We have worked as a whole school to design a curriculum which is broad, balanced and ambitious for all pupils. The curriculum encompasses the planned activities that we as a school organise in order to promote learning, personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of extra-curricular activities that the school organises in order to enrich the experiences of our children.
Pupils begin to engage in the concept of the world of work and have a value of the concept of money.
Pupils are encouraged to challenge themselves to gain high aspirations about what their future, world of work may look like. Entrepreneurship is encouraged by engaging the children in activities that fire their imaginations towards enterprise and fund raising.
Children are encouraged to face challenges with a growth mindset and resilience while also using team work and problem solving skills within an ethos of positive competition.
Pupils reflect on their work to ensure that they are able to improve it and set themselves aspirational targets for the future.
It is important to us that all members of our school community are healthy both physically and mentally.
To promote emotional well being, positive relationships are encouraged enabling all pupils to feel safe, happy and cared for in an ethos of team work and respect.
Pupils are encouraged to share their views and opinions within all areas of school-life, knowing that their voice matters.
Pupils have the opportunity to communicate their ideas in a range of different and imaginative ways.
Individually and self-expression is promoted, whilst developing resilience, self-regulation, growth mindset and risk-taking when faced with more challenging tasks.
Children are rigorously taught the skills for reading and comprehension so they can access the
curriculum. They are encouraged to be inquisitive, research, formulate questions gather information, make predictions and summarise possibilities. They can apply, analyse and evaluate their learning to ensure a real depth of knowledge is gained.
Learning is fun and actively promotes pupils exploration of knowledge and skills.
Knowledge is key to learning. Knowledge organisers help children learn and understand key vocabulary and facts.
Building on prior knowledge and skills enables pupils to comprehend and apply new learning to a range of contexts.
Pupils develop a good knowledge of the local community, national context and wider world.
They are good citizens, understand British Values and have a developing awareness of their responsibility to care for the environment.
Links to other schools, local businesses, heritage and cultural organisations, voluntary groups and other faith communities are developed.
Children are aware of world events and have a growing general knowledge. Children develop a knowledge of the differences and diversities there are across a range of global cultures and are aware of the importance of Equality.
At Beeston Primary School we follow the National Curriculum requirements to provide our pupils with high quality English lessons which teach them to speak, read and write fluently; enabling them to communicate their ideas and emotions effectively. We aim to enable all pupils to:
Writing at Beeston Primary School is taught daily across the school and celebrated in a range of ways. We follow the National Curriculum (2014) which ensures that a range of genres are covered, including: narrative (e.g. extended stories, stories by the same author, myths and legends, adventure and traditional stories); non-fiction (e.g. persuasive texts, non-chronological reports, information texts, recounts, reports and letters) and poetry (e.g. rhyme, nonsense rhymes and descriptive poetry). Genres are taught considering the purpose, audience and type of writing. Throughout thelearning sequence, children will have the opportunity to plan, write and to carry out self and peer assessment.
Pupil outcomes are assessed across independent pieces of writing, during termly assessment periods. To ensure that children receive teaching in response to needs and all make progress, leaders work alongside teachers to ensure that the writing opportunities and outcomes are appropriate for the needs of all the children in their year group. By the end of each Key Stage, we aim for children’s outcomes to be in line with age related expectations and their writing should demonstrate the appropriate grammatical and language features for their age.
Children’s choice of vocabulary and sentence construction should improve in their writing across all areas of the curriculum. We also aim for a higher percentage of children to attain greater depth in writing in all year groups in accordance with the objectives from our school development plan.
At Beeston, formal handwriting skills are taught regularly through the use of the PENPALS Handwriting scheme (Cambridge University Press). Our aim is that pupils will be supported to develop a handwriting style which is clear, joined and fluid. We provide pupils with regular opportunities to practice handwriting across the curriculum and we also provide regular lessons for teaching and revising these skills. The frequency and length of these lessons will vary according to the age and ability of the children. We follow the five stages of the PENPALS scheme:
1. Developing readiness for writing through gross and fine motor skills leading to letter formation (Foundation)
2. Beginning to join (Lower KS1)
3. Securing joins (Upper KS1/Lower KS2)
4. Practising speed and fluency of joins (Lower KS2)
5. Consolidating presentation skills (Upper KS2)
Opportunities for linking handwriting with early phonics and spelling work are fully exploited through the PENPALS scheme.
At Beeston, we teach spelling primarily through the Twinklspelling pathway which provides weekly spellings that the children from years two to year six are assessed on every Friday. New spelling rules and tricky words are explored through regular spelling lessons and vocabulary work, ensuring pupils understand the context and meaning of each word and have the skills to use them correctly in both their oracy and written work. Engaging, twenty minute lessons are taught at least three times a week with variations in task to ensure all learning styles are catered for and pupils are supported appropriately. New Spellings (along with completed assessments) are sent home the end of the week and are updated on a weekly basis on the school website and on classroom displays.
At Beeston Primary School we value reading as a key life skill and are dedicated to enabling our children to become lifelong readers. We recognise that mastery in phonics is fundamental to children being able to access a broad range of fiction and non-fiction texts across the curriculum. We aim to achieve this through:
Phonics at Beeston Primary School follows the Floppy’s Phonics scheme. This allows our phonics teaching and learning to be progressive from Nursery up to Year 2 as well as allowing children’s listening and speaking skills to develop. Phonics is taught through whole class teaching. Careful assessment ensures that teachers are aware of each individual’s needs and where extra intervention is necessary, this is provided.
Follow the link below for more information:
Here are some of the terms you may come across in our phonics work:
vowels – the open sounds / letters of the alphabet: a,e,i,o and u
consonants – sounds/ letters of the alphabet that are not vowels.
blend – to merge individual sounds together to pronounce a word, e.g. s-n-a-p, blended together, reads snap
cluster – two (or three) letters making two (or three) sounds, e.g. the first three letters of ‘straight’ are a consonant cluster
digraph – two letters making one sound, e.g. sh, ch, th, ph.
vowel digraphs – two vowels which, together, make one sound, e.g. ai, oo, ow
split digraph – two letters, split, making one sound, e.g. a-e as in make or i-e in site
grapheme – letter or a group of letters representing one sound, e.g. sh, ch, igh, ough (as in ‘though’)
mnemonic – a device for memorising and recalling something, such as a snake shaped like the letter ‘S’
phoneme– the smallest single identifiable sound, e.g. the letters ‘sh‘ represent just one sound, but ‘sp‘ represents two (/s/ and /p/)
segment (vb) – to split up a word into its individual phonemes in order to spell it, e.g. the word ‘cat’ has three phonemes: /c/, /a/, /t/
Support for Parents:
At Beeston Primary School we intend to:
Throughout Key Stages One and Two, our reading sessions balance the teaching of reading between word reading, decoding skills, comprehension strategies and response to text in order to develop fluent readers who understand what they are reading. Comprehension is taught from an early age to prevent difficulties arising as the language demand of the texts pupils encounter increases. We believe that it is important that children read for meaning because not only does a lack of comprehension skills create a barrier to educational attainment; pupils with better comprehension skills are more likely to be engaged and motivated readers.
At Beeston Primary school we aim to provide a curriculum which has reading at its core across all curriculum areas. Through choosing quality texts, we intend to develop a love of reading and allow children to recognise the pleasure they can get from their reading, as well as an understanding that reading allows them to discover new knowledge, revisit prior knowledge and understand more about what they learn, fuelling their imagination for ideas to use in their own work.
At Beeston we use our Reading Dogs within a whole class reading approach that equips pupils with the necessary skills to be successful readers. Our approach focuses on building fluency and embedding comprehension skills with direct, taught sessions. Each dog represents a reading skill: vocabulary, inference, retrieval, sequencing/summarising, prediction and choice. These are all closely linked to the assessed strands in the end of key stage assessments.
Sometimes, texts are part of a class book or at other timesthey are a poem, short extract or non-fiction article depending on the writing focus. The whole class reading approach supports rapid progress of lower ability readers. Research suggests this is due to exposure to higher-level questions and answers. Pictorial stimulus or activities which are designed to have a comprehension focus but reduce the amount of decoding can also be used to support SEND/EAL pupils.
Reading forms the core of our curriculum. All children read and are read to so that they develop a love of reading. Books are selected by teachers with the knowledge of how they link to other areas of the curriculum. Our school uses the Oxford Reading Tree scheme although this is supplemented by books from other schemes in reception and KS1. All books are carefully banded to ensure progression throughout school.
All children are expected to read at home and take home reading books. Children in reception and KS1 take home three reading books; one phonically decodable text, one book from their book band to share with an adult and a book the child has chosen to read for pleasure. KS2 pupils take home a reading scheme book and a book chosen from the school library to read for pleasure.
As we believe that reading is key to all learning, the impact of our reading curriculum goes beyond the result of statutory assessments. Children have the opportunity to enter the wide and varied magical worlds that reading opens up to them. As they build their own interest in books, a deep love of literature across a range of genres, cultures and styles is developed.
Through the teaching of systematic phonics and reading enquiry, our aim is for children to become fluent and confident readers who can apply their knowledge and experience to a range of texts through the Key Stage 2 curriculum.
As a year 6 reader transitioning into secondary school, we aim that all children are fluent, confident and able readers, who can access a range of texts for pleasure and enjoyment, as well as use their reading skills to unlock learning across the curriculum.
In addition to this:
Children have a natural interest in the world around them and like to investigate and question to find out new things. Science at Beeston is about children developing a sense of enquiry and extending their knowledge and understanding of the world around them. We strive for our children to be curious and eager to learn more about all aspects of the world and life. Science at Beeston is concerned with investigation and children using their investigations and knowledge to understand how the world is constructed. Throughout the school, the children will be developing scientific skills that will lead to their work as scientists, planning and undertaking scientific investigations.
Through the framework of the National Curriculum 2014, Science at Beeston aims to:
Through the framework of the National Curriculum 2014, Computing at Beeston aims to teach pupils the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. We ensure pupils are equipped to use information technology to create simple programs, systems and a range of content to express themselves and develop their ideas as active participants in a digital world. Our children will receive the essentials in Online Safety to enable them to keep themselves and others safe whilst online, not only in school but in their future endeavours.
At Beeston Primary School we have adopted the Twinkl scheme of work for Years 1-6, and are working with external advisors to support the teachers in adapting this curriculum further, to best suit our learners.
Foundation Stage teach using Development Matters 2012 as a guide. Technology, on the whole, is learnt as an integral part of their continuous provision. Children develop their Understanding of the World through use of equipment to enhance experiences for example, using tills and phones in role play or being supported to use the iPads, for taking photographs of their work or using Green Screen technology to enhance group story retelling projects. They make links with parents/carers via Tapestry, sharing activities completed at school and developing them at home. This is done, wherever possible, to encourage learning beyond the classroom.
Key Stages 1 and 2 follow the National Curriculum 2014.
In Key Stage 1 the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. They will be taught to create and debug simple programs and use logical reasoning to predict the behaviour of simple programs. They will be shown how to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content as well as recognise common uses of information technology beyond school. They will be taught to use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
· To build a PSHE curriculum, which develops learning and results in the acquisition of knowledge and skills which enables children to access the wider curriculum and to prepare children to be a global citizen now and in their future roles within a global community.
· The curriculum will demonstrate appropriate subject knowledge, skills and understanding to fulfil the duties of the Relationships Education (RE), Relationship and Sex Education (RSE) and Health Education (HE), whereby schools must provide a balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life.
· To ensure the PSHE curriculum meets the needs of the children at Beeston Primary School.
· A clear and comprehensive scheme of work in line with the National Curriculum and the updated Statutory Guidance. Beeston Primary School have an embedded PSHE scheme of work called You, Me & PSHE. The spiral curriculum starts in Year 1 and follows the children through to Year 6. The distribution of the lessons complements key campaigns throughout the year such as Anti-Bullying Week and Mental Health Awareness Week. The children in Foundation Stage follow the Jigsaw scheme of work.
· The teaching of PSHE and RSE is planned and resourced so that children know more, remember more and understand more.
· Parents are informed of the content of the RSE programme of work.
· Displays across school will reinforce the PSHE curriculum, enabling children to make links.
· Assemblies are planned with clear links to PSHE, British Values and SMSC.
· Children will know more and remember more about PSHE.
· Children will demonstrate a healthy outlook towards school and behaviour will be good.
· Children will become healthy and responsible members of society.
· The children will be on their journey preparing them for life and work in modern Britain.
Children have a keen interest in the world around them and like to explore how our world has developed. History at Beeston is about children exploring different aspects of past societies which gives them the opportunity to see how others before them have lived and influenced the past and the present. We look for all of our children to be inquisitive and eager to learn more about all aspects of the historical world. This subject is centred around investigation and children using their interpretation and enquiry skills to understand how different people and places existed in the past. Throughout school, children will develop their historical knowledge, chronological understanding and communication skills. Children will make links with different periods throughout history and use this to formulate discussions.
Through the framework of the National Curriculum 2014, History at Beeston aims to:
Geography raises and answers questions about the natural and human worlds and inspires fascination about the world and its people. It develops knowledge of places and environments, an understanding of map work and a range of investigative and problem solving skills to be applied both inside and outside the classroom. Geography at Beeston Primary School provides a focus within the curriculum for understanding and resolving the issues concerning the environment and sustainable development. Geography can encourage pupils to think about their own place in the world, their values, and their rights and responsibilities to other people and the environment.
Through the framework of the National Curriculum 2014, Geography at Beeston aims to give children the opportunities to:
Children will undertake a range of activities designed to enhance their geographical knowledge and understanding including:
Impact will be measured through lesson observations, pupil interviews, book scrutinies and learning walks. We will see pupils who are engaged in well planned and exciting lessons, able to speak confidently and articulately about both human and physical geography and produce work they are proud of which shows progress within lessons. Outcomes of our broad and balanced curriculum will be clear in books, floor books and displays.
Our careful mapping of skill development and knowledge coverage will ensure that children at Beeston Primary School are equipped with geographical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.
Our children will think like Geographers and foster a curiosity of the world and its people, including understanding their role and impact within this.
Through the framework of the National Curriculum 2019, MFL at Beeston aims to ensure that all pupils:
We base our teaching on the National Curriculum programme of study and the Jolie Ronde Scheme of Work framework for teaching of French. We have adapted this to the context of our school and the abilities of our children. We use a variety of techniques to encourage children to engage actively in learning French: these include games, role-play, songs and rhymes (particularly action songs). We may use videos, sound recordings and songs to demonstrate the language and for the pupils to hear more than one voice speaking language. We frequently use mime to accompany new vocabulary in the foreign language, as this teaches the language without the need for translation. We teach skills in all four strands of language – listening, speaking, reading and writing. We also use a multi-sensory and kinaesthetic approach to teaching to reinforce memory. We aim to make lessons entertaining and enjoyable in order to develop a positive attitude to the learning of modern foreign languages. We build children’s confidence through constant praise for any contribution that they make in the foreign language, however tentative.
At Beeston Primary School, we aim to develop an ability to maintain dialogue, so that pupils can participate positively in our society with its diverse religions and views.
Our intent is to:
At Beeston Primary our RE teaching is based on the agreed Leeds Syllabus. This syllabus requires our teachers to focus on world faiths; Christianity, Islam, Judaism and Sikhism.
RE teaching is driven by our whole school drivers;
We implement our RE teaching by:
The impact of RE teaching at Beeston Primary will allow our children to:
Music enables children to develop an understanding of culture and history, both in relation to children individually, as well as ethnicities across the world. Children are able to enjoy music in as many ways as they choose – either as a listener, creator or performer. Children have the opportunity to discuss and share their own thoughts, opinions and ideas acknowledging that these may vary and that this is positive. They can dissect music and comprehend its parts. They can sing and feel a pulse. At Beeston Primary School children are provided with opportunities beyond the national curriculum to further support their understanding. These include having visitors with a musical talent, visiting concerts and school productions. External interests and talents are also encouraged and show cased in class and whole-school assemblies.
Teachers will encourage Statutory requirements, as laid down in the Art National Curriculum 2014:
In Key stage 1, children should be taught:
In Key stage 2, children should be taught:
Design and Technology is a skill that people use throughout their lives, on a daily basis. It enables children to develop increasingly challenging practical skills, which will help them in their future as citizens who make a positive contribution to society. The purpose of a school’s curriculum is to develop essential skills in life that can be applied to life as a developing adult, and it is our intent to enable children to utilise these skills for the remainder of their lives. At Beeston Primary School, we intend to deliver Design and Technology curriculum that is accessible to all and will maximise the development of every child’s ability and achievement. We aim to have a curriculum which allows all students to become self-motivated and confident learners, who can work independently and as part of a team. We intend for all children to be able to develop the key skills of Design and Technology by the end of each academic year as we believe that learning and progressing their year provides a platform to continue building these skills for the rest of their lives. Through the teaching of Design and Technology, we aim to ensure that all learners develop technical and practical competencies, as well as the wider soft skills valued by employers. It is our intent to ensure our children consolidate on existing skills whilst learning new skills to become effective life-long learners, with a priority focus on enabling children to become problem solvers who are not afraid to make mistakes.
Design and Technology will be implemented regularly in the timetables of each academic year at school and will aim to build on key skills from one-year group to the next. The department firmly believes that students learn best by ‘doing’ and by allowing them to experiment and take risks in a safe and positive learning environment, we aim to build their confidence as life-long learners. This will be achieved through imaginative teaching that embraces new technologies and resembles modern industrial processes whilst retaining the best of traditional practices. At the heart of this is the desire to deliver a curriculum in which students express creativity through designs and produce high quality outcomes. The children will be given choice of a range of tools and materials to choose freely from to help build their independence. When evaluating, children should be able to make judgements about their own products against a design criteria. All teaching of Design and Technology should follow the research, design, make and evaluate cycle and each stage should be rooted in technical knowledge and vocabulary. The design process will be rooted in real life, relevant contexts to provide meaning in learning. Furthermore, pupils at Beeston Primary school will learn about designers and their work (especially British designers) and learn about the importance of being a designer/engineer. Evidence will be provided of each of these stages of design and technology and will show progression across year groups and key stages.
In KS1 this looks like:
In KS2 this looks like:
Our Design and Technology curriculum is aimed at being engaging and enjoyable for the children, bring a sense of practical purpose to their skills which they can develop each year. It is important that our pupils learn to improvise and adapt to overcome problems in a learning environment in which they feel supported and secure in making mistakes. Our aim is not to achieve perfection, but to recognise and understand that mistakes are part of our learning journey, and we can make improvements because of making these mistakes. It is important that the children engage with the work they do and are able to communicate openly about their work, the processes and the finished product. We aim to enable students to combine their designing and making skills with knowledge and understanding in order to research, design, make and evaluate products of a high quality. At Beeston Primary School, we aim to ensure that our pupils become lifelong learners, with the ability to use the skills they acquire in their short time at Primary School. We aim to ensure the children are confident in using these skills and applying them to everyday life. This includes working collaboratively with others, which will aid in their future life as citizens, when working with others or a client. Our overarching goal is to ensure that the children of Beeston Primary end their journey at primary school with the confidence and knowledge of the making, designing and evaluating cycle, enabling them to be an active part in the ever modernising world in which they live today.
At Beeston Primary School Spiritual, Moral, Social and Cultural (SMSC) development is at the heart of what we do and is evident throughout our curriculum and these elements are evident in our curriculum drivers.
At Beeston Primary 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. We implement this by:
Democracy and Individual Liberty – At Beeston, we work together effectively and efficiently. We listen to the ideas of others in order to understand and abide by the democratic process and to make things fair
The Rule of Law – We strive to meet school expectations in everything we do through honesty and integrity. We take responsibility for our own actions.
Tolerance of those with other Faiths and Beliefs- At Beeston we are part of a multi-faith community where each person is respected and valued equally without regard to ability, gender, faith, disability, heritage or race.
Individual Liberty – Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment and empowering education, we provide boundaries for our young pupils to make choices safely.
Mutual Respect – Respect and responsibility are key aspects that are at the heart of school life at Beeston Primary. Children learn that their behaviours have an effect on their own rights and those of others through our use of reflection. Children’s behaviour demonstrates their good understanding of this value in action. All members of the school community treat each other with respect and this is modelled by staff. Children can articulate why respect is important, how they show respect to others and how they feel about it for themselves.
SMSC stands for spiritual, moral, social and cultural development. At Beeston Primary we implement this by:
Spiritual – Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.
Moral – Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.
Social – Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the ‘British Values‘ of democracy, the rule of law, liberty, respect and tolerance.
Cultural – Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.
Children leave the school with a sense of belonging to a tightly knit community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learner.
On Wednesday 22nd September we will be giving away some of our old reading scheme and library books.
There will be a stall of books on both the Key Stage 1 and 2 playgrounds at the end of the school day.
Please come and help yourselves!