Our curriculum is based around the National Curriculum 2014.

Please use the links below to find out what our children will be taught.


The Curriculum at Leyburn Primary School

 “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


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.


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.


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 .

Curriculum Planning and Overviews


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.

Curriculum  for 2023 – 2024

In 2023,  teaching and learning in Early Years and Key Stage 1 is organised as follows:


Children begin nursery the term after they are three. They can attend a combination of mornings and afternoons across the week. In nursery, although the planned themes are those followed by the rest of the year groups, teaching and learning is very much responsive to the children’s needs and interests and follows the guiding principles of the statutory framework for the early years foundation stage.


Children in this year group continue to follow the Early Years’ Framework.

Curriculum in EYFS and Key Stage 1

The focus in these year groups is on the learning of key knowledge and the application of key skills. We are focussing particularly on reading and have chosen key texts carefully across all year groups to support children’s learning across the curriculum.

In 2023-24 the long term plans are as follows :

Lower Foundation Stage (Nursery) Upper Foundation Stage (Reception) Year 1 Year 2Year 2


These plans then form the basis of medium term plans.


Curriculum in Key Stage 2

Teaching makes links with prior learning in previous years, as well as introducing new concepts and ideas. Planning covers the knowledge and skills in each subject for each year group and makes links across the curriculum, wherever possible. The yearly plans for each class are available below:

Year 3
Year 4
Year 5
Year 6


These plans then form the basis of medium term plans.


Our Curriculum

Please expand the topics below for more information

Art and Design

Our rationale for art and design can be found here.

The following units are taught each year:

Art and design Long Term Plan – LFS to Y6 2022-2023

  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2



Use drawings to represent ideas like movement & noise. Explore different materials. Create closed shapes with continuous lines.

Develop their

own ideas.

Join different materials and explore texture Explore colour & colour mixing. Describing and exploring texture. Add details to drawings. Show different emotions in their drawings



  Clay- making diya lamps (Diwali)   Painting- sunflowers- linked to Van Gogh Drawing using different media- observational
Lot of opportunities for drawing and painting across the year

Year 1


  Clay – making a clay tile + painting it- Islam   Drawing – portraiture in the style of Gustav Klimt

Painting –

colour mixing, tints and shades – Georgia O’Keeffe



Year 2


  Clay – making a clay tile + painting it- Islam   Drawing – portraiture in the style of Gustav Klimt

Painting –

colour mixing, tints and shades – Georgia O’Keeffe



Year 3


Drawing – still life.

Giorgio Morandi

  Clay – Bowes Museum Roman clay pinch pot heads  

Painting – landscapes

David Hockney


Year 4


Scientific and Technical drawing

Lucy Arnold & Charles Darwin

  Clay – Grayson Perry and Magdalene Odundo- coil pots  

Painting – Rivers

Renoir & Leonid Afremov



Year 5



Clay pinch pots-


  Drawing perspectives- Gustave Caillebette  


Guadi, Hundertwasser

Year 6



Clay work

Make my voice heard: make a clay head

Kathe Kollowitz

  Painting- Making Ancient Greek clothing   Drawing- portraits- Frida Kahlo







Drawing using different media- pencils/charcoal/pastels etc

Portraits, landscapes

Gustav Klimt, Lucy Pittaway

Still life/portrait/perspective Giorgio Morandi, Lucy Arnold, Charles Darwin, Gustave Caillebette, Marianne North


Van gogh

Mix colours

Kandinsky, Beatriz Milhazes, Georgia O’Keefe

Landscape Rivers, Frida Kahlo, David Hockney, Renoir, Leonid Afremov, Tennants (y4)



Clay leaf impressions, Clay tile

Clay head pots, coil pots, animal pinch pots, clay heads. Kathe Kollowitz, Grayson Perry and Magdalene Odundo, Bowes Museum (y3)


Our rationale for computing can be found here.

The following units are taught each year:

Computing Long Term Plan – LFS to Y6 2021-2022

British Values

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:


Value How We Promote It


  • Our pupils have the opportunity to volunteer their time in activities/roles such as Playground Leaders, Emotion Coaching Champions and also take part in fund raising events for local and national charities.
  • Democracy is also promoted through daily decision making, debating, RE/PSHE lessons and assemblies.
  • Pupils are taught about the freedom of speech through assemblies.

The rule of law

  • Our behaviour policy demands high expectations of pupil conduct and this is shared with and agreed by all pupils.
  • Through our PSHE/RE lessons, our pupils are taught how to earn trust and respect and are supported to develop a strong sense of morality; knowing right from wrong and doing the right thing even when it’s difficult.
  • Children are taught about equality and mutual respect for all and this is reinforced through our behaviour policy.

Individual liberty

  • Through our school values and PHSE/RE lessons, children are taught about personal responsibility, choices, ambition and aspiration.  They are encouraged to take opportunities to follow their interests in art and sport, for example.
  • They are taught about different families and relationships.
  • Children are taught how to keep themselves safe, including on-line.  This is done through computing lessons, e-safety days, assemblies and outside organisations such as the NSPCC, as well as through the PSHE/RE curriculum.

Mutual respect

  • Our behaviour policy demands high expectations of pupil conduct and this is shared with and agreed by all pupils.
  • Through our school’s values, PSHE/RE and our relational behaviour policy, children are taught to respect each other, to be cooperative and collaborative, be supportive and to look for similarities while being understanding of differences.
  • Mutual respect is an expectation of all and is promoted through daily life at Leyburn, PSHE/RE lessons and assemblies.
  • Pupils learn about a range of faiths and beliefs and how difference enriches life experiences.

Tolerance of different faiths, beliefs and of those who have no beliefs 

(Respect, tolerance and understanding)

Our behaviour policy demands high expectations of pupil conduct and this is shared with and agreed by all pupils.

  • Tolerance of different faiths and beliefs is promoted through the curriculum for Religious Education.  Pupils learn about different religions, beliefs, places of worship and festivals, and also about those who have no faith or belief.
  • Visitors are encouraged so that children can ask questions and appreciate how faith and belief are lived.
  • Pupils have the opportunity to visit places of worship.



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.



Click here to view the writing curriculum 2021 – 2022

Early Years Foundation Stage

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.

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.
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.

Design and Technology

Our rationale for design and technology can be found here.

The following units are taught each year:

Design and Technology Long Term Plan

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2


Areas of provision – skills and tools


Joining techniques – tape and glue

Using tools

 Construction kits

 Construction kits


Year 1

Mechanisms – slides and levers

Food – preparing fruit and vegetables

Food – preparing fruit and vegetables

Structures – freestanding structures

Year 2 textiles introduced

Textiles – templates and joining techniques

Food – cutting, grating and mixing

Food – cutting, grating and mixing

Mechanisms – wheels and axles

Year 3

Textiles – 2D shape to 3D product

Mechanical Systems – Levers and linkages

Mechanical Systems – Levers and linkages

Food-healthy and varied diet

Year 4 electrical systems introduced

Electrical systems simple programming and control

Mechanical systems – Pneumatics

Structures- shell structure

Year 5


Frame structures

Mechanical systems-Cams

Textiles – Combining different fabric shapes

Year 6

Food – Celebrating culture and seasonality

Mechanical Systems – Pulleys or gears

Electrical Systems – Monitoring and control


Our rationale for history can be found here.

The following units are taught each year:

History Long Term Plan – LFS to Y6 2023-2024

History whole-school overview (NC PoS)

Aut 1 Aut 2 Spr1 Spr2 Sm1 Sm2
LFS My history


Guy Fawkes, Remembrance, Advent, Christmas, Lent, Easter

Families and own lives – past & present events

Local environment

How have local buildings changed? What things are the same?

Figures from the past Florence Nightingale/Mary Seacole/Grace Darling    

How has life changed in living memory?

Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

Kings, Queens and Leaders

events beyond living memory that are significant nationally or globally (origins of monarchy/ parliament)


Transport over time (1)

Significant historical events, people and places in their own locality (Focus: railway)



Transport over time (2)

Explorers and Adventurers

Neil Armstrong & Tim Peake

the lives of significant individuals in the past who have contributed to national & international achievements. Compare aspects of life in different periods



Prehistoric Britain

Changes in Britain from the Stone Age to the Iron Age

Roman Britain

the Roman Empire and its impact on Britain


Wonderful Wensleydale

local history study


Anglo-Saxons & Vikings

Britain’s settlement by Anglo-Saxons and Scots

Anglo-Saxons & Vikings 2

(incl. local history)

the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor



Ancient Egypt

the achievements of the earliest civilizations – an overview of where & when the first civilizations appeared  


Early Islamic Civilisation

A non-European society that provides contrasts with British history : Early Islamic civilization, including a study of Baghdad



All change: The Victorians & Industrial revolution

incl. local history

(rise of railways (Leyburn, Richmond & Darlington)

a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066


The world at war

World Wars I and II

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066


Local history:

How did the world war affect our
local area


Ancient Greek life and achievements

Ancient Greece – a study of Greek life and achievements and their influence on the western world



Our rationale for geography can be found here.

Click here to view the Geography Intent

Geography Long Term Plan – LFS to Y6


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2




What different occupation might adults have?



Can I talk about some different countries?


Where is my school?


What is around my school?



How is my life different from life in another country?

Year 1

Where is Leyburn?

What is in our Market Place?


What are the four countries and surrounding seas of the UK?


What are the seven continents & five oceans of the world?


Year 2


What are the main features of Leyburn?


Where is Saltburn and what are its main features?


Where is Freetown and how is it similar or different to Leyburn and Saltburn?

Year 3


What are the main features of UK?



What creates a rainforest and why are they located where they are? (S America)

What is special about the Yorkshire Dales National Park?


Year 4

How is a river formed?




What are the main features of cities?


Why do some many British people go to the Mediterranean for their holidays?

Year 5

How are mountains formed and what causes an earthquake, tsunami or volcano?


What are the famous landmarks of North America?


What is the impact of tourism?

Richmond fieldwork


Year 6


What is ‘Fairtrade’ and why should it matter?



Why has Britain been an attractive place to live for many who were not born there?

Why is climate change such an important topic?

Local and cultural curriculum

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

Modern foreign language - French


‘A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world.’

At Leyburn Primary School, children are taught to develop an interest and confidence in learning other languages in a way that is enjoyable and stimulating. We embed the skills of listening, speaking, reading and writing necessary to enable children to use and apply their French learning in a variety of contexts and lay the foundations for future language learning.

The principal aim of MFL:

“Learning a foreign language is a liberation from insularity and provides an opening to other cultures. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.”


How are British Values taught through MFL?

The NYCC Scheme of Learning contains a specific strand of objectives of Intercultural Understanding to draw attention to cultural beliefs and understanding in French speaking countries. This value of mutual respect and tolerance for other cultures is threaded through the scheme. We also aim to address and challenge stereotypical views of French natives through this understanding, promoting mutual respect and individual liberty.


Throughout EYFS and Year 1, children will be introduced to other languages and learn basic phrases, such as how to say basic greetings in commonly spoken European languages; French, Spanish, German. Where appropriate, children in this part of school will also sing songs in French, such as Freres Jacques and Heads, Shoulders, Knees and Toes etc.

During Year 2, children build upon these basic phrases and are introduced to France, its language and culture, preparing them for their studies throughout Key Stage 2.

The school has elected to teach French as its primary modern foreign language and follows the North Yorkshire Scheme of Learning. This scheme of work ensures coverage and progression across school. All our children in KS2 have regular, weekly language lessons, lasting approximately 30-40 minutes. Language is revised and practiced daily, where possible, as well as in other curriculum contexts.

Staff are all proficient in accessing resources and delivering the scheme. Staff members receive CPD where available from the subject lead and outside agencies to support their ongoing performance management and monitoring.


Our MFL education is high quality, well thought out and planned carefully to demonstrate progression so that children know and remember more.

The learning activities and progression grids used ensure that children are accessing work at age related expectations, with regular opportunities to be challenged through higher-level objectives and supported if working below age related expectations.

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.

French is monitored by the subject leader and SLT.  Feedback is given to teachers and leaders use the information to see if the children know more and remember more.

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

Personal ,Social and Health Education (PSHE)

Please follow this link for useful websites for families and children


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.


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 2021-2022

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Nursery – PSED Settling in. Establishing rules and routines

Playing with others.

Confidence to ask for help.

Settling in. Establishing rules and routines. Selecting and using resources.

Playing in a group. Accept the needs of others.

Talk about feelings.

Settling in. Establishing rules and routines. Become more outgoing with unfamiliar people/social situations
Nursery – C&L

Listening 1:1 and in small groups.

Singing songs and rhymes

Conversations with adults and friends Developing sounds and sentences Use talk to organise their play. Understand and respond to questions. Listen to longer stories. Express a point of view.
Nursery – PD Toilet & hand washing independence. Climbing (gross motor Develop large movements. Use one handed tools. Use and remember sequences and patterns of movements. Develop physical skills appropriate to task. Skip, hop, stand on one leg. Pencil grip. Make healthy choices.
Reception – PSED Feelings and developing confidence. Awareness of rules and boundaries.

Rules and boundaries. Describing self in positive terms.

Baby Animals

Cooperative learning Cooperative learning. Feelings
Reception – C&L Attention and concentration. New words and meanings. Role play. Sequencing Stories Group discussions. Using past, present and future. Connecting narratives and events.
Topic Relationships Living in the Wider World Health and Wellbeing
Focus Families and Friendships Safe Relationships Respecting Ourselves and Others Belonging to a community Media Literacy and Digital Resilience Money and Work Physical Health and Mental Wellbeing Growing and Changing Keeping Safe

Roles of different

people; families;

feeling cared for

Recognising privacy; staying safe; seeking


How behaviour

affects others; being polite and respectful

What rules are;

caring for others’

needs; looking after the environment

Using the internet

and digital devices; communicating


Strengths and

interests; jobs in the community

Keeping healthy;

food and exercise,

hygiene routines;

sun safety

Recognising what makes them unique

and special; feelings;

managing when

things go wrong

How rules and age restrictions help us; keeping safe online

Making friends;

feeling lonely and getting help

Managing secrets;

resisting pressure

and getting help;

recognising hurtful behaviour

Recognising things in common and

differences; playing and working cooperatively; sharing opinions

Belonging to a

group; roles and


being the same

and different in the community

The internet in

everyday life; online content and information

What money is;

needs and wants;

looking after money

Why sleep is important; medicines and keeping healthy;

keeping teeth

healthy; managing

feelings and asking for help

Growing older;

naming body parts; moving class or year

Safety in different

environments; risk and safety at home; emergencies


What makes a

family; features of family life

Personal boundaries; safely responding to others; the

impact of hurtful


Recognising respectful behaviour;

the importance of self-respect; courtesy and being polite

The value of rules and laws; rights, freedoms and responsibilities

How the internet

is used; assessing

information online

Different jobs and skills; job stereotypes; setting personal goals

Health choices and habits; what affects feelings; expressing


Personal strengths

and achievements;

managing and reframing setbacks

Risks and hazards;

safety in the local

environment and

unfamiliar places


Positive friendships,

including online

Responding to

hurtful behaviour;

managing confidentiality; recognising

risks online

Respecting differences and similarities; discussing difference sensitively

What makes a

community; shared


How data is shared and used

Making decisions

about money; using and keeping money


Maintaining a balanced lifestyle; oral

hygiene and dental care

Physical and emotional changes in

puberty; external

genitalia; personal

hygiene routines;

support with puberty

Medicines and

household products;

drugs common to everyday life


Y5 Managing friendships and peer influence Physical contact and feeling safe

Responding respect-

fully to a wide range of people; recognising prejudice and


Protecting the environment; compassion towards others

How information

online is targeted;

different media

types, their role and impact

Identifying job interests and aspirations;

what influences

career choices;

workplace stereotypes

Healthy sleep

habits; sun safety;

medicines, vaccinations, immunisations

and allergies

Personal identity;

recognising individuality and different

qualities; mental


Keeping safe in

different situations,

including responding

in emergencies, first aid and FGM


Attraction to others;

romantic relationships; civil partnership and marriage

Recognising and

managing pressure;

consent in different



Expressing opinions and respecting

other points of view, including discussing

topical issues

Valuing diversity;

challenging discrimination and stereotypes

Evaluating media

sources; sharing

things online

Influences and

attitudes to money; money and financial


What affects mental health and ways to take care of it;

managing change, loss and bereavement; managing

time online

Human reproduction and birth; increasing independence; managing


Keeping personal

information safe;

regulations and

choices; drug use

and the law; drug

use and the media

Physical Education

Our rationale for physical education can be found here.

The following units are taught each year:

Click here to view the PE LTP

Reading at Leyburn

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 progression

Religious Education and Collective Worship

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.

Our rationale for religious education can be found here.

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:


Which stories are special and why?

Which places are special and why? – visit to church

Which people are special and why?

Where do we belong?

What is special about our world and why?

Ongoing throughout the year – Which times are special and why? Family customs and routines. – Harvest, Christmas and Easter

Year 1

Judaism introduced

Who is a Christian and what do they believe?

What makes some places sacred? –

Visit to local church

Who is Jewish and what do they believe?

What does it mean to belong to a faith community?

How should we care for others and the world and why does it matter?

Ongoing throughout the year – Which times are special to Christians and why? – Harvest, Christmas and Easter

Year 2



Who is a Muslim and what do they believe?

Islamic New Year, Qu’ran,

        Visit to a mosque

How should we care for others and the world, why does it matter?

How and why do we celebrate special and sacred times?

Ramadan, Eid.

Year 3



and Judaism

What do different people believe about God?

(Christians, Hindus and/or Muslims)


Why are festivals important to religious communities?

(Christians, Hindus  and/or Jewish people)

Why do people pray?

(Christians, Hindus and/or Muslims)

What does it mean to be a Christian in Britain today?

Year 4

Hinduism and Judaism

non-religious world view introduced


Why is Jesus inspiring to some people?

 What does it mean to be a Hindu today?

Visit to a Hindu temple

Why do some people think that life is a journey and what significant experiences mark this?

( Christians, Hindus and/or Jewish people and non-religious responses)

What can we learn from religions about deciding what is right and wrong?

( Christians, Hindus and/or Jewish people and non-religious responses)

Year 5




Why do some people think God exists?

(Contrast Christians and non-religious world view )

What would Jesus do?

 Arts & architecture or charity & generosity?

(Christians, Muslims and non-religious)

What does it mean to be a Muslim in Britain today?

Visit to a different mosque

Year 6



What do religions say to us when life gets hard? (Christianity, + Hinduism)

If God is everywhere, why go to a place of worship? (Christianity, Hinduism and Judaism)

Visit to places of worship in Leyburn

 What matters most to Christianity and Humanism?

Visit from a humanist speaker

What difference does it make to believe in ahisma (harmlessness), grace and/or Ummah (community)? (Hinduism)

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.


Our rationale for science can be found here.

Please click here to view our Science Long Term Plan