Our Curriculum
At our schools we work with everyone to create a happy, safe and stimulating setting where children are motivated to learn together with Christian values at its heart. By maintaining high expectations our children are equipped to encounter opportunities and challenges with resilience and determination. We encourage a curiosity about the world and strive to ensure that our children will contribute positively to it, both now and in the future.
Our curriculum has been designed to ensure every child can continuously build their core knowledge and understand key curriculum concepts using a range of practical and academic skills.
Our curriculum is designed to enable pupils to recall and describe the knowledge and concepts in familiar, unfamiliar, local and global contexts. It is designed to enable pupils to make meaningful connections between their developing knowledge and skills, their prior learning, and their lived experiences.
The key principles behind the design of our curriculum are for our children to:
- Become confident, independent and resilient, displaying a thirst for learning
- Be kind, showing empathy and compassion whilst valuing diversity
- Achieve academically across the entire curriculum
- Benefit from an inclusive classroom where all can flourish
- Be culturally knowledgeable and become global citizens
- Have aspirations for the future and know that these can be reached through hard work and determination
- Lead an active and healthy lifestyle
Intent
Our curriculum is mapped to include full coverage of the National Curriculum and provides a range of experiences for our children that consider our setting and the world around us.
It is designed to challenge, engage, motivate and promote personal excellence with the ultimate goal of each child achieving their full potential and becoming lifelong learners who make a positive contribution to the community and society.
Through our core school values, we foster an environment where the emotional, physical, academic, social, moral, spiritual and cultural development of each child is considered.
Implementation
Our curriculum is carefully sequenced: progression documents clearly outline both the knowledge and skills developed in each area of study. Dedicated time for revisiting key knowledge is planned into each half term and class teachers’ planning builds in time to recap previous learning in order to then build on knowledge and understanding in new, related areas of study.
Purposeful links are made across the curriculum, meaning that knowledge and understanding is consolidated.
We value the power of authentic experience; learning is brought to life and given relevance and meaning. We therefore carefully map trips, excursions and in-school events across school.
Curriculum Impact
The impact of the curriculum is monitored through triangulation of outcomes. These are Planning, Assessment and observation.
These take the form of pupil voice, assessments, planning, monitoring of books and displays, lesson learning walks, discussions with teaching staff, pupils and parents.
The desired outcomes of the curriculum will ensure that pupils are fully equipped with all the knowledge and skills necessary to succeed in their future education.
British Values
The Department for Education define British values as having 5 different elements:
- Democracy
- The rule of law
- Individual liberty
- Mutual respect
- Tolerance of those of different faiths and beliefs
The promotion of British values and ethos is a key part of school life, they are an integral and long-standing element to our approach to teaching and learning within the wider school community.
The following information highlights just a few of the ways that these values form part of our every day school life.
Being part of Britain
We welcome and promote diverse heritage. Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions and customs throughout the year such as Harvest festival during the Autumn term, and the Nativity at Christmas.
Also, children learn about being part of Britain from different specific perspectives. Two specific examples of when we teach about being part of Britain are: Geographically and Historically.
Democracy
Every member of the school community; children, parents, staff have many opportunities for their voices to be heard.
An obvious example is our school council. The election of the School Council members reflects our British electoral system and demonstrates democracy in action. The School Council meets regularly to discuss issues raised by the different classes.
Pupils are listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages a heightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.
We also have an active parent’s forum from each school that meet regularly. This is another opportunity to voice their opinions to the head teacher.
Rules and Laws
The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. We have a set of school rules which are in place across school. Children are taught to value and uphold these rules.
- Follow instructions
- Listen, speak and act with respect
- Keep hands and feet to yourself
- Treat others as you wish to be treated
‘In everything, treat others as you would want them to treat you’ Matthew 7v12
Pupils are taught to value and understand the reasons behind the laws; that these rules are necessary in order to create a safe, stimulating learning environment. Children are taught that each individual has a responsibility to uphold these rules in order to create a harmonious place to learn and that those who do not uphold the rules are subject to negative consequences, in the same way they would be in the wider community. We also reinforce these rules in a positive way though mature discussion and positive rewards.
These values are reinforced in different ways:
- visits from authorities such as the police and fire service
- during Religious Education, when rules for particular faiths are thought about
- during other school subjects, where there is respect and appreciation for different rules – in a sports lesson, for example.
We aim to provide children with an understanding of the importance of the Rule of law that will aid them in both in their life outside of school and in their future adult life.
Individual Liberty
We promote children’s freedom of choice and their right to hold and express views and beliefs in a respectfully and considered way. Through the provision of a safe, supportive environment and empowered education, we have boundaries in place that allow children to make choices safely. We offer a range of clubs which pupils have the freedom to choose from, based on their interests. We believe that valuing choice and freedom in daily school life will foster a value for individual liberty as the children embark upon their adult lives.
Mutual Respect and tolerance of those with different faiths and beliefs
Mutual respect and community spirit is at the heart of school ethos. We offer a culturally rich and diverse curriculum in which all major religions are studied and respected. We strongly believe that tolerance is gained through knowledge and understanding. Through our curriculum and the routines of our daily school life, we strive to demonstrate tolerance and help children to become knowledgeable and understanding citizens who can build a better Britain for the future.
Curriculum
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In our schools we aim to deliver a History curriculum that offers children a coherent insight into the past of Britain and the wider world. Through exploration of a wide range of historical events and the study of significant figures from the past we aim to spark our student’s curiosity. We foster empathy and appreciation of the diversity of societies and the complexity of people’s lives and challenges they face. We also develop an understanding of how these are influenced by the process of change over time.
To engage and consolidate understanding we offer a range of school trips, workshops and history themed days and events making the most of our rich locality. This gives children the opportunity to physically experience history first hand.
Early Years: Children talk about past and present events in their own lives and in the lives of family members. They know about similarities and differences between themselves and others, and among, families, communities and traditions.
KS1: Children develop an awareness of the past and start to understand where people and events fit within a chronological framework. We encourage use of a wide vocabulary of everyday historical terms and offer opportunities to ask and answer questions. Children understand different ways in which we research the past through looking at local, national and international events both within and beyond living memory.
KS2: Children will look at a variety of different historical concepts and threads. They will build on the progression from Ks1 developing their chronological understanding, interpreting the past and historical enquiry.
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
History units with main Historical Concept in italics. Geography units with coverage of key place, location, physical and human knowledge in italics. Local links in bold.
| ||||||
EYFS | Adventures through time
Family tree
My achievements
Visitors Family members | Outdoor adventure
Exploring the senses
School grounds | Peek into the past
Toybox activity
Compare past/ present
| Outdoor adventure
Changing seasons | Peek into the past
My life timeline
Past/ present Changes | Exploring maps
The world around them
Local area walk |
Year 1 | How am I making History?
Personal history
Compare childhood past/ present
Timelines
Visitors parents/ grandparents to ask about childhood | Local Area: What is it like here?
Place: Bishopthorpe School grounds
Local walk around Bishopthorpe
Fieldwork School grounds
Google Earth, maps of the local area, map symbols. | How have toys changed?
Sequence artefacts
Favourite toys
Focus teddy bears
Visit Castle Museum | The UK: What is the weather like in the UK?
Place: UK
Countries and capitals of the UK.
Compass directions
Weather
Fieldwork school grounds
Maps Google Earth | How have explorers changed the world?
Christopher Columbus
Matthew Henson
Sequence photos
Timelines | What is it like to live in Shanghai?
Place: Shanghai
Continents
Human/ physical features
Fieldwork local area
Atlas, Globe, world maps, aerial photos |
Year 2 | How was school different in the past?
Similarities/ Differences
Timeline changes
Victorian school day-visitor | Would you prefer to live in a hot or cold place?
7 continents
North/south Pole
Equator
Compare Uk Kenya
World maps, Google Earth Globes | What is a Monarch?
Power coronation
William the conqueror
Castles
Compare past/present | Why is our World wonderful?
Uk and world landmarks
5 Oceans
Human/ physical features
Google Earth, Ariel photos Maps
Fieldwork local wood/school grounds | How did we learn to fly?
Wright brothers
Bessie Coleman
Amelia Earhart
Moon landing
Timeline
Impact on their lives
Visit Yorkshire Air museum | What is it like to live by the coast?
Seas and Oceans surrounding UK
Human/ physical features Data recording-how do people use our local coast
Visit local costal town |
Year 3 | The Victorian Era Society and Change
Continuity and change
Victorian life in York and Bishopthorpe Inc. railways. Visit to National Railway Museum.
| Water Everywhere!
Water cycle, Oceans and distribution of natural sources (water).
FIELDWORK | The Ancient Greeks- what was their legacy?
Historical significance
Significance of Greek inventions on our everyday life. | Arctic and Tundra.
Climate zones. Physical and Human. Environment.
Location within Northern Hemisphere. Use of Frozen Planet. | Local Study: Bishopthorpe and its palace through the ages.
Similarity and Difference
History and change of Bishopthorpe through the ages. | Rocks, relics and rumbles! Physical: Mountains Inc. volcanoes and earthquakes. Locational: North America
Location within Europe. Guest Speaker: mountaineer
|
Year 4
| Changes in Britain from the Stone Age to the Iron Age
Continuity and change
Use of artefact box from DIG, York. | Why Britain is Great!
Place: UK
Locational work introducing physical and human features of the UK. Counties and cities.
Use of Google Maps and Digimap to compare localities.
| The Roman Empire and its impact on Britain BC 55-AD60: Invasion, Settlement and Resistance in Britain.
Historical significance
Legacy seen in York from the invasion of Roman Empire | Wonders of the World!
Place: Europe. Physical and locational work introducing human features in Europe and Russia. Capitals.
| Early Civilizations to compare with British History.
Mayan Civilization –AD 900 | Local Study
Place: UK Yorkshire
Physical: Settlement and land use in locality. Change over time.
FIELDWORK
|
Year 5 | Britain’s Settlement by Anglo-Saxons
Continuity and change
Legacy of place-names, religious beliefs, art and culture.
| UN Global Goals
Food miles, pollution and climate change. Human-trade links and environment.
Letters of persuasion.
| The Viking and Anglo-Saxon struggle for the kingdom of England.
Cause and Consequence
Vikings in York. Visit to Jorvik. | A River’s Journey
Physical: Water cycle, Rivers and Oceans.
FIELDWORK | The Tudors- Monarchy, Religion and Exploration.
Continuity and change
Elizabeth of York- War of the Roses | Amazing Amazon
Biomes, Deforestation and Climate Zones.
Location Place: South America
|
Year 6 | World War II- The battle of Britain.
Cause and consequence
Historical significance
Life in York during WW2 including Bishopthorpe air raid shelter and Rowntree factory.
| Delve into Deserts
Climate zone, Vegetation belts and Biomes. Physical.
Use of Google Maps and Digimap to compare localities. | Ancient Egypt
Similarity and Difference
Virtual Tour of British Museum | Why Should the world be ashamed of slavery?
Continuity and change
| North York Moors (Peat Rigg)
Place UK: Moors. Physical and Human features of the Moors. Change over time. RESIDENTIAL FIELDWORK | I’m a Year 6. Get me out of here!
Plan a journey through time zones taking in UK, Europe and world destination. Physical and human features. Capitals.
Guest Speaker: Travel agent |
In our schools we aim for a high quality Geography curriculum which will inspire in pupils a curiosity and fascination about the world and its people. Our teaching equips pupils with knowledge about places and people; resources in the environment; physical and human processes; formation and use of landscapes. We also want children to develop geographical skills: collecting and analysing data; using maps, globes, aerial photographs and digital mapping to name and identify countries, continents and oceans; and communicating information in a variety of ways.
We want children to enjoy and love learning about geography by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits within our locality.
Early Years: children are encouraged to develop their knowledge and understanding of their local community. In addition to exploring the human world the children also have the opportunity to research the physical world around them, including weather and the features in their immediate locality.
In KS1 we build upon this, developing field work skills and extending our learning to the UK and wider world. They will then look at the features of human and physical geography while exploring contrasting locations. They will use what they learn to help them compare and contrast these places. During year 1 and Year 2 the children will have the opportunity to further their mapping skills and take a deeper look at weather patterns around the world.
In KS2 the children build upon their locational and place knowledge comparing areas using features of physical and human geography. The children continue to develop their geographical skills including mapping and fieldwork from KS1 and are encouraged to learn and use technical vocabulary appropriately.
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
History units with main Historical Concept in italics. Geography units with coverage of key place, location, physical and human knowledge in italics. Local links in bold.
| ||||||
EYFS | Adventures through time
Family tree
My achievements
Visitors Family members | Outdoor adventure
Exploring the senses
School grounds | Peek into the past
Toybox activity
Compare past/ present
| Outdoor adventure
Changing seasons | Peek into the past
My life timeline
Past/ present Changes | Exploring maps
The world around them
Local area walk |
Year 1 | How am I making History?
Personal history
Compare childhood past/ present
Timelines
Visitors parents/ grandparents to ask about childhood | Local Area: What is it like here?
Place: Bishopthorpe School grounds
Local walk around Bishopthorpe
Fieldwork School grounds
Google Earth, maps of the local area, map symbols. | How have toys changed?
Sequence artefacts
Favourite toys
Focus teddy bears
Visit Castle Museum | The UK: What is the weather like in the UK?
Place: UK
Countries and capitals of the UK.
Compass directions
Weather
Fieldwork school grounds
Maps Google Earth | How have explorers changed the world?
Christopher Columbus
Matthew Henson
Sequence photos
Timelines | What is it like to live in Shanghai?
Place: Shanghai
Continents
Human/ physical features
Fieldwork local area
Atlas, Globe, world maps, aerial photos |
Year 2 | How was school different in the past?
Similarities/ Differences
Timeline changes
Victorian school day-visitor | Would you prefer to live in a hot or cold place?
7 continents
North/south Pole
Equator
Compare Uk Kenya
World maps, Google Earth Globes | What is a Monarch?
Power coronation
William the conqueror
Castles
Compare past/present | Why is our World wonderful?
Uk and world landmarks
5 Oceans
Human/ physical features
Google Earth, Ariel photos Maps
Fieldwork local wood/school grounds | How did we learn to fly?
Wright brothers
Bessie Coleman
Amelia Earhart
Moon landing
Timeline
Impact on their lives
Visit Yorkshire Air museum | What is it like to live by the coast?
Seas and Oceans surrounding UK
Human/ physical features Data recording-how do people use our local coast
Visit local costal town |
Year 3 | The Victorian Era Society and Change
Continuity and change
Victorian life in York and Bishopthorpe Inc. railways. Visit to National Railway Museum.
| Water Everywhere!
Water cycle, Oceans and distribution of natural sources (water).
FIELDWORK | The Ancient Greeks- what was their legacy?
Historical significance
Significance of Greek inventions on our everyday life. | Arctic and Tundra.
Climate zones. Physical and Human. Environment.
Location within Northern Hemisphere. Use of Frozen Planet. | Local Study: Bishopthorpe and its palace through the ages.
Similarity and Difference
History and change of Bishopthorpe through the ages. | Rocks, relics and rumbles! Physical: Mountains Inc. volcanoes and earthquakes. Locational: North America
Location within Europe. Guest Speaker: mountaineer
|
Year 4
| Changes in Britain from the Stone Age to the Iron Age
Continuity and change
Use of artefact box from DIG, York. | Why Britain is Great!
Place: UK
Locational work introducing physical and human features of the UK. Counties and cities.
Use of Google Maps and Digimap to compare localities.
| The Roman Empire and its impact on Britain BC 55-AD60: Invasion, Settlement and Resistance in Britain.
Historical significance
Legacy seen in York from the invasion of Roman Empire | Wonders of the World!
Place: Europe. Physical and locational work introducing human features in Europe and Russia. Capitals.
| Early Civilizations to compare with British History.
Mayan Civilization –AD 900 | Local Study
Place: UK Yorkshire
Physical: Settlement and land use in locality. Change over time.
FIELDWORK
|
Year 5 | Britain’s Settlement by Anglo-Saxons
Continuity and change
Legacy of place-names, religious beliefs, art and culture.
| UN Global Goals
Food miles, pollution and climate change. Human-trade links and environment.
Letters of persuasion.
| The Viking and Anglo-Saxon struggle for the kingdom of England.
Cause and Consequence
Vikings in York. Visit to Jorvik. | A River’s Journey
Physical: Water cycle, Rivers and Oceans.
FIELDWORK | The Tudors- Monarchy, Religion and Exploration.
Continuity and change
Elizabeth of York- War of the Roses | Amazing Amazon
Biomes, Deforestation and Climate Zones.
Location Place: South America
|
Year 6 | World War II- The battle of Britain.
Cause and consequence
Historical significance
Life in York during WW2 including Bishopthorpe air raid shelter and Rowntree factory.
| Delve into Deserts
Climate zone, Vegetation belts and Biomes. Physical.
Use of Google Maps and Digimap to compare localities. | Ancient Egypt
Similarity and Difference
Virtual Tour of British Museum | Why Should the world be ashamed of slavery?
Continuity and change
| North York Moors (Peat Rigg)
Place UK: Moors. Physical and Human features of the Moors. Change over time. RESIDENTIAL FIELDWORK | I’m a Year 6. Get me out of here!
Plan a journey through time zones taking in UK, Europe and world destination. Physical and human features. Capitals.
Guest Speaker: Travel agent |
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