Curriculum

Introduction to a revised curriculum

Curriculum intent

That is all that we aspire for the children to experience – it is to provide a knowledge rich curriculum grounded in the actions and attitudes of our Christian vision. We strive to ‘let our light shine’ so as to reflect the goodness of Jesus, Matthew 5:16. Through a shared language and passion for learning we aim to create a vocabulary rich curriculum based on powerful interconnections, equipping pupils with the cultural capital they need to succeed in life. Our pupils will be globally aware citizens with a confident character, able to apply skills and concepts in order to seek solutions. We aspire to balance individual aspirations, with equitable provision and an understanding that every choice has an ecological consequence.

 

           Our school vision for the future of the school continues to be a vibrant and thriving community of responsible and resilient learners who ‘let their light shine’ as they work together, using critical thinking a skills to achieve more together and celebrate each other’s success through a culture of respect.

At Eyam CE Primary we believe that the curriculum is a powerful tool that promotes a love of learning and a willingness to explore the challenges of the modern world. We seek to treasure each child’s unique qualities and enhance their capacity to become independent learners through a creative, exciting and outward looking curriculum. Although we use the 2014  National Curriclum as a basis for our provision this also includes the extra-curricular activities and the ‘hidden curriculum’ – what the children learn from the way they are treated and expected to behave. Although character can be taught it is also caught – the way we behave towards each other for example reflects our respect and care.

‘Wise men and women are always learning, always listening for fresh insights’     Proverbs 18.15

Our Curriculum values

Our school curriculum is underpinned by our core values of respect, resilience and responsibility, which we hold dear and promote. The curriculum is the means by which the school achieves its objective of educating children in the knowledge, skills and understanding that they need in order to empathise with others and lead a life in all its fullness.

  • We value children’s uniqueness, we listen to the views of individuals, and promote respect for diverse cultures.
  • We value the spiritual and moral development of each person, as well as their intellectual and physical growth.
  • We value the importance of each person in our community, and we organise our curriculum to promote inclusion, cooperation and understanding among all members of our community.
  • We value the rights enjoyed by each person in our society. We respect each child in our school for who they are, and we treat them with fairness and honesty. We want to enable each person to be successful, and we provide equal opportunities for all our pupils.
  • We will strive to meet the needs of all our children, and to ensure that we meet all statutory requirements regarding inclusion.
  • We value our environment, and we want to teach our pupils, through our curriculum, how we should take care of the world, not only for ourselves, but also for future generations. The

The National Curriculum provides pupils with an introduction to the essential knowledge and understanding that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.

The purposeful and caring atmosphere at Eyam C of E school enables every child to work towards fulfilling his or her potential. Most important is the attention given to each individual child’s needs.

A Curriculum of Skills

Curriculum Intent: Geography at Eyam CE Primary School

At Eyam, we aim to provide high quality geographical teaching and learning which inspires a curiosity and fascination about the world and its people. It will link to, and enhance, all areas of learning through a cross-curricular approach.  Through creative provision we aim to enable a curiosity about our planet and about ways in which the physical and human processes on Earth are both interdependent and dynamic.

Pupils will develop their knowledge and understanding of diverse places, people, resources and natural and human environments. They will consider why, where and how places are globally significant.

Pupils will develop the geographical skills needed to enquire, communicate, collect, analyse, interpret and apply their knowledge and understanding.

We believe that practical fieldwork experiences play an important role, both in deepening pupils’ understanding,  and also in motivating and inspiring pupils, and so raising standards of attainment.

Geographical knowledge and understanding will be developed through an enquiry approach in which pupils are fully engaged. Key concepts and questions will form the basis of each topic, alongside significant vocabulary and facts.

EYFS and KS1 pupils will focus mainly on our local area; LKS2 on UK geography and UKS2 on Europe and the wider world. Broader topics such as volcanoes and Africa will be explored to provide interest and engage and pupils fully in their learning.  We will make the most of opportunities to link geographical learning to current world issues, eg plastic pollution, refugees, volcanic eruptions etc.

Geography Progression of Skills 3

History at Eyam CE Primary School: Intent

We believe that history enables pupils to begin to question and therefore understand the process of change in society, the relationships between different groups and to consider their own identity.

Through creative provision we aim to enable a curiosity about how we live and how life has changed over time. Through the use and practice of asking questions, critical comparison and the analysis of evidence, pupils should develop an understanding of Britiain’s past and that of the wider world.

We aim to establish key concepts and questions for each topic as well as a timeline f development and significant vocabulary and facts. We also use our historical learning to inspire writing and reading in the curriculum.

History intent & overview

Science at Eyam CE Primary School: Intent

At Eyam school we believe that a high quality investigative science education provides the foundations for appreciating the world and the impact that science has had on our understanding of it. It is vital that pupils understand how we must act in order to protect that future for generations to come and the significant role that science plays in our everyday lives. As teachers our role is to promote questions and an investigative approach to learning – encouraging inquisitive learning and exploration through each scientific field: Biology; Chemistry and Physics. Through building up a body of foundational knowledge and concepts, pupils should be encouraged to recognize the power of rational explanations and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to use HOT skills to explain what they can see, predict how things might behave, analyse causes, rate data and refine conclusions.

Therefore our aim in science is to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the disciplines of biology, chemistry and physics.
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about their world.
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
  • develop a genuine love for science and a curious and investigative nature to engage with and ask questions about the world in which they live.

Staff at Eyam ensure that all pupils experience a curriculum that is relevant to life today (eg learning about plastic remodeling in India) as well as appreciating the history and context behind scientific theory (such as Newton’s laws being devised concurrently with the outbreak of the plague in Eyam). We ensure pupils are immersed in technical and scientific vocabulary, which is a big part of our pedagogical approach

Science curriculum skills progression at Eyam 20

Art and Design at Eyam Primary School: Our Intent

 Art, craft and design embody some of the highest forms of human creativity. 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”.

Quotation from the National Curriculum, 2013

At Eyam Primary School, we value Art and Design as a key part of our children’s entitlement to a broad and balanced curriculum. By teaching a progressive programme of age-appropriate skills in drawing, painting, printmaking, sculpture, weaving and sewing, we aim to equip our pupils with the tools and knowledge needed to express their individual interests, opinions, thoughts and ideas in a creative and innovative way, using a variety of mediums and materials- for example clay, oil pastel and fabric. Furthermore, by linking these skills in a cross-curricular manner to our Topics and to real-life artists and artistic movements, we aim to help our children to understand how Art and Design contributes to our nation’s history and culture.

The Early Learning Goals for Expressive Arts and Design are as follows:

Exploring and using media and materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

Whilst the National Curriculum for art and design aims to ensure that all pupils:

  1. produce creative work, exploring their ideas and recording their experiences
  2. become proficient in drawing, painting, sculpture and other art, craft and design techniques
  3. evaluate and analyse creative works using the language of art, craft and design
  4. know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Art and Design at Eyam Primary School20

Curriculum Intent: Computing

Throughout this computing curriculum, we intend to provide a holistic and creative computing curriculum, which promotes computational thinking and inspires children to be creative. At Eyam Primary, we understand that technology plays such a significant role in society today and we believe ‘Computational thinking’ is a skill children must be taught if they are to be able to participate effectively and safely in this digital world.

The curriculum is split into Communicating and Collaborating, Multimedia, Digital Media, Music and Sound and Data. This curriculum is designed so that all children have the opportunity to build upon prior learning and progress. Throughout all strands, children will be taught how to stay safe online. Additionally, they will learn how to evaluate the usefulness and appropriateness of content and understand how search engines rank their results. Through teaching this curriculum, we hope to create well-rounded children that are conscientious digital citizens and are prepared for life in this rapidly developing and changing technological world.

Computing skills progression

PE and Sport at Eyam: Our Intent

At Eyam school we believe that a high quality investigative science education provides the foundations for appreciating the world and the impact that science has had on our understanding of it. It is vital that pupils understand how we must act in order to protect that future for generations to come and the significant role that science plays in our everyday lives. As teachers our role is to promote questions and an investigative approach to learning – encouraging inquisitive learning and exploration through each scientific field: Biology; Chemistry and Physics. Through building up a body of foundational knowledge and concepts, pupils should be encouraged to recognize the power of rational explanations and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to use HOT skills to explain what they can see, predict how things might behave, analyse causes, rate data and refine conclusions.

Therefore our aim in science is to ensure that all pupils:
 develop scientific knowledge and conceptual understanding through the disciplines of biology, chemistry and physics.
 develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about their world.
 are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
 develop a genuine love for science and a curious and investigative nature to engage with and ask questions about the world in which they live.

Staff at Eyam ensure that all pupils experience a curriculum that is relevant to life today (eg learning about plastic remodeling in India) as well as appreciating the history and context behind scientific theory (such as Newton’s laws being devised concurrently with the outbreak of the plague in Eyam). We ensure pupils are immersed in technical and scientific vocabulary, which is a big part of our pedagogical approach.

PSHE and RSE (Personal, Social and Health Education, including Relationships and Sex Education)

Our intent

The important thing about all these areas of the curriculum is that they enable pupils to grow a healthy mind, learn how to keep a healthy body and to develop an emotional literacy and confidence in themselves and their own ideas. This will give pupils the power to ‘Let their light shine’ not only for themselves for those around them. At Eyam we wish to empower our pupils to develop strategies to respond to the challenges of their own lives and those of others – to become resilient.

RSHE also helps pupils rehearse and review the language of relationships and to learn how to offer forgiveness. This will help them to find their place in their community, both now and in the years ahead of them. The most important thing about these aspects of learning is being open to the ideas of those around you and through this, learning to know yourself.

At Eyam CE Primary we have worked with the families of the community and are using PSHE Matters as a resource on which to base our teaching.

PSHE including RSE at Eyam

To follow during the Summer of 2020…… Music, RE, Maths, Literacy, MfL

Classes

The school has four classrooms and an outdoor classroom, an onsite kitchen and a canteen which is currently also used as a classroom, PE clubs as well as breakfast and after school activities.  There is a newly completed outdoor staged play area where the children can learn and play outside as well as eat lunch in sunny weather. In addition there is an extensive field with a wildlife and wetland area.  We have a large playground at the front of the school and a small enclosed play area at the back of the school that is used throughout the school day as a learning area for our youngest children.

In the mornings children are taught English and Maths, there is a Teaching Assistance in classes most mornings so there are opportunities for smaller group work which allows us to address the needs of every child.

In the afternoons there is a Rec/Y1Y2 class, a Y3/4 class, and a Y5/6 class.

Learning is extended by educational visits and visitors e.g. Peak Park rangers, visits to The Space Centre, the Whistle stop Centre in Matlock, Poole’s Cavern in Buxton, the Millennium Gallery in Sheffield, Manchester Museum, and a residential visit to Whitehall as well as full day walks lead by our forest school staff.

Teachers set individual targets to challenge the children to make the best possible progress and attainment.  Teachers plan their work at different levels to match to the ability of the children.

Long Term plans :

These are new for 2020: 4 One year overviews which will take us up to 2024. They are the topic overviews which each class then develops in detail each year.

Year 1 Overview of Key Learning KS2      Year 2 Overview of Key Learning KS2                                   Year 3 Overview of Key Learning KS2     Year 4 Overview of Key Learning KS2

 

Final Owls LTP 19-20 LTP SCHOOL 2019-20 (7) Hedgehogs LTP Squirrel Class 2019-20

Final Owl Long Term Plan 2018-19       Hedgehog Class LTP 2018-19        LTP Squirrels 2018-19

Hedgehog Class LTP 2017-18                   LTP 2017-18aOWLS                   LTP Squirrels 2017-18

……. and the plans from last year showing the range of topics covered over just 2 years.

Please find Curriculum Maps that our staff have planned for the year on their own Class page as well as more detailed Topic Webs

Reading

Children are taught to read using a variety of approaches but with a particular focus on the teaching of synthetic phonics. Children are taught to read in small groups through a technique called Guided reading. Children will also be heard read individually for practice, the frequency of which will be determined by the class teacher according to need. We use the Oxford Reading tree scheme as a core scheme however this is enhanced by a wide range of real books, non-fiction and poetry books and books that contains vocabulary that can be decoded using phonic strategies.  We have our very own parents guide to encouraging motivated and independent readers  – Reading Guide 2019

Small Talk is full of ideas, tips and activities to encourage chatting, playing and reading from birth to 5.

Phonics Teaching  Key Stage 1 Phonics

In Key Stage 1, all children take part regular phonic sessions several times a week. We follow the “Letters and Sounds” document, which can be downloaded for free from the government website at:

Letters and Sounds: Principles and Practice of High Quality Phonics

We are also using the Appendices from the new English Curriculum which details all the sounds that need to be taught and when.

Children also learn high frequency words in both Reception and Year One after which they start to learn the key words for each year from the New National Curriculum. There is some time given to practising these at school as well as taking them home to learn. Staff give out suggested ideas to parents to help make this a more enjoyable experience at home.

Maths

These are the outcomes for teaching and learning throughout the school. Every child should meet all expectations. If not, we need to be monitoring and assessing why.

What is listed below is the things for which teachers need to ‘go to the wall’!

Key Skills

Religious Education

As a Church of England School, assemblies and religious education lessons are an integral part of school life. Work also evolves from the daily act of Worship.   The school has close links with the Parish Church and the local clergy visit the school regularly. We are now using the Understanding Christianity Curriculum for teaching RE.

Parents have the right to request that their child be withdrawn from Collective Worship.

Equal Opportunities

All our children are given the same opportunity to join in the range of activities within school. We are firmly committed to the belief that gender, racial and disability issues will be approached with sensitivity and respect. We have an Equality policy as well as an Anti-Bullying policy and a Behaviour Policy, Racial harassment or Bullying in any form is not tolerated.

Multi-Cultural Education

We have a wide range of multi-cultural books and other resources within the school to back up our teaching about other cultures. We welcome visitors from other cultures to share their experiences with us and widen our knowledge of the world. Each year we visit a range of places such as the Open Centre in Derby or Museums in Manchester or London – this is specifically so that our pupils meet and experience different places and meet people from around the globe. We also have links with a school in Bukina Faso and in addition have been awarded the Fair trade Achievers Award.

Special Needs Education

We have Teaching Assistants who give additional help to children with specific or general learning difficulties with or without extra funding – Children have access to the whole of the National Curriculum – work matching needs. Children with learning and/or behavioural difficulties may, with your consent, be referred to the Education Psychologist. Parental involvement is seen as a vital aspect of our Special Needs Policy. Children who embark on the Code of Practice assessment procedure are carefully monitored and at most stages parents will meet with the Special Needs teacher in order that the child’s individual education plan can be explained to them.

Our Special Educational Needs Policy ensures that we work in close conjunction with other professionals to support our children. These may include Health Visitors, Speech Therapists, the Psychiatric services, Child and Family Therapy Support team, Consultant Paediatricians etc. The success of our SEN policy is evaluated together with Governors annually.

We welcome children with disabilities and special needs into the school and have ensured that our building is a safe and supportive environment for them. Pupils with disabilities enter fully into the life of the school, but, when necessary, have access to a differentiated curriculum under the guidance of the SENCO or class teacher as appropriate.

Accessibility

We welcome pupils and parents with disabilities and have a comprehensive accessibility plan, which is long term owing to financial constraints. We have implemented parts of the plan and now have disabled access to parts of the school. Our Accessibility Plan can be viewed at the school.