Our Curriculum

At West Heslerton we aim to deliver a high-quality history curriculum that will inspire curiosity about the past including Britain and that of the wider world.

 

Within our history curriculum, we ensure that children consider how the past has influenced the present, what past societies were like and what beliefs influenced people’s actions. From this, children will develop a concept of chronology, which will underpin children’s developing sense of period. 

The children will have the ability to think critically about history and communicate ideas confidently for a range of purposes to reach their own conclusions. To do this they need to be able to research, sift through evidence and argue for their point of view. With this, we have designed a curriculum full of subject concepts personalised for the children at our academy to build upon their conceptual knowledge.

 

Curriculum statement for History

 

Children’s knowledge is built up over time following this plan:

 

History long term plan

 

More details for specific year groups can be found here:

 

History curriculum Y1

History curriculum Y2,3,4 Year A

History curriculum Y2,3,4 Year B

History curriculum Y5,6 Year A & Year B

 

 

We assess children’s progress against these questions. The curriculum is adapted to help all pupils make good progress in history.

 

History progression

 

 

At West Heslerton, we strive to provide children with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals, within the community and modern Britain. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. They learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.   We equip children to live healthy, safe, productive, capable, responsible and balanced lives, encouraging them to be enterprising and supporting them in making effective transitions, positive learning and career choices and in achieving economic wellbeing.

We aim for children to:

• reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes that they may encounter now and in the future.
• build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions.
• 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.
• develop an understanding of themselves, empathy and the ability to work with others which will help them to form and maintain good relationships
• develop the essential skills for future employability and better enjoy and manage their lives
• be prepared to play a full and active part in society, fostering an awareness and understanding of democracy, government and how laws are made and upheld.
• explore political and social issues critically, to weigh evidence, debate and make reasoned arguments.
• be prepared to make the next stage of their journey, ultimately taking their place in society as responsible citizens, managing their money well, making sound financial decisions.

 

Sex and relationships Education

At West Heslerton CE Primary School we recognise all relationships are founded in mutual and consensual love as being equal and valid in all respects. We recognise that individuals may identify with genders that differ from that assigned at birth, and we celebrate people’s right to do so. In short, we promote a culture where the breadth of relationships, sexualities and genders are not merely tolerated but are celebrated as being integral to the tapestry of society. We believe that this culture will help allow children to fulfil their potential in all aspects of their personhood: physically, academically, socially, morally and spiritually.

Through effective Relationship and Sex Education, not only in lessons but through the attitude of our staff and students alike, our ethos and approach and commitment is to equality, both within and outside of the classroom. It is important that we approach this subject with a clear and unified voice, and it is equally important that we provide unambiguous guidance for the benefit of our staff, parents and carers, and ultimately, our children.

 

Curriculum statement for PSHCE

 

Children’s knowledge is built up over time following this plan:

 

PSHCE long term plan

 

More details for specific year groups can be found here:

PSHCE YR1

PSHCE YR2 Year A & Year B

PSHCE YR3,4 Year A & Year B

PSHCE YR5,6 Year A & Year B

 

We assess children’s progress against these questions. The curriculum is adapted to help all pupils make good progress in history.

 

PSHCE progression

 

 

At West Heslerton, we understand the importance of helping children to develop a greater understanding of their world and their place in it.  Through geography we develop knowledge of current world affairs and information, alongside a range of investigation and problem-solving skills, as we seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote children’s interest and understanding about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. We also consider the influence of Geography on individuals, families, communities and cultures throughout history and in the modern world. 

It is our aim to:

• To help communicate geographical information and vocabulary to deepen understanding of geographical processes.
• To help strike up curiosity and fascination about the world and the environment.
• To help our children develop an understanding of the location, physical and human characteristics of globally significant places.
• To understand the key physical and human geographical features of the world and change within the geographical landscape.
• To help our children develop a sense of identity and their rights and responsibilities to other people and the environment

 

Curriculum statement for Geography

 

Children’s knowledge is built up over time following this plan:

 

Geography long term plan

 

More details for specific year groups can be found here:

 

Geography curriculum Y1

Geography curriculum Y2,3,4 Year A

Geography curriculum Y2,3,4 Year B

Geography curriculum Y5,6 Year A & Year B

 

We assess children’s progress against these questions. The curriculum is adapted to help all pupils make good progress in geography.

 

Geography progression

 

At West Heslerton our intent of our mathematics curriculum is to ensure that every child enjoys mathematics and becomes an enthusiastic mathematician by developing their skills, knowledge and understanding through practical experiences that have relevance and purpose in everyday situations.  Our intention is to produce an ambitious, connected curriculum accessible to all pupils in school.  It is important that children develop the skills of numeracy to become lifelong learners. They should be able to apply these skills in different situations across the curriculum and in daily living outside school.

 

Mastery

Pupils are required to explore maths in depth, using mathematical vocabulary to reason and explain their workings. A wide range of mathematical resources are used and pupils are taught to show their workings in a concrete, pictorial and abstract form wherever suitable. They are taught to explain their choice of methods and develop their mathematical reasoning skills. We encourage resilience, adaptability and acceptance that struggle is often a necessary step in learning. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.

 

We aim to ensure that all pupils:

• develop a positive attitude towards mathematics.
• develop and consolidate basic mathematical skills and become numerically fluent.
• promote confidence and competence with numbers and the number system.
• develop the ability to solve problems through decision making and reasoning in a range of contexts.
• develop a practical understanding of the ways in which information is gathered, presented and interpreted.
• explore features of shape and space, and develop measuring skills in a range of contexts.
• develop mathematical communication through speaking and listening, practical activities and recording work.
• develop an ability to use and apply mathematics across the curriculum and in real life.

 

Curriculum statement for Maths

 

 

Maths Progression

 

Maths Fluency Document

 

Children’s knowledge is built up over time following our detailed planning.

 

We assess children’s progress regularly and adapt teaching to help all pupils make good progress in maths.

 

 

 

Maths is often taught very differently compared to previous years. For help with definitions and terms used in maths, please use these links

http://www.mathsisfun.com/definitions/

http://www.amathsdictionaryforkids.com/

 

 

We are very proud of our EYFS provision. Children’s knowledge is built up over time in the EYFS, following this plan:

 

EYFS long term plan

 

The provision is adapted to help all pupils make good progress in all areas of learning.

 

More details for specific areas of learning can be found here:

 

 

Communication and Language

 

Our children will leave the Foundation Stage at West Heslerton CE Primary School as confident communicators who use a range of rich vocabulary within a range of situations and conversations.  They are clear when communicating their needs, wants, interests, thoughts and viewpoints.  Our children are able to listen to others’ ideas respectfully and respond sensitively to those they disagree with.  Speaking is used to ask relevant questions and to connect ideas. They understand the importance of listening and have developed their ability to follow more complexed instructions.

 

Our topics, routines and environment promote high quality communication and language development.  Exciting and vocabulary rich texts are used to introduce children to new ideas, concepts and vocabulary, while also promoting curiosity and discussions.  Pupils are encouraged to ask questions and continue to group and whole- class discussion whenever possible.  Children who struggle to communicate are targeted in the provision, and learning interventions are used when children lack confidence or do not have the expected level of development. Through our continuous provision and our learning environment, pupils are exposed to situations where they can experiment with the new language they have acquired (such as through role play) and use their listening skills as they interact with peers and adults. By being exposed to new experiences (for example during cooking, trips or a Connecting to Nature session), our children apply their speaking, listening, questioning and reasoning skills. Routines such as lunch-time and carpet time are valuable opportunities where speaking and listening skills can be modelled and promoted.  The adults within the Foundation Stage model effective speaking and listening attributes (such as the use of language, looking at the person you are having a conversation with, speaking clearly and calmly and listening patiently) and use questioning and resources to further pupils’ own development.  Repeating sentences back to children, extending what they have said or describing and commenting on what is happening are also used to develop speaking and listening skills.  We reflect on our observations and interactions with our children, using our knowledge and assessments to then provide developmentally appropriate experiences that are linked to our children’s next steps and interests.

 

 

Personal, Social and Emotional Learning

 

Our children leave the Foundation Stage at West Heslerton CE Primary School confident, independent and respectful. They show empathy to others and express their feelings appropriately, having positive attitudes about themselves and those around them. Each child is a valued member of the class and their own identity shaped through an increasing awareness of their own needs and the needs of others.  Pupils will have an understanding of the characteristics of a healthy relationship. They have positive dispositions to learning, be cooperative and communicative. Pupils show determination to complete a goal, and demonstrate resilience in the face of challenges. Our children demonstrate an understanding of what is right and wrong, and why this is important. They understand there are consequences for behaviour, whether through rewards or sanctions. These characteristics underpin all that we do within the Foundation Stage. Through this area of learning pupils have an understanding of how their bodies work and what they need to be healthy and safe, as well as how they are able to best meet these needs.

 

This area underpins all aspects of a child’s daily life at school.  We have a rich variety of policies and activities which aim to support children’s progress towards the Early Learning Goal.  These include regular collective worship based on PSED themes, themed days and weeks (for example Anti-bullying week), and our school wide use of the behaviour policy.  In Reception we have a large focus on ‘The Colour Monster’, but also revisit feelings through ‘Owl Babies’ as well as on a daily basis. Throughout the day adults in the Foundation Stage model respectful relationships, demonstrating how to react to others and their emotions and how to interact with others in a variety of situations. We regularly think about how to look after our bodies and keep safe.  For example, during our ‘All About Me’ topic, we teach about hygiene and diet, using ‘Supertato’ as a platform.  During our topic ‘Come Outside’ we discuss how to keep safe in the dark, and swimming and forest school sessions gives opportunities to learn about sun and water safety.

 

 

Physical Development

 

Our children leave the Foundation Stage at West Heslerton CE Primary School having experienced a diverse range of physical activities and challenges.  This area of learning offers opportunities for pupils to develop and practise the control they have over their own bodies.  It allows for them to develop the confidence and skills in large gross motor movement such as running, jumping, climbing etc.  Children also develop their spatial awareness and coordination, whilst at the same time encouraging the fine motor skills they need to develop holistically. 

 

Pupils will have ample opportunities to develop and practise the control they have over their own bodies, giving them confidence and skill in large gross motor movements such as running, jumping and climbing, as well as in using their fine motor skills. The Physical Development curriculum is designed so that children learn how to take measured risks and enjoy being active, both inside and outside.  They not only use the designated Badger Woos outside space, but also regularly use the school trim trail equipment. Our daily morning ‘Wake and Shake’ carpet sessions are very popular as well as the one P.E. session and the afternoon of Forest Schools they participate in each week. Pupils are comfortable and confident when using mark marking and writing instruments, demonstrating the correct pencil grip, and show that they can use cutlery effectively during meals. Our children use their fine motor skills through many of our day to day activities, such as when opening paint bottles and building with the small construction, demonstrating how the development of fine motor skills are implemented through the curriculum and continuous provisions.  

 

 

Literacy

 

Our children leave the Foundation Stage at West Heslerton CE Primary School with a love for reading. Pupils enjoy spending time reading and discussing content and their own ideas around a text. They are confident in reading decodable words and a large number of high frequency words. They write simple sentences that can be read by others and demonstrate their secure phonics knowledge. Pupils show independence by seeking resources, e.g. word/sound mats to help them develop writing independently. They identify purposes for writing, e.g. cards, stories or shopping lists. Our pupils know that their writing is highly valued and can always be improved by reflecting on the process. 

 

The importance of reading and writing is activity promoted through a literature rich environment including; stories, songs, poems, mark making and writing in a variety of different contexts and for different purposes using a wide range of media.  Children are exposed to reading and writing through all our areas of provision promote, discreetly or directly, active mark making and writing. This is endorsed in both outdoor and indoor provision. Adults are skilled at encouraging literacy opportunities through children’s play and add challenge where this has a focus for the child’s next step. Where support is required there are appropriate strategies to instil a love of books. Pupils are taught Phonics on a daily basis through the Supersonic Phonic Friends validated programme. Every child will have texts linked to their phonic phase alongside story books from the school library to take home each week. They will also have the sounds we are focusing on each week and key words to practise at home. Our children share their reading books with adults at least once a week. Through our topics pupils were exposed to new and exciting texts that were brimming with rich language.

 

 

Mathematics

 

Our children will leave the Foundation Stage at West Heslerton Primary School having had many opportunities to develop their understanding of number (including the composition of numbers, number bonds and subitising), numerical patterns (including odds and evens and doubling), measurement, shape and space in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about numbers and shapes. We encourage pupils to understand and respond to the symbols that represent numbers and what this means in real contexts. We support children in understanding what an important role shapes and numbers play in our everyday lives and how they develop our own understanding and help us to solve problems. We approach this area by fostering a love of number and the enjoyment of solving problems.

 

Our teaching of Maths reflects the White Rose Maths scheme. This is used as a planning tool, but we adapt according to the needs of our children. Pupils explore maths, using mathematical vocabulary to reason and explain their findings. Our curriculum allows children to better make sense of the world around them relating pattern between mathematics and everyday life. Teachers teach the skills needed to succeed in mathematics providing examples of good practice and having high expectations. Each day children take part in a the NCETM Mastering Number Scheme, they also experience the some units from White Rose Maths where shape, space and measure concepts are introduced and explored in more detail. We create a rich environment, where talk for maths is a key learning tool for all pupils. There are opportunities for our children to explore and develop their mathematics throughout our learning environment, inside and outside. Adults are skilled at encouraging mathematical opportunities through children’s play and will challenge where this is a focus for the child’s next step.

 

 

Understanding the World

 

Our children leave the Foundation Stage at West Heslerton CE Primary School with an increased knowledge and sense of the physical world around them, their community and the wider world. They respect the world around them and others, celebrating our similarities and differences, including our religious and cultural differences. Our pupils have a greater sense of themselves and the changing environment. Through their work our children experience using a range of equipment and sources (including maps) to enable them to find out and gather information which they then use to further their understanding and learning. They will have opportunities to explore, observe and find out about people, places, cultures, technology and the environment, and take part in rich and meaningful first-hand experiences such as cooking, visiting places in the local community (e.g. church and post van) and Forest School sessions, as well as enjoy visitors and school trips that enhance their learning. 

 

Key skills developed:

- Makes initial observations

- Makes and compares observations over time

- Compares and identifies similarities, differences, patterns and changes (e.g. people, characters, places, countries, cultures, religions,  living things)

- Asks questions

- Uses a range of props, equipment, photos, books, websites, visits and visitors to research and find out information

- Interprets a range of sources of information (e.g. maps, globes, photos)

- Respects people, creatures and the natural environment

 

 

Expressive Arts and Design

 

Our children will leave the Foundation Stage at West Heslerton CE Primary School having had a wide variety of experiences within the Arts, where all their senses have been engaged and stimulated, and many other skills (such as language and team work) developed. At West Heslerton CE Primary School Expressive Arts allows the children to revisit interested areas through many different media to gain multiple perspectives and a higher level of understanding. Due to our curriculum promoting and valuing creativity, originality, expressiveness and individuality, pupils are confident in sharing their own preferences and making choices about different ways they can express themselves.

Our topics, lessons, Forest School sessions and learning environment give our children new, and varied experiences within the arts. They have ample opportunities to observe and experiment with different materials, tools, techniques, music and movements. For our pupils, emphasis is put on the process they go through rather than on the finished product. In creating, designing and making children have investigated and used a variety of materials and techniques and explored colour, line, shape, space, form, texture and pattern in two and three dimensions. They develop their visual, spatial and tactile awareness and use marks, picture drawings, paintings and constructions to create products. Through music pupils express feelings and emotions. They participate in playing instruments, using everyday objects to make music, sing, move rhythmically and expressively to music, listen to music and created their own, often applying their ICT skills to enhance or record their work. Children are supported to develop their confidence and pride in their creative achievements. Direct adult led activities such as dance, role-play, stories, art, ICT and music lessons, ignite children’s creativity which they further explore through provision and child-led activities. We use practical activity, enquiry and purposeful play, with consolidation through practice, talk and reflection.

 

At West Heslerton we believe that children should learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens through evaluation of past and present design and technology, developing a critical understanding of its impact on daily life and the wider world and to participate successfully in an increasingly technological world using the language of design and technology.

 

It is our aim to:

• Develop creative, technical and imaginative thinking in children and to develop confidence to participate successfully in an increasingly technological world.

• Enable children to talk about how things work and to develop their technical knowledge,
• Apply a growing body of knowledge, understanding and skills in order to design and make prototypes and products for a wide range of users,
• Encourage children to select appropriate tools and techniques when making a product, whilst following safe procedures,
• Develop an understanding of technological processes and products, their manufacture and their contribution to our society,
• Foster enjoyment, satisfaction and purpose in designing and making things,
• Critique, evaluate and test their ideas and products, and the work of others,
• Understand and apply the principles of nutrition and to learn how to cook,
• Understand how key events and individuals in design and technology have helped shape the world

 

Curriculum statement for DT

 

Children’s knowledge is built up over time following this plan:

DT Long Term Plan

 

More details for specific year groups can be found here:

 

DT Curriculum YR 1

DT Curriculum YR 2,3,4 Year A

DT Curriculum YR 2,3,4 Year B

DT Curriculum YR 5,6 Year A & Year B

 

We assess children’s progress against these questions. The curriculum is adapted to help all pupils make good progress in Design and Technology.

 

DT Progression Document

 

 

At West Heslerton, our French curriculum offers a carefully planned sequence of lessons, ensuring progressive coverage of the skills required by the national curriculum, allowing opportunity for children to gradually build on their skills. Our French curriculum enables children to express their ideas and thoughts in French and provides opportunities to interact and communicate with others both in speech and in writing. At the heart of our curriculum is the desire to expose children to authentic French, so it offers regular opportunities to listen to and speak to a native French specialist (their teacher).

 

In Lower KS2, children acquire basic skills and understanding of French with a strong emphasis placed on developing their Speaking and Listening skills. These are embedded and further developed in Upper KS2, alongside Reading and Writing, gradually progressing onto more complex language concepts and greater learner autonomy. In KS1 children are exposed to the French language through taster sessions, with Year 2 receiving some basic French teaching alongside Years 3 and 4.

 

Through our French curriculum, we intend to inspire children to develop a love of languages and to expand their horizons to other countries, cultures and people. We aim to help children grow into curious, confident and reflective language learners and to provide them with a foundation that will equip them for further language studies.

 

Curriculum statement for French

 

Children’s knowledge is built up over time following this plan:

 

French long term plan

 

More details for specific year groups can be found here:

 

French curriculum Y2 Autumn 1 Year A

French curriculum Y2 Autumn 2 Year A

French curriculum Y2 Spring 1 Year A

French curriculum Y2 Spring 2 Year A

French curriculum Y2 Summer 1 Year A

French curriculum Y2 Summer 2 Year A

 

French curriculum Y2 Autumn 1 Year B

French curriculum Y2 Autumn 2 Year B

French curriculum Y2 Spring 1 Year B

French curriculum Y2 Spring 2 Year B

French curriculum Y2 Summer 1 Year B

French curriculum Y2 Summer 2 Year B

 

French curriculum Y3, Y4 Autumn 1 Year A

French curriculum Y3, Y4 Autumn 2 Year A

French curriculum Y3, Y4 Spring 1 Year A

French curriculum Y3, Y4 Spring 2 Year A

French curriculum Y3, Y4 Summer 1 Year A

French curriculum Y3, Y4 Summer 2 Year A

 

 

French curriculum Y3,4 Autumn 1 Year B

French curriculum Y3,4 Autumn 2 Year B

French curriculum Y3,4 Spring 1 Year B

French curriculum Y3,4 Spring 2 Year B

French curriculum Y3,4 Summer 1 Year B

French curriculum Y3,4 Summer 2 Year B

 

French curriculum Y5, Y6 Autumn 1 Year A

French curriculum Y5, Y6 Autumn 2 Year A

French curriculum Y5, Y6 Spring 1 Year A

French curriculum Y5, Y6 Spring 2 Year A

French curriculum Y5, Y6 Summer 1 Year A

French curriculum Y5, Y6 Summer 2 Year A

 

French curriculum Y5,6 Autumn 1 Year B

French curriculum Y5,6 Autumn 2 Year B

French curriculum Y5,6 Spring 1 Year B

French curriculum Y5,6 Spring 2 Year B

French curriculum Y5,6 Summer 1 Year B

French curriculum Y5,6 Summer 2 Year B

 

We assess children’s progress against these questions. The curriculum is adapted to help all pupils make good progress in our chosen language of French.

 

French progression

At West Heslerton, our intention is to foster and develop our children’s curiosity in the subject of Science, whilst also helping them to fulfil their potential. Moreover, we aim to prepare our children for life in an increasingly scientific and technological world. We intend learning in science to be through systematic investigations of the physical, chemical and biological aspects of their lives that rely mainly on first hand experiences, leading to them being equipped to answer scientific questions about the world around them. It is our intention that, through investigative science, children will continue to deepen their respect for the natural world and all its phenomena, and increase their care and appreciation of it.

 

We aim to:

• develop enjoyment and interest in science
• develop an appreciation of its contribution to all aspects of everyday life
• build on children’s curiosity in, and sense of awe at, the natural world
• use a planned range of investigations and practical activities to give a greater understanding of the concepts and knowledge of science
• introduce children to the language and vocabulary of science
• develop their basic practical skills and their ability to make accurate and appropriate measurements
• develop use of equipment in their science studies
• extend the learning environment for our via environmental areas and the locality
• promote a healthy lifestyle in our children 

 

Curriculum statement for Science

 

Children’s knowledge is built up over time following this plan:

 

Science long term plan

 

Working Scientifically long term plan

 

More details for specific year groups can be found here:

 

Science curriculum Y1

Science curriculum Y2,3,4 Year A

Science curriculum Y2,3,4 Year B

Science curriculum Y5,6 Year A

Science curriculum Y5,6 Year B

 

We assess children’s progress against these questions. The curriculum is adapted to help all pupils make good progress in science knowledge and in scientific enquiry skills.

 

Science progression

 

Working Scientifically progression

 

 

At West Heslerton, we aim to engage, motivate and inspire children to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. 

Following the requirements of the National Curriculum for Music; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of musical concepts, knowledge and skills.

Music is a unique way of communicating. It is a vehicle for personal expression, and it can play an important part in personal, physical and cognitive development.

Music is a universal language that embodies one of the highest forms of creativity. As children progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination.

We aim to reflect the culture and society that we live in, and so the teaching and learning of music enables children to better understand the world they live in. 

 

At West Heslerton, we recognise that music plays an important part in helping children to feel part of a community and so we provide opportunities for all children to create, play, perform and enjoy music, to develop their skills, to appreciate a wide variety of musical forms, and to begin to make judgements about the quality of music.  

The National Curriculum provides an outline of core knowledge around which is used to develop exciting and stimulating themes and lessons to promote the development of children’s knowledge, understanding and skills as part of the wider school Curriculum.

 

The aims of our music curriculum are to develop children to:

• Sing and use their voices.
• Understand and explore how music is created, produced and communicated.
• Use musical language and notation.
• Create and compose music on their own and with others.
• Use technology appropriately.
• Have opportunities to play a wide variety of instruments including untuned and tuned percussion and Recorder.
• Take part in regular performances, including within the classroom, school and to the wider school community.
• Perform and share a range of musical styles and music for specific occasions/celebrations.
• Reflect upon performance ideas and make decisions in order to progress to the next level of musical excellence.  
• With direct links to current world events and Year level topics: Listen, review and evaluate music across a range of historical periods, genres, styles and traditions. This includes:

-Identifying and developing an understanding of the musical intent of the work of great composers and musicians.

-Developing an enjoyment of and an appreciation for music - contributing their thoughts, ideas and reflections.

 

Music Curriculum Statement

 

Children’s knowledge is built up over time following the long term plan for music.

 

Music Long Term Plan

 

 

Children’s knowledge of music history is built up over time following this plan.

 

Music History Plan

 

More details for specific year groups can be found here:

 

 

Music Curriculum Year 2 Year A & Year B

 

Music Curriculum Year 3 Year A & Year B

 

Music Curriculum Year 4 Year A & Year B

 

 

Y5,6 currently being updated and will be reloaded here soon

 

At West Heslerton, we recognise the importance of PE and the role it has to play in promoting long term, healthy lifestyles. The intent of our PE curriculum is to provide all children with high quality PE and sports provision.  It is our vision for every child to succeed and achieve their potential as well as to lead physically active lifestyles. We strive to inspire our children through fun and engaging PE lessons that are enjoyable, challenging and accessible to all. We want our children to appreciate the benefits of healthy and physically active lifestyles. Through our teaching of PE, we provide opportunities to take part in competitive sport in our community.

 

Curriculum statement for PE

 

Children’s knowledge is built up over time following this plan:

 

PE long term plan

 

 

We assess children’s progress against these questions. The curriculum is adapted to help all pupils make good progress in all aspects of PE

 

Athletics progression plan

Dance progression plan

Gymnastics progression plan

Forest School progression plan

 

Forest Schools

For further information about Forest Schools at West Heslerton CE VC Primary School, please click on the tab called 'Our Learning' and select the 'Forest School' heading.

At West Heslerton, we recognise that technology is an integral part of everyday life. The intent of our computing curriculum is to prepare our children for a future that is being increasingly transformed by technology. We encourage children to develop the skills, knowledge and confidence that they need to be able to become digitally literate. We do this through a combination of specific skills-based lessons and independent work.

It is our aim to develop:

• An enjoyment of computing.
• Competence and confidence in choosing and using appropriate applications.
• An ability to apply computing skills to real life problems and tasks.
• Initiative and an ability to work both independently and in cooperation with others
• An ability to communicate safely using on-line applications and technologies.
• An understanding of the capabilities and limitations of computing, and the consequences of its use. 

 

Curriculum statement for Computing

 

Children’s knowledge is built up over time following this plan:

 

Computing long term plan

 

More details for specific year groups can be found here:

 

Computing curriculum Y1

Computing curriculum Y2,3,4 Year A & Year B

Computing curriculum Y5,6 Year A & Year B

 

 

We assess children’s progress against these questions. The curriculum is adapted to help all pupils make good progress in computing.

 

Computing progression

 

Safety online

School uses a strict smoothwall to protect pupils when working online. Please supervise your children online at home. The guidance below may help keep children safe when browsing on phones.

 

Phone Safety

At West Heslerton, we encourage children to communicate effectively in a wide range of ways: at home, at school and in the wider world, leading to improved life skills and wider opportunities. We intend to develop skills of speaking, listening, reading and writing, including all of their essential inherent skills, enabling children to organise and express their own thoughts and to access the knowledge and ideas of others.

 

An understanding of how language is the vehicle for communication in both oral and written forms is paramount in our thinking and planning. To become literate, children need to understand that writing is a representation of speech, and that both come in a variety of forms linked to purpose. We are intent on teaching children that these aspects of language are inextricably linked and can rarely be experienced or learnt discretely.

 

We aim to give children the opportunity and encouragement to:

• nurture a love of language and all that it encompasses
• speak clearly, adapting their spoken English to suit the audience
• listen with concentration, and respond appropriately to what they have heard
• recognise the difference between informal spoken and written language and Standard English, and be able to apply this to their speaking and writing appropriately
• recognise English as being cross-curricular and essential as a basis to all learning
• recognise the link between reading and writing
• develop a love of books, read for enjoyment, and be able to evaluate texts and justify preferences
• read and write with confidence, fluency and comprehension
• use a full range of cues to facilitate reading and spelling, including phonic, graphic, syntactic and contextual
• develop an interest in words and their meanings, and therefore have an increasingly mature spoken and written vocabulary
• be confident in ‘having a go’, rather than staying within their comfort zone, especially in their choice of vocabulary
• develop imagination and inventiveness
• understand the features of, and be able to read and write in, a range of genres in fiction, non-fiction and poetry
• use technical vocabulary appropriate to a genre to enable understanding, and to facilitate discussion of their reading and writing
• plan, draft, improve and edit their own writing
• use a fully cursive, fluent and legible handwriting style

 

Curriculum statement for English

 

Children’s knowledge is built up over time following this plan:

 

English long term plan

 

We assess children’s progress against the following questions. The curriculum is adapted to help all pupils make good progress in all aspects of English.

 

Reading progression

Writing progression

Spoken Language progression

SPaG progression

 

 

 

Phonics

Children learn phonics (letter sounds) in short, regular sessions of Supersonic Phonic Friends in EYFS and Key Stage 1. 

Phonics long term plan

Reading

West Heslerton's reading scheme but has a range of books, both fiction and non-fiction covering a range of genre and subjects from different publishers. These books are graded according to the level of challenge they present and matched to each child's interest, reading ability and level of maturity. This way, children experience lots of different characters, layouts, styles and authors. Books are changed daily or as required.

At West Heslerton, we recognise that religious education provokes challenging questions about the meaning and purpose of life, beliefs about faith, issues of right and wrong and what it means to be human.  The principal aim of RE is to engage children in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own. Our RE curriculum aims to give the children in our care knowledge and understanding of the principal religions: Christianity, Buddhism, Islam and Judaism as well as humanist beliefs. RE is taught within a local, national and global context. Our RE curriculum offers children opportunities for personal reflection and spiritual development.  It considers the influence of religion on individuals, families, communities and cultures.

It is our aim to ensure that all children:

1. Know about and understand a range of religions and worldviews, so that they can:
   • describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals
   • identify, investigate and respond to questions posed, and responses, offered by some of the sources of wisdom found in religions and worldviews
   • appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
2. Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:
   • explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities
   • express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues
   • appreciate and appraise varied dimensions of religion.
3. Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:
   • find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively
   • enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all
   • articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.

 

Curriculum statement for RE

 

Children’s knowledge is built up over time following this plan:

 

RE long term plan

 

We assess children’s progress against these questions. The curriculum is adapted to help all pupils make good progress in Religious Education.

 

RE progression