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Easingwold

Primary School

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Curriculum and Assessment Overview

Our 'Indelible' Curriculum.

 

indelible

adjective

1.(of ink or a pen) Making marks that cannot be removed.

"an indelible marker pen"

2.Not able to be forgotten.

"the story made an indelible impression on me"

 

 

After Safeguarding, the curriculum we offer our children is the most important aspect of our work. The curriculum is the vehicle through which all children learn. Promoting strong outcomes is therefore strongly linked to an engaging, purposeful and enjoyable curriculum.

 

At Easingwold Primary School we want to provide memorable and thought provoking learning opportunities within a curriculum that has three distinctive aspects; intent, implementation and impact.

 

Intent: 

Intent is about what leaders intend pupils to learn. Intent is everything up to the point at which teaching happens. This means that we carefully plan and set out the knowledge and skills that pupils will gain at each stage. 

 

Our intent is:

 

  • a curriculum that is ambitious for all pupils
  • a curriculum that is coherently planned and sequenced
  • a curriculum that is successfully adapted, designed and developed for pupils with special educational needs and/or disabilities
  • a curriculum that is broad and balanced for all pupils

 

Implementation:

This is where we consider the way that the curriculum is taught and assessed in order to support pupils to build their knowledge and to apply that knowledge as skills. We implement our curriculum successfully by ensuring that: 

 

  • Teachers have a strong subject knowledge
  • Content is presented clearly and new concepts are explicitly modelled 
  • Content is taught in a way that enables pupils to build and apply knowledge and skills over time 
  • Pupil's understanding is checked systematically and any misconceptions are swiftly addressed 
  • Purposeful and skilled questioning is used to identify misconceptions and check that they have been rectified
  • Regular retrieval opportunities are provided to help children remember more over time and be able to make links
  • Reading is prioritised to allow pupils to access the full curriculum offer 

 

Impact:

Finally, this is when we consider the outcomes that pupils achieve as a result of the education they have received.

 

Learning Beyond the Classroom:

We believe that learning does not stop when children leave the classroom so we offer a range of overnight and residential visits across the school from a young age to maximise these valuable experiences and build independence and resilience. We offer the following overnight and residential visits: 

 

Year 2: Stay-Awake-Over at school - a chance to spend the night away from home and sleep over in the school.

Year 3: Camping - Children learn how to work together to put up tents for a night of camping on the school field.

Year 4: East Barnby - Children get to experience all that the coast has to offer during this two night stay near to Whitby. Activities may include; fossil hunting, rock pooling, body boarding, walking up Roseberry Topping and orienteering overlooking Robin Hood's Bay. 

Year 5: Edinburgh - During this three night stay, children get to explore a major UK city. They develop their map reading skills, learn how to use public transport and develop their historical knowledge through a trip to Edinburgh Castle and the Camera Obscura. 

Year 6: Bewerley Park - The final residential that children take part in is a four night stay in the Yorkshire Dales. Children get the chance to further develop their teamwork and resilience when tackling activities such as; gorge walking, the high ropes course, mine walking and the night walk. 

 

Our aim is that by offering these experiences we not only develop a love of the outdoors and promote active lifestyles but that they also become an indelible part of the children's lives bringing many happy memories and new skills and knowledge that will last them a lifetime. 

 

National Curriculum

 

The National Curriculum for schools was rewritten and launched in schools in September 2014. This statutory document sets out the content that schools must teach throughout the primary phase. The National Curriculum is comprised of English, Mathematics, Science, History, Geography, Design & Technology, Music, Art & Design, Physical Education, Languages (from Year 3) and Computing.

 

Religious Education (R.E) and Personal, Social, Health Education (PSHE) are not part of the National Curriculum, but are also taught in school and cover health and relationship education which both became a statutory requirement from September 2020. 

 

Assessment and Tracking

 

Teachers use tracking sheets to ensure that the National Curriculum coverage is both broad and balanced over the year and to ensure that children know and remember more over time. As units of work are completed we use our Performance Descriptors to make a judgement as to whether a child is At, Above or Below what could be considered 'Chronologically Typical'. This not only helps us to judge progress but also determine what additional support might be required to challenge each child appropriately. 

 

Long and Medium Term Plans

 

Our whole school Long Term Plan for years 1 - 6 can be seen below. It is written to provide a broad view of coverage. We send out parent friendly versions of the long term plan every term to each year group so that parents can see what will be covered to support learning at home. These plans also include a bookshelf to promote reading with suggested texts linked to the topic and texts that will be used in class. There is an example of one below. 

 

From these plans, teachers then work from a Medium Term Plan which includes specific objectives from the National Curriculum and clear ways in which we will exploit the benefits of cross-curricular learning.

 

Medium Term Plans are also used by subject leaders to track coverage of and progression through the National Curriculum. This ensures that our curriculum is broad, balanced and accurately pitched to the needs of the children. 

 

Weekly Plans

 

Weekly plans are the most detailed of the planning formats. They set out exactly what the teacher will cover in a specific lesson. They include the previous and post learning, the objective to be taught; key vocabulary, key questions to be asked; reference to activities the children will complete and specific areas of differentiation to ensure all needs are well catered for. 

 

We only ever complete the first 1 or 2 days for each weekly plan in detail. This is to ensure assessment is used accurately and effectively to inform the next lesson. It gives teachers the opportunity to reflect and adapt plans to meet the needs of the children based on what happened in the lesson. 

 

Weekly plans often look quite tatty by the end of the week! Teachers and Teaching Assistants will have scribbled, annotated and changed the order of the learning based on what they know about the children. This is exactly what we like to see as it demonstrates reflective and flexible teaching. 

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