Curriculum

 “In a democratic society which prizes equality of opportunity, the curriculum should be based first and foremost on the knowledge we consider all young people should have the access to and begin to acquire during the school years”

Michael Young

Intent

The core purpose of education at our school is to provide all pupils with experiences and opportunities which will enable them to achieve and excel. We want children to leave our school possessing essential knowledge and the skills to use it, so that they have the best possible preparation for the next stage of their education and are ready to participate successfully in society.

Access to this storehouse of general knowledge, sometimes referred to as ‘cultural literacy’, will help all our pupils to engage fully and to think critically and independently. It is at the heart of the education which we provide.

The national curriculum is one very important part of the children’s education and we view it as a set of aspirational standards, as opposed to a scheme of work. We know that there is a lot of content, and not enough time, and so aim to make meaningful links between subjects wherever possible.

We intend for the whole curriculum to be coherent and cumulative for all children, regardless of background or ability. The curriculum content in all subjects is carefully and thoughtfully structured, so that rich and powerful knowledge builds within and across year groups, supporting, deepening and extending learning. This means that each pupil’s ‘road map’ during their time with us, builds on their previous knowledge and lays firm foundations for what they need to know next. This includes in the short term as pupils and the longer term as responsible young people in the wider world.

Implementation

Curriculum review and development are fundamental and ongoing, informed by current research and best practice. Following a period of focus on the improvement of key knowledge and skills in English, maths, science and physical education, we have turned our attention to the systematic development of knowledge across all the national curriculum subject disciplines, including spiritual, moral, social and cultural education, with a focus on the personal development of each child.

Children are provided with a positive start to school in Early Years, with supportive staff who nurture their development across all areas. They begin to develop their knowledge, thinking and skills through play-based activities and focused skills that develop their knowledge of phonics, number and other areas of learning which they will encounter as they move through school. Children learn to share and work independently and learn to play with others, through direct experience outside, in the local area and the wider community. As our curriculum has the acquisition of knowledge at its heart, we ensure that pupils are supported throughout their learning to remember connected and essential knowledge as they progress into KS1 and then further into KS2.

A lead teacher is assigned to each subject. Their task, working with colleagues, is to regularly monitor whether our aims are being realised and translated into powerful learning for the children.

It is crucial that teachers are confident in their own knowledge. They are provided with continuing professional development and are supported to join subject networks and make associations with colleagues within YCAT and other schools.

Impact

We implement an appropriately rigorous assessment regime and data collection to ensure reasonable workload demands. Although important, measuring and checking progress is much more than tracking groups and producing charts and percentages. It is also about catching up, filling gaps, deepening understanding and overcoming barriers.

Same day intervention is used across the school to check progress, addressing misconceptions as soon as they arise. We aim for all children to ‘keep up, not catch up’ and so this is an important aspect of our work. Arrangements are in place to identify and support children with additional needs.

As we review our teaching and learning in the foundation subjects, we are also developing high challenge, low risk assessments, such as quizzes and word searches, to check progress across a set of lessons. A coherent and cumulative curriculum rests upon children’s prior, current and future learning and so assessment for, and of learning, are integral to ensure that children achieve the ambitious aims that the school and their parents have for them.

Our curriculum is responsive, kept under regular review and updated when necessary.

Local curriculum

“A human life, I think, should be well rooted in some spot of native land…for whatever will give that early home a familiar unmistakable difference amidst the future widening of knowledge.’’ Daniel Deronda by George Eliot

We are keenly aware that we serve a deeply rural community with a proud heritage which is changing and growing rapidly. The school welcomes families with strong local ties stretching back generations and others who have more recently moved into the area. We believe that every child should be taught about, and through, our local area, to instil in them a strong sense of their place in Wensleydale and North Yorkshire. Whilst valuing the locality, we also want our children to be ready for the pace of change and the world. Through learning outside the classroom, welcoming visitors to school and making visits to places of interest, knowledge can be enhanced and deepened as all children are helped to develop an appreciation of the natural world and their local, cultural and artistic heritage. Our curriculum aims to ensure a deep understanding of ‘British values’ and their centrality to our national identity having been hard won by previous generations. Children are encouraged to be active citizens and take responsibility within school and in the wider community. They volunteer in a range of roles and support local, national and global charities.

Reading and vocabulary

“Being a frequent reader is more of an advantage than having well educated parents and finding ways to engage students in reading may be one of the most effective ways to leverage social change” OECD 2013

Frequent readers are more likely to enjoy school and to be successful. A well-rounded education is the best means of attaining all-round reading skill and vice versa: they cannot be seen in isolation.

Vocabulary size is the single most reliable correlate to reading ability and so we systematically plan to teach subject specific vocabulary, thereby reducing any ‘word gaps’ as early as possible. The development of vocabulary is a fundamental feature of our early years teaching at Leyburn school. As the children move into key stage 1, it becomes an intrinsic aspect for each subject discipline and this continues into key stage 2.

Reading for enjoyment is a school priority and so we aim to ensure that our libraries are well resourced with high quality fiction and non-fiction books. Children are encouraged to read to extend both their vocabulary and knowledge as well as being introduced to new worlds and ideas. Phonics is taught systematically from Nursery to ensure that decoding is strong and we follow Little Wandle Letters and Sounds from Reception onwards.  Children are identified quickly and supported to keep up through carefully implemented interventions.

Developed and reviewed with all staff and governors .

We have developed a curriculum which is  relevant, challenging and led by the interests and needs of the children. It is driven by the National Curriculum as well as local, national and international events.

We aim to make as much use of our local area as we can and plan for all children to take part in outdoor learning, local visits and cultural activities, such as cinema and theatre performances, where possible.

Intent: ‘A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.’ (DfE National Curriculum Art Programme of Study).

The teaching and learning of art and design at Leyburn Primary School aims to equip our children with the skills and knowledge necessary to become artists who enjoy being creative and feel inspired to experiment with their own work. This requires the children to gain an understanding of and practise the key formal elements of art and design, knowing how these elements shape all forms of creativity. Alongside this, the study and evaluation of artists, craft makers and architects, will allow the children to compare and ask questions about style and technique, whilst also learning about the impact these individuals have had on culture, society, diversity and other artistic approaches.

Our aims are to fulfil the requirements of the National Curriculum for art and design for every child by:

• Ensuring the development of artistic skills and knowledge is progressive, preparing our learner for future success in their next steps.
• Acquiring and practising the skills found within the formal elements of art and design (line, form, shape, tone, texture, pattern, colour, composition) to become proficient painters, drawers, sculptors and craft makers.
• Use sketchbooks to create, design and evaluate art work.
• Learn about, analyse and question the work and life of a diverse range of significant artists, architects and craft makers; developing an understanding of how they have helped shape and contribute to history, culture and creativity. Additionally, encouraging this understanding to influence the children’s own work.
• Planning ambitious units of work that provide the children with opportunities to explore a variety of mediums and techniques that will also support our children to become more resilient, confident and independent learners.
• Planning units of work which understands and reflects the children’s needs.

Which will lead to:

• Children becoming proficient artists who apply what they have learnt in various forms and for varying purposes in preparation for further learning and creativity.
• A broad and balanced repertoire of artistic approaches and knowledge of influencers.
• The children will have been encouraged to develop their own individual ‘final piece’ which reflects their understanding and artistic perspective (whilst encompassing the skills and knowledge learnt so far).
• Gaps in the children’s learning being addressed and planned for.

As a school we have decided to prioritise the areas we feel the children need exposure and development of. Therefore, the whole school will be: drawing, painting (with colour) and using clay. We feel this will allow us to strengthen these core areas, consolidate, address gaps in the children’s learning and give the children stronger foundations before moving onto to more advanced areas of the curriculum. This will be reviewed each year.

Implementation

At Leyburn Primary School we have developed our own progression document which we are currently using to ensure knowledge and skills are built upon throughout the primary years. By using our progression document, we are confident that we are building on skills and knowledge, whilst enabling the children to strengthen their creative outcomes. We have found that by focusing on the progression of skills and knowledge, the children (and teachers) have more flexible opportunities to apply and consolidate their learning in other units and other curriculum subjects. For example, in year 1 the children will experiment and explore line, marks and texture using pencil. In year 2 they use pencils to create a range of patterns, textures and tones, using techniques such as ‘hatching’. In year 3 they practise tonal shading and blending to create light and shadow and techniques to create texture in observational work. As the art and design lead, I monitor the planning to make sure units provide a broad and balanced curriculum, which incorporate and revisit: the formal elements, art and design skills, knowledge of artists, architects and craft makers.

The units are taught in either weekly or block periods and where possible make links with other curriculum areas, including SMSC. In EYFS they will begin to build their knowledge, practise and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function through curriculum themes, in preparation for Key Stage 1. Work is presented in displays and through ‘big books’. From year 1-6 the children use sketchbooks to create, experiment and evaluate ideas.

The study of key artists, architects and craft makers are planned appropriately for year groups, providing the children with a wealth of opportunity to: embrace, appreciate, understand and promote respect within a diverse range of cultures, backgrounds, artistic style, legacy and British Values. A few examples of the artists studied include: Italian artist Giorgio Morandi and David Hockney in year 3, Lucy Arnold, Charles Darwin and Renoir in year 4, Monet and Kathe Kollwitz in year 6. A specific example of the teaching of British Values is demonstrated within the year 6 unit ‘Clay heads’- here the children analyse the social messages the artist Kathe Kollowitz conveys and consider the principles of wealth, economic status, tolerance within society and cultures.

Alongside planning, teachers and children use ‘knowledge organisers’ specific to each unit to support the understanding of skills, knowledge, discussion and language involved when evaluating and analysing art work (including their own). They also assist the children in making connections between art work, creators and impact.

We aim to provide more opportunities for the children to apply, consolidate and build on their learning through local visitors, visits to galleries/workshops and events as these experiences will add to their primary education.

Impact

Our curriculum has been planned to increase the expectations and outcomes of all learners. If the children are assessed to be achieving the lesson aims then they are deemed to be making good or better progress. We measure the impact of our curriculum through sketchbook scrutiny, pupil discussion and a reflection on standards achieved against the planned outcome.

The following units are taught each year:

Art and design long term plan – LFS to Y6 

Our rationale for computing can be found here.

The following units are taught each year:

Computing overview at Leyburn Primary School (NCCE)

Promoting Fundamental British Values

In accordance with The Department for Education, we aim to actively promote British values to prepare our students for life in modern Britain. Children are encouraged and supported to regard people of all faiths, races and cultures with respect and tolerance and to understand that all people living in Great Britain are subject to its law.

The Key Values are:

• democracy
• rule of law
• individual liberty
• mutual respect
• tolerance of those of different faiths and beliefs

These are threaded throughout each curriculum area and are promoted more explicitly below:

Reading

Approach to the teaching of reading at Leyburn Primary School

We follow Little Wandle Letters and Sounds Revised. Please click here for more information on this scheme.

Please refer to the phonics and early reading policy here.

In Early Years and KS1, whole class texts are carefully chosen to support and extend children’s knowledge of the world through the taught curriculum, knowledge of themselves and their own experiences and knowledge of story. These books are shared with adults, read independently by the children and sometimes used as a basis for writing.

As children begin to confidently apply phonics in order to become independent readers, there is a move away from group reading to whole class reading. This is now well established from the summer term in year 1.

Whole class reading structure

1. Go through key vocabulary from the text (ask the children to say each word). Key words may also be written on the board.
2. Read the text and children echo back. If it is a long text, the teacher may just read a section without the children echoing (but still following along). Check understanding where appropriate by asking retrieval questions after a longer section.
3. Children practise reading themselves – this may involve partners reading a sentence and partner echoing it back then reading the next one. It could be a small group  reading the text in unison, etc.
4. Children answer questions based on text (could be a mixture of VIPERS or focusing on one particular skill).
5. As an extension, children use some of the key vocabulary in a sentence of their own (to check understanding).
6. Pre-reads with weaker readers are sometimes relevant, too, when they wouldn’t otherwise be able to access the text.

If we are focusing on a particular skill, one lesson might involve a shorter/easier text where the teacher models how to answer a question and the children write this down then apply it to a similar question. They may then find a partner and read out their answer so that the partner can magpie ideas and improve their own and vice versa. The next lesson would then be a harder text where the children then answer the same types of questions more independently (may still provide support for weaker readers).

KS2 have a whole class reading session at least three times every week for approximately 30 minutes. Texts are chosen based on the purpose of each session. For example, if the purpose is to retrieve information from a piece of non-fiction, then a text will be chosen that either recalls information learnt in the foundation subjects (or science), or that introduces the key vocabulary for the next sequence of learning. E.g. this half-term, our science focused on evolution so the week before we read a text about human evolution and focused on introducing the children to the key vocabulary. Texts are chosen that provide a challenge to all pupils and a pre-read is conducted for those who may require extra provision to understand the text in the main session (often by a TA during intervention times). Sometimes a less challenging text may be chosen when introducing a new question type so that the children can focus on knowing how to answer a question before then applying this to more challenging texts.

During writing sessions, a model text is used and this will often be introduced to the children at the start of the sequence of learning through echo reading so that we can pick apart its key features, structure, vocabulary, etc.

As a staff, we know that our own awareness of children’s literature is key to the development of reading across the school and so, in 2019-20, we started a Teachers’ Reading Group which meets regularly throughout the year. It has resumed in September 2021.

In addition to this, the children shadow the Children’s Book Award.

We believe in the value of books and the pleasure they can give. By ensuring a sound foundation in phonics, focussing on decoding and improving reading fluency we work hard to give children the skill to read. By using a wide range of texts, we aim to then give them the will read and to inspire their interest and enthusiasm in books and reading.

Writing

Click here to view the writing curriculum

Intent
Our intent in EYFS is to work in partnership with parents, carers and other significant adults to encourage independent, confident and happy learners who thrive in a safe and secure environment and reach their full potential.
We aim to ensure that all children are ready for the next stage in their learning journey and transition into Reception then to Key Stage one.
In particular, we aim for all children to leave Reception using “Their knowledge of phonics to read accurately and with increasing speed and fluency” (OFSTED:2019) and with a developing life-long love of reading.
We also understand that the development of children’s spoken language underpins all areas of learning and development and therefore provide a language-rich environment where children acquire new vocabulary through conversation, story-telling and role play.

Implementation
We plan an ambitious thematic curriculum in line with the Early Year Foundation Stage (EYFS) across the seven areas of learning. This builds on what children already know, developing their knowledge systematically through a practical, playful approach to learning, based on the needs and interests of all our children. Our classes’ aims set out a number of wide-ranging experiences we plan to give our children during their time in EYFS. Our learning environments, both inside and outside, are stimulating and exciting, and relevant to the needs and ages/stages of our children. A carefully planned environment promotes a calm atmosphere conducive to learning, whilst easily accessible resources develop children’s ability to access the curriculum independently. Through a combination of teacher input and continuous provision opportunities, learning is planned to encourage children to develop resilience and independent learning skills through exploration, challenge and the “Characteristics of effective learning” (CoEL).
The role of the adult is key in our EYFS in building close relationships, providing high quality interactions, developing language, stimulating children’s interests and responding to individual needs.
We understand the importance of Communication & Language and Literacy; they under-pin access to all areas of the National Curriculum. We follow ‘Little Wandle Letters and Sounds’ phonics programme for the teaching of systematic, synthetic phonics and early reading. Furthermore, all children are exposed to exciting and engaging opportunities to acquire a wide range of language and vocabulary. This includes the development of mathematical and subject specific vocabulary to ensure that all children are prepared for more complex future learning. We ensure all children are able to communicate effectively, including vulnerable children and those with SEND.
British Values are embedded within the EYFS and opportunities to further embed them are taken at every opportunity. For example, the children may vote for their favourite story or learn to understand and tolerate the views of their peers.
We use our ongoing assessments and observations of children to inform future planning for their next steps in learning, alongside a range of low stakes assessment methods designed to help children remember long term what they have been taught.
Impact
Children’s progress is continually monitored by the adults working them. All children have a ‘next step’ which is worked on regularly. Regular conversations with parents and carers are key to building a full picture of a child’s progress and development. Half-termly pupil progress reports are produced to show progress and highlight areas for concern and next steps.

Our rationale for design and technology can be found here.

The following units are taught each year:

Design and Technology Long Term Plan

Our rationale for history can be found here.

The following units are taught each year:

History Long Term Plan – LFS to Y6 

History whole-school overview (NC PoS)

Intent:

‘A high quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.’

 Geography teaching at Leyburn Primary School has a wide application to everyday life, teaching the children about the world and to have a better understanding of how people live in different locations. 

Our aims are to fulfil the requirements of the National Curriculum for geography for every child by:

• Developing contextual knowledge of the location of globally significant places including defining human and physical characteristics and how these provide a geographical context for understanding the actions of processes.
• Understanding the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.
• Increasing competency in the geographical skills –collect, analyse, interpret, communicate.

This will lead to:

• ensuring the progressive development of geographical concepts, knowledge and skills;
• developing an understanding and appreciation of their local area;
• ensuring children can apply the knowledge and skills that they are learning through fieldwork.

 How are British Values taught through geography?

Pupils learn about British Values through geography lessons by exploring how places have been changed by the contexts and processes that have shaped them. It helps pupils to understand the complex ways in which communities and societies are linked and to appreciate the diversity of people’s backgrounds. Geography also helps pupils to understand society better e.g. Less economically developing countries and more developed countries. Appreciating diversity encourages positive relationships and shared values as celebrated in the refugees’ and fair trade topics in upper Key Stage 2. It promotes tolerance and partnership, within both local and wider communities.

 Implementation

The geography topics are the vehicles for the geography curriculum and have been carefully planned to include progressive local study and links to other curriculum areas, notably history and science. These are inter-connected by geographical threads, such as the concepts of agriculture, resources, natural hazards and biomes, with strong links to fieldwork within the locality. By having the topics centred around these threads, pupils are able to make links between their learning from one topic and year group to another, as well as use this knowledge to make connections with their everyday experience within the locality and the wider world. Pupils learn substantive knowledge, such as the location of continents, oceans and cities, but these very much act as an aid to giving children context in which to build their learning. For example, the children learn about rivers in year 4 and in year 5 they have the opportunity to canoe down a river to see this in context through revisiting prior learning.

Pupils learn the core geographical knowledge of a topic before then considering this in the context of their own lives and community. For example, pupils study a country, looking at their global position, the climate and biomes, before then linking this knowledge to understand the problems currently facing the country and how global citizenship can contribute or resolve these problems.

Geography units are taught in a blocked sequence which build on and extend prior knowledge. Prior knowledge is revisited at the beginning of every lesson and regular low stakes assessments address any misconceptions.

Knowledge mats are introduced at the beginning of a new topic and shared with parents. These outline the knowledge and vocabulary that will be covered. Places studied are identified on globes and maps of different scales including digitally.

Fieldwork is carefully planned within and across year groups to give first hand experiences and provide opportunities for data collection and analysis which will deepen children’s understanding of geographical processes, allowing them to interpret a range of sources of geographical information, e.g.  aerial photographs. These include residential visits in key stage 2.

Impact

Our curriculum has been planned to have high expectations of all learners and demonstrate coherence and progression. If children are assessed to be achieving the lesson aims then they are deemed to be making good or better progress. We measure the impact of our curriculum through work scrutiny, pupil discussions and a reflection on standards achieved against the planned outcomes.

Click here to view the Geography Intent

Geography Long Term Plan – LFS to Y6

The school curriculum comprises all learning and other experiences that each school plans for its pupils.’

At Leyburn Primary School, we are committed to providing the children with a range of experiences throughout their time in the school. For example, since 2015, all children will visit the theatre and cinema annually. The is part of our ongoing curriculum development and we have referred to the two following documents in developing our plans:

Cultural Education : A summary of programmes and opportunities July 2013

Thinking about an Area Based Curriculum : A Guide for Practitioners Louise Thomas December 2012

Our rationale for mathematics can be found here.

Click here to view the Nursery Maths Year overview

Our rationale for MFL can be found here.

We follow Language Angels – our long term plan is here.

Listening Curriculum Years-1-6

Intent

A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and achievement.

 At Leyburn Primary School children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing and composing across a wide variety of historical periods, styles, traditions and musical genres. As children progress they develop a critical engagement with music, allowing them to compose and listen with discrimination to the best in the musical canon.

 Aims of music

The national curriculum for music aims to ensure that all pupils:

• Perform, listen to, review and evaluate music
• Learn to sing and use their voices to create and compose music on their own and with others
• Understand and explore how music is created, produced and communicated

 How are British Values taught through Music?

The curriculum promotes tolerance and understanding of other cultures by incorporating music from many parts of the world (North America, South America, Africa and India as well as from other cultures closer to home in Europe and the United Kingdom). Freedom of expression is a regular feature in listening work as we distinguish between opinion and fact when discussing different music and encourage pupils to support their differing opinions with factual references. The discussions surrounding music from different cultures allow teachers to challenge the use of stereotypical cultural references and discuss how it can lead to discriminatory and prejudicial behaviour with the pupils

 Implementation

The music curriculum at Leyburn Primary school ensures children sing, listen, play, compose, perform and evaluate. This is embedded in classroom activities as well as weekly singing assemblies, music instrumental tuition, various concerts, performances and the learning of instruments. The elements of music are taught in classroom lessons so children will be able to use some of the language of music to dissect it and understand how it is played, appreciated and analysed. In the classroom children will play a range of musical instruments including tuned and un-tuned percussion and recorders to perform back, find the pulse and compose. Notation is taught in a progressive way from Year 1 using the correct terms and symbols. The children learn to read and compose music using this basic notation focussing on the different dimensions of music which will further their understanding when listening, playing or analysing music.

 At Leyburn Primary school we use the BBC Ten Pieces programme as the basis of our music curriculum. The Ten Pieces program has been selected because it offers a range of genres and music styles and develops a progression of skills across the areas of listening, performing and composing. It helps the children in our school to develop an understanding of the history of music. For example, in Year 1 as part of the Kerry Andrews No Place Like unit children learn to copy rhythmic patterns when composing, this is revisited in Year 3 during the Villa Lobos Little Train of the Caipira unit where children compose by repeating short rhythmic patterns. In Year 4 this learning is progressed further when the children study Aaron Copeland’s Rodeo Hoedown. During this unit the children learn short rhythmic patterns that are then improvised on and played back. This learning is built on further in Year 5 where in the Mozart Horn Concerto no.4 unit children improvise short rhythmic phrases. In the listening aspect of the curriculum in Year 2, whilst studying Holst’s Planet Suite Mars children are encouraged to say what they like or dislike. This leads on to Year 6 children being asked to listen to music and then compose their own interpretation whilst studying John Adams’ Short Ride in a Fast Machine. The BBC Ten Pieces Scheme is ideal for non specialist teachers and comes with high quality materials. This interlinks with our teaching of discreet notation and encourages the children to implement their notation knowledge.

 All children in KS2 will learn to play the recorder which helps to embed notation knowledge as well as listening, rehearsing and performance skills. The children learn the recorder for half a term each year and this instrumental tuition gives children the opportunity to revisit and refine their technical skills. throughout KS2. This means that by the end of Year 6 children are proficient instrumentalists.

 Performance is a key part of musical teaching and learning at Leyburn Primary school and all pupils participate in a key stage performance Key Stage 1 children take part in a Nativity and Key Stage 2 children take part in a summer performance. Parents and carers are encouraged to attend these performances.

 Alongside our curriculum provision for music pupils have the opportunity to participate in additional 1:1 music teaching. Children are able to learn a musical instrument with peripatetic teachers organised by the North Yorkshire County Music Service. Lessons are provided weekly for a fee paid by the child’s parent or carer. For children receiving Pupil Premium the school may fund these lessons.

 Impact

Our music curriculum is of high quality, well thought out and planned to demonstrate progression to build on and embed the musical skills of listening, composing and performing. Repeating a musical skill or concept does not mean progress is slowing down or that development is moving backwards. It enables pupils to reinforce musical understanding in order to improve the quality of their musicianship. We focus on progression of knowledge and skills in the three different musical components and teach discreet vocabulary around notation throughout year groups.

 Assessment

Assessment follows a variety of different methods. Music activities will be assessed through talking, notating, exploring, creating and making and responding. Pupils will be informally assessed throughout creation or rehearsal processes by a teacher and given oral feedback. Photo and video evidence is gathered and stored on the staff share.

Leyburn Primary School Music LTP

Please follow this link for useful websites for families and children

Intent

At Leyburn Primary School, our PSHE curriculum is designed to be inclusive, comprehensive and accessible to all pupils, with the clear aim of developing the whole child. We intend for our curriculum to equip pupils with the knowledge, skills and understanding they need to lead confident, healthy, safe and independent lives—supporting their spiritual, moral, social and cultural (SMSC) development and preparing them for life and work in modern Britain.

Our PSHE curriculum is structured around a spiral model, enabling key themes to be revisited and built upon as pupils progress through school. It is closely aligned with the PSHE Association Programme of Study and statutory Relationships Education, Relationships and Sex Education (RSE) and Health Education guidance.

At the heart of our intent is a commitment to inclusivity and ambition for all learners. Through adaptive teaching strategies, scaffolded resources, and, where needed, additional adult support, we ensure that every child—regardless of background or need—can access learning that supports their personal growth and helps them flourish both within and beyond the classroom.

Our PSHE curriculum encourages children to reflect on their rights and responsibilities, understand diverse perspectives, and develop a strong sense of self-worth by contributing positively to school and community life. Through regular opportunities to discuss moral and social issues, pupils grow in confidence, emotional literacy and resilience.

Implementation

Our PSHE provision is underpinned by a well-mapped, progressive curriculum that reflects both national expectations and the needs of our pupils. Lessons are planned using high-quality, editable resources from EC Publishing, which are aligned with British Values and the PSHE Association’s thematic codes. These materials include structured lesson plans, learning journeys and progression documentation, supporting coherence across year groups.

PSHE is taught through weekly, discrete lessons, as well as through cross-curricular opportunities in subjects such as Computing (E-Safety), Science (Puberty, Healthy Living), and PE (Physical Activity).

Flexibility in the timetable ensures we can respond to topical, local or national events in an age-appropriate way, with space to mark campaigns such as Anti-Bullying Week, Black History Month and Mental Health Week. Our curriculum includes coverage of a broad range of essential topics, such as:

• Emotional health and coping strategies
• Healthy eating and physical wellbeing
• Risk-taking and safety
• Diversity and inclusion
• Bullying and healthy relationships
• Substance misuse and tobacco
• Puberty and growing up
• Financial education and careers
• Democracy, citizenship and British Values

 We prioritise the use of consistent, high-quality resources and ensure that our PSHE curriculum is regularly reviewed to meet the needs of our pupils and community.

Impact

At Leyburn Primary School, we recognise that a strong PSHE curriculum supports not only academic achievement but also pupil well-being, self-efficacy and preparedness for life. As such it underpins our personal development curriculum and helps us ensure that our children will:

• Demonstrate and apply the British Values of democracy, tolerance, mutual respect, rule of law and liberty.
• Develop emotional resilience and the ability to make informed, safe and healthy choices.
• Show increased engagement with learning and school life, with attendance and behaviour in line with or above national expectations.
• Achieve age-related expectations across the curriculum, supported by the foundational skills developed in PSHE.
• Be well-prepared for transitions to the next stages of education, and ultimately for future employment and life in modern Britain.

We evaluate the impact of our PSHE provision through regular pupil voice, formative assessments, and feedback from teachers and parents. The curriculum is reviewed annually to ensure it remains relevant and responsive to our pupils’ needs.

At Leyburn Primary School, we are committed to delivering a high-quality PSHE curriculum that empowers children to thrive as healthy, independent and responsible members of society.

PSHE

Our PSHE curriculum aims to prepare each child for their life in the wider world, both as children and as adults. We look to develop the child as a whole person, able to make their own informed decisions, knowing how their actions can affect others, and how they can keep themselves safe. They will be encouraged to make a valued contribution to the school and society as a whole.

PSHE is taught in blocks in Key Stages 1 and 2 and as an integral part of the Early Years curriculum. The PSHE Association toolkit and Long Term Plan are available to staff to aid planning. These suggest key questions and areas for discussion but will be enhanced and developed to ensure that the curriculum meets the needs of individual classes. Lessons may be used for specific eventualities e.g. child bereavement. Links are made to other subject areas whenever possible, especially RE, science and computing to ensure a cross curricular approach to learning.

For our long term plan please follow this link.

Each year group will focus on a different aspect of the topic so that children gain a deeper understanding as they progress through the school. Their knowledge and skills from each year group is built upon in the next year and throughout their time in school.

During the year, children will take part in themed weeks which reflect different aspects of the PSHE curriculum. These will include Anti-Bullying Week, Road Safety Week, Diversity Week and Mental Health Awareness.

RSE

Relationships and Sex Education is a key aspect of PSHE teaching as it allows pupils to learn about the emotional, social and physical aspects of growing up, relationships, sex, sexuality and sexual health. It supports pupils in gaining accurate information, developing skills and forming positive beliefs, values and attitudes. It also gives pupils essential skills for building positive, enjoyable, respectful, loving and non-exploitative relationships by staying safe both on and offline and enabling them to take responsibility for their body, relationships, reproduction, sexual health and wellbeing.

The government’s statutory guidance for RSE is organised around five key themes, which will form the basis of learning across the school:

• families and people who care for me;
• caring friendships;
• respectful relationships;
• online relationships;
• being safe.

Our approach to RSE will be conducted within a clear morals and values framework based on the following principles:

• The value of stable and loving relationships
• Respect, understanding and empathy towards others who may have different backgrounds, cultures, sexuality, feelings and views.
• The development of relationships, including sexual relationships, based on mutual consent, rather than coercion.
• The right not to be abused by other people or to be taken advantage of
• The right of people to follow their own sexuality, within legal parameters.

We also believe that pupils have an entitlement to:

• Age and circumstance appropriate RSE
• Access to help from trusted adults and helping services

RSE involves consideration of a number of sensitive issues about which different people may hold strong and varying views. The school’s approach to RSE will be balanced and take account of, and be sensitive to, different viewpoints but will not be based on personal bias. We shall endeavour to have an approach that is educational, rather than one based on propaganda.

As with all aspects of learning, children are naturally curious and many will have questions related to their lessons. Opportunities to discuss questions form part of the lessons and again these are treated with care and understanding.

Leyburn Primary School PSHE LTP

Intent

‘A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities.’

PE at Leyburn Primary School provides children with opportunities to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Our aims are to fulfil the requirements of the National Curriculum for every child by:

developing children’s competence to excel in a broad range of physical activities;

enabling children to become physically active for sustained periods of time;

providing children with a range of opportunities to engage in competitive sports and activities;

teaching how to lead healthy, active lives.

Sports Premium funding

Our school has a well-established positive attitude towards physical education and sport. Our pupils are given many opportunities to participate and try new activities, including extra-curricular clubs and competitions. Our main emphasis is on pupil enjoyment, participation and attainment.

We aim to ensure that activities provided by the Sports Premium funding will have a positive impact on the children in our school through supporting the following key areas:

• achievement in weekly PE lessons for all children;
• increased participation and success in competitive school sport (both inside and outside our cluster);
• improved personal health and wellbeing;
• improved attitudes and behaviour towards learning;
• improved links with the School Sports Partnership as well as the schools in our cluster.

We spend the Sports Premium money to: widen the participation of our children in physical activity (through initiatives such as OPAL); develop teacher confidence and competence through CPD; and work in partnership with other agencies and trained coaches to improve our provision of sport and PE.

Whilst continuing the excellent provision in sport that we already provide, we want to build on this and, in particular, improve our children’s health by providing a greater range of physical activities during play-times (through OPAL). Competition is also a key part of our Sports Premium allocation and we provide a range of both intra and inter school competitions, as well as attending events for children with additional needs. We have made links with other sporting partnerships (such as the local rugby club and cricket club) in order to provide specialist coaches for our children whilst developing staff’s knowledge. We use some of the Sports Premium allocation to strengthen our provision of after-school clubs (such as Zumba and Bike Club).

At Leyburn Primary School, we believe that every child should have the opportunity to develop and apply their physical and team-work skills in a range of contexts, while also helping to embed values such as fairness and respect. Therefore, in Year 4 the children visit an outdoor centre to participate in specific outdoor activities (such as OAA, kayaking and climbing); in Year 5, the children develop these skills by canoeing down a river into Whitby; and in Year 6, our children go to Edinburgh to further develop and apply their OAA skills in a larger setting by navigating a city.

 During swimming lessons, our children are taught to:

• swim competently, confidently and proficiently over a distance of at least 25 metres;
• use a range of strokes effectively [for example, front crawl, backstroke and breaststroke];
• perform safe self-rescue in different water-based situations.

We believe that swimming proficiently is an essential life-skill. Therefore, if our children have not achieved swimming proficiency by the end of Year 4, they receive extra lessons in Year 5 and Year 6 until they are able to do so.

The impact of the Sport Premium will be evaluated through staff and pupil conferencing as well as an analysis of the uptake of activities and interest in sporting activities. A log of events and activities will be shared on our school social media sites (such as Facebook and Class Dojo) and in the school’s newsletter – showing photographs, certificates, letters, newspaper clippings and pupils’ thoughts. The children will also be involved in decisions regarding the use of Sports Premium (such as for playground equipment or clubs) through assemblies with the PE subject lead.

 How are British values taught through PE?

At Leyburn Primary School, British values, particularly the values of democracy and mutual respect, are taught through our PE lessons and events by involving children in a range of aspects of PE. We provide our children with many opportunities to lead PE events. For example, the Year 6 children support the planning, preparation and delivery of Sports Day for both KS1 and KS2. All children are asked to design a new race each year for Sports Day. We also have a Superteams sports competition which involves Year 5 and 6 pupils planning, organising and then leading a group of younger pupils through an afternoon of different sporting activities. In Year 6, pupils have the opportunity to become ‘Playground Leaders’ when they design and create their own games to support younger children during break-times.

Through OPAL, every child has the opportunity to participate in a range of physical activities. Our children are encouraged to bring wellies to school every day so that they can play on our field whatever the weather. We encourage children to climb trees, build dens and create their own obstacle courses by using tyres, palettes, etc. in a safe environment. Team-work and resilience is therefore at the core of our PE lessons, sports events and break-times. We believe that all of these opportunities provide daily examples of the importance of democracy (involving everyone in decision-making) and mutual respect (working together as a team).

Implementation

The different areas of PE have been carefully planned to enable the children to build upon their skills and knowledge from previous years. Staff use Get Set 4 PE as a resource to support the planning and delivery of lessons.

In Nursery the focus is on developing the children’s gross motor skills and fine motor skills through ongoing provision (indoor and outdoor). In addition, Nursery children also have a planned weekly session where they access more gross motor activities, such as: dance with scarves and movement to music, climbing and balancing and spatial awareness activities. PE is planned in a sequential order throughout EYFS to ensure that children have the pre-requisites for future development. For example, understanding, communication and Language, cooperative learning, writing skills and the development of Gross Motor Skills (GMS) and Fine Motor Skills (FMS).

In KS1, PE lessons focus on building the fundamental movement skills that will enable the children to extend their agility, balance and coordination, individually and with others (including running, jumping, throwing and catching). For example, Yoga lessons develop their core strength and balance. The children also have opportunities to participate in team games (competitive and non-competitive) both within their class and alongside other schools, and to perform simple dances.

In KS2, the children continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. The focus on team-work and communication is increased and children are expected to evaluate and recognise their own success and know how to improve.  Children are taught to use running, jumping, throwing and catching in isolation and in combination through the medium of different sports that are built upon each year (such as netball, cricket, football, hockey and tennis). They are also provided with opportunities to play competitive games both within school and against other schools. Their core flexibility, strength, technique, control and balance are also developed through athletics and gymnastics lessons. Dance lessons encourage team-work, creativity and a range of movement patterns that will then be performed to other classes. Every class takes part in outdoor and adventurous activities both individually and within a team.

The long-term plan for PE has been carefully planned to ensure that every skill is revisited and developed year on year so that they are ‘over-learned’ and ‘over-practised’. For example, in Year 5 the children learn the basic skills and rules of tag rugby in small teams, which is then built upon in Year 6 when more detailed tactics are taught alongside opportunities to apply their skills during inter-school competitions. Similarly, different sports are introduced in different year groups that enable the children to develop their skills in different contexts. For example, in Year 1 the children practise throwing and catching games; in Year 2 they practise how to control a ball using their body and different pieces of equipment; in Year 3 the children learn how to control a tennis ball which is then developed further in Year 4 during football; in Year 5 they learn how to use hockey sticks to control a ball and skills required in a small match (such as hitting the ball); and in Year 6 they begin to apply all of their skills to play, referee and compete in different ball games.

 Impact

Our curriculum has been planned to have high expectations of all learners and demonstrate coherence and progression. If children are achieving the lesson aims then they are deemed to be making good or better progress. We measure the impact of our curriculum through work scrutiny (videos and photos), pupils discussions and a reflection of standards achieved against the planned outcomes.

The following units are taught each year:

Reading has a high priority across the school and we have done much work to continually improve our provision and book stock. We fully understand that children have to have both the skill and the will to read so we make sure that both strands are as strong as they can be.

We carefully follow Little Wandle Letters and Sounds as our systematic synthetic phonics program for children in Reception and Year 1, with the aim that children from Year 2 onwards are taught ‘whole class’ reading. Any children who require extra support, including those in KS2, are taught using the same resource.

Please follow the link to our whole school progression:

Reading at Leyburn – Whole school

Intent:

‘A high quality religious education makes a unique contribution to the spiritual, social, moral and cultural development of pupils and supports wider community cohesion.’

At Leyburn Primary School, we believe that it is vital for all our pupils to learn from and about religion so that they can understand the world around them.

The principal aim of RE:

“is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.”

With this principal aspiration, we intend our children to be able to:

• Know about and understand a range of religions and world
• Express ideas and insights about the nature, significance and impact of religions and world
• Gain and deploy the skills needed to engage seriously with religions and
• Show mutual respect and tolerance for faiths and beliefs of those that might differ from their

As our locality and school community is primarily rural, we aim to enhance our RE curriculum, where possible, with visits to places of worship for different faiths and by inviting visitors into our school in order to prepare our pupils for life in the multi-cultural world in which they live.

How are British Values taught through Religious Education?

Individual liberty of own views and tolerance and mutual respect of others’ views is taught through the topics of study across all year groups and is embedded in the religious education curriculum. Students explore issues around religious discussion and compare beliefs of different faiths to develop awareness and understanding. Teaching pupils to respect and value diversity is modelled through high quality learning experiences and well planned visits to places of worship for different faiths, as well as the opportunity to engage in discussion with visitors to our school of different faiths throughout the school year.

Implementation

The school follows the North Yorkshire Agreed Syllabus for Religious Education, which was updated and implemented in September 2024. This scheme of work ensures that we are teaching a range of religions that are revisited throughout the Key Stages to enable a progression of learning across the school.

The agreed syllabus is broken down into three strands that align with key questions for each unit. This enables a re-visit of prior knowledge and a spiral towards further knowledge. The strands are:

• Believing
• Expressing
• Living

Throughout EYFS and Year 1, children learn about Christianity and the religious celebrations in the Christian calendar. Hinduism and Judaism are introduced.

During Year 2, children build upon these ideas and are introduced to Islam, as it is the second biggest faith in North Yorkshire.

Key Stage Two builds upon the learning of Christianity and Islam with the additional studies of Hinduism, Judaism and Humanism as a minimum.

We follow the Agreed Syllabus for North Yorkshire with units planned to have a clear and systematic progression both within and across year groups, building on prior knowledge.

The right to withdrawal from RE was first granted when ‘religious education’ was ‘religious instruction’ and carried with it connotations of induction into the Christian faith. RE has been very different to this for some time. It is inclusive and wide-ranging, exploring a range of religious and non-religious worldviews. However, in the UK, parents still have the right to withdraw their children from RE on the grounds that they wish to provide their own religious education.

The following units are taught in each year:

We have a range of visits and visitors planned for the children so that they develop a strong and progressive understanding of faith, community and religious practice.

Collective Worship

Our Collective Worship promotes British values including democracy (local, national and international), the rule of law, mutual respect, individual liberty and tolerance of different faiths and cultures. This includes national and internationally celebrated religious events and notable national days and events. Additionally, assemblies and collective worship at Leyburn Primary School recognise the need to respond to and discuss world events as they occur; for example, outbreak of war or disease or the death of a respected person.

Intent:

‘A high quality science education provides the foundations for understanding the world’

Science teaching at Leyburn Primary School aims to foster a thirst for knowledge and to promote the natural curiosity of the children. We encourage every child to be a scientist, not just in their science lessons, but in the wider world too, through use of our school grounds and the local area.  We aim to provide a broad range of scientific experiences which allow them to develop skills which are transferable across the whole curriculum, which in turn helps them to know more and remember more.

Our aims are to fulfil the requirements of the National Curriculum for science for every child by:

developing scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics

developing understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them

utilising our local context to make learning experiential wherever possible

equipping them with the scientific knowledge required to understand the uses and implications of science, today and for the future.

How are British Values taught through science?

Individual liberty of own views, tolerance and mutual respect of others’ views is taught through the topics where different views / ethics are involved, for example work in Upper Key Stage 2 on the theory of evolution. Pupils develop an awareness of health & safety for themselves and others when working practically.   Pupils are taught the social skills around behaviour self-regulation to ensure collective responsibility for a safe and efficient working environment. They are taught to challenge each other’s behaviour or practices if they fall short of the collective expectations of the group. These values are also encouraged in the day to day teaching and learning through showing respect for different viewpoints and ideas as well as in the ability to work effectively together both individually and in groups.

Implementation

In our science lessons, the children are taught how to explore the world through:

• practical experience
• planning, hypothesising, and predicting.
• designing and carrying out investigations.
• interpreting results.
• drawing inferences
• communicating their findings.

In Early Years Foundation Stage (EYFS) our children start to gain the science knowledge that they’ll build on throughout their primary school years, such as developing their skills of observation, prediction, critical thinking and discussion. In Key Stage One, children’s work is presented in a ‘Big Book’ which shows the journey of their science learning. In Key Stage two, children’s work is completed in a science book which shows a progression of knowledge and skills.

In KS2, children have become established as scientists and are able to draw upon a range of strategies to carry out experiments and conduct tests. They further develop their use of scientific equipment and become familiar with the different types of scientific enquiry. The topics they learn are delivered weekly so that children continue and embed their learning. Learning is recorded in science books. Knowledge organisers are stuck at the beginning of each science unit to aid children in remembering key concepts and vocabulary.

The working scientifically strand of the national curriculum is tightly woven into our science lessons; and is built in progressively using our progression in working scientifically document. Children are given many opportunities in each topic to work scientifically, using the school grounds and local area where possible, and these skills are built upon as children progress through the school.

Staff use progression documents to plan their science lessons which enables them to build upon and refer to prior knowledge in every science session. Significant scientists which have been chosen to represent a diverse range of backgrounds, including BAME and LGBT, are covered in each theme.

We plan units of work that will challenge and extend prior knowledge in order to construct a secure, new understanding of substantive knowledge. In addition to this, disciplinary knowledge is developed through scientific enquiry and exploration. Prior knowledge is revisited before introducing new ideas, and misconceptions are actively diagnosed and discussed through low-stakes assessments. British values are planned into each unit of work to ensure opportunities to promote these are optimised.

Impact

Our curriculum has been planned to have high expectations of all learners and demonstrate coherence and progression. If children are assessed to be achieving the lesson aims then they are deemed to be making good or better progress. We measure the impact of our curriculum through work scrutiny, pupil discussions and a reflection on standards achieved against the planned outcomes.

Leyburn Primary School Science LTP