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Curriculum and Assessment

Our 'Indelible' Curriculum




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

"an indelible marker pen"

•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 irrefutably linked with an engaging, purposeful and enjoyable curriculum.


At Easingwold Primary School we want to provide memorable and thought provoking learning opportunities in a systematic and considered way. We understand that learning does not stop when children leave the classroom and so we offer a range of extra curricular and residential visits across the school. From 2018 our residential offering includes:


Year 2: Stayawakeover at school.

Year 3: Camping

Year 4: East Barnby

Year 5: Edinburgh

Year 6: Bewerley Park


We hope that by doing this our curriculum (and the opportunities it affords) become an indelible part of the children's lives bringing many happy memories and new skills for life.


 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 (often called 'Literacy' in school), Mathematics (often called 'Numeracy'), Science, History, Geography, Design & Technology, Music, Art & Design, Physical Education, Modern Foreign Language (from Year 3) and Information & Communication Technology (ICT). Religious Education (R.E) and Personal, Social, Health & Citizenship Education/SEAL are not part of the National Curriculum, but are also taught in school.


Assessment and Tracking


Teachers use tracking sheets to ensure that the National Curriculum coverage is both broad and balanced over the year. 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.


Copies of these sheets can be viewed below.




Long and Medium Term Plans


Our Long Term Plans are included below. They are written to provide an idea of broad coverage and are not designed to be used as a detailed planning tool. From the Long Term Plans (which provide the theme) teachers then draft Medium Term Plans which include links to specific objectives from the National Curriculum and clear ways in which we will exploit the benefits of cross-curricular learning.


These Medium Term Plans are also called 'Pacers' as they set the pace for the learning over a few weeks or even a half term. As the Medium Term Plans are written, coverage against the National Curriculum is checked to ensure the curriculum we offer is broad, balanced and accurately pitched to the needs of the children. This coverage is recorded on our Curriculum Coverage Maps (also below).


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 objective to be taught; 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 2/3 days for each week in detail. This is because the rate of learning is never the same and we like to retain flexibility to be able to respond to the feedback we receive from marking and discussions. 


Weekly plans often look quite tatty by the end of the week as teachers have scribbled, annotated and changed the order of the learning based on what they know about the children.