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Our Curriculum

Welcome to the curriculum page, where we hope you will gain an insight into some of the curriculum subjects we teach in school. As a small school, our class structure can change each year and we carefully track the coverage of our curriculum subjects. Below you will be able to find our revised long term planning as well as additional information regarding our curriculum.

 

If you would like more information on how our curriculum is designed and what is included, please contact the class teacher or the office.

 

Please also visit the individual class pages (under the Children tab) to read specific class curriculum newsletters and view activities displaying our curriculum in classrooms.

 

Our Curriculum Statement of Intent

 

We are committed to ensuring that our curriculum offer is broad, engaging, comprehensive and coherent. The full range of core and foundation subjects is carefully mapped so that all children end their primary years having mastered a range of concepts, procedures and skills that fuel a thirst for learning, prepare them for future study and develop an understanding of the world in which they live.   

 

Our aims:

  • Improve educational outcomes for all our children regardless of their starting points.
  • Nurture employable, lifelong learners who can demonstrate respect, responsibility and resilience.
  • Develop children’s social, emotional and mental health through planned curriculum opportunities and experiences.
  • Deliver a curriculum that gives all children high aspirations and understanding of the possibilities they can achieve.

 

Our Early Years Foundation Stage makes a crucial contribution to a child’s early development and learning. We provide children with a rich variety of teaching and learning experiences that are appropriate to their needs. There is a large emphasis on developing key learning skills such as reading, listening, number and co-operation with others.

 

Study in mathematics follows the National Curriculum using the long- and medium- term planning and progression model provided by White Rose Maths and NCETM. Teaching is structured in a way that enables children to deeply embed and build upon mathematical concepts by applying their knowledge and skills across a range of contexts. Teaching incorporates a planned sequence and progression of concrete, pictorial and abstract opportunities which support pupils in deepening their conceptual understanding over time.        

 

Our teaching of English includes phonics, guided reading (reading vipers and reading circles), writing, handwriting and EGPS (English punctuation, grammar and spelling). Writing is taught linked to a text to hook the children and extend their knowledge in other curriculum subjects and to also allow children to write for purpose. English grammar, punctuation and spelling are taught as an embedded part of the writing sequence to ensure skills are built on over time.

 

Reading is explicitly taught and closely monitored to ensure that children read widely and successfully. Pupils start their reading journey through a carefully mapped sequence of learning which supports their ability to hear sounds in words (phonological awareness). This prepares pupils well for learning to recognise letters and the sounds they make (phonics) through a systematic synthetic approach. We currently use Phonics Bug and Jolly Phonics resources to as a teaching tool.  Daily reading opportunities ensure that pupils are given an opportunity to apply their learning (phonics, fluency and/or comprehension) to a key text.

 

Teachers take time in selecting texts to ensure that they are high quality, capture interest and instil a love of reading both in and beyond the classroom.  Reading and text permeates every aspect of our school’s curriculum and the majority of topics are based around a text. 

 

Our thematic approach to the teaching of the curriculum brings together our teaching in Science, Geography, History and the other foundation subjects allowing links to be made where they promote deeper understanding and/or opportunities for pupils to deepen knowledge so that pupils will know more and remember more. As children progress throughout their primary years, relevant factual and conceptual links are made between themes.

   

Underpinning each creative theme or unit of work is a core body of knowledge that is systematically taught, revised and revisited at distance to ensure that learning is committed to long-term memory. This knowledge empowers children: it gives them a sense of being knowledgeable, allows them to mediate social and cultural references, builds on their understanding of the world and provides valuable content for writing and reading across the curriculum. The curriculum also plans in opportunities for children to master processes and skills, undertaking activities relevant to their discipline.

 

Spiritual, moral, social and cultural development, as well as modern British values are discretely woven into the curriculum, with links being seeded to ensure these values are revisited and consolidated. Planned opportunities to address key concepts/relevant and topical issues/current national and international news stories occur through collective worship, daily class discussions, discussions/debate and through the PSHE and RE curriculums. These aspects are given a high priority across the curriculum because we are committed to preparing children for life beyond Escrick CE Primary School.

 

Interventions and additional, individualised classroom support strategies are arranged for pupils who need further assistance to reach their full academic potential. Personalised learning opportunities are carefully timetabled to ensure that pupils who need additional intervention still receive a broad and balanced curriculum.

 


 

 

Maths overviews for each year group can be found in the 'useful information' sections on each class page. 

Forest School and Outdoor Learning Skills Progression 2020


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