At Barlow Church of England Primary School we pride ourselves on our broad and balanced curriculum. Each teacher incorporates fun and exciting activities into each lesson. Opportunities are provided for pupils to practice and apply English and maths skills in other subjects.
Each term when a new topic is started we aim to provide a hook to engage the children into their learning. This might be a special event, a letter arriving for the class, the classroom being transformed in some way or an exciting stimulus to start a discussion. Each topic will also have a landing to give the topic a real purpose this might be opening a museum, a trip, an event the children have planned themselves, some fundraising or sharing presentations with other children in school.
Our curriculum works on a two year cycle in Class 1 and a 4 year cycle in Class 2, due to our mixed aged classes. It is taken directly from the National Curriculum that was launched in September 2014. It is an ever changing curriculum and one designed to prepare our children to be life-long learners. Should you wish to find out any more information about our curriculum, please speak to Mrs Hugill, Senior Teacher in the first instance, or Mrs MacDonald, Headteacher.
Here are our Long Term Plans for Key Stage 2:
Here are the Long Term Plans for Key Stage 1:
Here are the Medium Term Plans for Key Stage 2 so far this academic year:
Here are the Medium Term Plans for Key Stage 1 so far this academic year:
For RE teaching, we follow the North Yorkshire SACRE RE Agreed Syllabus 2013-2018 which is available here.
Our Early Years Foundation Stage
At Barlow, we pride ourselves on offering a child-centred, play-based EYFS curriculum that is innovative, exciting and challenging. We strongly believe that young children learn best when they initiate their own learning, so we allow our children to define their own day, self-selecting resources, steering our topics and themes and building strong relationships with the teachers in the setting in the process. The evidence suggests that all this leads to life-long learners who are independent, inquisitive and eager to make steps forward.
We offer an engaging and stimulating environment, both inside and outside, which is designed to enable our children to learn creatively and actively. Instead of following a pre-defined ‘topic,’ we follow the children’s interests and build our teaching skilfully around them. The result is children who make accelerated progress throughout the EYFS and step confidently into Key Stage 1, ready to tackle the National Curriculum.
The EYFS is made up of 7 different areas of learning. The first three are named the ‘Prime Areas’:
- Communication & Language
- Physical Development
- Personal, Social & Emotional Development
National research and our own experience shows that children have to make progress in these Prime areas before they can comfortably operate and learn within the other four areas. For example, a child first has to develop their communication and language before they can read and write; and a child cannot sit down at a table and work on complex Maths calculations with a partner before they have first learned how to interact maturely with their contemporaries.
Then there are four further ‘Specific areas’ of learning:
- Understanding the World
- Expressive Art & Design
Our staff use ‘in the moment’ planning and assessment to steer the children through these specific areas within the classroom environment.
The EYFS emphasises strong communication between parents and practitioners in order to build an accurate picture of a child’s developments throughout their early years. To this end, we use the excellent ‘Tapestry’ online journal, which enables parents to log in and see their child’s significant steps in school and also allows parents and carers to upload any progression witnessed at home, in order that teachers can form an all-round assessment of where the child sits within the EYFS.
How we teach Phonics
At Barlow C of E Primary School we deliver a high quality phonics programme from the Reception year through to Key Stage One, following the government-approved Letters and Sounds programme (https://www.gov.uk/government/publications/letters-and-sounds). Phonics is taught in discrete daily sessions in order to ensure that the children acquire secure word recognition skills and become fluent readers by the end of Key Stage One.
We follow the Letters and Sounds scheme, Phases 1-6, which ensures that each child makes the necessary progress in their reading and writing before Key Stage 2. The children learn to hear, read and write the sounds each day in class and then progress to read by blending sounds to create words, leading to writing words by segmenting and saying the sounds. To support this further, the school offers adult workshops each year to support parents to embed their child’s phonics knowledge further at home.
Once the children can read and blend all Phase 2,3,4 and 5 sounds into words, they then apply their phonic knowledge to read ditties, questions, sentences, story books and a range of other texts. The children also apply their phonic knowledge to write simple sentences containing words with new and already learnt sounds on whiteboards within Phonics sessions and in their writing books during English lessons.
We combine discrete teaching of phonics with guided reading (small groups), shared reading (whole class) and class story time. Teachers regularly read to the children too, so the children get to know and love all sorts of stories, poetry and information books. We would love to welcome parent or grandparent volunteers to help with the reading so if any one was interested in coming to help, we would welcome them with open arms. This helps to extend children’s vocabulary and comprehension, as well as supporting their writing.
English within School
The skills, knowledge and understanding that children develop in English are linked to, and applied in, every subject of our curriculum. The children’s skills in reading, writing, speaking and listening enable them to communicate and to express themselves in all areas of their work in school. Work is shared and celebrated regularly and children are encouraged to see themselves as readers and writers every day.
Whole Class Guided Reading
Central to our vision is that we should embrace an enjoyment of reading which will then permeate into all areas of our work. Whole class guided reading sessions enable children to engage with not just texts, but images and music, provoking children to develop their ability to express their own thoughts and ideas. Opportunities to discuss literal interpretations of a text and unpicking word or grammatical choices offer children exposure to a range of styles that they can then readily emulate in their own work. They are then encouraged to dig deeper and use inference and deduction skills to express their deeper understanding of how or why a text may be composed in a certain way.
Within whole class discussions, children are able to share their ideas in a supportive and diverse forum with the class teachers facilitating rich discussions. As a school, these opportunities have enabled children to develop their ability to articulate their ideas, in turn enhancing their written work.
Phonics and Spelling
Every day pupils have direct spelling and phonics sessions. In Year One they consolidate their phonic knowledge, then progress onto engaging and practical spelling sessions moving higher through the school. The spellings are taken from the expected coverage for each year group and include the key spellings that need to be taught directly. Pupils have their own spelling books that remain with them as they move into the next academic year and these, along with the high level of provision in the classroom (in terms of accessible scaffolding materials and learning walls), ensure that they build independent strategies to be able to check and correct their work.
Understanding why we are writing and who are we writing for is vital. Purpose and audience are the vehicles that are needed to be able to offer tangible writing opportunities. Because of this, when planning a unit of focused genre teaching, establishing this is always the starting point. This also means that coverage includes quality writing across the wider curriculum.
Immersing pupils in the planning stages encourages the development of ideas through drama, sharing ideas and discussing how best to create our writing to engage the audience. Working collaboratively drives this dialogue and we ensure that pupils have opportunities to share their work or ideas. This includes termly productions, half-termly Celebration Worships with families and events linked to the Christian calendar, as well as daily feedback in sessions.
We want our children to develop a life-long love of reading. World Book Day is celebrated in school and the children are encouraged to borrow a non-fiction library book weekly using the Junior Librarian online programme, allowing the the children access to a diverse range of books. We hold an annual Book Fair and Book Buddies (where the Key Stage 2 children support younger pupils in the summer term) which gives children extra practice at becoming proficient readers. In order to encourage confident speakers, children are given lots of opportunities to perform and speak to an audience, notably at the Debating Competition at Selby Civic Chambers.
Art and Design within School
Planning and Coverage
Pupils in each key stage cover the aims and subject content as set out in the National Curriculum 2014. We plan using the Key Skills document for Art and Design focusing on the five key skills of: Generate ideas: Explore, investigate and experiment from a range of stimuli and starting points, roles, techniques, approaches, materials and media. Investigate, observe and record: Create, design, devise, compose and choreograph individual and collective work. Design, make and improve: Improvise, rehearse and refine in order to improve their capability and the quality of their artworks. Explain: Present, display and perform for a range of audiences, to develop and communicate their ideas and evoke responses. Evaluate: Use arts-specific vocabulary to respond to, evaluate, explain, analyse, question and critique their own and other people’s artistic works.
Design & Technology within School
D.T. is celebrated across the school within whole school topics and events. As part of our cross-curricular approach to teaching and learning, opportunities for D.T. are explored. Pupils are encouraged to develop and plan ideas for making products, use tools and equipment to make products and to evaluate. Through their process of learning pupils begin to refine skills, techniques and knowledge.
We believe that D.T enriches the lives of people so we wish to involve as many children as possible in D.T opportunities. These may include working alongside parents e.g. cooking, sewing, or making Christmas crafts at an after-school club.
Planning and Coverage
Pupils in each key stage cover the aims and subject content as set out in the National Curriculum 2014. We plan using the Key Skills document for D.T, focusing on the five key skills of: Generate ideas: Observe and explore to generate ideas, define problems and pose questions in order to develop investigations and products. Investigate, observe and record: Engage safely in practical investigations and experiments and gather and record evidence by observation and measurement Design, make and improve: Apply practical skills to design, make and improve products safely, taking account of users and purposes. Explain: Communicate and model in order to explain and develop ideas, share findings and conclusions. Evaluate: To continually make systematic evaluations when designing and making, to bring about improvements in processes and outcomes.
Computing within School
Through teaching computing we enhance learning and bring the world into the classroom by equipping children to participate in a technologically advancing world. Our core focus is computer science, focusing on the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. We also focus on developing the skills necessary for children to be able to use information in a discriminating and effective way. Computing motivates and enthuses the children to learn new skills which are a major factor in enabling children to be confident, creative and independent learners.
We believe that computing equips children to think logically and use creativity to understand and change the world.
Planning and Coverage Pupils in each Key Stage cover the aims and subject content as set out in the National Curriculum 2014. The scheme of work focuses on developing skills in the following areas:
- Computer Science
- Data Handling
- Digital Literacy
- Multimedia – combining text, data, graphics, video and sound
- Music and Sound
- Visual Media - creating and manipulating digital images, animation and video.
Geography within School
Geography is challenging, motivating, topical and fun. In our diverse society our children need, more than ever before, to understand other people and cultures. Geographical knowledge, concepts and skills are essential components of a broad and balanced curriculum. Geography makes a major contribution to children's physical, intellectual, social and emotional development. In short, geography matters! At Barlow Church of England Primary School a high-quality geography education will inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching will equip our pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world will help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
We give children the opportunity to visit sites of geographical significance, take part in field studies, encourage visitors to come into the school and talk about their knowledge and experience of geographical interest and arrange workshop visits from outside specialists.
Planning and Coverage
Pupils in each Key Stage cover the aims and subject content as set out in the National Curriculum 2014. Using a cross- curricular approach we plan using the Key Skills document for Geography focusing on the four Key Skills: Investigate: Undertake investigations and enquiries, using various methods, media and sources. Analyse: Compare, interpret and analyse different types of evidence from a range of sources. Communicate: Present and communicate findings in a range of ways and develop arguments and explanations using appropriate specialist vocabulary and techniques. Consider and respond: Consider, respond to and debate alternative viewpoints in order to take informed and responsible action.
History within School
At Barlow Church of England Primary School, we make history an enjoyable and thought-provoking learning experience which stimulates curiosity and fosters understanding. Teaching focuses on enabling children to think as historians and history plays a significant part on our cross-curricular creative curriculum. We place an emphasis on examining historical artefacts and primary sources. We recognise and value the importance of stories in history teaching and we regard this as an important way of stimulating interest in the past. We focus on helping children understand that historical events can be interpreted in different ways and that they should always ask searching questions, such as ‘How do we know?’ about information they are given.
We give children the opportunity to visit sites of historical significance, encourage visitors to come into the school and talk about their knowledge and experience of events in the past and arrange workshop visits from outside specialists.
Planning and Coverage
Pupils in each Key Stage cover the aims and subject content as set out in the National Curriculum 2014. We plan using the Key Skills document for History, focusing on the five Key skills of: Investigate: Undertake investigations and enquiries, using various methods, media and sources. Analyse: Present and communicate findings in a range of ways and develop arguments and explanations using appropriate specialist vocabulary and techniques. Communicate: Present and communicate findings in a range of ways and develop arguments and explanations using appropriate specialist vocabulary and techniques. Consider and Respond: Consider, respond to and debate alternative viewpoints in order to take informed and responsible action.
Music within School
Music is celebrated across the school through whole school topics and performances. Alongside discrete lessons, pupils take part in singing and listening to music each day through Collective Worship. This ensures that they cover the key aspects of singing such as using their voices creatively with accuracy, fluency, control and expression and also recalling sounds from aural memory. They listen and respond to a wide range of music from different traditions and from great composers and musicians, helping to improve their understanding of the different genres within music.
We believe that music enriches the lives of people, and so we wish to involve as many children as possible in musical activities and performances. These might include whole school productions at Christmas or other times, Harvest Services in Church and Christmas Carol Services. Every year, the KS2 children have the opportunity to take part in Young Voices, a singing event with 5000 other children at Sheffield Arena. There are opportunities for the children to study a musical instrument with peripatetic teachers. Peripatetic music teaching is organised by the Local Education Authority’s Music Service and we currently run two groups of guitar lessons each week.
Planning and Coverage Pupils in each Key Stage cover the aims and subject content as set out in the National Curriculum 2014. We plan using the Key Skills document for music, focusing on the five Key Skills of: Explore: Explore, investigate and experiment from a range of stimuli and starting points, roles, techniques, approaches, materials and media. Create: Create, design, devise, compose and choreograph individual and collective work. Improvise: Improvise, rehearse and refine in order to improve their capability and the quality of their work. Present: Present, display and perform for a range of audiences, to develop and communicate their ideas and evoke responses. Evaluate: Use arts-specific vocabulary to respond to, evaluate, explain, analyse, question and critique their own and other people’s work.
P.E. within School
P.E. is highly regarded across the school and we are members of the Holy Family School Sports Partnership. This enables the children to participate in a wide range of sporting opportunities and competitions. All pupils have access to two hours of high quality P.E. per week through carefully planned lessons. Once a year all children take part in Sports Week and Healthy Schools week. Coaches and outside agencies are invited in to school to promote sport and health. In addition we enhance our learning by planning P.E. events that support the wider curriculum. Year 5 & 6 children attend a residential outdoor and adventurous themed visit bi-annually. The school has access to a large playing field, playground and an adventure playground. Pupils also participate in P.E. at playtimes through the Playground leaders’ scheme.
We believe that P.E. is important for the health and wellbeing of all children in school. We seek to involve all children in physical activity. This may include access to sporting clubs held by staff or outside coaching agencies. Children, in all year groups, have the opportunity to take part in sports festivals and competitions against our cluster schools. These cover a wide range of sports; cross country running, netball, football, tri-golf, tag rugby, rounders, cricket and hockey.
Planning and Coverage Pupils in each key stage cover the aims and subject content as set out in the National Curriculum 2014. We plan using the Key Skills Document for P.E., focussing on the key skills of: Key Stage 1; Dance, Games, Gym Key Stage 2; Dance, Games, Gym, Swimming & Water Safety, Athletics, Outdoor & Adventurous. Every two years, some of our year groups attend a ten week block of swimming lessons at Selby Leisure Centre.
P.S.H.C.E within School
P.S.H.C.E. education equips pupils with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic wellbeing. A critical component of P.S.H.C.E. education is providing opportunities for children and young people to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future. PSHE education contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.
At Barlow Church of England Primary School we believe P.S.H.C.E. education can help schools to reduce or remove many of the barriers to learning experienced by pupils, significantly improving their capacity to learn and achieve. There are many opportunities that the children have which help to develop their experiences further such as:
- KS2 Playground Leader training
- School Council, Worship Group & Sports Forum meetings
- ELSA (Emotional Literacy Support Assistant) sessions
- Team Points Awards
Planning and Coverage
We teach P.S.H.C.E using the Social and Emotional Aspect of Learning (S.E.A.L.) materials which are designed to provide a whole-school approach to promoting social, emotional and behavioural skills. The materials provide a range of resources that can be used across the whole primary school. The themes that are studied are:
|Theme 1: New beginnings||Theme 2: Getting on and falling out||Theme 3: Say no to bullying|
|Theme 4: Going for goals!||Theme 5: Good to be me||Theme 6: Relationships|
|Theme 7: Changes|
We use the scheme as discreet lesson plans which we annotate on to edit and assess progress.
R.E within School
R.E. lessons at Barlow aim to encourage and enable each child to explore their own beliefs, values and traditions and those of others in meaningful and engaging ways. R.E. will encourage children to share their diverse range of experiences and grow individually and together with sensitivity and respect towards people of all faiths and beliefs. Periods of reflection are regularly carried out during lessons enabling children to talk about their feelings and ideas in response to their experience of religious ceremonies, stories and beliefs. A variety of approaches are used in the teaching of R.E including discussion, storytelling, role play, research, the use of ICT, visits, visitors and the handling of artefacts. R.E. has many natural cross-curricular links and these are used to extend learning and creative opportunities, for example, the use of poetry and creative writing to explore spirituality or the study of religious paintings in art.
Our school is a Church of England Voluntary Controlled Primary School and we give the children opportunities to become familiar with a range of Anglican tradition and practice. We have good links with the local church. As part of our teaching, children write prayers for use in collective worship and at lunchtime. Through a rich range of activities we provide all children with opportunities to reflect on big questions e.g. about love, identity, beliefs, encouraging them to respond with enthusiasm and eagerness to spiritual questions and ideas.
We believe that R.E enriches the lives of people so we wish to involve as many children as possible in R.E. opportunities. These may include welcoming guests in to school who join us to talk about their faith, or visiting places of worship in England. We have a Church service to celebrate the Harvest, Christmas, Easter festivals which are led by the local vicar.
Planning and Coverage
We follow the locally agreed North Yorkshire RE syllabus. The religions studied are:
|3-5 year olds||Christianity Religions and beliefs represented in the local area|
|5-7 year olds||Christianity for approximately 2/3rds of study time and Islam for the remaining 1/3.. Pupils may also learn from other religions and non-religious life stances in thematic units|
|7-11 year olds||Christianity for approximately 2/3rds of study time and two from either Islam, Judaism or Hinduism. Pupils may also learn from other religions and non-religious life stances in thematic units|
We use the scheme as discreet lesson plans which we annotate on to edit and assess progress.
Science within School
At Barlow Church of England Primary School a high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils are taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, our pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. The world in 2030 will be very different to that of today. Major changes in population numbers, the environment and new technologies are likely. As we depend on science and technology more and more, our pupils will increasingly need a scientific understanding in order to take part in democratic decision-making and our shared culture. Our aim is to equip and inspire all our children to face the future with confidence and skill to lead happy, useful lives.
We give children the opportunity to visit sites of scientific interest and significance, encourage visitors to come into the school and talk about their knowledge and experience of scientific events and arrange workshop visits from outside specialists.
Planning and Coverage
Pupils in each Key Stage cover the aims and subject content as set out in the National Curriculum 2014. Using a cross - curricular approach we plan using the Key Skills document for Science focusing on the four Key Skills: Generate ideas: Observe and explore to generate ideas, define problems and pose questions in order to develop investigations and products. Investigate, observe and record: Engage safely in practical investigations and experiments and gather and record evidence by observation and measurement. Explain: Communicate and model in order to explain and develop ideas, share findings and conclusions. Evaluate: To continually make systematic evaluations when designing and making, to bring about improvements in processes and outcomes.
We are proud to be able to offer all our children regular opportunities to learn how to cook. Mrs Alnajjar runs our after-school Cookery Club at regular intervals across the school year. The children are encouraged to prepare all the ingredients themselves, using child-friendly equipment and tools. Learning includes the origin of ingredients, their texture and what they taste like. Children are encouraged to try new foods during the session and often take home their dishes at the end of school.