Spring Bank Primary School

Curriculum

CURRICULUM VISION AND INTENT AT SPRING BANK PRIMARY SCHOOL

Our curriculum is based on our ethos of:

We learn and explore together; we create and achieve together, and we celebrate together.

At Spring Bank Primary School, we want to make sure that children go off to High School as confident young people with a love of learning, the academic skills they need to do well in their studies and the social skills to make the best of the opportunities that are offered.

As well as core skills in English, Maths, Computing and Science, we ensure our curriculum is balanced with a broad range of subjects and learning experiences.

Our school follows the 2014 National Curriculum (Y1 – Y6) and the Early Years Foundation Stage for Reception and as our community is so diverse, we strive to build our curriculum to be as rooted in the local community as possible.

At Spring Bank Primary School, we aim to provide a curriculum that is innovative yet structured and challenging whilst being supportive. We endeavour to make it exciting and motivating for the children to enable them to make the most of their potential, regardless of ability, race or gender.

At Spring Bank Primary School, all decisions about teaching and learning are made in keeping with our Vision and School Values. Our Vision was agreed by the whole school community and sets out what we want for our school and how those values are reflected in school and beyond.

How we implement our Curriculum at Spring Bank Primary School

We organise our Curriculum into topics and make meaningful links between subjects where appropriate. Each topic has a driver which is either Geography, History or Science and within this we also make links to Art, DT and Literacy. Where appropriate, we also make links to other curriculum areas.

Through providing pupils with a range of stimulating activities covering all curriculum areas, we aim to enable children to develop new skills, assimilate knowledge and develop the ability and understanding to make informed choices and judgements.

Our curriculum is rooted in the local community and is designed to enable pupils to make links, develop their ideas, extend their learning and identify their strengths and areas for development with independence and increasing confidence.

We offer rich and vibrant opportunities which draw upon meaningful real-life experiences. The curriculum is designed so that it is ambitious for all learners. Knowledge, skills and concepts are clearly outlined in an age-appropriate and progressive way from Reception – Y6 so that the children’s understanding is extended, year upon year. We ensure that our progression documents for the curriculum include the Early Years so that children are ready for the next stage of their education.

Within each topic skills and knowledge are taught discretely in subject areas, so that our children gain a broad understanding of each subject and know when they are learning about science, history or geography for example. We have also developed a teaching and learning document which includes the Spring Bank Essentials, our wider curriculum (PSHE, Enrichment, Community and Citizenship) and knowledge and content beyond the National Curriculum which looks at Safeguarding, E-Safety, local studies, British Values and Global Citizenship.

English Work includes: oracy (speaking and listening); writing (across the curriculum) and reading (group reading sessions and skills taught explicitly). We use the National Curriculum for Maths and teach this through the White Rose Maths Hub. We are also part of the Teaching for Mastery Hub.

Educational visits and visitors are an important feature of the curriculum; this enables all our children to gain a sense of cultural capital and a sense of belonging within their own local and wider community. In the past two years these have included (amongst others):

Leeds City Museum; Planetarium in school; Young Shakespeare visit to Years 5 and 6, Herd Farm, Tropical World, York Castle Museum, Peace Museum into school, Lotherton Hall (WW1 and Florence Nightingale), Royal Armouries in Leeds, Sound Workshop, Headingley Literature Festival (James Nash – Poet in school), Samba Workshop, Wildlife Ranger, Viking Day, Meteorologist in school, Teddy Bear Hospital, Toy workshop, Nell Bank (outdoor activities), Ingleborough (Year 6 5 day residential), Library visits, Guide dog in school, Heart visit (singing with Choir); Bikeability; Meanwood Valley Urban Farm; Temple Newsham (the Princess and the Pea and Kings and Queens); Armely Mills and hatching chicks in school.

Our school structure includes an active School Council, Curriculum Ambassadors and a newly appointed Eco Council – children who are members of these groups often get the opportunity to feed back their views of the school to staff and visitors.

At Spring Bank Primary School, we strive for all pupils to achieve their maximum potential, by having high expectations and excellent standards. Our stimulating curriculum teaches core skills in English, Maths and Science whilst actively promoting all other curriculum areas. We have carefully ensured that there is progression in all areas of the curriculum and that staff and children understand what is being taught. It is reassuring for parents to know that we have a proven track record of supporting children successfully to meet their full potential across the curriculum.

Our children enjoy lessons and learning in our school and we believe this early love of learning stimulates children to become life-long learners.

Our work on promoting social skills includes good manners, resilience, self-awareness, consideration and cooperation throughout the curriculum and our rolling programme of values (including the five British values). This enables most children to become fantastic role models and the be very best version of themselves.

Monitoring Impact of the curriculum:

At Spring Bank, children are assessed by their teacher in every lesson which helps the teacher plan the next steps to be taught. At the end of each term, assessment data is gathered for Reading, Writing and Maths and progress is checked by the senior leadership team. Progress in all other curriculum areas is assessed three times a year. Children are expected to make good or better progress in all subjects and this individual progress is tracked and reported to parents and carers at parents’ evening and on the end of year report. We also ensure that for those children who are finding aspects of learning trickier that we talk to the parents and work together to find ways in which they can be supported at home as well as in school.

Spring Bank Primary School Curriculum Overview 2019-2020

  Autumn Autumn Spring Spring Summer Summer
Year 1 Doctor Doctor! Let’s Play! Into the Freezer Once upon a time… Animal Mayhem Wonderful Wool!
Year 2 Wheels, Wings and Wonderful Things Fire Fire! Heroes and Superheroes! Down on the Farm Let’s go Down Under! Oh, I do like to be beside the seaside.
Year 3 Rock and Roll Our Healthy Bodies Wild Weather Boom! Invasion! How does your garden grow?

 

Year 4 Mythical Madness! It’s Electric! Viva Brazil! Wild at Heart The Struggle for England Eco-Warriors.
Year 5 Food for Thought Out of this world! Golden Age of Islam Moving People Awesome Egyptians Go with the flow!
Year 6 Welcome to the 60s Poppies and Peace The Spirit of Carnival Disaster Strikes! Up hill and down dale Individual Projects

KNOWLEDGE AND CONTENT BEYOND THE NATIONAL CURRICULUM

These documents give further information about the aspects of the curriculum that we cover beyond the 2014 National Curriculum.

Knowledge and content beyond the National Curriculum

Spring Bank Essentials 2019 – 2020

Spring Bank Primary School Wider Curriculum

British Values Statement 2019 – 2020

40 things to do before you leave

21 books of Spring Bank blank

CURRICULUM PROGRESSION DOCUMENTS

Please click on the links to download progression documents for our curriculum.

Computing Progression DT Progression Document Geography Progression History progression MFL Progression Music Progression with EYFS RE Progression 2 Science Progression Early Learning Goals English Skills Progression Map

English

At Spring Bank Primary our aim for English in the curriculum is to promote high standards of literacy by ensuring that our children are able to speak, read and write confidently and competently.

Reading at School

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There are two aspects to the reading programme at Spring Bank Primary – word reading and comprehension (both listening and reading.)

During Reception and beyond, our children learn to read using the Phonics Scheme ‘Floppy’s Phonics. Reading at home is supplemented by books from other schemes such as Rigby Star Phonics and Project X Phonics. All of our books are fully decodable.

As they travel on their journey to becoming independent and enthusiastic readers the children have access to a full range of exciting books.

All children are encouraged to take home a reading book to share with parents or to read on their own – for our fully independent readers these books may not adhere to a particular scheme and may be a book borrowed from our library.Younger children have a home/school diary and older children also have Guided Reading homework and a Reading Journal.

Writing at School

Writing at school is made up of two dimensions – transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing.) In addition there is a strong focus on spelling, vocabulary, grammar and punctuation throughout the school. Writing is taught through a focus on different text types in each year with frequent opportunities to apply their learning across the curriculum.

Please click on the link below to view the English curriculum year by year.

Literacy Long Term Plan. This is currently in development.

Mathematics

At Spring Bank Primary our aim for all our pupils is to ensure that they become fluent in Mathematics, through frequent practice and opportunities to recall and apply their knowledge rapidly. They need to be able to reason mathematically and solve problems through breaking them down into simpler steps and persevering in finding solutions. Pupils are given many opportunities to apply their learning across the curriculum. The school uses White Rose Maths Hub scheme of learning in all year groups which takes a concrete, pictorial, abstract approach to mathematics. Spring Bank is currently developing a Mastery approach t in conjunction with West Riding Maths Hub. For further information please read our vision document.

Spring-Bank-Vision

Please click on the links below to view the Long Term Plans for each year group.

Year 1 Maths LTP

Year 2 Maths LTP

Year 3 Maths LTP

Year 4 Maths LTP

Year 5 Maths LTP

Year 6 Maths LTP

Please click on the link below to view the progression document.

National-Curriculum-Progression-Primary (1)

Please click on the links below to view the Maths National Curriculum  year by year.

Addition and Subtraction

Algebra

Geometry

Position

direction and movement

Geometry properties of shapes

Measurement

Multiplication and Division

Place Value

Statistics

Ratio and proportion

Fractions

At Spring Bank we are using the attached calculation policy to support our teaching and learning in Maths throughout school. As we are currently using the White Rose Scheme of Learning in maths our calculation policy is in line with this.

Addition and subtraction calculation policy 2020

Multiplication and Division calculation policy 2020

The policy is designed to take learners through each operation from the beginning, where practical methods support understanding, right up to where standard written methods are used. The progression in Bar Modelling to support the four operations is used alongside this.

Bar Model Progression Document – Four Operations

Science

At Spring Bank Primary we aim for all our pupils to develop scientific knowledge and understanding of age appropriate content through the three traditional areas of Science – biology, chemistry and physics. Throughout school children learn about Science through science enquiries that help them to answer scientific questions about the world around them. There are five types of scientific enquiry taught in school: observing over time; pattern seeking; identifying, classifying and grouping; fair testing and researching using secondary sources.

The school is fortunate in having close links with Leeds University. Children visit the University to take part in Science workshops and students visit school to teach science. For a number of years the school has offered a focus ‘Science and Nature Week’ in the Summer Term. In 2016 and 2017 the children put on a very successful Science Fair supported by parents.

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History

At Spring Bank Primary pupils enjoy learning about people’s lives and lifestyles in the recent and more distant past.

Key Stage One

Pupils enjoy learning about how children’s toys and homes have changed over time. They learn about seaside holidays in the past and significant events such as the Fire of London. They enjoy listening to stories, using CD Roms and learn how to ask questions using historical sources.

Key Stage Two

People enjoy learning about changes in their own area, in Britain and in other parts of the world. They enjoy studying aspects of British History such as the Romans, Vikings, Anglo-Saxons, Picts and Celts, our local History and changes in Society since 1930. They also study the civilisations of Ancient Greece and Ancient Egypt and learn about early Islam. They learn how to use dates and vocabulary to describe the passing of time and use a range of sources of information including ICT to find out about the past, communicating their findings in different ways.

                                           

Geography

In Geography at Spring Bank Primary School children enjoy asking questions and finding out about different places in the world.

In Key Stage One children learn about their local area, study a rural community and find out about the country of Australia. They begin to use resources such as maps, photographs and ICT to research different places.

In Key Stage Two pupils investigate different places in the world through studying the topics of weather, Brazil, rivers and mountain environments and learn about natural disasters. They learn about physical features eg. the different parts of a river and human features eg. how settlements change. They also learn how people affect their environment in different ways eg. by reducing water usage. Children find the answers to the questions they pose through using resources such as maps, atlases, aerial photographs and ICT and present their information in different ways.

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Art and Design

The arts play an important role in the education of all our children and all of them have access to the arts. At Spring Bank the arts foster imagination and creativity, promote intellectual and aesthetic development, develop practical and perceptual skills, encourage the explorations of values and promote excellence and enjoyment.

The arts encompass art and design, music, dance, drama, literature (poetry and script writing) also media studies.

Through the teaching of arts we aim:

*  to promote personal, social, physical and cognitive development

*  to develop confidence and self esteem

*  to ensure that all children have access to the arts curriculum

*  promote an awareness of our diverse cultural heritage

*  provide enjoyable learning experiences which value first hand experiences

*  maximise the expertise of specialist teachers and visiting artists.

All children experience using materials, techniques, skills and media, expressing feelings, ideas, developing thoughts and evaluating and appreciating. Learning experiences are in many cases cross curricular promoting excellence and enjoyment. The arts provides all children with the opportunities to learn skills and knowledge, explore/express their feelings and evaluate and appreciate their own and others work.

Our approaches are many and varied. These may include whole class, individual or small group work, teacher directed activities, sketchbook work, outdoor work, visits to galleries, trips and contact with artists. We have a cross curricular approach to the curriculum and the arts is used as a tool to explore other curriculum areas.

In addition, time is allocated over the school year to specific events like Harmony Week, Black History Month, Health & Sports Week, class assemblies and school productions when pupils experience a wealth of timetabled arts experiences.

Children are given opportunities to initiate, plan, develop, present and evaluate their own work, work on collaborative activities, including whole school initiatives so encouraging unity and partnership. Children are also given opportunities to take part in artist led activities. Children of all abilities are encouraged to present aspects of their work and achievements in arts through participating in workshops, competitions and assemblies. Through arts we aim to establish links with the local community. Those children identified as talented in the arts are encouraged to participate in arts opportunities especially those related to a particular talent.

We offer extra-curricular learning opportunities such as a lunch time art club for KS1 children.

Within art there is access to a wide range of resources. These include ICT, specialist materials and equipment for class use. We have lovely school grounds which we use for art. Last year we worked with Hyde Park Source, a local community group to build a permanent mural on the walls outside Key Stage 1 and Key Stage 2.

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Music

Music plays an important part in life at Spring Bank. All classes have a weekly music lesson. Years 4, 5 and 6 receive specialist tuition provided by Artforms. All children in Years 4 and 5 learn the ukulele in weekly lessons which also incorporate the other elements of the music curriculum. Year 6 have a weekly session using steel pans, djembes, tuned percussion and other instruments to develop their skills in performing as part of an ensemble. Music lessons in other year groups are provided by the class teacher or music co-ordinator.

In addition to this, music is experienced across the school in many ways.

Singing

A wide variety of songs are sung enthusiastically in a whole school singing assembly every week, with some songs including actions, Makaton signs and percussion instruments. Singing can also be heard in many classes supporting every area of the curriculum from Science to History.

Listening

Children are exposed to a wide variety of musical styles through carefully selected assembly music which is played on the way into and out of assembly every day. This music is changed weekly and introduced by the Head teacher in Monday morning’s assembly. A display in the hall shows where and when the music is from.

After-school clubs

A variety of free after-school clubs are available at different times throughout the year. These have included:

Year 3 and 4 – glockenspiel, djembe and boomwhackers

Reception and Key Stage 1 – musical games and composing music for a story

Year 5 and 6 – lunchtime ICT music club using Groovy City

Years 2 – 6 – Christmas choir

Musicians in school

Year 6 are working with Artforms every week on a project involving steel pans, tuned percussion and drums. This is sounding fantastic and the children are really benefiting from the specialist tuition and enthusiastic approach!

Instrument lessons

From Year 3 or 4 children have the opportunity to learn instruments in small groups. At the moment we are able to offer guitar, trumpet, flute and clarinet lessons. These are provided by peripatetic teachers from Artforms and subsidised by the school although there is still a charge for lessons.

Outside performances

Some children from Years 5 and 6 take part in a Schools’ concert at Leeds Town Hall at Christmas this year as part of a choir.

Children learning instruments in school have the opportunity to perform with children from other schools at Development days organised by ArtForms.

Our Christmas choir has sung carols in Sainsbury’s in Headingley to raise money for Shelter, and also at an older person’s Christmas dinner event at HEART .

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Design Technology

Children are involved in Design and Technology activities throughout their time at Spring Bank. They acquire and develop their design technology skills and apply these to situations where they need to design, make and evaluate their own products. Areas covered include:

  • Food technology
  • Structures
  • Textiles
  • Mechanisms
  • Electronical control

Where possible these projects are linked to other curriculum areas such as Science, Literacy, Art or Music.

Children are encouraged to explore a variety of tools and materials (both specialist products and found objects) and to make decisions about how these are used. Through careful evaluation of their work they consider any changes that were made to their original plans and how effective their product is. The school also has links with ICE (Institute of Civil Engineers) and we are able to offer a range of exciting workshops throughout the year for our pupils such as a disaster shelter building workshop in Year 6.

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Modern Foreign Language (MFL)

Children begin to learn French when they move into KS2. The language is taught through songs, action rhymes, games, role-play, stories, ICT and art. Children are also introduced to the written word by learning simple language structures and changing key vocabulary. Children look at some of the countries where French is spoken and compare everyday life, festivals and traditions with those in England.

In KS1 children’s awareness of linguistic and cultural diversity is heightened by activities such as taking the register in other languages and participating in whole school concerts with songs and stories from around the world.

We have been lucky in the past few years to have been able to run lunch time language clubs – French, Spanish and, at one point, Mandarin – facilitated by language students from the University.

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PE

Each class in school has two hours of curriculum time P.E. as follows:

Reception, Years1 & 2 will experience a variety of Gymnastics, Dance & Games sessions.

Year 3 – Invasive Games, Fielding & Striking Games also Gymnastics & Dance.

Year 4 – Swim each week at Kirkstall Sports Centre and enjoy Dance & Gymnastics.

Year 5 – Cricket at the Headingley Cricket School also multi- sports at Lawnswood   High School. Dance & Gymnastics.

Year 6 – Cricket at the Headingley Cricket School, Invasive Games, Gymnastics.

In addition there are lots of after school clubs in PE throughout the year. To see the clubs taking place this half term, please click here.

http://springbankprimary.org/clubs/

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Religious Education

At Spring Bank Primary we follow the new Leeds Agreed Syllabus (2015) for RE. All classes study Christianity and Islam with the addition of Hinduism in Years 3 and 4 and Judaism in Years 5 and 6. Within each year group children study topics linked to the following headings: Beliefs and Authority, Worship and Spirituality, The Nature of Religion and belief, Ultimate Questions, Moral Decisions and Identity and Diversity.

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