedures and forms the basis for subsequent teaching and learning. Where appropriate, children are provided with verbal feedback by teachers.
Geography Subject Leader- Mrs J Chuard
At Merton Bank Primary School we teach history through focused history lessons as well as by providing opportunities for skills to be applied and extended within the wider curriculum. History at Merton Bank is linked to a topic overview and historical periods and foci are organised into specific year groups to ensure progression and a range of learning opportunities. The core foci within history, as outlined within the National Curriculum, are as follows:
-To develop an interest in the past and an appreciation of human achievements and aspirations.
-To understand and appreciate the values of our society.
-To learn about the major issues and events relating to local and world history.
Assessing History at Merton Bank
All history work is marked in a timely fashion and provides children the opportunity to reflect on and extend their own historical understanding, in-line with the Merton Bank marking policy.
During history learning experiences, teachers and other adults are continually making on-going assessments via observations, questioning and discussions that feed into future planning. Data is recorded into tracking-programs (OTrack) half-termly which informs target setting procedures and forms the basis for subsequent teaching and learning. Where appropriate, children are provided with verbal feedback in history by teachers, additional adults and peers.
History Subject Leader- Mrs J Chuard
At Merton Bank Primary School we teach Spanish as our foreign language. We want children to discover that learning a foreign language links them to the wider world and provides an opening to other cultures. We aim to foster pupils’ curiosity and deepen their understanding of the world. We support them to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. We hope that our language teaching will provide the foundation for learning further languages, ultimately equipping children to travel, study and work in other countries.
We provide targeted support for children learning English as an additional language and we value the other languages spoken by children in our school including Arabic, Mandarin and Tamil.
Assessing languages at Merton Bank
Feedback about learning Spanish is usually given verbally by teachers, teaching assistants and sometimes by peers. Written work in books is marked to correct spelling and grammar errors and also provide some next steps where appropriate.
Assessments are made on OTrack each half term by class teachers and monitored by the subject leader.
Languages Subject Leader- Mrs K Clay
At Merton Bank Primary School we make music an enjoyable learning experience. We encourage children to participate in a variety of musical experiences through which we aim to build up the confidence of all children. Singing lies at the heart of good music teaching. Our teaching focuses on developing the children’s ability to sing in tune and with other people. Through singing songs, children learn about the structure and organisation of music. We teach them to listen to and appreciate different forms of music. As children get older, we expect them to maintain their concentration for longer, and to listen to more extended pieces of music. Children develop descriptive skills in music lessons when learning about how music can represent feelings and emotions. We teach them the disciplined skills of recognising pulse and pitch. We often teach these together. We also teach children to make music together, to understand musical notation, and to improvise or compose their own short pieces of music in response to different stimuli.
Assessing Music at Merton Bank
Music feedback is mainly given verbally by teachers, teaching assistants and sometimes by peers.. Children reflect on the musical rehearsal and performance process and sometimes give written responses or feedback to each other. Some written feedback may be given in music books as appropriate by peers or teachers.
Formal assessments are made on OTrack each half term by class teachers and outcomes are used to inform future planning. This assessment data is monitored by the subject leader.
Music Subject Leader- Mrs K Clay
At Merton Bank we aim to celebrate the diversity of all nationalities, cultures and faith groups and offer a welcoming and inclusive environment for all our pupils. It is a legal requirement that all schools include Religious Education (RE) within their curriculum. RE at Merton Bank helps to create confident individuals by promoting self-awareness and self-esteem as children ask questions and explore religion. At Merton Bank we use the Focus Learning Challenge to teach Religious Education. Where possible RE is also included in our thematic approach to learning and helps to enhance children’s personal, spiritual and moral development.
Assessing Religious Education at Merton Bank
Work is marked on a regular basis and this forms part of the on-going teacher assessment in line with our school marking policy. Formative assessments are carried out and these help to match teaching activities to the needs of the children. We assess children’s work in Religious Education by making informal judgements as we observe them during lessons. On completion of a unit of work, we make a summary judgement about the work of each pupil in relation to the Focus scheme of work expectations for that year group. There are no National Curriculum statutory objectives and expectations for each year group in RE.
Religious Education Subject Leader- Miss B Brussels
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