Each year group studies a termly cross-curricular topic of work based on the National Curriculum, which is our statutory requirement.
Each class produces a curriculum newsletter outlining the topics they will be learning about during the term. These will be sent out at the start of term and will also be on the app.
Phonics is a way of teaching children to read and write. It is the ability to hear, identify and manipulate sounds, and to understand the link between the sound (phoneme) and the way it is written (grapheme).
We follow the Read Write Inc. programme. This scheme prepares children for learning to read and write by developing their phonics knowledge and skills.
Children in the Foundation Stage and Key Stage 1 take part in a daily Read Write Inc. session. Phonics teaching takes place in Key Stage 2 for those pupils who require it.
In Foundation and Key Stage 1 we predominantly use the Oxford Reading Tree scheme, which is accompanied by books which are phonetically decodable. These include Songbirds, Big Cat Phonics and Floppy's Phonics. We also have a range of Fireflies books which are non-fiction so children can access both fiction and non-fiction.
In Key Stage 2 we also use the Oxford Reading Tree scheme which includes graphic novels, classics, poetry, Treetops Chucklers and have a range of fiction and non-fiction. Once children are confident readers, they have the opportunity to read 'free reading' books which means they read books by different authors and do not follow a scheme.
Additionally, we operate a fiction and non-fiction library loan service where children are encouraged to browse our collection of books and choose something to take home. Children also have the opportunity to join and visit Barton town library.
Children who require further support with reading may have daily 1:1 reading with adults or they attend a variety of intervention programmes run by trained teaching assistants.
We place an emphasis on comprehension and encourage any adults to do the same when reading with children. Children are actively encouraged to read widely and we expect all children to read at least three times a week at home to an adult.
Each child has a daily English lesson. Throughout the school, children are taught within their own classes, which are of mixed ability. Learning is often supported by the help of a teaching assistant.
Children are taught English using the 'Talk for Writing' approach. This strategy encourages the use of talking, drama and text analysis. Children learn a text and examine its structures and features so that they can then apply them in their own writing based on the same genre.
All children follow the National Curriculum for English, which you will find below. Cross-curricular links are made where appropriate and we make clear links between reading and writing experiences to build children’s confidence in their own independent writing.
English grammar, punctuation and spelling was introduced by the government in 2013 to assess children's skills in each of these different areas of English. As such, it forms a part of the national tests (SATS) taken at the end of Key Stage 2. Grammar, punctuation and spelling is incorporated into discrete phonics lessons for Key Stage 1 and English lessons for Key Stage 2. The revised National Curriculum has further raised expectations of pupils by increasing the difficulty and placing an emphasis on technical language.
Each child has a daily mathematics lesson. Throughout the school, children are taught within their own classes which are of mixed ability. Many classes are supported by the help of a teaching assistant to enhance learning.
We have adopted the mastery approach to maths which means that children approach their learning using practical resources to secure their understanding before progressing onto more abstract methods. Mental maths forms a strong part of children’s mathematical development and we place a strong emphasis on reasoning in maths. Opportunities to explain their understanding orally to others enables children to further consolidate their own understanding.
Science is a hugely important element of the curriculum and, as such, our science curriculum is planned by a science specialist to ensure progression through the school and uses a scheme called Science Bug to support. A huge emphasis is placed on working scientifically, which enables children to develop their own scientific understanding through practical investigation. We use our environment and facilities to support scientific enquiry where appropriate.
We aim to provide a high quality geography curriculum through a topic-based approach. As pupils progress through the school, we aim to provide practical and interactive activities to deepen and secure their knowledge and understanding. Children have opportunities to develop specific skills such as fieldwork and map work, as well as interpreting photos and data.
We strive to provide a high-quality history education which will enable pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. History is taught through a creative curriculum whereby we encourage our children to be free thinkers. We believe History helps pupils to understand the complexity of people’s lives, the process of change, and diversity of societies allowing our pupils to develop a sense of their own identity and the challenges of their time.
At Barton St Peter's Primary School, children are taught to understand and respect the importance of religious beliefs in the world around them. We encourage pupils to use and develop skills in critical thinking and reflection. In Key Stage 1 and 2 pupils follow the East Riding Standing Advisory Council for Religious Education agreed syllabus for 2016, and Understanding Christianity, a diocese document. We aim to ensure that the RE curriculum is challenging, dynamic and relevant to pupils of all ages. Children are taught across the three strands of:
In the Foundation Stage, RE is taught through topics based upon the children's own lives and experiences.
We aim to develop the children's imagination and creativity through inspiring, rigorous and practical activities which will equip them with skills needed to become confident and successful members of the increasingly technical world in which they live. We wholeheartedly embrace the increased focus on cooking and nutrition within the new Design and Technology curriculum and as a school we seek to provide our children with opportunities to develop their knowledge and understanding of nutrition as part of a healthy lifestyle.
Our computing scheme of work is Rising Stars and covers all key strands: Online, Multimedia, E-Safety, Programming, and Data. Programming receives particular focus in the National Curriculum and E-Safety is regularly reinforced through PSHCE and assemblies.
We believe that technology should be embedded within the curriculum and to facilitate this ambition, the school is continuing to invest in our information technology infrastructure and in the professional development of our staff.
The National Curriculum requirements are taught through a variety of methods including physical activities as well as hands-on experience with a range of different technologies.
Children are given the opportunity to develop their creative and imaginative ideas, using a range of materials and techniques. Children learn about the world of art, craft and design; they are taught to think critically and develop a more rigorous understanding of art and design. They also learn how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our lives.
PSHE stands for Personal, Social, Health and Economic education. Although it is a non-statutory subject, all schools are expected to teach PSHE as outlined in the National Curriculum. Through a broad and varied programme of study, our children are equipped with the knowledge and skills necessary to make safe and informed decisions about issues which may impact on their daily lives, such as keeping themselves safe, drugs, finance, sex and relationships, physical activity and diet.
The DfE requires schools to promote fundamental British values including democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. Schools must also challenge opinions or behaviours in school that are contrary to fundamental British values. We actively promote these British in a variety of ways including through RE, PSHE, assemblies and discreet lessons which relate specifically to one of these five values.
All staff and governors have received Prevent training to equip them with the knowledge and skills required to be vigilant in keeping our children safe.
Sex and Relationships Education is supported by the curriculum for Science and PSHE. A Sex and Relationship Education policy is in place and staff follow procedures in order to uphold the moral development of our children in all areas of teaching where questions relating to physical and emotional development arise. Consequently, our pupils receive their Sex and Relationships education in the wider context of relationships, so that all are prepared for the opportunities, responsibilities and experiences of adult life.
Our children are encouraged, from entering the Foundation Stage through to year 6, to show care and respect for themselves and each other. A programme of support to develop these skills is in place, annually provided by Big Talk Education. Other specific teaching relating to Sex and Relationships features in years 4 and 6, using a range of suitable materials.
Every child participates in two sessions of PE each week in which children develop a wide range of skills. In Year 4, all pupils receive swimming lessons to enable them to become competent in swimming at least 25 metres. In addition, we offer further opportunities during the school year to engage in inter-school sports, after school sports clubs and whole school sporting events such as team challenges and sports days.
Each school in England receives a block sum of funding called Sports Premium, which is used to support better standards of physical education and greater participation in sporting events over the time that the government provides the funding.
We aim to enhance our curriculum by giving pupils a wide range of first-hand learning experiences that are relevant, memorable and fun. We use our local town as well as the wider area to bring learning to life.
Parents are asked to make a voluntary contribution towards the cost of visits/activities that take place during the school day. In addition to day visits we offer two fantastic residential experiences, London and PGL
In response to feedback we altered our home learning policy to be more family friendly. Tasks are linked to the theme and children are given a selection of tasks to choose from depending o their own style of learning.
In addition to weekly homework tasks, we ask families to support their children with weekly reading, spelling and times tables activities.
Further guidance on homework is documented in our home learning policy.