Glasshoughton Infant Academy

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At Glasshoughton Infant Academy experiences are at the heart of all learning where children have ‘hands on’ learning opportunities through real life objects, visitors or visits. Children are immersed in thematic learning based on an interleaving curriculum where new knowledge is taught, learned, remembered, revisited and applied by children ‘being’, for example being a Gymnast or Sports Person.

At Glasshoughton Infant Academy we believe that language development is vital for all children. We have high aspirations and support them to ‘be’ in their learning. The experiential and interleaving approach ensures that language is used by all stakeholders, including parents. Children develop good comprehension of the words they are using and are able to use them in context and accurately as part of their real learning.

Retrieval practice is planned for daily through ‘speak like an expert’ where children are expected to retrieve knowledge that has been previously taught as a strategy to support them to move learning from the short term to the long-term memory.

At Glasshoughton Infant Academy we aim to strongly support both the physical and mental health development of every child.  We believe that children should be given a range of opportunities to develop a range of skills, knowledge and movements so that they can succeed in physically-demanding activities. We believe that through PE children understand physical and mental health and well-being.

To create:

It is essential that the PE curriculum is organised in such a way that it provides learners with the opportunity to learn expected behaviours and be successful in their learning so that we can deliver our mission and aims.

Strategic Intent

The breadth and depth of the curriculum is designed to:

Aspirational high achievement culture

We have developed two curriculum drivers that shape our curriculum, bring about the aims and values of our school, and respond to the particular needs of our community:

Coherently planned academic curriculum

Underpinned by our two curriculum drivers our academic curriculum sets out:

Cultural Capital

Cultural capital is the background knowledge of the world pupils need to infer meaning from what they read. It includes vocabulary which, in turn, helps pupils to express themselves in a sophisticated, mature way.


The curriculum is designed for all children to maximise their potential through carefully planned and targeted teaching, where assessment for learning provides vital intelligence on what the next steps need to be for individuals to succeed in their learning. The developmentally progressive curriculum is designed in such a way that individual needs, strengths and next steps are built upon to ensure no child, including those who are pupil premium or disadvantaged, fall behind.

Sustained Mastery

Nothing is learned unless it rests in pupils’ long term memory. This does not happen, and cannot be assessed, in the short term. Assessment therefore answers two main questions: How well are pupils coping with the curriculum content? And how well are they retaining previously taught content? This is assessed throughout the lesson on a daily basis through assessment for learning where children’s understanding of key concepts is revisited, feedback is given and acted upon and has it been remembered is checked in future learning.

The impact of the curriculum is assessed at 4 assessment points:

This will support teachers to highlight clear next steps for individuals and support leaders in school in their professional dialogue around progress, CPD, subject knowledge, outcomes and lines of enquiry to follow. Impact of the curriculum is triangulated through skills, knowledge and the ability to communicate the learning.

Curriculum Implementation

The Curriculum

We have a very broad Primary Curriculum covering 12 subjects meeting all the national curriculum requirements. The National Curriculum states that children should be taught to master basic movements, participate in team games and perform dances using simple patterns. Children access a weekly indoor and outdoor PE session.

Physical health and well-being is not taught in isolation at GIA but through a range of experiences including: – positive playtimes, the play leaders programme, the use of the Scrap Shed, Healthy Week, extra-curricular clubs, the daily mile and HiT sessions, circle time and Science lessons.

Children will develop specific gymnastic skills, dance skills, ball skills, team game skills, interpersonal skills in each year group at GIA. This is outlined in long term planning to ensure progression and also to ensure that PE topics are revisited to commit knowledge to long term memory.

Across the year children are taught a range of skills using both the floor and a range of apparatus. Dance sessions are planned across the year and progressively throughout each year group.

Physical Education is taught in a cross curricular manner using techniques across the curriculum that the children are familiar with e.g. mapping, critique, maths fluency and responding to music as they learn through a variety of methods and learning styles. The transference of skills between subjects will then be seamless. PE contributes to the teaching of Science as children are encouraged to think about how their body works, locate and name muscles and understand how we, as Sports People, can physically and mentally benefit from physical exercise.

Additional support is provided for children who are not meeting their targets through bespoke small group intervention led by highly skilled professionals, including physical development interventions that will impact all curriculum areas.  This is monitored through pupil progress meetings and SMART targets to ensure the impact of the intervention is as anticipated in a timely manner. 

Suspended learning – When the normal lesson timetable is suspended, take place during the year. These days allow children to learn in different ways such as off site, with external providers or using different curriculum approaches. These days’ cover subjects such as Staying Safe, British Values, and Health days hook days/trips/visitors etc.

Sequential learning sequences with clear planned learning objectives for all Physical Education lessons allows children to build on prior knowledge and skills. A progressive curriculum ensures that current learning opportunities are based upon children’s previous learning, knowledge they have retained from previous lessons or the previous year group and links to year group expectations.

‘Sticky knowledge’ is carefully planned for each lesson across the curriculum, linked to the learning objective, and is progressive across a sequence of learning. This ensures that children are explicitly clear about what they are learning during each session and how previous learning will help them to develop new knowledge and skills. Children’s learning is communicated to them clearly to allow them to develop an understanding of why they are being taught what they are being taught at that particular time; how previous learning will help them and what the learning intentions are at the end of the sequence. ‘Sticky knowledge’ also provides children with the correct vocabulary and terminology needed in order to effectively communicate their learning.

A variety of strategies are taught at GIA in order to allow ALL pupils to become successful sports people as we have an understanding that not all children learn in the same way. This ensures that no children, including pupil premium and disadvantaged are left behind and achieve their full learning potential.  

Home learning opportunities have been carefully planned and resourced, to ensure children who are learning remotely from home, receive the same carefully planned and progressive curriculum that is on offer at school. All children have a right to an education and we will not allow any child to fall behind. There is an expectation that home learning is shared with class teachers to ensure progress is being made. Children will be expected to share their learning with their class teacher via Tapestry or Class Dojo. Children will receive bespoke feed-back in response to their learning, in line with what they would receive in school, to ensure that excellent progress is being made and the ‘even better if’ culture that is being developed in school is being consistently applied and installed in all pupils.  

Curriculum Impact

The impact of the curriculum is that by the end of the year, the vast majority of children have sustained mastery of the content, that is, they remember it all and are fluent in it. Some children will have reached a greater depth of understanding where they can apply their learning.

Children across school and from different groups can move confidently in a variety of ways, they can talk about both physical and mental health and what contributes to this. Children across school show drive and determination in physically demanding activities. Children can transfer curriculum skills between the classroom and physical activity sessions.

Children are clear about their learning and able to confidently communicate this using accurate vocabulary and terminology from across the curriculum.

An impact of a curriculum whereby children are taught to communicate in a variety of different contexts and for a variety of purposes and audiences, allows children to confidently communicate their learning as a Scientist, Geographer, Artist, etc, both verbally and in the written form, using accurate vocabulary.

A developmentally progressive curriculum, whereby children build upon they prior learning and knowledge, ensures that no child, including pupil premium and disadvantaged, are left behind. All children have the tools to reach their full learning potential.