Our Curriculum

For further information about primary school curriculums please visit the Department for Education’s website:

https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum

Curriculum Intent Statement

Knowing those things- and not just recalling the bald facts but deeply understanding them- gives you the upper hand. It gives you the confidence to discuss a wide range of live topics with those around you, it gives you social status. It makes you part of the club that runs the world, and the inside track to change it

Dame Rachel De Souza

Our curriculum is fundamental to our school day. We want pupils to love learning and be totally immersed in the local community and the wider world. We want to nurture enthusiasm and empower pupils to take ownership of their leaning. We take pride in excellence and forge life-long learning habits which include being physically active, mentally healthy and being independent. We want our pupils to aspire high and have a secure knowledge and understanding of fundamental British values.

We believe that only a well-rounded, knowledge rich curriculum can overcome inequality of opportunity. It will build cultural capital. Knowledge must be sequential and built upon- it cannot be briefly encountered and fleetingly experienced. Vocabulary development plays a vital role in this.

Our curriculum is distinctive in that it takes pupils on a journey from knowing about themselves; their personal beliefs and the community in which they live in the Early Years and Key Stage 1, through to a consideration of the differences between lifestyles across the world and the issues people face in Key Stage 2. Our school is located in a semi-rural market town and the school serves an area which includes municipal housing. The school has a growing number of pupils who speak English as an additional language and those eligible for the pupil premium grant.

Our curriculum is underpinned by enquiry and curiosity, ensuring learning is contextualised within a broad and balanced curriculum. Learning must be purposeful and equip pupils to live in the 21^st century. The school values enquiry, determination, collaboration and respect and these principles are fostered in all aspects of curriculum provision. These along with characteristics of effective learning aim to prepare pupils for life-long learning and to contribute positively to society. We believe perseverance, imagination, motivation, adaptability, reflection, inquisitiveness, communication and being principled are all essential to pupil growth in our school. Making use of the curriculum to support the development of the whole child is an essential element.

We want our children to be avid communicators and to demonstrate high levels of collaboration, self-regulation and resilience. We believe developing metacognition is fundamental to this. Our curriculum must lend itself to an active approach to learning and encompass talk and movement as a vehicle for education.

Our curriculum map is constructed to ensure all subjects are covered throughout the primary phase. We have reviewed subjects carefully to ensure there is connectedness where it makes most sense and that pupils are given ample opportunity to revisit content. We aim to encourage our pupils to remember knowledge and build on their prior learning by ensuring we carefully consider how knowledge is sequenced. Teachers must understand what pupils must know and be able to do in each subject by the end of each academic year; they must recognise what has come before and what pupils will continue to learn in the next year. Pupils will demonstrate knowledge and understanding in line with year group expectations. In addition to this, pupils will encounter a wide range of experiences including places, modes of transport and residential visits. Pupils will work with peers in the same year group and beyond and contribute to their House.

We want pupils to experience and do the following:

	Autumn 1 Black History Month	Autumn 2	Christmas	Spring 1	Spring 2	Summer 1	Summer 2
2gether and Nursery	Trip to Library	Trip to Library Arboretum- Castle Howard		Trip to Library	Trip to Library	Trip to Library Fairy trail- NYM	Trip to Library
Reception and Year 1 Visit a seaside		Trip to Library Visit a Church	Pantomime for whole School- Malton	York Castle Museum	Trip to Library	Go and buy fish and chips	Trip to Library Trip to the seaside
Year 2 Visit a farm				Transport Museum Hull	Visit a Church		Visit a farm- Whole Hogg Farm
Year 3 Visit a Museum	Ryedale Folk Museum			Wakefield Museum- Egyptians	Visit a Church Magna		Explore the history in local town- Malton
Year 4 Go to the cinema	Orchard Fields- Romans Roman Camp- Cawthorne	The Lion, Witch and the Wardrobe experience. York Rock church Cinema		Yorkshire Museum- Greeks		Thornton Dale River Trip and River Esk	York Art Gallery Danelaw- Anglo Saxons
Year 5 Ride on a train		Be a Victorian Miner- National Coal Mining Museum		York Minster/ Restaurant-Train			Malton Cookery School- Bread Ryedale Folk Museum/ ??
Year 6 -Residential (sleep away from home) Theatre Experience	Eden Camp	Theatre and Art Gallery-York			Quest for the Lost Words- Danby Visitors Centre	Lincoln- City Break Overnight	Danelaw Viking Village
Year 6	Residential- YHA Malham

Implementation

The school has identified issues that may be potential barriers to learning and we have been proactive in discussing cultural capital and its implication on our agreed curriculum.

We cannot expect children to learn about gravity, evolution, the Anglo-Saxons or Paul Klee by talking to those they meet. We have to impart the ideas to them, consistently and over a long period of time. When children enter school they need to be exposed, deliberately, to new knowledge. We must structure that knowledge so that children build on prior foundations.

Our curriculum is delivered through enquiry, talk for learning and an essential need for spiritual and cultural appreciation. Each year, we expect our pupils to create and refine their work, explore possibilities, evaluate their outcomes and present their findings. We expect our children to represent what they learn to others, with confidence and excitement.

Much of the curriculum is delivered to whole, mixed ability classes, however, where we have evidence to suggest small group tuition is more advantageous we implement this accordingly. Specialist teachers are used to deliver the majority of the computing and art curriculum. We recognise the importance of using specialists to upskill others in school. Where subjects naturally connect we expect links to be made under an overarching enquiry question, however, RE, PSHE, PE, Music and Science are taught discretely using schemes of work, for example, Science Bug and Charanga Music.

Knowledge and skills organisers have been created for all foundation subjects and science. These ensure progression, sequencing of learning and connectedness of subjects from years 1 to 6. Knowledge and skills are delivered via a combination of direct teaching and pupil-led, collaborative learning. We expect progressive talk for learning strategies to be used in all year groups to facilitate teaching and learning. Pupils are encouraged to learn actively where possible and we have several active learning schemes to support teachers to deliver the curriculum.

Expectations for each subject at the end of each year have been established and these are used to assess pupils’ attainment.

Medium term planning is viewed as an essential tool to translate the school’s long term plan into a sequence of learning tailored to meet the need of a specific class. Some subjects have well-designed knowledge tracks to support teaching. Short term planning is used to plan for core subjects.

Full intent document including foundation subjects.

English Curriculum

Reading and Writing

Find out more about Read Write Inc Phonics

Early Years Literacy: Core texts

Literacy in the curriculum
	Reading			Writing
	KS1	LKS2	UKS2	KS1	LKS2	UKS2
Science	Read scientific vocabulary at a level consistent with their increasing word reading knowledge.	Read scientific vocabulary correctly and with confidence, using their growing word reading knowledge.	Read and pronounce scientific vocabulary correctly.	Spell scientific vocabulary at a level consistent with their increasing spelling knowledge.	Spell scientific vocabulary correctly and with confidence, using their growing spelling knowledge.	Spell scientific vocabulary correctly.
Geography	Use maps, atlases and globes to locate places.					Communicate geographical information through writing at length.
History		Sift arguments			Create structured accounts including written narratives.
Languages		Appreciate stories, poems and rhymes.			Write phrases and sentences. Describe people, places and actions in writing.

Spelling

https://www.maltonprimary.org/policy_pdf/NNS-Spelling-pathway.pdf

21.22 spellings to practice at home

Maths

At Malton Community Primary School we believe that all children need to develop a sound understanding of Maths, equipping them with skills of calculation, reasoning and problem solving that they need in life beyond school.

We want the children to explore, question, trial, spot patterns, generalise, reason and problem solve, to think logically and to work systematically in Maths.

All children are challenged, encouraged to excel and become determined learners in Maths. New mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach; enabling all children to work collaboratively, experience hands-on learning when discovering new mathematical topics, and allows them to have clear models and images to aid their understanding. Arithmetic and basic math skills are practiced daily to ensure key mathematical concepts are embedded and children can recall this information to see the links between topics in Maths.

We want children to realise that mathematics has been developed over centuries, providing the solution to some of history’s most intriguing problems. We want them to know that it is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. As our pupils progress, we intend for our pupils to be able to understand the world, have the ability to reason mathematically, have an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

Implementation

We teach maths using the White Rose Scheme as our long-term plan, but we use other resources – such as Power Maths, Maths No Problem, Classroom Secrets and NCTEM – to deepen and challenge the children’s understanding. We have chosen these resources because problem solving is at the heart of the mathematics and the way of teaching makes it accessible to all and will maximize the development of every child’s ability and academic achievement.

Pupils are encouraged to think mathematically and are introduced to new concepts using the Concrete, Pictorial and Abstract (CPA) approach.
We deliver lessons that are creative and engaging by using real life context, which helps the children to develop skills that they can use in their everyday lives – this gives Maths meaning.
We will make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving sophisticated problems.
We intend for our pupils to be able to apply their mathematical knowledge to Science and other subjects and we will make explicit links to this.
Use of Flashback 4 daily in lessons to reduce cognitive load.
Bi-weekly arithmetic lessons, to ensure basic skills are embedded.
A range of reasoning resources are used to challenge all children and give them the opportunity to reason with their understanding.
Where possible, links are made with other subjects across the curriculum.
Use of TT Rock Stars in school and at home to advance children’s skills.
In Year 5 and 6, use of Doodle Maths, to help fill gaps at home.

Impact

Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.
Children show confidence in Believing that they will achieve.
Each child achieves objectives (expected standard) for year groups.
The flexibility and fluidity to move between different contexts and representations of maths.
Confident children who can all talk about Maths and their learning and the links between Mathematical topics.
Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.
Children show a high level of pride in the presentation and understanding of the work.

https://www.maltonprimary.org/policy_pdf/Mastery-Calculation-Methods-CPA-.pdf

White Rose Maths website: Schemes of Learning, Progression and Long term plans

Foundation Subjects and Science

https://www.maltonprimary.org/policy_pdf/History.pdf

https://www.maltonprimary.org/policy_pdf/Geography.pdf

https://www.maltonprimary.org/policy_pdf/RE-Overview.pdf

https://www.maltonprimary.org/policy_pdf/PSHE.pdf

https://www.maltonprimary.org/policy_pdf/DT.pdf

https://www.maltonprimary.org/policy_pdf/Languages.pdf

https://www.maltonprimary.org/policy_pdf/PE.pdf

https://www.maltonprimary.org/policy_pdf/Music.pdf

https://www.maltonprimary.org/policy_pdf/Computing.pdf

https://www.maltonprimary.org/policy_pdf/Science-Bug-Unit-Map-with-Learning-Objectives.pdf

https://www.maltonprimary.org/policy_pdf/Art.pdf

SMSC

https://www.maltonprimary.org/policy_pdf/SMSC.pdf

We have a well-thought out assembly plan which includes opportunities for our children to learn about British Values, different cultures, matters in the news and music.

Assembly plan autumn 2019

Picture News plan autumn 2019

Assembly Plan spring term 2020

Assembly Plan autumn 2020

Assembly Plan autumn 2021

The following plans show the topics and enquiries our children in Key Stage 1 and 2 will be covering over the course of this year:

Early Years

Our foundation Stage has three development phases:
 2gether- for 2 year olds and children who are in the term of becoming 3;
 Nursery – for 3 and 4 year olds;
 Reception – for children who are 4 and 5 (school age).

Please click hereMalton Primary Academy EYFS III for more detail about our Early Years Foundation Stage including our curriculum intent.

The following links take you to our Early Years Curriculum for pupils aged 2-5.

2gether

Nursery

Reception– Acorns and Willow

We are using Development Matters to support planning in the Early Years.