Click here to view our Four Year Curriculum Overview

We have a thematic approach to learning here and our themed curriculum is pupil centred and responsive to our pupils needs as well as reflecting the world we live in today.

Our ethos is that if we provide our children with a personalised and meaningful curriculum tailored to their needs, they will be inspired and motivated to learn Parents can find out more about the curriculum by requesting to view the medium term planning for the class their child is in. In addition to this, regular curriculum evenings are held throughout the school year.

Please also refer to the Primary National Curriculum for information on broad coverage.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf

At Leavening Community Primary School we have mixed age classes. In order to ensure differentiation and challenge within a topic, we carefully plan using a progression in skills approach to our curriculum, enabling pupils not only to gain knowledge but to also work within greater depth in all subjects.

Key Subject Skills Sets 

Click here to view our EYFS Long Term Plan

British Values are at the core of our school values. We believe it promotes a culture of community and prepares pupils for life in modern Britain.

Throughout our country’s history, we have faced change and embraced progress, and never more so than in the 21^st Century. The world our children will experience in the future will be even more diverse as our communities and cultures continue to grow and adapt to challenges. Schools and families have the responsibility to prepare pupils for what changes they may face in their futures and equip them with the skills and mindsets they will need to positively contribute to British society in whatever path they choose. This will require resilience, empathy and the character to accept and respect the communities they will be a part of.

As part of the prevent strategy, British Values also ensures the safety of your child. Respect and Tolerance, Rule of Law, Individual Liberty and Democracy are practised throughout all parts of school life, and not just through our curriculum. In doing so, we hope staff, pupils and families are proud to be a part of modern Britain and proud to belong to Leavening Community Primary.

At Leavening, we teach the fundamental British values through our engaging weekly Picture News sessions. 

We are delighted to be advocates for Picture News. Please find our testimonial here  www.picture-news.co.uk/blog/advocates/. 

Curriculum Coverage 2022-23

• Primary Picture News England Coverage Document – Autumn 1 2022
• Primary Picture News Coverage Document England – Autumn 2 2022
• Primary Picture News Coverage Document England – Summer 1 2022
• Primary Picture News Coverage Document England – Summer 2 2022

“If you hear a voice within you say ‘You cannot paint’ then by all means paint, and that voice will be silenced.” -Vincent Van Gogh.

Intent

At Leavening, our aim for Art and Design is to follow the national curriculum to ensure that all pupils:

• experience high-quality art and design lessons that engages, inspires and challenges them, so they are prepared with the knowledge and skills to experiment, invent and create their own works of art, craft and design.
• produce imaginative pieces of art by exploring their ideas and recording their personal experiences.
• become talented in specific skills including drawing, painting, sculpture, collage and craft and design techniques.
• evaluate and analyse pieces of art created by themselves and others, and use key vocabulary linked to art, craft and design.
• learn and retain knowledge about a range of specific art and design skills they need to achieve, in order to progress and reach their full potential.
• recognise and appreciate famous artists, craft makers and designers, and their high skilled work, and understand the historical and cultural development of their art.

What Art and Design looks like at Leavening

Implementation

At Leavening C P School, we believe all children are entitled to a broad and enriched curriculum in their education, and Art and Design plays a vital part in this. Art and Design provides the children with the opportunities to develop and extend skills and an opportunity to express their individual interests, thought and ideas.

High-quality art and design lessons should engage, inspire and challenge pupils, so they are provided with the knowledge and skills to experiment, develop and produce their own works of art, craft and design. As pupils progress throughout each school year and move towards Key Stage 2, they should be able to evaluate pieces of artwork more deeply and they will develop a more thorough understanding of art and design. Through studying art and design, children will also learn how both parts of the subject have created our history, and contribute towards the ethos and inspiration of our country.

Currently, Art and Design at Leavening C P School is taught as a block of lessons each half term, linking to a particular topic, so that children can achieve depth in their learning and can really explore specific objectives in more detail. Teachers have identified the key knowledge and skills required in Art and Design and have ensured their long term plans demonstrate progression across topics, throughout each year group from nursery all the way through to year 6.

While children are in EYFS, they explore and use a variety of media and materials through a combination of child initiated and adult directed activities.

Through Expressive Art and Design, children have opportunities to learn to:

• Explore different materials freely, in order to develop their ideas about how to use them and what to make.
• Develop their own ideas and then decide which materials to use to express them.
• Join different materials and explore different textures.
• Create closed shapes with continuous lines, and begin to use these shapes to represent objects.
• Draw with increasing complexity and detail, such as representing a face with a circle and including details.
• Use drawing to represent ideas like movement or loud noises.
• Show different emotions in their drawings and paintings, like happiness, sadness, fear etc.
• Explore colour and colour-mixing.
• Explore, use and refine a variety of artistic effects to express their ideas and feelings.
• Return to and build on their previous learning, refining ideas and developing their ability to represent them.
• Create collaboratively sharing ideas, resources and skills

Through ‘Creating with Materials’, EYFS children will begin to:

• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
• Share their creations, explaining the process they have used

Through practising activities that help EYFS children to develop their ‘Fine Motor Skills’, they will begin to:

• Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.
• Use a range of small tools, including scissors, paintbrushes and cutlery.
• Begin to show accuracy and care when drawing

By the end of Key Stage 1, children are taught:

• to use a range of materials creatively to design and make products
• to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
• to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
• about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work

By the end of key stage 2, children are taught:

• to create sketch books to record their observations and use them to review and revisit ideas.
• to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay].
• to understand more about great artists, architects and designers in history.

In the curriculum that we provide at Leavening, we try to include as many cross curricular links with other subjects as possible. The outcomes that we want our children to achieve in Art and Design are explicitly planned for, with strong links to various lessons including English, Music, Design Technology and History lessons. The outcomes of children’s work are regularly monitored by teachers, to ensure that they reflect a strong understanding of the identified key skills they have been taught in those particular lessons.

Wider Curriculum

• Art and Design lessons that we teach, provide cross curricular links with many other subjects we teach in school including: English, History, Music and Design Technology lessons. The key vocabulary linked to specific artistic tools and materials is used consistently by all staff across various subjects where appropriate. Staff use the vocabulary progression document to help inform their Art and Design planning, and this clearly states the vocabulary that all children should be taught in EYFS, KS1 and KS2.

Coverage

• Art and Design is taught in all classes throughout the week where appropriate. The long term curriculum overview map for Art and Design shows that it is taught for 3 half terms out of 6, as Design Technology is taught during the other 3 half term. The subject leader has made sure there is an equal balance of Art and Design skills and Design Technology skills being taught throughout the year.
• Staff use medium term plans to ensure children have opportunities to learn a wide range of skills through high quality lessons each week. Children are also encouraged to use their knowledge organisers to learn and retain more facts about the particular unit of work they’re studying.

Displays

• Children’s artwork is always displayed in the school hall, corridors and in classrooms so that parents, new visitors and children in different year groups can appreciate the talent our budding artists in school have.

How we entwine Art and Design with our Leavening school values underpinning our purpose of ‘Together We Can’

Care, share and belong
Children learn to appreciate the value of similarities and differences amongst people and their art forms, and learn to show tolerance towards others- one of the key British Values. A variety of these experiences teaches children to appreciate that all people’s views, are equally important and should be listened to and respected even when they have differing opinions.

Children are encouraged to work together on various projects because collaborative work in Art and Design develops mutual respect for the differing opinions, beliefs and abilities of others. In addition, it means children develop a respect for the environment, for their own health and safety and that of others when they’re using a range of tools and materials.

Look and learn beyond the classroom
Children have the opportunity to experience high-quality visits to various places such as art galleries and museums. We regularly organise ‘INSPIRE’ weeks, where we invite special visitors, including artists and website designers to speak to the children first hand, about what their career involves. This enables children to appreciate how artists can influence our opinions about various types of art work. Staff encourage children to ask questions during these events, so they gain more knowledge in an inspiring way, and are therefore more likely to remember it.

Have high aspirations and fulfil our potential
Children are inspired to be the best artists they can possibly be. They are provided with a range of tools and medium, to experiment with when they are drawing and painting.

Children are given time to produce high quality pieces of work, that they can keep evaluating and improving, until they are happy and confident with their art.

Learn with passion
Children are encouraged to cultivate a growth mind set and resilience in their attitude towards all areas of learning in art. In class, they are praised for asking questions and supporting others in order to become more independent learners. Children are reminded that they can discuss ideas with their peers, as a way of helping each other and improving their work further.

How we know our Art and Design curriculum is successful

Impact
• Children will develop a range of technical skills throughout school, such as shading, hatching and painting which will prepare them to be life-long artists.
• Children will retain prior-learning and openly make connections with the artistic skills they have learnt in previous years and the skills they are currently learning in particular topics.
• Children will become progressively more analytical of their own art work and be able to share their ideas with others, so they can improve their skills further.
• Children will also develop an understanding of the importance of art and sculptures in the local area, as well as on a national and global scale.

Art and Design Curriculum Overview Map

Art and Design Progression of Skills and Vocabulary

“The art challenges technology and the technology inspires art.” -John Lasseter.

Intent

At Leavening, our aim for Design Technology is to follow the national curriculum to ensure that all pupils:

• Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
• Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
• Critique, evaluate and test their ideas and products and the work of others
• Understand and apply the principles of nutrition and learn how to cook. 

What Design Technology looks like at Leavening

Implementation

At Leavening C P School, we believe all children are entitled to a broad and enriched curriculum in their education, and Design Technology plays a vital part in this. Design Technology develops children’s skills and knowledge in design, structures, mechanisms, electrical control and a range of materials, including food. It encourages children’s creativity and encourages them to think about important issues.

Through teaching a range of high quality Design Technology lessons, our children have the opportunity to improve their skills, knowledge and understanding of designing and making functional products. At Leavening, we believe it is essential to nurture creativity and innovation through design, and explore the designed and made world in which we all live and work.

Design Technology at Leavening C P School is taught as a block of lessons each half term, linking to a particular topic, so that children can achieve depth in their learning and can really explore specific objectives in more detail. Teachers have identified the key knowledge and skills required in this subject and have ensured their long term plans demonstrate progression across topics, throughout each year group from nursery all the way through to year 6.

Currently, Design Technology at Leavening C P School is taught as a block of lessons each half term, linking to a particular topic, so that children can achieve depth in their learning and can really explore specific objectives in more detail. Teachers have identified the key knowledge and skills required in Design Technology and have ensured their long term plans demonstrate progression across topics, throughout each year group from nursery all the way through to year 6.

While children are in EYFS, they explore and use a variety of media and materials through a combination of child initiated and adult directed activities.

Through Expressive Arts and Design, EYFS children have opportunities to learn to:

• Explore different materials freely, in order to develop their ideas about how to use them and what to make.
• Develop their own ideas and then decide which materials to use to express them.
• Join different materials and explore different textures.
• Create closed shapes with continuous lines, and begin to use these shapes to represent objects.
• Draw with increasing complexity and detail, such as representing a face with a circle and including details.
• Use drawing to represent ideas like movement or loud noises.
• Show different emotions in their drawings and paintings, like happiness, sadness, fear etc.
• Explore colour and colour-mixing.
• Explore, use and refine a variety of artistic effects to express their ideas and feelings.
• Return to and build on their previous learning, refining ideas and developing their ability to represent them.
• Create collaboratively sharing ideas, resources and skills.

Through ‘Creating with Materials’, EYFS children will begin to:

• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
• Share their creations, explaining the process they have used.

Through practising activities that help EYFS children to develop their ‘Fine Motor Skills’, they will begin to:

• Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.
• Use a range of small tools, including scissors, paintbrushes and cutlery.
• Begin to show accuracy and care when drawing.

In Key Stage 1, when designing and making, pupils should be taught to:

Design

• design purposeful, functional, appealing products for themselves and other users based on design criteria
• generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

• select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
• select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

• explore and evaluate a range of existing products
• evaluate their ideas and products against design criteria

Technical knowledge

• build structures, exploring how they can be made stronger, stiffer and more stable
• explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].

In Key Stage 2, when designing and making, pupils should be taught to:

Design

• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

• select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
• select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

• investigate and analyse a range of existing products
• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
• understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

• apply their understanding of how to strengthen, stiffen and reinforce more complex structures
• understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
• understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
• apply their understanding of computing to program, monitor and control their products.

Cooking and nutrition

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Pupils should be taught to:

Key stage 1

• use the basic principles of a healthy and varied diet to prepare dishes
• understand where food comes from.

Key stage 2

• understand and apply the principles of a healthy and varied diet
• prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
• understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

In the curriculum that we provide at Leavening, we try to include as many cross curricular links with other subjects as possible. The outcomes that we want our children to achieve in Design Technology are explicitly planned for, with strong links to various subjects including English, Art, History and Mathematics lessons. The creativity of Design Technology helps us to teach subjects with cross curricular links, in a fun and engaging way, which makes the skills easier to digest and more understandable for younger children.

Teachers regularly monitor the outcomes of children’s work, to ensure that they reflect a strong understanding of the identified key skills they have been taught, in that particular series of lessons.

Wider Curriculum

• Lessons in Design Technology that we teach, provide cross curricular links with many other subjects we teach in school including: English, Art, History and Mathematics lessons. The key vocabulary linked to specific designing, crafting tools and materials, is used consistently by all staff across various subjects where appropriate. Staff use the vocabulary progression document to help inform their Design Technology planning, and this clearly states the vocabulary that all children should be taught in EYFS, KS1 and KS2.

Coverage

• Design Technology is taught in all classes throughout the week where appropriate. The long term curriculum overview map for Design Technology shows that it is taught for 3 half terms out of 6, as Art and Design is taught during the other 3 half term. The subject leader has made sure there is an equal balance of Art and Design skills and Design Technology skills being taught throughout the year.
• Staff use medium term plans to ensure children have opportunities to learn a wide range of skills through high quality lessons each week. Children are also encouraged to use their knowledge organisers to learn and retain more facts about the particular unit of work they’re studying.

How we entwine Design Technology with our Leavening school values underpinning our purpose of ‘Together We Can’

Care, share and belong
Children are encouraged to work together on various projects because collaborative work in Design Technology develops mutual respect for the differing opinions, beliefs and abilities of others.
Children learn to show determination and tolerance in difficult situations and towards others- two of the key British Values. Experiences like these, teach children how to show respect towards others, even when they have differing views about a certain product for example.

Look and learn beyond the classroom
Staff regularly organise ‘INSPIRE’ weeks, where we invite special visitors, including designers, architects and engineers, to speak to the children first hand, about what their career involves. This enables children to appreciate how these people can influence our opinions about various types of work. Staff encourage children to ask questions during visits and when we have guests visiting our school such as civil engineers who design and build bridges, and chefs who make incredibly tasty dishes, so they gain more knowledge in an inspiring way, and are therefore more likely to remember it.

In Forest Schools, children are encouraged to design and create various sculptures, linked to topic work, using natural materials that they can find outside.

Have high aspirations and fulfil our potential
Children are inspired to be the best designers and technologists they can possibly be. They are provided with a range of tools and materials, to experiment with when they are cooking or making electrical circuits for example.

Children are given time to produce high quality pieces of work, that they can keep evaluating and improving, until they are happy and confident with their design work.

Lead, teach and learn with passion
Children are encouraged to cultivate a growth mind set and resilience in their attitude towards all areas of learning in Design Technology. In class, they are praised for asking questions and supporting others in order to become more independent learners. Children are reminded that they can discuss ideas with their peers, as a way of helping each other and improving their work further.

How we know our Design Technology curriculum is successful

Impact

• Children will develop a range of creative, technical and practical skills throughout school, which will prepare them to be life-long designers and technologists in our increasingly technological world.
• Children will retain prior-learning and openly make connections when they are designing and making high-quality products for a range of audiences, and be able to evaluate and test their own and other children’s products.
• Children will become progressively more analytical of their own work and be able to share their ideas with others, so they can improve their skills further.
• Children will also produce a product with a great quality finish, according to the age and ability of the child.

Design Technology Curriculum Overview Map

Design and Technology Progression of skills and Vocabulary

“The advance of technology is based on making it fit in so that you don’t even really notice it, so it’s part of everyday life.”   – Bill Gates  

Intent  

At Leavening, Computing is at the heart of our curriculum! Our aim is to teach the technology skills children need to live in the twenty first century. We use the Teach Computing scheme of learning that enables children to access a high-quality Computing curriculum. In addition to this, children use these skills through all areas of the curriculum. We encourage children to develop a growth mindset approach and instil confidence and resilience in all learners.  

What Computing looks like at Leavening 

Implementation 

The Teach Computing scheme ensures consistency and progression in knowledge and skills across the school. Due to the nature of our mixed age classes, children are given plenty of opportunity to revisit prior learning and build on their knowledge and skills.  

We teach lessons so that children:  

• Develop their love of computing. 

• Have a sound understanding of internet safety and know how to behave appropriately and safely when using the world wide web.

• Progressively acquire, use and apply a growing bank of technical vocabulary. 

• Have the opportunity to develop their confidence and creative skills through programming and using software. 

• Understand a that people solve problems differently and at different paces

• Work in an environment that supports and embeds their learning in computing including access to iPads 

• Develop skills that contribute to learning across the curriculum. 

 How we entwine Computing with our Leavening school values underpinning our purpose of ‘Together We Can’

Care, share and belong
Children will develop a mutual respect for children’s approaches to Computing. They will show empathy and compassion towards children who give considered and careful explanations so that children don’t feel pressured.

Look and learn beyond the classroom
This generation of children live in a world where technology is a part of everyday life. All children have experiences of using technology outside school which gives them a wealth of experience and opportunity to practice safe internet use.

Have high aspirations and fulfil our potential
Children are encouraged to aim high and produce work of a high standard, this includes clearly thought out, written and verbal explanations of why an answer is correct or incorrect. We motivate children to ‘have a go’ and to see mistakes as one step closer to success.

Learn with passion
Children are excited by Computing. They feel extremely lucky to have a class set of ipads that can be accessed when needed. The older children work independently when using this fabulous resource and can confidently explain what they have produced and how they could make it even better.

How we know our Computing curriculum is successful  

Impact  

• Children will leave Leavening with the skills to become successful, lifelong learners. 
• Children will know how to use technology and the internet safely and respectfully. 

• Children will know what steps to take to combat any incidences of online bullying and inappropriate behaviour.  
• Children will become independent and confident at using a range of technology. 
• Children will see mistakes as a road to success.  
• Children will understand that there are many ways to solve a problem. 
• Children will ask questions and become curious in nature.  

• Children will have a love of computing.  

Resources and further information:

We have a topic-based curriculum at Leavening.

To provide meaningful and purposeful introductions to these topics, each half term we hold a ‘Launch’ day that provides pupils with a moment of ‘WOW’.

Following 6 weeks of exploring this topic, we finish with a ‘landing’ activity or event, designed to celebrate the learning of that topic.
These have recently included:

Art Award
We are involved in an exciting arts project across the whole school.

We have registered ourselves as an Arts Award provider and Leavening Community Primary School is now a centre to offer its pupils a rich arts curriculum, considering the ‘arts’ in the wider range of opportunities such as music, composition, singing, drama, production of music and performance, being an artist across a range of medium and learning about history of art.

We are already fortunate that we have specialist art and music teaching at school and this takes the passion and creative approach to our teaching and learning one step further. All pupils in EYFS and KS1 will be embarking on the ‘Discover’ learning progrmamme each year which enables pupils to learn about local art and performance linking in with community events. In Years 3-6 pupils progress by working through the ‘Explore’ programme where by at the end of KS2, on completion they are awarded an entry Level 3 accredited qualification in the wider arts. Watch this space for updates of our exciting addition to our curriculum.

Please click on the link below to see the press release of ‘Leavening School Becomes Centre For The Arts Award’

Aspire/Inspire Day
At Leavening Primary School we like to invite parents and local people into school to talk to the pupils about their jobs and hobbies. This gives the children an insight into a variety of careers, we have had lots of very willing people coming in and the children always have great questions to ask!

Launch & Landings

Topic launches we have had include:

Battles and Events that have shaped our world.
The children are being inspired and learning all about the many events which have shaped and changed our world. The whole school will be visiting the Armed Forces Day at Catterick Garrison where they will be experiencing an array of activities. The children will be climbing and interacting with serving soldiers from all different areas of the Armed Forces.

‘Making a Difference’ – Plastic Pollution debate.
The children designed a sculpture out of the communities plastic recycling. This enabled the pupils to see a mass wastage of plastic and inspired them all to make a difference. We also took part in the BBC live Blue Planet lesson, exploring the effects of plastic pollution in our oceans.

‘Once Upon a Time’.
Each class explored a different traditional story and spent the day discovering characterisation, drama and creative writing around the story. Pupils in Acorns became Goldilocks and the Three Bears. Pupils in Conkers enjoyed Mad Hatters tea party as in Alice in Wonderland, Pupils in Oak Trees were embroiled in the magical fantasy of Beauty and the Beast. All pupils had the opportunity to dress up.

‘Is there anybody out there?’
The whole school were delighted to take part in the Launch event for this half terms topic of ‘Is there anyone out there?’ The pupils enjoyed a day of designing and building rockets, creating their own solar system and learning intergalactic style moon dances.

The Young Leaders Archbishops Award
All pupils in reception, year 1 and 2 have the opportunity each year to take part in the Young Leader project as part of the curriculum. This project is founded by the Archbishop of Yorks Youth Trust and teaches children the key skills required to be good leaders. The 12 week project focuses on discovering and practising the essential skills of kindness, team work and perseverance; all the qualities required in leadership of any kind.

As well as learning about these skills through stories and active learning opportunities, the pupils also have the opportunity to participate in a community project designed to improve outcomes for the local community.

Pupils regularly visit local residential homes to teach the residents art skills and build and develop relationships.
We are delighted to be able to offer this to all of our EYFS and KS1 pupils as part of the curriculum.

Here are some examples of our random acts of kindness;

• Jack has written his Mummy a letter telling her what he loves about her.
• Joshua has bought his mummy and sister flowers
• Poppy donated all of her old dressing up clothes to school

“One child, one teacher, one book, one pen can change the world.” –Malala Yousafzai

Intent

At Leavening, English is at the heart of the curriculum. Our aim is to ensure that all children have access to a high quality, creative and engaging English curriculum that enables them to become confident, fluent and enthusiastic communicators through speaking and listening, reading and writing. These transferable skills are developed and practised in different contexts and situations and across the wider curriculum.

What English looks like at Leavening

Implementation

We follow the National Curriculum programme of study, which ensures consistency and progression across school.

Phonics
Phonics is taught daily in Early Years (Nursery and Reception) and Year 1, following the Little Wandle scheme.

READING

Reading is given a high priority at Leavening and is taught daily. In Early years and Key Stage 1, children are taught discrete reading skills in small groups with books tailored to their needs. In Key Stage 2, high quality texts are carefully chosen for children to read the same whole class novel. We aim to promote a love of reading and children are actively encouraged and rewarded for reading at home through our reading awards that are celebrated in our Together Time assemblies each week. Every classroom has a dedicated book corner and in the Early years and Key Stage 1 the theme in these reading corners change to keep the children engaged.  Staff and Volunteers in school read with individual pupils. Our KS2 children also ‘buddy up’ with our EYFS and KS1 children and read together each week.

We love reading at Leavening. In fact, when you arrive at our school you’ll see books everywhere… bursting out of classrooms, in shared spaces, in our learning zone. We are super lucky to have an amazing book area in each classroom, indoors and outdoors, with lots of contemporary books and very keen Book Worms who enjoy them. You’ll also see us reading everywhere with everyone sharing a love of reading. From our pupil and staff through to governors and parents.We are also so very proud to have Lenny as our reading pooch. He’s such an amazing addition to our school.

Reading progression map information  Sept 2023

Spelling
Spelling is timetabled each day and is taught from Year 2 using the Little Wandle programme and from Year 3 to Year 6 following the North Yorkshire spelling scheme. Children in KS2 start each session with a spelling activity that is an opportunity to practise spellings and spelling strategies that have been taught. In addition, spellings are supplemented with weekly spelling homework.

Grammar and Punctuation
Discrete Grammar and Punctuation lessons are taught throughout the week. These lessons link to the genre being taught in writing and or reading lessons to ensure that children have a strong awareness of the purpose and understanding of different grammatical features.

How we entwine English with our Leavening school values underpinning our purpose of ‘Together We Can’

The Building Blocks of Reading

Handwriting
At Leavening Primary School, our aim is that our children will be able to write clearly, fluently and quickly so that they can cope with the everyday demands of life and school. Letter formation is taught from nursery and all children are introduced to cursive handwriting from Reception in the Early Years. This embeds the skills of handwriting in a cursive style from the beginning, developing confidence, accuracy and fluency. Our personalised learning approach ensures we only introduce cursive joined when pupils are confident in forming each letter correctly. Children are given regular handwriting lessons, appropriate to the year group and class needs to ensure that they are able to practise this skill.

WRITING

Writing is taught daily and we endeavour to provide stimulating opportunities to inspire children to write for a variety of audiences and purposes. We use visitors into school and visits out of school to help to provide real experiences for children to write about. In addition, a variety of stimulus such as film, media and high quality books chosen by the pupils are used to motivate and enthuse children. Following the National Curriculum programme of study, children are taught to plan, draft, edit and proof read their work. We use ICT to support this where appropriate.

How we know our English curriculum is successful

Impact

• Children will leave Leavening with the skills to become successful, lifelong learners.
• Children will become independent and fluent readers, able to read with accuracy, understanding and enjoyment.
• Children will have the study skills so that they will know how to access information in non-fiction texts.
• Children will be empowered to communicate through all types of narrative and non-fiction writing with a strong sense of audience and purpose.
• Children will have a secure understanding of Spelling, Grammar and Punctuation.
• Children will develop confident speaking and listening skills to enable them to interact with others, express feelings and emotions and present, share and reflect upon opinions, ideas and experiences.

Spelling is taught from reception until Year 2 using the Little Wandle Spelling programme and from Y3-Y6 following the North Yorkshire spelling scheme. Children in KS2 start each session with a spelling activity.

Drawing Club in the EYFS is aimed at amplifying language, mark making, mathematics, connection and imagination.

Drawing club is a time for children to choose to come and be creative with their imagination. After listening to a traditional tale, a well-known story or an animation from the past, the children are taken on an adventure with words, actions and descriptive drawings. 

The children use their imagination to create a theme, object or character from the story and they use their stories as a conversation starter to talk about what their picture means to them. 

They then choose a ‘code’ of numbers, letters or even words to bring magic into the drawing with their creative ideas!

English Curriculum Map

Progressions Documents Sept 2023:-

Grammar and Punctuation 
Curriculum-Progression-Grammar-and-Punctuation-Coverage-Overview-KS1.doc
Curriculum-Progression-Grammar-and-Punctuation-KS2.docx

Reading
Curriculum-Progression-Map-Reading.rtf
Reading-and-spoken-language-half-termly-progression.docx

Spelling
Spelling-progression-each-half-term.docx
Spelling-progression-for-each-cohort.pdf
Little-Wandle-Spelling_Programme-progression.pdf
Little-Wandle-Spelling_National-Curriculum-Coverage.pdf

Spoken Language
Curriculum-Progression-Map-Spoken-Language-English.rtf
Reading-and-spoken-language-half-termly-progression.docx

Writing
Curriculum-progression-End-of-cohort-Writing-Progression-for-pupils.doc
Curriculum-progression-End-of-cohort-Writing-progression.pdf

Every full term, teachers offer various extra curricular after school activities, including sports, cooking and gardening clubs.
These differ termly and pupils will be invited to join in once these have been planned.

Friday lunch time clubs is Choir.

Music for Schools
Music for Schools at County Hall provide tuition in many different instruments, including brass, woodwind, strings and percussion.

For more information, please contact:-

County Music Service
County Hall
Northallerton
DL7 8AE
Tel; 01609 532783

E-mail: countyhall.music@northyorks.gov.uk

Or visit the website: www.northyorks.gov.uk/musicservice or http://www.northyorkshiremusichub.co.uk/

Our children are continuously reminded about how to stay safe on the internet and how to seek help and advice if they require it. The following links will help both parents and children with e-safety advice and guidance.

The online world is rapidly developing and many of our children now have access to devices which enable them to connect to the internet, take images or video and communicate with others. While it is important not to obstruct them from developing skills from using these devices, it is essential that parents support their children in navigating the online world.

Our Online Safety curriculum is delivered through both our computing curriculum and our Personal, Social, Heath Education Curriculum. In our computing curriculum, each unit of work consists of an online safety lesson at the end of the unit. Combined with online safety being embedded in the Jigsaw curriculum, our pupils are consistently being educated about the online world in which they belong. 

Please see our main school policies page to view our E Safety Policy and other associated information

Please click here to view our online safety coverage across the computing and PHSE curriculum

We have a regular visit PC who visits the school to speak to all children about keeping safe on the internet; reinforcing the schools E-safety policies. Please see this PowerPoint regarding internet safety.

Further resources containing lots of useful advice and information about online safety:

SaferInternet.org

Click here for parental advice on Facebook

https://www.thinkuknow.co.uk/parents/

http://www.childnet.com/

https://www.virginmedia.com/blog/online-safety/childrens-internet-safety-test

Online safety for children with SEND | NSPCC

“The best classroom and the richest classroom is roofed only by the sky.” -Marget McMillan

Intent

At Leavening Community Primary School, we aim to give children and practitioners a shared understanding of the ethos of a Forest School experience. This powerful approach enables young children to be independent, self-motivated, courageous, and considerate and sets them up to be a lifelong learner. It particularly supports the development of self-esteem and self-confidence.

There are many important issues to be considered here and we aim to remain true to the Forest School ethos and approach.

What Forest School looks like at Leavening

Implementation

Forest School is taught at Leavening Community Primary School as a key part of our curriculum. The sessions are taught once a week, every other half term.

We teach lessons so that children:

• Have fun and work as a team in order to problem solve and achieve various tasks.
• Secure and build on a range of skills including strong communication and perseverance.
• Develop good attitudes and show determination towards challenges they are faced with.
• Understand basic health and safety rules during these Forest School and when in the Forest School area.

How we entwine Forest School with our Leavening school values underpinning our purpose of ‘Together We Can’

Care, share and belong
Children learn to work well as a team in Forest School sessions, by communicating clearly with one another, taking turns, problem solving and showing great determination through challenges they may face. Children of all ages ensure all their friends are involved in the activities, and that they all take turns in having various roles.

Look and learn beyond the classroom
Children seem to love been outside when they’re learning, and Forest School is a great opportunity for them to do this. Most Forest School sessions are based outside and involve the children carrying out various tasks such as learning to tie knots in order to create shelters or using tools to reshape wood to make a photo frame or dream catcher.
Children also experience cross curricular sessions where they might be asked to sketch the views that they can see in Art, or describe the senses they use to create some winter poetry in English.

Have high aspirations and fulfil our potential
Staff support children to ensure everyone participates fully, and there are many opportunities to work as a team, so everyone has an important role. Staff also prompt children to ask their friends for support when they are given a challenge to carry out.

Lead, teach and learn with passion
Children are encouraged to develop and improve their communication skills, so that they can work as a team successfully to complete their challenge together. Children seem to enjoy the freedom in Forest School sessions, to explore the area and learn new skills. Because the majority of children, love to learn outdoors, they appear to be more motivated and enthusiastic in sessions.

How we know our Forest School curriculum is successful

Impact

There are so many benefits of Leavening C P School being able to offer regular Forest School sessions each term. By children taking part and completing challenges in Forest School, they learn to develop the following skills:

• Achieve personal and social development within their peer groups.
• Learn about the natural environment and how to look after it.
• Learn problem-solving skills and strategies.
• Build positive relationships with their peers.
• Improve communication skills.

Forest School is excellent for children’s social development, as they will learn how to collaborate within a team, and how to share their ideas and to listen to others. The Forest School activities taken from the long term curriculum planning are mostly child-led, and adults are there to support and guide the children, but not to direct their learning. For example, if the session plans involve using tools, adults will demonstrate how to use the tool correctly and safely and may show a possible design of a creation they could make, but the children can choose what they’d prefer to make.

Forest School Curriculum Overview Map

Forest Schools Progression of Skills

“Geography is a subject which holds the key to our future.”
-Michael Palin.

Intent

At Leavening Primary School, it is our aim for the Geography element of our curriculum to inspire children with a curiosity about the world when they are studying places, people and natural and human environments. Our teaching should prepare pupils with a deep understanding of the Earth’s key physical and human processes. By revisiting these areas of learning regularly, and building on their previous skills, children will learn more and remember more.

As children progress, their growing familiarity about the world should help them to deepen their understanding of the links between physical and human processes, and of the establishment and usage of landscapes and environments. We want our children to develop their self-confidence and have practical experiences in geography which explain how the Earth’s features at different scales are shaped, interconnected and change over time.

In Geography, we follow the national curriculum to ensure that all pupils:

• develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
• understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
• are competent in the geographical skills needed to:
• collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
• interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
• communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

What Geography looks like at Leavening 

Implementation

Our Geography curriculum at Leavening C P School is designed to improve children’s curiosity and fascination about the world we live in, so that they develop a love for Geography.

Children investigate a range of places – both in Britain and abroad – to help extend their knowledge and understanding of the Earth’s physical and human processes. We are devoted to providing children with opportunities to investigate and make enquiries about their local areas of Leavening and Malton, so that they can gain of real intelligence of who they are, their culture and what makes our local area such a unique place to live in.

Through teaching a range of high-quality geography lessons, our children have the opportunity to improve their geographical skills, knowledge and understanding, so they can confidently share and discuss their research and results with others. At Leavening, we believe it is essential to inspire and motivate children to appreciate their surroundings and be aware of the physical and human processes which form different places in our world.

Geography at Leavening School is taught as a block of lessons throughout the year, linking to a particular topic. This way, children can achieve depth in their learning and can really explore specific objectives in more detail. We have identified the key knowledge and skills required in this subject and have ensured our long-term plans demonstrate progression across topics, throughout each year group from nursery all the way through to year 6.

The Early Years Foundation Stage (EYFS) in nursery and reception follows the ‘Development Matters in the EYFS’ guidance, so when geography is taught, our aim is for all children to develop skills in: ‘Understanding the World’ when they are learning. It presents the option for children in nursery and reception to reflect on the events and routines that they and their peers experience. They are given the opportunity to ask questions while they investigate the similarities and differences that exist. Through role-play, young children can also learn about various environments that different professions work in, and discuss why some things happen the way they do in both the physical and human world.

In the Geography curriculum that we provide at Leavening, the outcomes are explicitly planned for, with strong links to various subjects including English, History and Science lessons. We regularly monitor children’s work, to ensure that they reflect a good understanding of the identified key skills they have been taught.

Wider Curriculum

• Lessons in Geography that we teach, provide cross curricular links with many other subjects we teach in school including: English, Art and History lessons. The key vocabulary and skills linked to map reading and locations of various places are discussed with children where appropriate in other subjects. 

Displays

• Children’s work is always displayed in classrooms and around school so that parents, new visitors and children in different year groups can appreciate the abilities of our geographers in school. 

Visits

• Children visit places in the local area, when there are strong links to a particular topic that will benefit them. For example, the ‘I am Yorkshire!’ topic, provides great opportunities for the children to explore their local village of Leavening, and discover all the human and physical features, as well as practising following a map.

How we entwine Geography with our Leavening school values underpinning our purpose of ‘Together We Can’

The New Primary Curriculum was introduced in September 2014 and was statutory for all year groups from September 2015. Its content has higher expectation for teaching and learning and this represents a challenge for all.

Research has shown that almost all children can reach the standards set by the government. This can be done through effort, practice and resilience – some of the features of having a growth mindset. Extensive research, especially by Dr Carol S. Dweck, have shown that where schools and parents foster a ‘can-do’ approach, children’s learning improves and standards rise. Having a growth mindset can improve children’s progress and attainment – they can grow their brains and intelligence!

Here at Leavening Community Primary, we strongly believe that all of our children can develop a growth mindset, and with help from all adults involved, can succeed. We place great emphasis on effort, resilience and the importance of making mistakes and learning from them.

“No matter what your ability is; effort is what ignites that ability and turns it into accomplishment.” (Dr. Carol S. Dweck)

Please refer to the links below to discover more about how we are teaching pupils to develop a growth mindset here at Leavening Community Primary School:

Parent letter

Parent workshop presentation

Parent growth mindset

Useful websites to support growth mind-set with your child:

http://www.bbc.co.uk/cbeebies/grownups/help-your-child-try-new-things

https://www.youtube.com/watch?v=UNAMrZr9OWY

“WE ARE NOT MAKERS OF HISTORY. WE ARE MADE BY HISTORY.”

-Martin Luther King, Jr.

Intent

At Leavening, our aim is to:

• Teach history so that we can extend our children’s understanding and help them to compare the world today as it is now, with how it was in the past, which encourages them to be curious and ask questions and therefore develop a desire and enthusiasm for history.
• Extend children’s knowledge about the events in history that have happened in the past, in order to develop their understanding of producing a time line of well-known events.
• Show all children how they belong in different communities locally, nationally and globally, and how everyone has personal roles and responsibilities of looking after their own societies.
• Develop positive and determined historians, by teaching them a range of exciting differentiated lessons based on their personal interests. They are specifically adapted to their abilities and needs by using clear objectives taken from the National Curriculum.

What History looks like at Leavening

Implementation

History at Leavening C P School is taught in several blocks throughout the year, linking to a particular topic, so that children achieve depth in their learning and can really explore specific objectives in more detail. Teachers have identified the key knowledge and skills required for each topic, which have been used to organise long term plans.

The staff have ensured these plans demonstrate progression across topics throughout each year group from nursery all the way through to year 6, so that by the end of key stage 2, children are confident in discussing the time line of events from the Stone Age to the present day in British history. They are able to draw comparisons and make connections between different time periods and their own lives today such as, the Victorians and Ancient Greeks.

The Early Years Foundation Stage (EYFS) in nursery and reception follows the ‘Development Matters in the EYFS’ guidance which aims for all children to have skills in: ‘Understanding of the World’. ‘People and Communities’ and ‘The World and Technology’ by the end of reception.

In the curriculum that we provide at Leavening, we try to include as many cross curricular links with other subjects as possible. The outcomes that we want our children to achieve in history are explicitly planned for, with strong links to a range of lessons including English, Music, Art and Design, Design Technology and Science lessons. We use the national curriculum to inform all our planning across both key stage 1 and 2, and ‘Development Matters in EYFS’ for nursery and reception. The outcomes of children’s work are regularly monitored by teachers to ensure that they reflect a strong understanding of the key identified skills they have been taught in that particular series of lessons.

Wider Curriculum

• History lessons we teach provide cross curricular links with most subjects we teach including English, Music, Art and Design, Design Technology and Science lessons and the key vocabulary is used consistently by all staff across subjects where appropriate.

Displays across school

• Displays in classrooms and around school emphasise the importance of history in the curriculum and enable children to make links with other subjects.

How we entwine History with our Leavening school values underpinning our purpose of ‘Together We Can’

“It does not matter how slowly you go so long as you do not stop.” -Confucius

Intent

At Leavening, Mathematics is creative and exciting! Our aim is to ensure that children have access to a high-quality Maths curriculum that enables them to practice key fluency skills, reasoning and problem solving. When possible, Maths is applied to real life situations and skills are transferred to the wider curriculum. We encourage children to develop a growth mindset approach and instil confidence and resilience in all learners. Mistakes are valued and are celebrated in the classroom.

What Mathematics looks like at Leavening

Implementation

We follow the White Rose Mixed Age Planning and learning materials, which ensures consistency and progression in knowledge and skills across the school.

We teach lessons so that children:

• Develop their love of maths learning.

• Progressively acquire, use and apply a growing bank of mathematical vocabulary.

• Have the opportunity to develop their confidence and creative skills through learning key facts and problem solving.

• develop reasoning and problem solving through a vibrant curriculum, nurturing confidence through exploring mistakes and different strategies.

• Understand a that people solve problems differently and at different paces

• Work in an environment that supports and embeds their learning in maths; including displays that children add their work and ideas to

• Develop skills that contribute to learning across the curriculum.

How we entwine Mathematics with our Leavening school values underpinning our purpose of ‘Together We Can’

Care, share and belong
Children will develop a mutual respect for children’s approaches to Maths. They will show empathy and compassion towards children who give considered and careful explanations so that children don’t feel pressured.

Look and learn beyond the classroom
Children have the opportunity to apply their mathematical knowledge and skills to the wider curriculum. They solve real life Maths problems and know when their skills would be useful to them in everyday situations. Children love taking Maths outside and using natural resources to help them with their learning.

Have high aspirations and fulfil our potential
Children are encouraged to aim high and produce work of a high standard, this includes clearly thought out, written and verbal explanations of why an answer is correct or incorrect. We motivate children to ‘have a go’ and to see mistakes as one step closer to success.

Learn with passion
Children are excited by Maths. They love using practical resources and drawing pictures and diagrams to help them deepen their understanding. There are many ways to solve a problem and children are excited to use their creativity to explore them.

How we know our Mathematics curriculum is successful

Impact

• Children will leave Leavening with the skills to become successful, lifelong learners.
• Children will become independent and confident mathematicians.
• Children will see mistakes as a road to success.
• Children will understand that there are many ways to solve a problem.
• Children will be confident in choosing the strategy that suits them.
• Children will have a love of Maths.
• Children will know that it is okay to take their time with maths

KS1 Maths Curriculum Map KS1

Leavening-Primary-Mathematics-Vocabulary-Progression-document-2.docx

Maths -Progression-document Mixed-Age

“A language is not just words. It’s a culture, a tradition, a unification of a community, a whole history that creates what a community is.  It’s all embodied in a language.”  Noam Chomsky.

Intent

Leavening Community Primary School recognises that the learning of a foreign language provides a valuable educational, social and cultural experience for the pupils.  To enable our children to celebrate and welcome differences in our world it is vital that we foster their curiosities and encourage them to have an understanding of different languages and countries.  At Leavening, we intend to embed language learning into our curriculum across all phases and inspire a love of language as part of their lifelong journey of learning.   We also fully adhere to the aims of the national curriculum for modern foreign languages to ensure that all children:

• Develop an interest in learning languages, introducing young children to another language in a stimulating and enjoyable way.
• To trigger and encourage children’s curiosity about language.
• To help children to develop their awareness of cultural differences in other countries.
• To develop listening, speaking, reading and writing skills in the language they have studied.
• To lay the foundation for future language learning.

What Modern Foreign Languages looks like at Leavening

Implementation

Our chosen language is French.  French is widely spoken on all five continents.  Mrs Stockill leads the teaching of French in school.  Children have weekly lessons in French in Reception, Key Stage One and Key Stage Two. Nursery children also experience the language with keywords taught each half term. In the Early Years and Keystage 1 settings, activities include learning through songs and games.  At Keystage 2, children build on this knowledge developing their skills and understanding.  We follow the North Yorkshire Scheme of work that is adapted to meet the needs of our own children.  We teach lessons so that children:

• Develop not only their language skills but also their love of language learning.

• Progressively acquire, use and apply a growing bank of vocabulary and an understanding of French grammar organised around topics.
• Have the opportunity to develop their confidence and creative skills through learning a language and the cross-curricular opportunities this offers.
• develop their language talents through a vibrant curriculum, nurturing speaking and listening skills through conversational work, singing activities and games whilst also building their reading and writing abilities through stories, pictures, captions, posters and letters.
• Understand a different culture and help them to develop their awareness of cultural differences in other countries to our own.
• Work in an environment that supports and embeds their learning with French signs and displays around the school.
• Develop skills that contribute to learning across the curriculum.
• Are given extra opportunities to enhance their learning of French including a bi-annual French café event.

How we entwine French with our Leavening school values underpinning our purpose of ‘Together We Can’

Care, share and belong
Children learn to explore a different language and respect different cultures understanding that  ‘Everyone Belongs’ no matter who they are. They grasp that we should be considerate of those in our community and beyond with a realisation that there is a strength in sharing different approaches.  They value the diversity of society and celebrate those differences.   

Look and learn beyond the classroom
The experience of learning a foreign language takes our children beyond the familiar environment of the classroom, allowing them to explore the life-style, and cultures of a different nation alongside developing their abilities to view language as an adventure and not a barrier.

Have high aspirations and fulfil our potential
Through the nurturing of a belief in their own ability to learn new things and an understanding that effort leads to success, the children discover that learning French is interesting, rewarding and fun.  Children are encouraged to develop a ‘have-a-go’ attitude and flourish as they realise their own individual talents.

Learn with passion
Our children ooze enthusiasm for languages, they are always keen to participate, never afraid to fail due to the conducive atmosphere created in lessons.  They feel comfortable to tackle all aspects of learning a language inspired by each other to achieve.

Vouloir, c’est pouvoir!

How we know our French curriculum is successful

Impact

Learning a language raises an awareness of the multilingual and multicultural world and introduces an international dimension to pupils’ learning giving them an insight into their own cultures and those of others.  As the children at Leavening begin to understand and appreciate different cultures, people and communities, they too begin to think of themselves as citizens of the world as well as the United Kingdom.

Learning a language supports oracy and literacy.  In French lessons, we spend a lot of time speaking, listening and interacting.  Children take part in role-plays, conversations and question-and-answer work, singing songs and reciting chants.  At Leavening, children feel confident to contribute and participate in many activities requiring these skills.

Language learning leads to improvements across the curriculum as children approach a broad range of learning activities in a new and challenging context.  This can lead to deep learning and considerable progress as they reprocess existing knowledge.     At Leavening, the children study French from the start of their journey here, not only building on their knowledge of the language yet also recycling skills developed in other curriculum areas.

Above all, the impact of learning French at Leavening CP school shines through in the children’s desire to engage in French lessons with a pure ‘joie de vivre’!  Ultimately, we hope that the children will have secured a lifelong love of learning a language.

“Music is a magic like no other, which can do incredible, unexplainable things.”  – The Christmasaurus by Tom Fletcher

Intent

Leavening Community Primary School recognises the value of Music. We fully adhere to the aims of the national curriculum for music to ensure that all children:

• Perform, listen to, review and evaluate music across a wide range of historical periods, genres and traditions, exploring the works of great composers and musicians.
• Learn to sing and use their voices.
• Create and compose their own music individually and with others.
• Have the opportunity to learn and perform on musical instruments and use music technology.
• Understand and explore how music is created, produced and communicated through the elements of music and a variety of musical notations.

What Music looks like at Leavening

Implementation

Music is taught at Leavening Community Primary School as an area of learning in its own right as well as integrated where possible with other curriculum areas. It is taught by a specialist music teacher in a regular weekly lesson in addition to a weekly singing assembly.  Children also use music to support their learning in other subjects such as French, for example.   We teach lessons so that children:

• Develop confidence, communication, thinking and creative skills and improve their emotional well-being alongside improving memory and coordination.
• Have a strong sense of achievement in music lessons developing self-esteem.
• Have the opportunity to participate in Music at their own level of development

• Have the opportunity to develop desirable personal qualities such as perseverance, self-discipline, cooperation, creativity, self-motivation and independence.
• Are able to work independently and as part of a team
• Acquire and develop the musical skills involved in performing, composing, listening and appraising.
• Gain an awareness and understanding of traditions, idioms and musical styles from a variety of cultures, times and places.
• Develop skills which contribute to learning across the curriculum.
• Are inspired to develop a love of music discovering that it is enjoyable and relaxing which helps to reduce stress.

How we entwine Music with our Leavening school values underpinning our purpose of ‘Together We Can’

Care, share and belong
Children learn to work together to create musical compositions and performances.  Children are encouraged to respect each other’s ideas and opinions.  Our children happily share equipment and are incredibly supportive of each other in musical performances.  Music is collaborative and instils a sense of belonging.

Look and learn beyond the classroom
Children have the opportunity to perform in concerts as a school and with other schools. Our children perform annually at community events and we regularly participate in the Young Voices concerts at Sheffield Motorpoint Arena.  Opportunities are also created to attend live musical performances including theatre trips.  Visiting musicians also share their expertise and experiences with our children.

 Have high aspirations and fulfil our potential
Children are encouraged to work to the best of their ability, understanding that everyone is unique with individual talents.  Children are able to experience a sense of achievement and pride sharing their work with others through composition, performance, listening and appraising.

Learn with passion
Childrens’ engagement in music leads to a love of learning and they aspire to develop their musical skills further.  Led by an inspirational specialist music teacher who  enthuses the children with her passion for the subject.

How we know our Music curriculum is successful

Impact

Music is an essential part of life, integral in the development of the whole person.  At Leavening, where the children have access to a wide range of musical experiences, we believe that the children develop an enormous range of important life skills.  Music also develops an understanding of society, cultures and history enabling our children to appreciate and integrate with all peoples now and in their future lives.  A high-quality music curriculum inspires all children to adopt an understanding and love of music which they can carry with them for the rest of their lives whether they choose to simply enjoy a wide range of music listening, attend concerts or even play an instrument or join a choir.

At Leavening, we are very lucky to be situated in the heart of the country side and we use this to our advantage.Outdoor learning is heavily promoted here in a number of ways. We like to take the classroom outside as much as possible and believe that children learn best through being active and engaged.

Our Early Year classrooms have access to extensive, high quality outdoor provision recognised by the local authority as outstanding. Many other schools in our cluster come and visit our Early Years setting as an example of best practice.

The teaching of Early Reading at Leavening Primary

We are delighted to announce that, from September 2021, we are teaching the Department for Educations’ validated phonics programme called ‘Little Wandle Letters and Sounds revised. This systematic synthetic phonics programme draws on the latest research into how children learn best; how to ensure learning stays in children’s long term memory and how best to enable children to apply their learning to become highly competent readers.

Please take time to look at this website as it is full of useful and practical information and advice on how to support the teaching of reading with your child. It is easily accessible and very parent friendly.

Parents can find all of the information they need here:
https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/

The resources on this page will help you support your child with saying their sounds and writing their letters. There are also some useful videos so you can see how they are taught at school and feel confident about supporting their reading at home.

Supporting your child with reading

Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home.
There are two types of reading book that your child may bring home:

–A reading practice book.
This will be at the correct phonic stage for your child. They should be able to read this fluently and independently.

-A sharing book.
Your child will not be able to read this on their own. This book is for you both to read and enjoy together.

Reading practice book
This book has been carefully matched to your child’s current reading level. If your child is reading it with little help, please don’t worry that it’s too easy – your child needs to develop fluency and confidence in reading.

Listen to them read the book. Remember to give them lots of praise – celebrate their success! If they can’t read a word, read it to them. After they have finished, talk about the book together.

Sharing a book
In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together.

Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!

Please find resources below for your information:

Little Wandle Letters and Sounds – Reception and Year-1

Teaching Programme for Reception and Year 1

Tricky-words-for-parents-Phase-2-1

How-to-say-the-Phase-5-sounds-September-2022

How-to-say-Phase-3-sounds-August-2022-

Tricky-words-for-parents-Phase-3

Tricky-words-for-parents-Phase-4

Tricky-words-for-parents-Phase-5

“The only way to prove you are a good sport is to lose.” – Ernie Banks

Intent

Leavening Community Primary School recognises the value of Physical Education (P.E). We fully adhere to the aims of the national curriculum for physical education to ensure that all children:

• 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

What Physical Education looks like at Leavening

Implementation

P.E. is taught at Leavening Community Primary School as an area of learning in its own right as well as integrated where possible with other curriculum areas. It is taught at a minimum of one PE session a week, and two sessions per week wherever possible.

We teach lessons so that children:

• Have fun and experience success in sport
• Have the opportunity to participate in P.E at their own level of development
• Secure and build on a range of skills
• Develop good sporting attitudes
• Understand basic rules
• Experience positive competition
• Learn in a safe environment
• Have a foundation for lifelong physical activity, leaving primary school as physically active.

How we entwine PE with our Leavening school values underpinning our purpose of ‘Together We Can’

Care, share and belong
Children learn to respect people of different sporting abilities. They develop a mutual respect for one another through working together as a team and also encouraging and cheering on their team players in sporting events.

Look and learn beyond the classroom
Whenever possible, children have the opportunity to play in various sports tournaments and often in sports that push them outside of their comfort zone. Our children play sports against other small schools, as well as larger schools with a variety of skilled team players. This enables them to experience both victory and defeat and learn the skills needed to positively engage in these experiences.

Have high aspirations and fulfil our potential
Children are encouraged to aim high and give their very best to each sport they are taught. They are inspired by skilled staff and are taught an exciting and broad curriculum that covers many sporting activities such as dance, football, gymnastics, and athletics. Key stage 2 pupils also take part in swimming lessons each week for a half term each year.

Learn with passion
Children are encouraged to develop and improve their skills through evaluating their performance and the performance of others. Feedback is used positively to show children how to improve and progress. Children use resilience to produce their best standard in PE, by applying their skills to a range of sports and games.

How we know our PE curriculum is successful

Impact

P.E is taught as a basis for lifelong learning, where the children have access to a wide range of activities in the belief that if taught well and the children are allowed to succeed, then they will continue to have a physically active life. A high-quality physical education curriculum inspires all children to succeed and excel in competitive sport and other physically-demanding activities. At Leavening, we provide opportunities for children to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as determination, fairness and respect.

Physical Education Curriculum Overview Map

Physical Education Progression of Skills and Vocabulary

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Reading and Book Insipration

As of June 2022, we will launch our Amazon Wishlist which will enable us to ensure that our books remain dated, engaging and reflect current topics. These will then make their way into our amazing class libraries where the children will be able to browse through the collections on offer and choose something to borrow.
Our children are already so lucky to have such a wonderful collection of books, exploring so many important themes and we would like to ensure that this continues with your generous support.

Our wish is for the children to grow up with the same love of books that is shared by so many of us! Keeping our classrooms fully stocked with books is really important and so we invite you to donate a book to our school if you possibly can. We will put a special bookplate into the book thanking your family for your donation to our school.
We have set up an Amazon Wish List from which you can support us in this way, if are able to do so:  https://amzn.eu/2KMLtxI
When the Wish List opens up showing the list of desired books for purchase, please then immediately click the Sign in button (top right) to then log into your Amazon account before adding any item/s to the basket.

Thanks for your continued support.

Book inspiration…

Listen to these tales here

https://www.youtube.com/watch?v=keqGYkRBKS0

 

Mrs Bedford chooses a timeless classic ‘The Hungry Caterpillar’ by Eric Carle. Loved and treasured by both her and her two children, she never tires of reading this story.

You can listen to this tale here

https://www.youtube.com/watch?v=75NQK-Sm1YY

 

Mrs Mitchell‘s favourite children’s book of all time, aimed at our younger pupils, is the rhyming book ‘Peepo’ by Janet and Alan Ahlberg. A nostalgic tale of a little baby and it’s family. Listen here: https://www.youtube.com/watch?v=WEFSk7nHfkg

In addition, as she became a confident and fluent reader, she loved to become embroiled in a good fun adventure tale and the stories of ‘My naughty little sister’ by Shirley Hughes kept her entertained for hours. These are now a firm favourite with her own daughters.

Religious Education is taught following the North Yorkshire Agreed Syllabus (2019 – 2024).

Here is the link to this syllabus:

North Yorkshire Agreed Syllabus 2019-2024

The following philosophy is key to our Religious Education teaching here at Leavening:

‘RE explores big questions about life, in order to find out what people believe and what difference this makes to how they live, so that pupils can make sense of religion and worldviews, reflecting on their own ideas and ways of living’ (NYCC Agreed Syllabus 2019-2024)

We use the Agreed syllabus to plan half-termly units of work for the children. These units of work have a clear and systematic progression both within and across the different age ranges, building on prior knowledge and skills. These units of work are focused on the ‘Big Questions’ and key strands that feature in the syllabus. The Agreed Syllabus has been integrated into our whole school curriculum and is embedded in our school ethos and values.

As with our approach to the teaching of all subjects, we ensure that cross curricular opportunities are made with RE. We recognise RE unlocks special opportunities to explore multicultural and equal opportunities issues and for consideration of the environment. Moral questions will be raised and pupils will develop a sense of citizenship through many aspects of the explicit RE curriculum. Links will be made with people and communities within the locality. Children’s skills in oracy and literacy will be enhanced and problem-solving, decision making and interpersonal skills will be developed. We also embrace visits to places of worship, visits and visitors that will enhance our RE teaching and learning of RE.

We believe that RE both supports and strengthens what we aim to do in every aspect of school life. Our caring ethos and the value which we place on the development of the whole child spiritually, morally, socially, culturally and intellectually is reflected in the RE curriculum.

The curriculum leader for Religious Education is: Mrs Stephanie Bedford

Our learning is based around the following 3 key strands:

The teaching of RE in our school is structured into the following three strands:

1. Believing – Religious beliefs, teachings, sources; questions about meaning, purpose and truth.
2. Expressing – Religious and spiritual forms of expression; questions about identity and diversity
3. Living – Religious practices and ways of living; questions about values and commitments.

The children are also taught about the connections between these strands; encouraging them to think about the religions and world-views of others respectfully.

Religious Education is a statutory subject and the legislation in England stipulates that:

RE is for all pupils:

RE must be provided for all registered pupils in state-funded schools in England, including those in the sixth form, unless withdrawn by their parents (or withdrawing themselves if they are aged 18 or over). It is a necessary part of a ‘broad and balanced curriculum’.

We recognise that Religious Education (RE) is an important curriculum subject and a key component of a broad, balanced and rich curriculum. RE, through this Agreed Syllabus, will encourage and enable pupils to explore their own and other people’s beliefs, values and traditions in meaningful and engaging ways. It will encourage pupils to share their diverse range of experiences and grow individually and together with sensitivity and respect towards people of all faiths and none.

Religious Education contributes dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human.

In RE pupils learn about and from religions and worldviews in local, national and global contexts, to discover, explore and consider different answers to these questions. Pupils learn to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully. We equip the pupils with systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities.

The Agreed Syllabus provides many opportunities for RE teaching and learning to challenge stereotypical views and to appreciate difference positively. The syllabus enables all pupils to consider the impact of people’s beliefs on their actions and ways of life. The syllabus contributes to pupils’ personal development and the schools’ provision for spiritual, moral, spiritual and cultural development (SMSC) and British Values. It provides a key context to develop children and young people’s understanding and appreciation of diversity, to promote shared values and to challenge all forms of racism and discrimination. Increasing diversity and pluralism is part of the demographic picture, and the wider region is home to many diverse and active faith communities. We are educating children in their own locality, but also to live in a wider region, the UK and as world citizens.

What religions are taught?

The agreed syllabus requires that all pupils learn from Christianity in each key stage. In addition, pupils will learn from the principal religions represented in the UK, in line with the law. These are Islam, Hinduism, Sikhism, Buddhism and Judaism. Furthermore, children from families where non-religious worldviews are held are represented in almost all of our classrooms. These worldviews, including for example Humanism, will also be the focus for study.

The syllabus requires that, in addition to the religions required for study at each key stage, non-religious worldviews should also be explored in such a way as to ensure that pupils develop mutual respect and tolerance of those with different faiths and beliefs.

Right of withdrawal:

This was first granted when religious education was religious instruction and carried with it connotations of induction into the Christian faith. RE has been very different to this for some time. It is inclusive and wide- ranging, exploring a range of religious and non-religious worldviews. However, in the UK, parents still have the right to withdraw their children from RE/RME on the grounds that they wish to provide their own religious education. (School Standards and Framework Act 1998 S71 (3)). This will be the parents’ responsibility. However, we recognise that it is good practice to talk to parents/carers regarding withdrawal to ensure that they understand the aims and value of RE before honouring this right.

The North Yorkshire Agreed Syllabus 2019–2024 fulfils the legal requirements set out above, and has its roots in the REC’s Framework (2013).

Where parents/carers have concerns about their children taking part in RE, it is beneficial to discuss their concerns with the Headteacher and/or Subject Leader. They will be able to discuss the RE programme and teaching methods in greater detail and given access to the RE unit materials and resources used. We firmly believe that Religious Education forms part of the basic curriculum in school and its teaching is enshrined in law. Our school is mindful that children growing up in North Yorkshire may have little contact with people from other faiths and cultures, and it is aware that it has a duty under the Equality Act 2010 to promote good relations between people of different beliefs and ethnicities as part of its single equality duty.

RELIGIOUS EDUCATION CURRICULUM MAP

RE Progression of Skills and Vocabulary

At Leavening Community Primary School we actively encourage ‘learning away from school’ and one of the ways we do this is through our fantastic residential visits.

Here at Leavening we are proud of the fact that we allow all children from Year 2 upwards to take part in a residential visit each year.

We believe that residential visits can be an empowering and life-changing experience for children. The benefits of taking children out of their comfort zone (home/school environment) on a residential visit are immeasurable.

The children get to take part in outdoor activities which can help develop self-esteem, responsibility, problem-solving skills, teamwork, independence, tolerance, social skills and, of course, physical health.

The children have the opportunity of improving their teamwork skills and in some cases this time away from their families boosts self-confidence and encourages self-organisation skills.

These are vital life skills that will be needed as they go to secondary school and for life beyond.

“The important thing is to never stop questioning.” -Albert Einstein

Intent

At Leavening, Science is hands-on and exciting! Our aim is to nurture curiosity and encourage questions. We have developed a high-quality Science curriculum that enables children to practice enquiry skills, and to work scientifically across all topic areas. We encourage children to develop a growth mindset approach and instil confidence and resilience in all learners.

What Science looks like at Leavening

Implementation

We follow the National Curriculum for Science, which ensures consistency and progression in knowledge and skills across the school. Due to the nature of our mixed age classes, children are given plenty of opportunity to revisit prior learning and build on their knowledge and skills  We teach lessons so that children:

• Develop their love of science.
• Develop working scientifically skills including: questioning, predicting, concluding, observing and recording.
• Progressively acquire, use and apply a growing bank of scientific vocabulary.
• Have the opportunity to develop curiosity by engaging in practical activities.
• Understand that people solve problems differently and at different paces
• Work in an environment that supports and embeds their learning in practical science.
• Develop skills that contribute to learning across the curriculum.

How we entwine Science with our Leavening School values underpinning our purpose of ‘Together We Can’

Care, share and belong
Children will develop a mutual respect with their approach to Science. They will show empathy and compassion towards their peers, valuing others’ contributions and explanations.

Look and learn beyond the classroom
Children have lots of opportunities to engage in ‘practical’ Science. Wherever possible, they are encouraged to use their senses to explore and manipulate interesting and relevant resources. Children learn much better this way.

Have high aspirations and fulfil our potential
Children are encouraged to aim high and produce work of a high standard, this includes clearly thought out, written and verbal explanations of why an answer is correct or incorrect. We motivate children to ‘have a go’ and to see mistakes as one step closer to success.

Lead, teach and learn with passion
Children are excited by Science. They love using practical resources and drawing pictures and diagrams to help them deepen their understanding. There are many ways to solve a problem and children are excited to use their creativity to explore them.

How we know our Science curriculum is successful 

Impact

• Children will leave Leavening with the skills to become successful, lifelong learners.
• Children will become independent and confident scientists.
• Children will see mistakes as a road to success.
• Children will understand that there are many ways to solve a problem.
• Children will ask questions and become curious in nature.
• Children will have a love of Science.

Science-Curriculum-Map

Science-progression-of-skills

Science progression of vocabulary

Science knowledge organiser Aut23

Science knowledge organiser

Please see below for further detailed subject information

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