Curriculum

 (To be read alongside the Art and Design Programme of Study: key stages 1 and 2 National curriculum in England September 2013)

INTENT

At Masham CE (VA) Primary School our intent Art and Design is to allow children express themselves as individuals and in a creative way. We value process over product and want children to feel confident to explore and develop their art skills.

Our intent is for children to:

• Achieve their absolute potential by having the highest expectations of their learning
• Be confident to ask questions and extend their knowledge.
• Produce creative work, exploring their ideas and recording their experiences
• Become proficient in drawing painting, sculpture and other art, craft and design techniques
• Evaluate and analyse creative works using the language of art, craft and design
• Know about great artists, craft makers and designers, both local and global.

IMPLEMENTATION

The National Curriculum provides a structure and skill development for the Art curriculum being taught. This is linked to our termly themes and long-term plan to provide a creative approach, which reflects a balanced programme of study.

In EYFS, art plays a very important role in children’s development. Children are taught to represent their own ideas, thoughts and feelings. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

In KS1, children are taught to use a range of materials creatively to design and make products and use drawing, painting and sculpture to develop and share their ideas, experiences and imagination. They develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. Children will learn to:

• Apply paint using a range of tools (large brushes, hands, feet and rollers)
• Use modelling materials to create an imaginary or realistic form
• Cut and tear paper and glue it to a surface
• Describe the sensory properties of a range of materials and decide which ones to use when making something
• Use lines to represent a shape or outline
• Use line and tone to draw shape, pattern and texture
• Draw from or talk about experiences, creative ideas and observations
• Handle and manipulate rigid and malleable materials and say how they feel
• Create a simple pattern using colours and shapes
• Explain the main successes and challenges encountered when completing a piece of art work
• Choose appropriate materials and techniques for a given project.

In KS2, pupils are taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. They use sketch books to record their observations and use them to review and revisit ideas. In addition, they improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]. Children will learn to:

• Use a range of drawing media to draw natural and man-made items, giving attention to pattern, shape and form.
• Draw from close observation to capture fine details.
• Use cross hatching to add tonal detail
• Take photographs and explain their creative vision.
• Copy and create patterns and textures with a range of paints.
• Identify interesting aspects of objects as a starting point for work.
• Select and record visual and other information to develop ideas on a theme.
• Comment on similarities/differences between own and other’s work, describing what they feel about both.
• Carve and sculpt materials using a range of tools and finishing techniques (sanding, etching and smoothing)
• Describe and explain the ideas, methods and techniques used to create artwork on a particular theme or genre.
• Describe how techniques and themes used by other artists and genres have been developed in their own work
• Use a range of artistic vocabulary to compare artworks of a particular genre or movement.
• Compare and comment on a number of artworks on a similar theme, explaining the approaches taken by different artists or genres.
• Explain how a piece of artwork makes them feel, explain views by reference to effects (colour, pattern)
• Compare and comment on ideas/methods/approaches in own and other’s work (relating to context)

We use the Kapow Scheme of Work mixed age planning to support us with the above. Here are the areas we cover:

This curriculum will be taught alongside the values, ethos and distinct Christian vision of our school:

Our vision is a vibrant, welcoming family which gives every member the confidence, opportunity and courage to shine, learn from mistakes and excel.  We work together, under God’s guidance to grow minds, spirits and bodies to learn, care and share together. We are forgiving, accepting, outward thinking and above all, kind.

IMPACT

The impact of our Art and Design curriculum is that children leave Masham with a love of expressing themselves and have the confidence to do so through a range of media. They are proud of their abilities and see their potential as artists.

Evidence of this can be found in:

• Children’s Work
• Pupil voice
• Involvement in and feedback from the community.

INTENT

At Masham CE (VA) Primary school our intent for Design and Technology is to allow children to thrive in our rapidly changing world by encouraging them to become independent, creative problem solvers. We want children to think as individuals and as part of a team. We want our children to:

• Achieve their absolute potential by having the highest expectations of their
• Be confident to ask questions and extend their knowledge.
• Identify needs and opportunities and to respond to them by developing a range of ideas and by making products and
• Reflect on and evaluate past and present products and technology, it’s uses and impacts.

This curriculum will be taught alongside the values, ethos and distinct Christian vision of our school:

Our vision is a vibrant, welcoming family which gives every member the confidence, opportunity and courage to shine, learn from mistakes and excel.  We work together, under God’s guidance to grow minds, spirits and bodies to learn, care and share together. We are forgiving, accepting, outward thinking and above all, kind.

IMPLEMENTATION

We implement our Design and Technology curriculum in the following ways

• In EYFS, we implement DT by providing children with a wide range of indoor and outdoor construction equipment, from planks and blocks to junk modelling. This provision is in place every day to support children with developing their understanding of why they build and how to adapt when necessary. Adult interactions extend children’s knowledge and vocabulary, including skills involved with balancing, constructing, joining, assembling and fixing.
• Learning sequences of Design, Make, Evaluate
• Focus groups and challenges linked to class themes
• Show I know books which are high quality and show a range of evidence
• A creative and innovative approach using a range of high-quality resources
• Opportunities for all children to access Greater Depth learning

The National Curriculum provides a structure and skill development for the Art curriculum being taught. This is linked to our termly themes and long-term plan to provide a creative approach, which reflects a balanced programme of study.

We use the Kapow Scheme of Work mixed age planning to support us with the above. Here are the areas we cover:

IMPACT

The impact of our Design and Technology approach is that children design, make and evaluate purposeful products and are proud of their creations. Children’s skills are transferable across the curriculum and their knowledge used in everyday life.

Evidence of this can be found in:

• Children’s Work
• Pupil voice
• Involvement in and feedback from the community.

Our EYFS children are taught in a mixed age class along with our Year 1 children.

Click here to see their EYFS Long Term Plan 2023-24 with Progression and KS1 Links

Spoken Language

INTENT – We want our children to be confident speakers who are not afraid to stand up for what they believe in and verbalise it articulately. We want them to embrace language and the opportunities it gives them to express themselves. We want our children to have the courage to speak in form of an audience no matter how large or small. The impact of our spoken curriculum is that it enables these things to be possible for every child.

IMPLEMETATION 

Pupils should be taught to:

• listen and respond appropriately to adults and their peers
• ask relevant questions to extend their understanding and knowledge
• use relevant strategies to build their vocabulary
• articulate and justify answers, arguments and opinions
• give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
• maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
• use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
• speak audibly and fluently with an increasing command of Standard English
• participate in discussions, presentations, performances, role play, improvisations and debates
• gain, maintain and monitor the interest of the listener(s)
• consider and evaluate different viewpoints, attending to and building on the contributions of others
• select and use appropriate registers for effective communication
• communicate confidently with members of the community of all ages
• use language to be kind and recognise the impact that their words have on others
• embrace exceptional vocabulary and enjoy playing with words and phrases

 (To be read alongside the English Programme of Study: key stages 1 and 2 National curriculum in England September 2013)

Reading

INTENT – We want our children to embrace the magic of books and reading by having the opportunity to explore a wide range of text types.  We want children to be inspired, fascinated and motivated to read by having quality texts read regularly to them throughout their time in school. We want children to be confident and effective readers, nurturing their skill levels so they can select their preferred genres. We want our children to experience the most up to date literature alongside suitable classic texts and to challenge themselves with the books they select.

IMPLEMENTATION

Alongside the National Curriculum objectives we strongly encourage teachers to make use of the following resources:

• our locality, stories and information texts set in and around the local area
• texts from the wider world which and texts which address social or moral issues
• challenging class novels linked to the topic theme or the children’s interests
• phonetically decodable books for those children still learning to decode
• inspiring published resources such The Teaching Booth , Literacy Shed ,  Reading Vipers and other age appropriate materials.
• recommended texts from English leads across the county
• information texts (including online) to facilitate children’s own learning and research skills (SOLE)
• texts such as The Lost Words and Spells which explore and celebrate the richness of language
• texts which promote confidence (eg: I am Wonder), being kind and welcoming (eg: My name is not Refugee) and aspiration to be exceptional (eg: Great Women who changed the world)

(To be read alongside the English Programme of Study: key stages 1 and 2 National curriculum in England September 2013)

Writing

INTENT – We want our children to have the solid skills they need to be effective writers and be able to use these to explore a range of genres and purposes. We want writing to be enjoyable, non-threatening and celebrated, we encourage children to explore, to magpie and be brave.  Writing for purpose is preferred where possible and we are always keen for our writing to make a difference, whether it be to ourselves and our confidence or to help other in the local community.

Alongside the National Curriculum objectives we strongly encourage teachers to make use of the following resources:

• our locality, stories and information set in and around the local area
• stimuli from the wider world which and issues which address social or moral issues
• challenging stimuli linked to the topic theme or the children’s interests
• robust, rigorous and rich published resources such Ready, Steady, Write, Progression Grids , Pobble and appropriate materials.
• information and factual writing opportunities such as newspaper articles and writing for the local community.
• activities which promote confidence and self-belief (eg: careers fair), being kind and welcoming (eg: Schools of Sanctuary work) and the opportunity to be exceptional (eg: 500 words)

IMPACT

All staff have the highest expectations for what our children can achieve in English.  This aspirational attitude means that children are able to achieve and exceed their potential.  The impact of our English curriculum can be seen in the following ways:

• Termly data analysis (TA and NTS Assessments, GAPs and Writing Assessment using Insight)
• Statutory assessment (EYFS, KS1, KS2)
• Lesson observation feedback
• Book scrutiny feedback
• Public performances
• Pupil conferencing

INTENT

End of Key Stage outcomes are taken from ELG’s with a specific geographical focus* as well as National Curriculum outcomes for the end of Key Stage. In order to make children’s progress develop on an upward trajectory, the objectives are split into targeted year groups. Furthermore, the geography curriculum at our schools in bespoke to the children’s experiences and the geographical location of the school. For example, KS1 children begin by looking at why the city of Ripon is special, before investigating the four countries of the UK. LKS2 children study UK localities in detail, before UKS2 children use the skills they have learnt lower down the school and apply them to contrasting world localities. When studying localities, comparisons will always be drawn to our specific location – relevant links drawn between key features of North Yorkshire such as the Yorkshire Dales, the North Yorkshire Moors, the Pennines and the history of Jorvik.

It is our aim for children to leave our schools as competent geographers having a broad opportunities to practise skills and a regular diet of fieldwork, the opportunity to experience geography in context and have the fundamental knowledge of the UK and wider world they will need in later life. We also to inspire children as geographers through topics which will engage them such as investigating natural disasters and the impact of tourism.  Geography is everywhere!

IMPLEMENTATION

Our geography curriculum is carefully designed to consider the needs of our pupils – for in KS1 children begin by studying Ripon and its uniqueness as the smallest city in England before looking outwards in terms of building their locational knowledge, equally studying the city of Riponand the changes over time is key to developing the children’s local geographical and historical enquiry. The children’s locational knowledge of UK geography is built steadily – first identifying the countries of the UK, then investigating counties and cities before being able to describe their approximate location and features without the aid of an atlas.

In world geography, countries chosen are specific and allow links to be drawn between subjects. For example in KS1 the close-study of India allows us to challenge stereotypes. In Y3/4 children secure their understanding of contrasting UK localities, before studying contrasting localities around the world in Y5/6. Children begin to investigate weather in KS1 with seasonal changes before investigating extreme weather in UKS2.

Our provision for geographical fieldwork allows children to develop fieldwork skills throughout the school. Links allow children to experience a topic with a heavy fieldwork emphasis at least once a year.

IMPACT

We aim for all of our children to leave us as geographers- they should have a solid knowledge base which will stand them in good stead for future education. We aim to teach them about their local area through carefully progressive units. Crucially, we have created a bespoke curriculum which allows them to investigate geography which is relevant to them now and, importantly, as adults of the future – for example through the exploration of sustainable tourism when studying contrasting localities. Through fieldwork children will gain skills which will be useful in later life. Careful links between subjects such as science, history, computing and mathematics will allow children to gain a depth through other areas of learning.

INTENT

End of Key Stage outcomes are taken from ELG’s with a specific historical focus* as well as National Curriculum outcomes for the end of Key Stage. In order to make children’s progress develop on an upward trajectory, the objectives are split into targeted year groups. Furthermore, the history curriculum at our schools in bespoke to the children’s experiences and local history linked to the local area. The National Curriculum for History states that teaching should equip pupil’s to have an understanding of the history of Britain which will equip them for the wider world.

It is our aim for children to leave our schools as enthusiastic and competent historians who have a breadth and depth of understanding to equip them in their secondary education and beyond.

IMPLEMENTATION

Our History curriculum is progressive. In Key Stage 1, children work on key historical enquiry skills – investigating people, places and events from the past. Careful planning ensures that these events, people and objects link closely to the children’s lives – for example investigating toys through time and linking to events still celebrated today because of their impact on British history such as Remembrance and Guy Fawkes Night.

In Key Stage 2 children begin by studying the origins of British history from prehistoric times to the Viking invasion. This is further consolidated in Upper Key Stage 2 by investigating broader world history – Ancient Maya, Ancient Egypt and Ancient Greece. Complementing this further are opportunities for children to bring together their history learning from throughout the school with open-ended application studies, which can include more modern history by incorporating interesting and immersive themes such as ‘Crime and Punishment’ and an investigation of local history.

Chronology should be at the heart of all history lessons. In some classes, due to the mixed-age nature, it is not possible to teach time periods chronologically. To counteract this, teachers place an importance of developing an understanding of chronology within all history lessons – ensuring children see links and are able to compare between periods studied.

Children should be encouraged to engage ‘hands-on’ with history – through the use of artefacts, photographs, eyewitness accounts, visitors and visits to historical places of interest.

IMPACT

We aim for all of our children to leave us as historians- mirroring the National Curriculum aims that children leave us with a coherent knowledge and understanding of Britain and the wider world. They should have a solid knowledge base which will stand them in good stead for future education. We aim to teach them about British history, world history and history of their local area through carefully progressive units. Crucially, we have created a bespoke curriculum which allows them to investigate history which is relevant to them now and, importantly, as adults of the future. Links drawn between subjects such as English, Geography and Computing allow children to demonstrate historical skills in other subject areas.

INTENT

In line with the 2014 National Curriculum for Computing, our aim is to provide a high-quality computing education which equips children to use computational thinking and creativity to understand and change the world. The curriculum will teach children key knowledge about how computers and computer systems work, and how they are designed and programmed. Learners will have the opportunity to gain an understanding of computational systems of all kinds, whether or not they include computers and those which are relevant to the children’s lifestyles.
By the time they leave Masham, children will have gained key knowledge and skills in the three main areas of the computing curriculum: computer science (programming and understanding how digital systems work), information technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). The objectives within each strand support the development of learning across the key stages, ensuring a solid grounding for future learning and beyond.

IMPLEMENTATION

We follow the Purple Mash progression of skills, a summary of which can be seen below. In addition to this we provide input and stimulation relevant to our children, such as the use of specific farming machinery or opportunities to excel digitally.

Examples of the additions to the curriculum are:

• Where possible, the use of technology will be used to support cross-curricular learning
• Digital Leadership programme
• The use of Self-organised learning environments (SOLE)
• Familiar with using Microsoft Office by the end of Key Stage 2 in preparation for Secondary School and the wider world.
• Access to ipads using a variety of apps such as Green Screen and Movie Maker to develop creativity.
• Use of physical objects such as robots for programming.
• Provide off-line opportunities to develop computational thinking and problem solving.

IMPACT

The impact of our computing curriculum can be seen on Purple Mash; a digital platform where children can complete and evaluate their own work.  Evidence such as this is used to feed into teachers’ future planning, and as a topic-based approach continues to be developed, teachers are able to revisit misconceptions and knowledge gaps in computing when teaching other curriculum areas. This supports varied paces of learning and ensures all pupils make good progress.
Much of the subject-specific knowledge developed in our computing lessons equip pupils with experiences which will benefit them in secondary school, further education and future workplaces.

Click here to see our Computing curriculum by year group

Our maths curriculum section is currently under review. Check back soon for more details! 

INTENT

We want our children to develop a love of and thirst for learning other languages. We strive to provide our children with a high-quality education in MFL, which develops their love of learning about language and cultures. Our chosen language to learn is French. Children will also be exposed to a range of other languages during their time at Masham.  They will access MFL learning from EYFS through to Year 6.

We want our children to:

• Achieve their absolute potential by having the highest expectations of their learning
• Be confident to ask questions, take risks and extend their language knowledge. This is enabled by positive relationships and nurture
• Be equipped with skills for spoken and written French and know how important other languages can be in their future
• Understand and appreciate how exploring another language will help to lay the foundations for further language learning in the future
• Apply their language skills in everyday life, both now and in the future

IMPLEMENTATION

• A curriculum designed to develop not only our children’s language skills, but also their love of learning a language
• Our creative and innovative sequential approach, which progressively develops language skills through weekly taught lessons using the NYCC Scheme of Learning. This allows the children to acquire new words and phrases, then use and apply these in a range of different scenarios
• A range of spoken, listening and written focus tasks.
• Nurture and relationships, which allow adults to support children to challenge themselves and explore new skills
• Support to encourage and develop their speaking and listening skills through conversational work, singing and games. As their confidence and skill grows, children record their work through pictures, captions and sentences
• French books that are high quality and evidence the highest expectations of work and follow the child through school.
• Using a range of high quality resources
• Excellent teacher subject knowledge and high order questioning

IMPACT

The impact of our MFL approach is that children are equipped with the skills and knowledge that will enable them to be ready for the following year and for their future life as an adult in the wider world. Children have a love of languages and learning about other cultures.

Evidence of this can be found in:

• Children’s work (French books)
• Pupil voice
• Engagement and enthusiasm in MFL lessons

Click here for an overview of key skills and knowledge by unit.

Click here for long term planning. 

INTENT

Our intent is to ensure children to participate in a variety of musical experiences and appreciate different forms of music. We aim to build up the confidence of all children through the progression of study. We aim for children to leave Year 6 with a deep understanding of the music curriculum.  We aim that children have a broad understanding of music around the world and how this is embedded in different cultures.

IMPLEMENTATION

• Teaching that focuses on developing the children’s ability to understand rhythm and follow a beat. Children develop descriptive language skills in music lessons when learning about how music can represent different feelings, emotions and narratives.
• Having the highest expectations of our children. This enables them to explore technical vocabulary such as volume, pitch, beat and rhythm
• Providing children with opportunities to perform in front of their peers and wider audiences. Nurture and positive relationships enable children to take risks in their learning, developing confidence and expertise.
• Creative and innovative teaching, which allows all children to have an opportunity to access high quality music and singing lessons with a specialist music teacher

IMPACT

The impact of our Music curriculum is children:

• Achieve their absolute potential by having the highest expectations of their learning
• Be confident to ask questions and extend their knowledge. This is enabled by positive relationships and nurture

Click here to see our progression of learning and skills

INTENT

At Masham CE (VA) Primary School we promote personal wellbeing and development through a comprehensive Personal, Social, Health and Economic (PSHE) education programme. PSHE education is the curriculum subject that gives children the knowledge, understanding, attitudes and practical skills to live safe, healthy, productive lives and meet their full potential.

IMPLEMENTATION

The curriculum set out below is designed by the PSHE Association but will be supplemented and tailored to meet the needs of the children at Masham CE (VA) Primary school where necessary. Resources that are used to further supplement and inform planning and teaching include the Growing Up in North Yorkshire Survey, Twinkl Life, NSPCC and the Anna Freud National Centre for Children and Families. This curriculum will be taught alongside the values, ethos and distinct Christian vision of our school:

Our vision is a vibrant, welcoming family which gives every member the confidence, opportunity and courage to shine, learn from mistakes and excel.  We work together, under God’s guidance to grow minds, spirits and bodies to learn, care and share together. We are forgiving, accepting, outward thinking and above all, kind.

The curriculum document followed is in line with the Statutory Guidance for Relationships Education, Relationships and Sex Education (RSE) and Health Education, published by the Department for Education (DfE) in June 2019 as well as the Children and Social Work Act 2017, where the government committed to making Relationships Education statutory in all primary schools, including local authority maintained schools, academies, free schools and independent schools.

IMPACT

The impact of our PSHE curriculum is that children leave Masham well equipped for life in modern Britain. We hold strong emphasis on the values of kindness, confidence and welcoming others.

Evidence of this can be found in:

• Children’s Work
• Case studies of social and moral projects
• Records of behaviour and any significant incidents (or lack of)
• Pupil conferencing
• Destination feedback and feedback from the community.

Click here to see our programme of knowledge and skills

At Masham, we follow the Little Wandle Scheme for the teaching of Systematic Synthetic Phonics and for our Early Reading resources

.Physical Education and Sport

INTENT

We strive in delivering outstanding PE that allows pupils to be physically active, thrive in a broad range of physical activities and engage in competitive sports in a safe and challenging environment.

Our intent for PE is for children to:

• Thoroughly enjoy being physically active and have the confidence to participate in different sports. Therefore, be able to adopt a healthy lifestyle- one where they can discover their talents and have a life-long love of sport
• Practise skills in a range of activities ensuring knowledge progression and sequencing of concepts is endorsed throughout
• To have the highest of expectations of themselves when performing these activities individually, in small groups and within a team
• Develop high levels of physical fitness through being active for sustained periods of time
• Understand the important of leading a healthy lifestyle through regular exercise and healthy nutrition
• Be advocates of PE and confidently talk about their achievements

The use of external sports coaches (Sporting Start) alongside the development of the school staff, ensures PE is delivered to a clear and structured timetable, in line with the National Curriculum, resulting in an effective curriculum implementation.

IMPLEMENTATION

• Using an effective Long Term Plan for teachers to ensure pupils have access to broad range of physical activities.  PE lessons follow the Rising Stars Champions scheme of work, with the Long Term Plan being bespoke to our school.
• Creative and innovative planning that ensures pupils’ progression in knowledge and consistency in teaching throughout school and challenge for all
• Investing in the School Sports Partnership to allow all pupils to participate in competitions with local schools
• Investing in highly specialist PE teachers to work alongside teachers, ensuring teacher remain up-skilled by providing them with a wealth of fun and innovative teaching ideas (Sporting Start)
• Providing opportunities for sporting professionals to visit the pupils and inspire them by sharing their achievements
• Sports Leaders promoting positive attitudes towards PE and motivating their peers into becoming passionate, respectful young sportspeople.

The PE Co-ordinator, the Head Teacher, and the Governors regularly review and quality assure the subject to ensure that it is implemented sufficiently well. The co-ordinator will make changes to keep in line with the National Curriculum Objectives, plus the expertise of the teaching staff will be able to adapt accordingly, to meet the needs of their children, and to link in with other subjects within their classroom topics. Additional support or CPD will be made available to any staff that feels the need to develop their knowledge further.

Substantive and disciplinary knowledge in PE

In the Ofsted report, ‘Beyond 2012 – outstanding physical education for all’ (2013), it was noted that “…only a very small minority of schools dedicated enough time to teaching specific sports…in sufficient depth to provide pupils with the knowledge, skills and understanding needed to attain very high standards of sporting performance”. With this in mind, we aim to have clarity across school of the specific skills and knowledge to be deliberately practised and mastered within each year group and throughout the school.  This is achieved through the use of the Rising Stars Champions scheme of work.

Substantive knowledge in PE is based on deliberate practice and development of specific skills that can be used in a variety of disciplines, sports and games e.g.:

• Running, jumping, throwing and catching
• Tactics within a team game e.g. strategies for attacking and defending
• Being able to perform specific actions, balances and movements in line with year group expectations
• Being able to swim confidently and competently over 25 metres
• Being able to perform a safe self-rescue in water.

Disciplinary knowledge in PE comes through opportunities for the children to choose and apply their own actions, balances, movements and skills. Once they have mastered the specific skills, they have opportunities to apply these within sports and games and therefore have to choose different strategies and the best way to approach different challenges. When the children know more, they remember more and can do more. As they move through school, their skills and knowledge around tactics become more complex and they have to work collaboratively to make decisions. There are lots of opportunities for the children to evaluate their performances and reflect on how they will improve next time. Through deliberate practice, the aim is for the children to know more, remember more and do more.

By embedding this substantive and disciplinary knowledge in PE, making links to other subjects, such as PHSE, engaging with our local cluster and school sports partnership and providing sporting experiences (including after school clubs) we meet the aims of the National Curriculum:

• develop competence to excel in a broad range of physical activities
• are physically active for sustained periods of time
• engage in competitive sports and activities
• lead healthy, active lives

IMPACT
The impact of our PE approach is that children:
• Make outstanding progress in PE and enjoy participating in sport
• Are physically active
• Understand the importance of exercise and a healthy lifestyle
• Have increased confidence in a range of sports
• Take up a variety of sports. This is enabled by the nurture and relationships between staff and children.
• Talk confidently about PE and their learning

Click here for our planning document

Click here for our progression in PE vocabulary

INTENT

At Masham CE (VA) School we encourage children to develop their understanding of the Christian Faith alongside other World Faiths and how faith influences the lives of believers through the provision of a comprehensive Religious Education programme which is closely linked to our ethos, values and distinct Christian vision as a Church School, and to our Collective Worship programme.  Through Religious Education lessons, we aim to support children’s awareness of how different elements of the Christian faith are interwoven together and how these develop through the Bible from Genesis through to Revelation and to give them an understanding of the beliefs and practices of other World Faiths so that they are prepared for life in a multi-faith society as well as having time and space to reflect on their own understanding and beliefs.

IMPLEMENTATION

The Long Term Plan set out below is taken from the Leeds Diocesan Syllabus, using Understanding Christianity as the staple resource for units focused on Creation, Incarnation, Salvation, The Gospel, People of God and The Kingdom of God.  RE is seen as a core subject within our school curriculum and, therefore, content is taught as discrete lessons however cross-curricular activities are actively encouraged as a means of exploring concepts and enabling children to reflect on and demonstrate their learning.  Teaching across year groups is organised thematically, following the strands in Understanding Christianity, to accommodate mixed age classes on a rolling programme while ensuring that all pupils receive a full and broad entitlement and opportunity to learn.

The curriculum will be taught alongside the ethos, values and vision statement that:

Our vision is a vibrant, welcoming family which gives every member the confidence, opportunity and courage to shine, learn from mistakes and excel.  We work together, under God’s guidance to grow minds, spirits and bodies to learn, care and share together.  We are forgiving, accepting, outward thinking and, above all, kind.

Accompanying the Long Term Plan are more detailed objectives for each unit which can be found within the tracking document shared with all teaching staff.

IMPACT

Our Religious Education curriculum will prepare children to be compassionate, empathetic, tolerant and understanding members of a multi-faith society within modern Britain.  They will have a secure understanding of the key themes within the Christian Faith and where various events and festivals fit into the ‘Big Picture’ of the Bible and the Church Year.  In addition, pupils will have an understanding of the key principles of belief, festivals and practices of other World Faiths and will be able to identify similarities and differences between Christianity and other Faiths.  Children will be able to ask questions and  reflect on what having a faith means and how this influences the life of believers and, through this learning, be able to reflect on their own developing personal convictions whether faith based or otherwise.

EVIDENCE

Evidence of learning, progress and attainment in RE may be shown in a wide variety of ways including through records of discussions, written work, photographs and art.  Each class has an RE display which is developed over the course of a unit, recording the development of learning, and which is accompanied by a ‘Big Book’ which includes an overview of learning within each unit.  Alongside these whole class records, each pupil has their own RE book in which individual learning is recorded.  Teaching staff carry out formative assessment throughout the duration of each unit and, at the conclusion of a unit, outcomes for each individual are recorded on the whole school tracker using the bands ‘Working Towards’ ‘Expected’ and ‘Greater Depth’ in relation to Age Related Expectations.

RE Long Term Plan

(To be read alongside the Diocesan Syllabus and Understanding Christianity)

Year A (2020-2021 and following ‘even’ Septembers )

Thematic Units and EYFS units 4-6 have supporting resources in the NYCC scheme which is saved in shared drive – RE – RE Scheme

Year B (2021-2022 and following ‘odd’ Septembers)

Thematic Units and EYFS units 4-6 have supporting resources in the NYCC scheme which is saved in shared drive – RE – RE Scheme

INTENT

We believe that science is much more than just a core subject: science inspires children, encourages them to be inquisitive about the world and enables them to develop a range of skills that are useful across their learning.  Our intent is to nurture and grow every child’s innate curiosity in the world around them and to give them the skills they need to explore it. 

IMPLEMENTATION

Science is taught weekly across all year groups.

In EYFS, the Understanding the World statements are covered following a child-led approach to planning, for example observing the development of frogspawn brought in from a child’s pond at home.  Children are encouraged to be curious and to ask questions.  They are provided with a wide range of rich experiences, including visitors who are brought in to inspire awe and wonder. 

For Years 1-6, the National Curriculum programmes of study have been set out in 2-year rolling long term plans for each key stage.  This ensures that scientific knowledge and understanding of concepts is progressive with each key block building on the previous teaching and learning. 

Alongside the subject knowledge, children are taught how to ‘work scientifically’ with explicit reference to the 5 types of scientific enquiry, which are clearly displayed in each classroom on science working walls that reflect the current unit being taught.  Scientific skills are embedded in each lesson. 

Wherever possible science lessons are practical, hands-on and made relevant to home and the real world.  Visitors are brought in when relevant to bring a topic to life and inspire excitement.

IMPACT

The impact of our science curriculum is that children will leave Masham with a broad understanding of science covering biology, chemistry and physics.  They will be able to see the relevance of science to the real world and appreciate how science is part of everyday life.  They will have the skills and confidence they need to improve their future scientist selves.