The Olympus Academy Trust is committed to delivering an outstanding education for young people, ensuring that our students have access to the highest standards of teaching, resources and learning opportunities.

We work in close partnership with our schools, ensuring that we facilitate the sharing of best practice and provide access to a wide range of partners and resources for the benefit of our students and the wider community. Visit our website here or follow us on Twitter @olympustrust.

Filton Hill School

Key learning intentions

At Olympus we believe that although our Curious Curriculum is thematic and enquiry-led, it is essential that subject disciplines are understood and well-taught within each theme. In order to do this each subject has a detailed Subject Intent and Key Learning Intentions (KLI’s) that sets out a systematic, progressive and systemic approach to each subject. The Key Learning Intentions were written by Secondary Specialist Leader of Education in conjunction with Claire Banks, Executive Headteacher for each subject and each year group from Year 1 - Year 8. They include:

Learning about (knowledge)

Learning how to (skill)

Learning through (Understanding/application)

Vocabulary (Tier 2 and Tier 3-they need to know and understand to achieve the above)

The knowledge, skills and understanding progressively build on each other over the years, creating a progressive, systemic approach. Teachers use these KLI’s to plan the Curious Curriculum.

HISTORY             

KLI for History

Why is history important for all learners in the Olympus Academy Trust?  Why does it matter?

Young people studying history with the Olympus Trust will gain a coherent knowledge and understanding of significant individuals and changes in their own lifetime, in Britain’s past and in the history of the wider world.

Our curriculum will encourage curiosity about the past and help learners to sequence key events, ask perceptive questions, identify, analyse and compare sources and think critically. Ultimately, they will build an understanding of change and continuity over time and a chronological understanding of key dates, events and figures using historical terms accurately. Our curriculum develops these qualities in young people through examining change and continuity from the Stone Age to the Iron Age, the British Roman period and the subsequent invasion of Britain by Saxons, Vikings and
Scots, up to the time of Edward the Confessor. In upper Key Stage 2, learners explore Greek life and achievements and their influence on the western world, and complete two studies of non-European ancient civilisations and an extended chronological study. As well as examining aspects of the history of Britain, Europe and the wider world, the learners have many opportunities to explore history, change and continuity in their local area.

How does studying history help young people to achieve?

Our history curriculum helps young people to understand their place in the world and the history all around them.  They learn to recognise the significance of people, places and changes in their locality and beyond and form opinions about them. Crucially, they are encouraged and supported to develop their sense of pride and identity with their local area, Bristol, Britain, Europe and the wider world. It can inspire them to think about their own values, rights and responsibilities, and the potential for their own
historical significance.

GEOGRAPHY   

KLI for Geography

Why is geography important for all primary learners in the Olympus Academy Trust?  Why does it matter?

In geography across Key Stage 1 and 2, learners will gain knowledge about the world helping them to deepen their understanding of the interaction between physical and
human processes. Learners will become familiar with vital concepts such as place, scale and sustainability. This will provide them with opportunities to consider similarities
and differences.

Our children learn geography because it helps them to understand the world they live in and the roles they can play within it both presently and in the future. As a subject it develops the skills of evaluation, explanation and critical analysis which equip children to identify how natural processes have shaped human societies and how humans have, in turn, changed the planet. Throughout this journey, learners will develop an understanding of how they and others live and are interconnected. They will become curious and fascinated with the world and its people, looking at a range of scales from local to global. Learners will be competent in a range of skills through curious enquiry giving them a strong sense of global citizenship.

How does studying geography help young people to achieve?

Geography provokes and answers questions about the natural and human worlds, using different scales of enquiry to view them from different perspectives. It develops knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem solving skills both inside and outside the classroom. As such, it prepares children for adult life and employment. Geography is a focus within the curriculum for understanding and resolving issues about the environment and sustainable development. It is also an important link between the natural and social sciences. As learners study geography, they encounter different societies and cultures. This helps them realise how nations rely on each other. It can inspire them to think about their own place in the world, their values, and their rights and responsibilities to other
people and the environment.

SCIENCE

KLI for Science

Why is science important for all learners in the Olympus Academy Trust?  Why does it matter?

Scientific discovery begins with a question and it is always relevant – from climate change to medical discoveries and learners will always require an understanding of the physical and biological world around them.

The science curriculum in Olympus provides an exciting, stimulating curriculum, enabling personal enjoyment and success. It therefore recognises that all learners have their own curiosities about the world around them and that this world is rapidly changing. We want learners to fall in love with science and to understand that science is not standalone and abstract – it applies through all walks of life. By encouraging them to ask questions, evaluate information, manipulate facts and data and make critical interpretations and make enquiries, we will challenge pre-conceptions and build scientific understanding.

Why is science important for all students in Olympus? Why does it matter?

The ‘thinking skills’ that learners acquire apply across all subjects and in the wider world. By building their questioning ability, they will have the confidence to challenge ideas and problem solve throughout life in the
same way that scientists have shaped our past and will continue to shape our future – by understanding this, learners can see how they can have an impact on the world. Learners equipped with the knowledge and skills needed to make evaluative and informed decisions.
Fundamentally science will allow children to recognise their role as a global citizens in an ever changing world, enabling them to distinguish between what is real and encourage them to become critical thinkers.

ART

KLI for Art

Why is art important for all learners in the Olympus Academy Trust? Why does it matter?

Olympus believes that art is a vital part of our learners’ education and has a significant and valuable role in the taught curriculum. Art education ensures that all learners have the opportunity to explore shape and form, colour and beauty. Art education fosters creative and bright young people who will develop an awareness and appreciation of the aesthetic beauty around us. Learners who will be innovative and creative thinkers who will be problem-solvers, whilst allowing them to use art to develop a sense of belonging and a sense of understanding our global society. Art at Olympus aims to develop critical-thinking skills, creative confidence, hands-on skills, visual literacy, self-esteem, and an appreciation of other cultures.

How does studying art help young people to achieve?

Through our carefully designed Key learning Intentions, and our enrichment opportunities. Our art curriculum will develop learners’ critical abilities and understanding of their own and others’ cultural heritages through studying a diverse range of male and female artists. Learners will develop their understanding of the visual
language of art and through our carefully considered sequences of lessons and experiences they will start to
understand the visual elements of art and design (line, tone, texture, colour, pattern, shape, 3D form). Learners will be supported by a curriculum which will enable children to grow and become proficient in the
accumulation of skills. They will have the vocabulary to be able to discuss and appreciate the study of significant art pieces and will learn about the history of art and its significance in our global society.

DESIGN AND TECHNOLOGY

KLI for Design and Technology

Why is design and technology important for all learners in the Olympus Academy Trust?
Why does it matter?

Design and technology is a varied, creative and practical subject. It allows learners to use and develop lifelong skills in a range of different contexts, through a variety of media. Learners are required to think critically and encouraged to ‘think outside the box,’ in order to find solutions to real life problems. It is cross curricular, drawing on, and developing the skills required to be successful in maths, science, computing and art.

Design and technology teaches our learners:

  • the life skills of planning, design, construction,
    problem solving and evaluation.
  • to build and apply a repertoire of knowledge,
    understanding and skills in order to design and make
    high-quality products for a wide range of users.
  • how to assess risk, take suitable precautions and make
    adaptations to ensure the safety and welfare of all.
  • how everyday items are designed and produced and
    why decisions are made about construction
    techniques and materials.

How does studying design and technology help young people to achieve?

Design and technology teaches children how to research, plan, create, problem solve, adapt, evaluate and think critically. Learners develop essential practical skills that can be used creatively across all subjects throughout the curriculum, and into later life. Design and technology allows learners the opportunity to work independently, and develops the skills of collaboration and team work, transferable across all curriculum areas.

COMPUTING

KLI for Computing Year 1

KLI for Comupting Year 2

KLI for Computing Year 3

KLI for Computing Year 4

KLI for Computing Year 5

KLI for Computing Year 6

Why is computing important for all learners in the Olympus Academy Trust? Why does it matter?

The core of computing is computer science, in which learners are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, learners are equipped to use information technology to create a range of content.

The computing curriculum also ensures that pupils become digitally literate - able to use and express themselves and develop their ideas through information and communication technology - at a suitable level for the future workplace and as active participants in a digital world.

Learners are responsible, competent, confident and creative users of information and communication technology that inspires them to lead change and will enable them to become curious life-long learners.

MUSIC

KLI for Music

Why is music important for all learners in the Olympus Academy Trust? Why does it matter?

Music is a universal language, which is inclusive and accessible for all. We aim to develop and inspire all learners to be able to perform, compose, listen to, review and evaluate music across a range of genres styles and traditions; through this they develop an understanding and empathy of cultures, context, time and place. They will develop transferable skills such as collaboration, presentation, independence, concentration, and
nurturing working memory both in the classroom and beyond. We aim to do this in a practical and engaging way, with every learner having opportunities to perform, use technology and
listen to recorded and live music. Through our music curriculum, all learners will be given a platform to express their creativity and individuality, whilst supporting their confidence, well-being and mindfulness through an expressive output. We aim for all learners to appreciate and understand the importance of music whilst broadening their horizons.

RELIGIOUS EDUCATION

Why is religious education important for all learners in the Olympus Academy Trust? Why does it matter?

The principal aim of religious education within The Olympus Academy Trust is to engage learners in a
systematic enquiry approach where they can develop an understanding and appreciation of the main religions and worldviews in the local, national and global community.  Through our RE curriculum we aim to inspire, challenge and encourage learners, equipping them with the knowledge, skills and understanding to answer challenging questions about the purpose of life, issues of right and wrong and what it means to be human. Finally, we believe a high quality religious education promotes awareness and respect – enabling learners to combat prejudice, and preparing them for adult life, employment and life-long learning.

How does studying religious education help young people to achieve?

The curriculum for religious education aims to ensure that all pupils:

  • Develop knowledge and understanding of the principal religions and world views represented in
    Great Britain;
  • Develop understanding of the ways in which beliefs influence people in their behaviour, practices and in
    their communities
  • Weigh up the value of wisdom from different sources, learn to develop and express their own insights, and to agree or disagree respectfully.
  • Recognise the right of people to hold diverse beliefs and values and to develop positive attitudes of
    respect towards other people;
  • Reflect on modern ethical issues form a range of views with the purpose of developing well thought through opinions and attitudes
  • Widen the world view of our catchment areas by developing community cohesion through the study of
    the place of our multicultural society in the local, national and wider global community.

At Filton Hill Primary School we use a scheme of work for RE and therefore there is not a separate Key learning Intention. We currently use the South Gloucestershire RE Scheme of work in school.

PE

Why is physical education important for all learners in the Olympus Academy Trust?
Why does it matter?

Across the Olympus Academy Trust we strongly believe in the importance of physical activity, through the forms of structured physical education (PE) and unstructured play opportunities. Our PE curriculum encourages all learners to be physically active, improving their physical literacy and fundamental movement skills. We want to provide a lasting, sustainable and positive effect on PE and Sport within school and our community.

With the rise in childhood obesity and increase in emotional and behavioural mental health disorders it is essential that we support our learners to engage in physical activity. Being physically active can nurture positive mental wellbeing, reduce anxiety and stress, increase self - confidence and concentration as well as increase physical wellbeing. We want our learners to grow into happy, healthy adults maintaining a lifelong love of physical activity.  Across Olympus, learners will be offered 2 hours of PE a week. These lessons will be based upon a fundamental movement  curriculum for 1 hour and a variety of seasonal sports for the second hour throughout the academic year.

At Key Stage 1 learners will have access to a broad range of opportunities to extend their agility, balance, coordination, individually and with others during their PE lessons. Through unstructured play and forest school children will be creative and imaginative, develop resilience and build friendships and relationships whilst exploring the world around them.

Key Stage 2 learners will develop a broader range of fundamental movement skills and apply them into a variety of games and sports, competing individually and against others. They will learn how to recognise their own success and how to improve in different physical activities and sports. Learners will develop resilience, confidence and independence and be encouraged to maintain a healthy and active lifestyle.
All of our learners will have access to lunchtime and after school sports clubs to encourage them to increase the amount of exercise they do each day to 60 minutes. The range of clubs will increase participation in sport through virtual, inter and intra competition.

We want our learners to embrace an active lifestyle by also walking, biking and scooting to school. Being physically active helps to promote physical and emotional health and well-being. Therefore we have used our Sports and PE Premium Funding to provide;
• Specialised Professional Development for teachers across the Trust.
• Strategic leadership of PE and Sports within schools and across the Trust.
• A co-ordinated approach to inter and intra school competition.
• Lunchtime play leader programme and training, that enables all learners to be active all lunchtime and participate in a virtual competition across the Trust.
• Trust-wide gala’s, sports events and athletic meets.
• An elite, talent spotting, signposting programme for those young people with particular talent and promise.

The Olympus PE Key Learning Intentions is a large document that can be found on The Olympus Way portal. Due to its size and the volume of resources available on our internal website, we have decided not to reproduce them here. Instead we have included this document that will support teachers and enable them to understand how Physical Education (PE) is taught in our primary schools across the Trust, what resources they can use and where they can find them.

PE Teaching expectation

Although PE is not formally assessed in the National Curriculum it is an essential lesson for all children. If we teach it well then it promotes lifelong enjoyment of physical activity which is paramount for a healthy life. We appreciate that Continued Professional Development (CPD) in PE is often limited during teacher training, therefore as a Trust we have invested heavily in the PE curriculum and CPD for all staff. We have sourced schemes of work for teachers and online platforms that allow teachers to show learners exactly what skills should look like.

The investment in these resources are so that everyone is teaching to the same standard and the same year group expectation and so that teachers do not have to do extra planning, thus reducing workload. These resources are detailed and thorough, but require teachers to read and understand them before they begin the scheme of work, therefore ensuring the PE lessons are of a high standard and appropriate. The lessons often need specific equipment and space which needs to be considered prior to teaching, just like any other subject.

Each student will have access to 2 hours of PE each week.
b) 1 hour = Real PE
a) 1 hour = Olympus Scheme of Work (SOW)

PERSONAL, SOCIAL, HEALTH AND ECONOMIC EDUCATION

Why is PSHE important for all learners in the Olympus Academy Trust? Why does it matter?

The principal aim of Personal, Social and Health Education within the Olympus Academy Trust is to support learners in understanding their place in the world, how they fit,
why they belong and the importance of agency. Our PSHE programme alongside our Social and Emotional  Learning has a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health. It is designed to empathise the importance of the whole child. PSHE gives learners the knowledge, skills, and understanding they need to keep themselves healthy and safe and to prepare them for life and work in modern Britain.

How does studying PSHE help young people to achieve?

At Olympus through using Jigsaw 3-1, we deliver engaging and relevant PSHE lessons within a whole school approach. Jigsaw is a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves
and others. Using mindfulness to advance their emotional awareness, concentration and focus.

Jigsaw consists of six half-term units of work (Puzzles), each containing six lessons (Pieces) covering each
academic year.

  • Term 1: Being Me in My World
  • Term 2: Celebrating differences
  • Term 3: Dreams and Goals
  • Term 4: Healthy me.
  • Term 5: Relationships.
  • Term 6: Changing me.

Alongside this, we also believe in the importance of Social and Emotional Learning (SEL), and therefore incorporate the explicit and implicit teaching of social and emotional skills within our teaching. In teaching PSHE and SEL will help children to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain healthy and positive relationships and make responsible decisions (Weissberg: 2015)

At Olympus we use the PSHE scheme Jigsaw. As such the KLI is located in the Jigsaw Resource Scheme. Jigsaw is a Primary PSHE scheme of work that includes statutory Relationships and Health Education.

“Jigsaw 3-11 offers a comprehensive Programme for Primary PSHE including statutory Relationships and
Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant
learning experiences to help them navigate their world and to develop positive relationships with themselves
and others.

With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw 3-11 properly equips schools to deliver engaging and relevant PSHE within a whole-school approach. Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness, concentration and focus.”