Curriculum

Intent

At Alverton Community Primary School our art and design curriculum is designed to engage, inspire and challenge children, equipping them with the knowledge and skills to participate in, experiment with, invent and create their own works of art, craft and design. Children will be empowered to think creatively and critically. They will investigate and evaluate a wide range of creative outcomes from the past and present to develop rigorous understanding of the many disciplines within art, craft and design and how they shape our past and future.

Implementation

Alverton Community Primary Schools Art and Design curriculum is built around essential knowledge, understanding and key skills.
As a school and in accordance with the National Curriculum’s expectations, we aim to ensure that all pupils:

• Use a range of materials creatively to design and make products
• Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
• Improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
• Develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
• Study a range of artists, craft makers, designers, architects and designers in history.
• Create sketch books to record their observations and use them to review and revisit ideas

Impact

The impact of our art and design curriculum can be seen not only in our children’s sketch books but also through classroom displays and the school environment.
Everything we do is with the child in mind, and strong relationships are built between pupils and staff which create an atmosphere for learning which is conducive to success.
We measure the impact of our curriculum through the following methods:

• Summative assessment of pupil discussions about their learning.
• Images of the children’s practical learning.
• Interviewing the pupils about their learning (pupil voice).
• Pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
• Annual reporting of standards across the curriculum.
• Marking of work in books.

Children in Foundation Stage are assessed within Expressive Arts and Design and their progress is tracked termly.

Click here for our Art and Design progression map

Click here for our Art and Design vocabulary progression map

The DfE have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”

The Government set out its definition of British values in the 2011 Prevent Strategy. At Alverton these values are reinforced regularly and in the following ways:

Democracy

Pupils have the opportunity to have their voices heard through our School Council. Every member of the school council is voted in by their class. The school council has regular meetings in school to discuss ideas which are then discussed with the Headteacher. The school council meet regularly with other schools in the cluster where ideas are shared. These meetings often result in changes being made from suggestions made by pupils.

Our school attendance policy involves rewards which the pupils vote on as a class group.

Children have questionnaires where they are able to put forward their views about the school.

The Rule of Law

The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced at Alverton through school assemblies and our Behaviour Policy.

Pupils are taught the School Rules, Playground Rules and Safety Rules from an early age .Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police; Fire Service; Lifeguards etc. are regular parts of our calendar and help reinforce this message.

Individual Liberty

At Alverton, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make informed choices, through a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of challenge, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.

Mutual Respect

Mutual Respect is at the heart of our values. Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect and this is reinforced daily throughout school.

Tolerance of those of Different Faiths and Beliefs

This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Religious Education lessons and PSHE lessons reinforce messages of tolerance and respect for others. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. The children visit places of worship that are important to different faiths.

Picture News

The children also have regular ‘Picture News’ assemblies.

Click here for the Picture News website

These assemblies introduce the children to current news stories from around the world and links British Values to these events in a relevant and meaningful way.

Jigsaw

Our PSHE/RSE scheme of work includes teaching and learning of British Values which link to our school ethos and values.

Intent 

At Alverton, our computing curriculum aims to equip pupils with the computational knowledge and skills needed to use technology in their lives so that they become digitally literate in the future workplace and active participants in the digital world. Pupils develop an understanding of the role computing plays in the 21st Century, and they apply their computing knowledge to other subject areas. Through computer science, pupils are taught the principles of information and computation, digital systems and programming and e-safety. At our school, pupils will:

• develop an understanding of the fundamental principles and concepts of computer science.
• learn to use a variety of computing resources including devices and software for a range of purposes.
• apply their understanding of digital literacy, information technology, algorithms and programming to analyse and solve problems.
• learn to be responsible, competent, confident and creative users of information and communication technology, as individuals and as part of an effective and collaborative group.
• develop skills and strategies that will enable them to stay safe online through their knowledge and understanding of e-safety.

Implementation

In planning the computing curriculum, the school’s context has been carefully considered so that learning has real purpose and provides our pupils with the necessary skills and knowledge required to be successful in the digital world. The EYFS Curriculum for Understanding the World is taught in a variety of ways through adult-led, adult-supported and child-initiated learning in well-resourced areas of provision. Pupils are taught the knowledge and skills for ‘Technology’ using a thematic approach which ensures progression as pupils move from EYFS to Key Stage 1.

In Key Stage 1 and Key Stage 2, the school’s long-term plan maps out the areas of computing (throughout the key stage in a clear sequence to ensure appropriate curriculum coverage and progression of skills. In Key Stage 1, pupils develop their understanding of algorithms; create simple programs and solve problems; predict the behaviour of simple programs; create, organise, store, manipulate and retrieve digital content; learn about common uses of information technology. In Key Stage 2, pupils learn how to design and create programs that accomplish specific goals; use sequence, selection and repetition in programs; explain how some simple algorithms work and detect and solve problems; develop their understanding of computer networks including the internet; use search technologies effectively and evaluate digital content; select, use and combine a variety of software on digital devices to collect, analyse, evaluate and present information. Key Stage 2 children also have access to our Code Club, which has been run by a community volunteer in conjunction with the school.

Throughout the school, children are taught to place a premium on using technology safely, respectfully and responsibly. Pupils are constantly challenged as to the most appropriate way to be a safe, respectful and responsible user of technology, at school and in the wider world, through the core Alverton values of care, trust and honesty.

Wide ranges of resources are used to deliver the computing curriculum so that each child is able to make progress, regardless of their own specific needs. The computing curriculum is delivered through discrete lessons, focusing on specific skills and knowledge appropriate to each phase of learning, as well as through more applied learning in other subjects so that links may be made between computing and other curriculum areas, not only in the STEM subjects but in the arts too.

Regular and rigorous assessment is undertaken throughout each key stage. Children save their work on their own drives, as well as having a portfolio of work available online at Purple Mash. Monitoring is undertaken by the Subject Leader, Headteacher and a linked Governor.

Impact

At Alverton, pupils receive a good quality computing curriculum which provides them with regular opportunities to develop their use of different programs, platforms and software across the curriculum. Progression of knowledge and skills is clearly sequenced and cumulative, ensuring pupils build on prior learning experiences so that they understand and can apply this to future learning in the digital world.

Click here for our Computing progression map

Click here for our Computing vocabulary progression map

Intent 

At Alverton, we believe that Design and Technology helps to prepare children for the developing world and encourages them to become creative problem-solvers, both as individuals and as part of a team.
Through the study of Design and Technology, the children combine practical skills with an understanding of aesthetic, social and environmental issues. Design and Technology helps all children to become discerning and informed consumers and potential innovators. It provides children with a greater awareness and understanding of how everyday products are designed and made.
Across EYFS, Key Stage 1 and Key Stage 2, we plan Design and Technology activities so that they build upon prior learning of the children. We give children of all abilities the opportunity to develop their skills, knowledge and understanding and ensuring progressive challenge, breadth and depth to their designing and making. Each year we aim to begin a new term with a bold and innovative Design and Technology project based around a song, picture or book.
Design and Technology at Alverton can be summed up by asking of the children that they:

• make something that has moving parts.
• make something using needles and thread.
• make something nutritious and tasty to eat.

Implementation

At Alverton, we expect our children to:

• engage in a range of design and technology activities which allow them to participate successfully in an increasingly technological world.
• develop the creative, technical and practical expertise needed to control materials and tools, and perform tasks confidently such as cutting, shaping, joining and finishing.
• design and make prototypes and products for a range of purposes and users.
• investigate and evaluate their own and other people’s ideas and products.
• develop their technical knowledge of structures, mechanisms, electrical systems and computing to control products.
• learn how to cook and apply the principles of nutrition and healthy eating to their own lives.

In the Early Years, children learn through a succession of adult-led, adult-supported and child-initiated learning in well-resourced areas of provision. In Key Stages 1 and 2, DT is delivered through discrete lessons focusing on honing specific skills and using knowledge appropriate to each phase of learning, whilst projects that complement and enhance other subjects through cross-curricular links – not only science, computing and maths but also the arts – means that the children at Alverton are able to see the ‘real-life’ context for the designing, making, improving and evaluation of structures and products. Throughout all the teaching of design and technology, we encourage and expect the children to use and develop their collaborative working skills, their resilience and their attention to detail. The children take care with their tools; they are trusted to use them appropriately and they are honest when reflecting on the success of their designs, prototypes and products.

Regular and rigorous assessment, following the National Curriculum outcomes, allows the children to make progress; to learn from their mistakes; to develop a critical eye and to appreciate the many disciplines and processes that are needed to bring about the development and implementation of a project from an idea jotted down to a fully-working product that is fit for purpose.

Impact

At Alverton, our pupils receive a good quality design and technology curriculum which provides them with regular opportunities to design, make and evaluate products and foods whilst developing their technical knowledge. Progression of knowledge and skills is clearly sequenced and cumulative, ensuring pupils build on prior learning experiences so that they can continue to develop their creativity and practical abilities, thus enabling our pupils to be ready for the next stage of their education and beyond.

Click here for our DT progression map

Click here for our DT vocabulary progression map

English is at the heart of our Curriculum.  We teach our pupils to read, write, speak and listen to promote not only enjoyment but also to allow children to participate fully in society.  We give our children opportunities to develop their language skills throughout all aspects of the Curriculum.

“The more that you read, the more things you will know. The more you learn, the more places you’ll go.”— Dr. Seuss, “I Can Read With My Eyes Shut!”

Year of Writing

2022 – 23 is our year of Writing

Year of Reading for Pleasure

2020 – 21 is our year of Reading for Pleasure.

Year of Oracy

2019 – 20 was our year of Oracy.

Vibrant Vocabulary

2018 – 19 was our year of Vibrant Vocabulary.

Year of Books

2017-18 was our fabulous Year of Books.

Intent

At Alverton Primary School reading, and a love of books is at the heart of our curriculum.  We aim to develop pupils’ abilities within an integrated programme of Speaking & Listening, Reading & Writing, Grammar and Spelling. Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English across the curriculum. Through a book based curriculum, pupils will be given opportunities to consolidate and reinforce taught literacy skills in other areas of the curriculum.

At Alverton Community Primary School we strive for children to be ‘Primary Literate.’  We believe that children need to develop a secure knowledge base in English, which follows a clear pathway of progression.  By the time that a child leaves Year 6 we aim for them to be able to:

• Speak, read and write with confidence, fluency and understanding, orchestrating a range of independent strategies to self-monitor and correct.
• have an interest in and love of books and read for enjoyment.
• have an interest in and love of words and their meanings; developing a growing vocabulary in spoken and written forms.
• understand a range of text types and genres – be able to write in a variety of styles and forms appropriate to the situation and the audience.
• be developing the powers of imagination, inventiveness and critical awareness.
• have a suitable technical vocabulary to articulate their responses.

Implementation

English is at the centre of our curriculum.  Our English curriculum is delivered through daily discrete lessons focusing on specific skills and knowledge.  Learning is clearly sequenced so that pupils revisit and recall previous learning.  It is very important that skills in English also infiltrate all other areas of the curriculum.   Children are continually developing their spoken language, reading and writing skills in real situations.

Speaking and Listening

Children are encouraged to speak clearly and confidently in all lessons.  They learn to express themselves orally in an appropriate way, taking into account purpose and audience.  Skills of speaking and listening are taught discreetly using Tower Hamlets Sentence Starters as a framework to ensure progression.  Speaking and Listening activities are also planned into each lesson across the curriculum, to provide opportunities for children to practice these skills in real-life situations.  Teachers use a range of activities such as talk-partners, role play and drama.

Vocabulary

Vocabulary is developed in every lesson.  Tier 2 words are identified in planning and used to enrich learning in all areas of the curriculum.  Children are provided with the opportunity to use new vocabulary in both oral and written form and are expected to use words correctly.  Working walls display key vocabulary linked to lessons and children are expected to use dictionaries and thesauruses effectively.

Reading

Reading is celebrated and valued at Alverton School and this year is our Year Of Reading For Pleasure.  Regular Book-based whole school activities promote a love of Reading.  Children applied for the prestigious role of Reading Warrior and organise events.

EYFS and KS1

In EYFS and KS1, children are taught to read using the Little Wandle Phonics Programme which provides progression, structure, resources, assessment tools and training.  Whole class lessons are taught daily and children are expected to keep up.  Children who may be in danger of falling behind are quickly identified and a well organised structure for interventions and keep-up sessions are in place.   Children develop their ability to decode in small groups, where they also practice skills linked to prosody and comprehension.  A phonically decodable book is sent home weekly so that skills can be practiced at home.

It is also important that children are developing an enjoyment of reading.  Stories and Poems are shared daily in class and children are encouraged to discuss what has been read.  Children are also encouraged to take home a library book each week so that stories and books can be shared at home.

KS2

Children at KS2 develop their reading skills in discrete lessons through a combination of whole class, group and individual sessions.  A range of texts and genres are shared across the curriculum to develop children’s experience of reading.  Children are encouraged to choose a range of texts to read for pleasure or to support learning in other areas of the curriculum.  The School Library is available at Lunchtimes, manned by a team of Pupil-Librarians and children choose books to take home regularly.  It is expected that every child reads at home.  A class reader is read every day in class.  Stories and Poems are also shared daily and children are encouraged to discuss what has been read.

Writing

Writing around the curriculum is very important at Alverton School.  Through the use of Focus Planning, children develop their ability at writing for a purpose and to an identified audience.  One longer piece of writing is expected weekly and tasks are set linked to learning in other areas of the curriculum.   A range of genres and styles are taught.  High quality texts linked to reading, teacher modelling and shared writing are used to demonstrate good practice.

Marking Grids are used to support writing and to aid peer and self assessment.  Written work is marked in line with the marking and feedback policy and children edit and improve their own writing using a green polishing pen.

Children are also taught handwriting, spelling and grammar skills in discreet lessons.  Where possible, these link directly to real writing tasks.  Nelson Grammar ensures coverage of the curriculum in grammar throughout school.  Pi Corbett’s sentence structures are also used across school to ensure progression. Handwriting is taught using the Little Wandle Handwriting Scheme at KS1.  From Year 2, children are taught to use cursive script using the Collins Primary Focus Handwriting Scheme and are expected to use cursive writing in their written work.   At KS1 children are taught spelling through Little Wandle.  From Year 2, children are taught spelling patterns and common exception words appropriate to their Year Group using Read Write Inc.  Interventions are in place to support children who are in danger of falling behind and children are expected to practise their spellings as homework.

Click here to see some examples of our handwriting

Impact

By placing high quality texts at the heart of the curriculum, English is central to everything that we do.  Writing around the curriculum is a strength of our school with children transferring skills learned in English lessons to written pieces in other subjects.

Following our Year of Reading and our vigorous introduction of a new phonic programme, children at Alverton have developed a love and enjoyment of books.  Children often read for pleasure and can confidently discuss a range of texts.  The number of children visiting the Town library has increased and more children than ever completed the Summer Reading Challenge.  Applications for the roles of Reading Warrior and Librarian were high this year and children can often be heard discussing their favourite authors,

Last year our Year of Writing began to bring about a change of culture, led by a team of Writing Champions.  More children are writing for pleasure and are happy to take risks and experiment in a variety of genres.

Children’s writing clearly demonstrates the progress being made and the development of spelling, grammar and punctuation.  It is clear how inspiration is drawn from books that are central to our curriculum.  Termly assessments in Reading and Writing demonstrate that most children are achieving age-related expectations.  This formal assessment complements the daily assessment that takes place in classrooms and in books.  Children are also encouraged to assess their own work and that of their peers.  Gaps in understanding are quickly addressed and we have a culture of keeping up and not catching up.

As children move on to KS3, we hope that the love and passion for English started in EYFS and nurtured throughout both key stages will continue to grow and develop.

Click here for our Reading progression map

Click here for our Writing progression map

Click here for our English vocabulary progression map

“The early years team make sure that children get off to a great start in Nursery and Reception.   Children rise to the high expectation set by adults and enjoy their learning.” OFSTED 2018

Intent

At Alverton Community Primary School we aim to inspire, engage and foster a love of learning so our children become active learners every day.  We believe that high level engagement ensures high level attainment.  Our children in EYFS learn in a stimulating environment with high quality provision areas inside and outdoors.  Through exciting provision high quality learning experiences are delivered by establishing a firm foundation on which to build future academic, enterprising, social and emotional successes focusing particularly on wellbeing and attitudes to learning.

We intend to nurture our children and prepare them for a successful future.  Supporting them to be ready for their transition from EYFS to KS1 by providing children with knowledge, skills and attitudes they need to succeed throughout their education.

Implementation

Children learn through a balance of child-initiated and adult-directed activities and challenges.  The weekly timetable is carefully structured so that children have rigorous directed teaching in Phonics, English and Mathematics every day.  We also ensure regular: Personal, social and emotional and Physical development sessions to focus on Communication and Language and gross and fine motor skills.  Our topic sessions focus on Understand the World and Expressive Arts and Design.  Topic themes are based on foundational ideas coming from the EYFS curriculum:  ‘Marvellous Me’ as part of PSED, to ‘All Creatures Great and Small’ as part of UW.  This focused group time enables the teacher to systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in strong impact on acquisition of new learning.  The curriculum is planned for the inside and outside in a cross-curricular way to enable all aspects of the children’s development.

Phonics

At Alverton, we have a rigorous approach to phonics teaching.  Children work together with targeted support.  We use our chosen programme ‘Little Wandle’ to inform our planning and a large variety of practical activities.  Each phonics Teacher led session comprises of four parts: revisit/review; teach; practise and apply.  This ensures that children make rapid progress.  There are two types of reading book children take home:

A reading practice book.  This will be at the correct phonics stage for each child.  Children should be able to read this fluently and independently.

A sharing book.  Children will not be able to read this on their own.  This book is to be shared with an adult at home.

Mathematics

Maths in Early Years at Alverton is based around the Early Years Mastery approach to Mathematics.  Each week our teaching will be based around a number, the children will investigate and explore the ‘Twoness of 2’.  This is through a range of planned and structured play situations, both independent and supported by adults.  Throughout the day maths is emphasised in all aspects of the daily routine e.g. snack-time/lining up etc.  Maths through real-life and meaningful experiences using practical hands-on resources is key.

Our inclusive approach means that all children learn together, however we also use a range of additional interventions to support, enhance and scaffold children who may not be reaching their potential or to help move on children who are having difficulties making progress.  Some examples of this include our nurture group aimed at supporting some of our vulnerable children and additional 1-1 intervention provision in phonics, maths and physical development to promote fine motor skills.  The characteristics of effective learning are viewed as an integral part of all areas of learning and are reflected in our observations and assessments of children.

Impact

The impact of the EYFS curriculum is reflected in having well rounded, happy and confident children transitioning into Year 1.  Our children are often amazing role models for others in school.

We measure progress and children’s learning across the year through formative and summative assessment which are based on the teacher’s knowledge of the child.

Parents as Partners

Seesaw and Target Tracker are secure online Learning Journals we use to record photos, observations and comments, in line with the Early Years Foundation Stage curriculum, to build up a record of each child’s experiences during their time with us.  These systems allow us to work with parents and carers to share information and record the children’s play and learning in and outside of the classroom on a daily basis.  At Alverton we actively encourage our parents to upload home achievement onto Seesaw and onto our WOW certificates, these are celebrated in class throughout the week and children’s WOW certificates are displayed to celebrate their achievement out of school.

Click here for the EYFS Statutory Framework

Click here for our EYFS Reception class long term plan

Click here for our EYFS Vocabulary progression map

Link to e-safety

Intent

The intent of the Geography curriculum at Alverton is to encourage children to gain a deeper understanding of the Earth’s key physical and human processes, through the progressive development of Geographical skills and concepts. We want to inspire pupils with curiosity and fascination about the world and its people, through practical experiences which will strengthen their knowledge, understanding and skills. Through their work, children will learn about their geographical area and compare their life in this locality to other regions in the United Kingdom and the wider world. We encourage pupils to feel secure utilising vocabulary, skills and concepts, used by professional geographers.

Our teaching equips pupils to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement.  (National Curriculum, 2014)

KS1 Geography prepares pupils to study Geography at KS2.  Our Year 6 pupils leave our school with an enthusiasm for studying Geography at KS3.

Implementation

Our Geography curriculum has been carefully planned so that learning has a real purpose and secures coverage across the National Curriculum in Geography units. The school’s Long Term Plan maps out the Nation Curriculum Programmes of Study for Geography, ensuring appropriate coverage over a 2-year cycle which is well-sequenced with clear progression of knowledge and skills.

Where appropriate, we draw on local, national and global Geography.  Geography is taught by class teachers either as a specific topic from our adapted Focus curriculum or is incorporated within other subjects thus promoting and contributing to learning across the curriculum..

 In Early Years Foundation Stage

Geography is taught through the Foundation Stage Curriculum (Knowledge and Understanding of the World). Pupils learn about our world through a combination of child initiated and adult directed activities.

Pupils are taught:

• To comment and ask questions about aspects of their familiar world, such as the place where they live or the natural world.
• To talk about some of the things they have observed, such as plants, animals and objects.
• To talk about why things happen and how things work.
• To develop an understanding of growth, decay and changes over time.
• To show care and concern for living things and the environment.
• To look closely at similarities, differences, patterns and change.
• To talk about the features of their own immediate environment and how environments might vary from one another.

In Key Stage 1 Pupils are taught:

• To develop knowledge about the world, the United Kingdom and their locality.

• To understand basic subject-specific vocabulary relating to human and physical geography and to begin to use geographical skills, including first-hand observation, to enhance their local awareness

·        To investigate places and environments by asking and answering questions, making observations and using sources such as simple maps, atlases, globes, images and aerial photos.

In Key Stage 2 Pupils are taught:

• To extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America.

• To extend their knowledge and understanding of the location and characteristics of a range of the world’s most significant human and physical features.

• To develop their use of geographical tools and skills to enhance their locational and place knowledge.

• To understand more advanced

Through Geography we can also:

· Improve pupils’ skills in literacy, numeracy and ICT

· Develop pupils’ thinking skills

· Promote pupils’ awareness and understanding of gender, cultural, spiritual and moral issues

· Develop pupils as active citizens

Our Geography curriculum is enriched through trips and online experiences, including links with local providers e.g. Northallerton Tourist Information Centre and The North York Moors National Park.  This provides our pupils with memorable learning experiences, we believe that good quality learning outside the classroom enriches our pupils’ lives.

Impact

Through looking at our local area, and national and global Geography our pupils make progress in their journey to think like Geographers.

Alverton’s Geography curriculum provides a foundation for understanding the world and prepares pupils for their lives beyond primary education.

What will the impact of the Geography Curriculum be on the children?

● Children will develop their practical and geographical enquiry skills.

● Children will make good or better progress in geography from their starting points.

● Children will have a good understanding of key geographical vocabulary and concepts across the three geographical strands:

1. location and place

2. human and physical knowledge

3. geographical skills and fieldwork

How will the school evaluate the impact of the Geography curriculum?

● Subject leader led discussions with children and lesson visits.

● Reviewing pupil work from books.

● Observe practical skills in enquiry-based tasks.

Click here for our Geography progression map

Click here for our Geography vocabulary progression map

Intent 

Through looking at the complexity of peoples’ lives: locally, nationally and globally, and the process of change, our history curriculum aims to inspire pupils’ curiosity to know more about the past. We encourage pupils to secure vocabulary, skills and concepts, as used by professional historians.
Our teaching equips pupils to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement.  (National Curriculum, 2014)
KS1 history prepares pupils to study history at KS2.  Our Year 6 pupils leave our school with an enthusiasm for studying history at KS3.

Implementation 

Our school’s recently reviewed long term plan now secures coverage across the National Curriculum history units.  Where appropriate, we draw on local, national and global history.
At KS1 pupils learn about significant historical events, people and places in their own locality; changes within living memory; events beyond living memory; and the lives of significant individuals in the past.
At KS2 coverage secures the chronological study of British history from the Stone Age to 1066.  Local history is highlighted throughout.  Coverage secures the global studies, as required by the National Curriculum.  Pupils in Y5/6 develop a local history study through looking at a significant turning point in British history, e.g. the impact of the first railways on our local area.
Our history curriculum is delivered through discrete lessons, focusing on specific skills and concepts, appropriate to each key stage.  Where appropriate, we make links between history and other curriculum areas, particularly geography, identified texts and extended writing (non-fiction) in English.
Our history curriculum is enriched through trips and online experiences, including links with local providers e.g. the County Records Office and Historic England.  This provides our pupils with memorable learning experiences, we believe that good quality learning outside the classroom enriches our pupils’ lives.
History is assessed formatively through reference to our Curriculum Progression Document.  This details skills and concepts which allow us to identify pupils as working towards, meeting expectations and exceeding across history.
Our school does not ‘teach to the test’.  Teachers draw valid inferences from formative assessment, and can therefore meaningfully identify and address gaps in pupils’ knowledge.  (Ofsted Research Review: history, July 2021)

Impact

Through looking at our local area, and national and global history our pupils make progress in their journey to think like historians.  This will continue at KS3.  This is evidenced through work in books, displays of pupil work and through pupil voice, evidenced through questionnaires and pupil discussion with visitors.

Click here for our History progression map

Click here for our History vocabulary progression map

Intent 

At Alverton Primary School, our Maths Curriculum aims to teach our pupils to make sense of the world around them, developing their ability to communicate, calculate, reason and solve problems. We aim to provide our pupils with an appreciation of the beauty and power of mathematics, and instil a sense of enjoyment and curiosity about the subject.
We recognise Maths as an essential aspect of everyday life, with strong links with Science, technology and engineering and necessary for financial literacy.
Maths has a high profile in our school, and we hold high expectations for all pupils and ensure that they become confident mathematicians, recognising relationships and patterns in numbers, shapes, space and measures.
All pupils will have opportunities to:
Experience mathematics practically
Develop their mathematical fluency
Learn, recall and apply mathematical knowledge and facts
Learn to think systematically and logically when solving problems
Reason about their thinking using appropriate mathematical vocabulary

Implementation 

Our Maths Curriculum is delivered through daily, discrete lessons. We use a ‘Convince Me’ approach to the delivery of Maths, allowing the children the opportunities to ‘Show Me’, ‘Do’, ‘Think/Explain’ and ‘Solve’. During lessons, children engage in varied tasks, and may have the opportunity to work collaboratively, explore the concept practically, solve problems or complete maths investigations and games.
We use the White Rose Maths planning and resources from Y1 to Y6 to ensure progression and to provide teaching materials, staff training and support.

Mental Maths

In order to provide all pupils with the opportunity to learn, recall and apply maths facts we use ‘Mission Mental Maths’ scheme throughout the school. This is a progressive system of learning and recalling the key mental maths facts that are seen as important in order to be successful and fluent in all areas of mathematics, for example Number Bonds, Doubles and Halves, Times Tables, Addition and Subtraction Facts. We also promote rapid recall of times table facts, and prepare for the Times Table Screening, through the use ‘Times Table Rock Stars’ from Y2 – Y6.
We also use Mathletics, an online maths platform, where pupils are set activities, quests and challenges based upon their current learning, giving opportunities to rehearse and embed mathematical skills. This also provides a platform for Home Learning.
Progress and achievement in Mission Mental Maths, Times Table Rock Stars and Mathletics is celebrated in weekly celebration assemblies.

Other available resources

I See Maths Reasoning – Maths investigations and challenges
NRich – Maths Investigations and challenges
Success @ Arithmetic, 1st Class @ Number – Support resources for children recognised as being at risk.

Assessment and Monitoring

We continually assess and monitor pupil progress and the quality and delivery of our Maths curriculum.
All pupils are assessed against the National Curriculum criteria.

Formative assessment is carried out throughout, and following, every lesson. Teacher’s use observations in the lessons, and marking after the lessons, to adapt their practice and planning. Where there are misconceptions, these are recognised and addressed quickly and support is provided to individuals and groups, as required. Progress is recorded and tracked using the school’s chosen assessment system, Target Tracker.
Formal assessments, using the NTS Mathematics Assessments, are carried termly. The data from these is analysed and provides both information about pupils progress, but also enables teachers, and the Maths Lead, to recognise gaps in learning and identify pupils requiring additional support.
Summative assessment is also recorded and tracked on the school assessment system and the data is used by the Headteacher, Maths Lead and teachers to monitor and analyse pupil progress and to identify actions, areas for development, gaps in learning and slow progress.
Moderation is carried out both in school, and alongside the cluster schools, to ensure judgements are secure and can be evidenced.
Parents are kept informed of their child’s achievement and progress during Parent Consultations and in the Annual School Report.

Monitoring is carried out by the Maths Lead, Headteacher and Link Governor. This monitoring takes the form of:
Lesson drop ins
Learning walks
Lesson Observations
Book scrutiny
Planning monitoring
Pupil conferencing

Click here for our Maths progression map

Click here for our Maths vocabulary progression map

At Alverton Community Primary School, we deliver the Modern Foreign Languages primary National Curriculum through French.

Intent

It is the intention that all children in KS2 will access effective teaching and learning of French in order to adequately prepare them for KS3 and to help them develop a life-long love of languages. KS1 children will be introduced to MFL through exploring other languages informally when appropriate.

We aim to provide a high quality languages education which develops a genuine curiosity about language and deepens their understanding of the world.

We aim to build the children’s ‘cultural capital’ so that they have a knowledge and understanding of the richness and diversity between cultures. This links to the children’s learning about British Values of Mutual Respect and Tolerance and their wider understanding of the different languages spoken within our school community.

At Alverton, pupils will:

• Develop their speaking and listening skills so that they can understand and respond to others
• Speak with increasing confidence, fluency and spontaneity, continually improving their pronunciation
• Learn useful vocabulary that will be applied in real life situations
• Read and write in another language for different purposes
• Be aware that language structure and grammar can differ from one language to another
• Appreciate stories, songs, poems and rhymes in a foreign language

Implementation

In Key Stage 2, all pupils receive regular French lessons. We use the Language Angels scheme of work for French. This scheme of work engages children with themes such as food, animals, sport, weather, family, celebrations and holidays. Different aspects of the themes are repeated each year, with vocabulary, questions and conversations increasing in complexity as children progress through Key Stage 2. Pupils begin by responding to spoken French and move on to reading and writing in French. Throughout the year, pupils revisit and review basic French vocabulary and phrases.

In Key Stage 1, children experience French in a more informal style through songs and everyday activities, focusing on numbers, colours and greetings.

Ongoing teacher assessment identifies strengths and areas for development. Achievement is assessed in accordance with expectations in the National curriculum from Year 3 to Year 6 using the school’s Languages progression grid. Pupil progress is tracked on the school’s electronic tracking system. Monitoring of the subject is carried out by the Languages Leader and the Head Teacher.

Impact

Our pupils receive a good quality Languages curriculum. Progression of skills is clearly sequenced and cumulative, ensuring pupils build on prior learning. Pupils enjoy French and develop their speaking and listening skills, and every pupil applies their oral learning to written tasks.

We measure the impact of our curriculum through the following methods:

• Observing children speaking and listening in another language.

• Marking of written work.

• Images and videos of children completing speaking and listening activities.

• Interviewing the pupils about their learning (pupil voice).

• Annual reporting to parents.

• Learning walks.

The MFL subject lead and class teachers work closely together to monitor the impact of MFL teaching on learning.

Children’s learning is monitored and tracked on a termly basis or at the end of each unit, and pupils are identified as working below, at or above the expected standard. This assessment information is then used to inform planning to ensure that the knowledge taught is retained by our children and key vocabulary and skills are continually revisited to ensure children know and remember more as they progress through Key stage 2.

Click here for our French language and vocabulary progression map

 Intent 

At Alverton, we want to make music an enjoyable learning experience that every child has access to. We ensure that every child has the opportunity to enjoy the experience of listening to and making music.

We recognise music’s importance as a universal language and method of communication, expression and creativity that can be enjoyed by all, regardless of skill or ability.

Music should both engage and inspire and we want all our children to develop a love of music, increasing their resilience, creativity and self-confidence.

Implementation

The whole school follows the Charanga music scheme which is used on a 2 year rolling programme. This programme ensures a progression of skills and musical experiences throughout the school. Through singing, performing, listening to music and composing the children learn about the organisation of music and different genres of music and about pulse, pitch, tone and dynamics.

All children have the opportunity to sing a wide variety of songs, in different styles, in daily assemblies and in weekly singing sessions.

In Year 1 and 2, children learn songs and use percussion instruments.
All children learn the ukulele – receiving teaching from a specialist instrumental teacher.

In Year 3 and 4, all the children are taught to play the drums and percussion by specialist Music teacher, Joolz Form.

In Year 5 and 6, all children learn the recorder and learn to read music and play as part of an ensemble.

Last year, we explored an ‘Alphabet of Music’, and introducing children to a varied range of musicians/acts and composers, from ‘Z to A’.

We are continuing to use music to come into assemblies daily – children are encouraged to listen, to ask questions and to discuss the music.

Children perform in the Harvest Festival, the Carol Concert, Easter Celebration and end of year assemblies. The school choir has performed within the community and alongside local schools.

Click here for our Music progression map

Click here for our Music vocabulary progression map

Intent

Our intention is that when children leave Alverton, they will do so with the knowledge, understanding and emotions to be able to play an active, positive and successful role in today’s diverse society.  We want our children to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it.  In and ever-changing world, it is important that they are aware, to an appropriate level, of different factors which will affect their world and that they learn how to deal with these so that they have good mental health and well-being.
Our PSHE curriculum develop learning and results in the acquisition of knowledge and skills which will enable children to access the wider curriculum and prepare them to be a global citizen now and in their future roles within a global community.  It promotes the spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences for later life.  Our Relationships and Sex Education enables our children to learn how to be safe, and to understand and develop healthy relationships, both now and in their future lives.

Implementation

At Alverton Community Primary School PSHE/RSE is taught on a weekly basis.
EYFS – In the Foundation Stage, PSHE and citizenship is taught as an integral part of topic work and is embedded throughout the curriculum.  The objectives taught are the Personal, Social and Emotional Development statements from ‘Development Matters in EYFS’ and the PSED Early Learning Goals.  Reception also uses the Jigsaw scheme of work and materials. (see below)
At Key Stage 1 and Key Stage 2 – PSHE, is taught through a clear and comprehensive scheme of work in line with the National Curriculum.  We ensure we cover the Health and Well-Being, Relationships and Living in the Wider World Learning Opportunities set out in the PSHE Association’s programme of study, which comprehensively cover the statutory Health Education and Relationships Education guidance.
Pupils are taught PSHE using ‘Jigsaw’ which is a spiral, progressive scheme of work, covering all of the above and ‘aims to prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world’.  There is a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health.  It includes mindfulness to allow children to advance their emotional awareness, concentration and focus.
At Alverton, in addition to Relationships Education, we also teach aspects of Sex Education that is covered in our science curriculum.  Alongside this we teach about different kinds of relationships, including same sex relationships, and gender identity because it is important that our children should have an understanding of the full diversity of the world they live in and be prepared for life in modern Britain.  The Sex Education aspects of PSHE are also taught through ‘Jigsaw’.
PSHE is taught through Jigsaw’s six half termly theses with each year group studying the same unit at the same time (at their own level):
Autumn 1: Being Me in My World
Autumn 2: Differences (including anti-bullying)
Spring 1: Dreams and Goals
Spring 2: Healthy Me
Summer 1: Relationships
Summer 2: Changing Me (including sex education)

It also identifies links to British Values, and SMSC and is taught in such a way as to reflect the overall aims, values and ethos of the school.

Impact

By the time our children leave our school they will:
be able to approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life
be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society
appreciate difference and diversity
recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty
be able to understand and manage their emotions
be able to look after their mental health and well-being
be able to develop positive, healthy relationships with their peers both now and in the future
understand the physical aspects involved in RSE at an age appropriate level
have respect for themselves and others
have a positive self esteem

Click here to view the Alverton Virtual Library

Click here for PSHE Long Term Plan

Click here for our PSHE vocabulary progression map

Intent

At Alverton Community Primary School, we aim to deliver a high quality Physical Education curriculum that inspires our pupils to enjoy, succeed and excel in competitive and non-competitive sports and activities.  We intend to provide pupils with the fundamental skills and movements to help develop children’s confidence and competency in a range of physical activities. Our curriculum aims to improve the health and well-being of our children, alongside developing key life skills such as learning how to swim and water safety. Each lesson promotes opportunities for our pupils to build and embed key values such as fairness and respect. We also ensure that our children develop a positive mindset towards physical activity and recognise the importance of leading a healthy active lifestyle. We look to provide a range of sporting opportunities in which children can discover their own talent.

Implementation

At Alverton, Physical Education is taught through a range of learning activities and experiences: within the timetabled curriculum, throughout the school day, through intra and inter-school competitions and extra-curricular clubs. Alverton provides a broad range of sporting activities and sports including: net & wall games, invasion games, strike and field games, gymnastics, dance, swimming and outdoor & adventure.

For KS1 and KS2, our long term plan ensures that the requirements of the National Curriculum are fully achieved. Our children participate in a minimum of two hours high quality PE each week, covering two sports or activities every half term. Our lessons are delivered by high quality teaching staff and specialist coaches. We apply and tailor Complete PE planning, which runs alongside the Youth Sport Trust to help meet the needs of the children.

For KS2, swimming lessons are also provided twice a week, with the expectation that all children can swim 25 meters by the end of Year 6. All children are formally assessed against the National Curriculum objectives, every half term using target tracker. However, teacher assessment and feedback is given regularly throughout each lesson. Alongside this, our children are taught to review, assess and evaluate their own performances and their peers.

In addition, children are encouraged to participate in a wide range of extracurricular activities including football, tag rugby and netball, either after school or during lunch times. At supervised break and lunch times, all children are given the chance to socialise with friends of all ages and enjoy physical activity of their own choice. They have access to a large playground with various markings and a large playing field which is used as much as possible. During this time, they are also provided with a range of PE and play equipment such as balls, stilts, hoops and skipping ropes. This promotes further enjoyment and reinforcement of a positive attitude towards physical activity.

Alverton is part of a local Sports Partnership, which offers a wide range of inter-school competitions for all ages. Competitive tournaments are orgnaised within our cluster, which allows children to participate and represent the school. Throughout the year, children are chosen for competitions some of which focus on participation, others for competition. This allows all pupils to experience inter school enrichment, but also provides exceptionally talented children an opportunity to excel in a particular sporting area.  Our children take pride and relish at the opportunity of competing and representing the school. This promotes key values of teamwork, leadership and the passion for sport. We also monitor our PE provision through the school games award, in which we have secured gold. As a school, we aim to reach platinum level in the future.

Alongside the sports covered throughout our curriculum, we also provide children with the opportunity to try unique sports such as yoga, judo, box2befit and archery. This ensures that our children experience a broad range of sport and the children’s sporting offer is enriched. Not only do these opportunities provide new experiences for children, all teaching staff can develop their pedagogical knowledge of new sports. Staff can also attend regular CPD courses through the Youth Sport Trust, sporting governing bodies and Complete PE workshops. Furthermore, physical activities are encouraged within each lesson through active starters, such as: wake up shake up, super movers and cosmetic yoga. All children complete the “Daily Mile” to help meet the government’s requirement of being active for at least 60 minutes a day. More recently, we aim to implement Sport Leaders in KS2. These children will deliver regular activities to KS1 children to promote engagement and activity.

Impact

Physical Education at Alverton has a very positive impact on our children. Our children strive to succeed and participate in all aspects of physical education and activity. We equip our children with the necessary sporting values, skills and the love for sport that hopefully will continue in later life. As a school, we are thoroughly proud of our high quality PE provision, sporting achievements and our talented children.

Click here for our PE progression map

Click here for our PE vocabulary progression map

Click here for our PE long term plan

Intent

At Alverton Community Primary School, we believe that it is important for all our pupils to learn from and about religion, so that they can understand the world around them. The aim of Religious Education in our school is to help children to acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain; to appreciate the way that religious beliefs shape life and behaviour, develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development. It plays an important role, along with all other curriculum areas, particularly PSHCE, in promoting social awareness and understanding in our children. We encourage our pupils to ask questions about the world and to reflect on their own beliefs, values and experiences.

 Implementation

We use the North Yorkshire Agreed Syllabus for Religious Education as the basis for our curriculum. At Bacon Garth, it has been agreed that having taken into account the requirements and guidelines presented in the Agreed Syllabus, the following religions have been selected for study:
· Christianity
· Islam
· Judaism
· Hinduism
From the syllabus it is required that:-
In the Early Years Foundation Stage the learning outcomes are referenced to Christianity and as appropriate to a range of other beliefs and cultures
KS1 – Christianity, Judaism and Islam are studied.
KS2 – Christianity, Judaism, Islam and Hinduism are studied.
There are no presumptions made as to the religious backgrounds and beliefs and values of the children and the staff. We value the religious background of all members of the school community and hope that this will encourage individuals to share their own experiences with others freely. All religions and their communities are treated with respect and sensitivity and we value the links, which are, and can be made between home, school, and a faith, All Saints and New Life Baptist, regularly visit our school to carry out assemblies. We acknowledge that each religion studied can contribute to the community. We promote teaching in Religious Education that stresses open enquiry and first-hand experiences wherever possible for both staff and children.

Impact 

The children at Alverton Community Primary School enjoy learning about other religions and why people choose, or choose not, to follow a religion. Through their R.E. learning, the children are able to make links between their own lives and those of others in their community and in the wider world, developing an understanding of other people’s cultures and ways of life.

Click here for our RE progression map

Click here for our RE vocabulary progression document

Intent

At Alverton Community Primary School it is our intention to provide a high quality science education that provides children with the foundations they need to recognise the importance of Science in every aspect of daily life. We give the teaching and learning of Science high prominence. Our children develop a sense of excitement and curiosity about natural phenomena. They will be encouraged to ask questions about the world around them and work scientifically to further their conceptual understanding and scientific knowledge. Children will develop a wide scientific vocabulary to be able to describe ideas, objects and phenomena.

Children learn through different types of scientific enquiry:

· Observing changes over time

· Grouping and Classifying

· Rearch using secondary sources

· Carrying out comparative and fair tests

· Noticing Patterns

· Asking questions

The National Curriculum will provide a structure and skill development for the science curriculum being taught throughout the school, and where possible, this will be linked to the themes and topics taught in each year group, which reflects a balanced programme of study. At Alverton, children have weekly lessons in Science throughout Key Stage 1 and 2, using various programmes of study and resources. In Early years, science is taught through the children learning about the world around them in their learning through play.

Implementation

Our science curriculum has been carefully planned so that learning has real purpose and provides our pupils with the necessary skills and knowledge to work scientifically. The school’s long term plan maps out the National Curriculum Programmes of Study for science, ensuring appropriate coverage over a 2-year cycle which is well-sequenced with clear progression of knowledge and skills.

In Early years children learn about the world around them. In Key Stage 1, pupils learn about plants; animals, including humans; everyday materials; seasonal changes; living things and their habitats. In Key Stage 2, pupils learn about plants; animals, including humans; rocks; light; forces and magnets; states of matter; sound; electricity; properties and changes of materials; earth and space; evolution and inheritance. In both Key Stage 1 and Key Stage 2, pupils learn to work scientifically throughout each science unit according to the requirements set out in the National Curriculum. Our science curriculum is implemented through cross-curricular themes using quality texts with a science focus as well as discrete lessons focusing on specific skills and knowledge. Some topics are best learned through investigative practical work while others demand a more direct teaching approach.

Impact

Our pupils receive a deep and rich science curriculum which allows them to develop their scientific knowledge, conceptual understanding and investigative skills. Progression of knowledge and skills is clearly sequenced and cumulative, ensuring pupils build on prior learning so that

they understand and can apply this to future learning across the whole curriculum. Children are enthusiastic about science, they have a love for the subject and are excited about their learning. Alvertons science curriculum provides a foundation for understanding the world and prepares pupils for their lives beyond primary education.

Click here for our Science progression map

Click here for our Science vocabulary progression map

Click here for our Science long term plan