OUR Appleton Roebuck CURRICULUM
The Curriculum at Appleton Roebuck promotes the spiritual, moral, social, cultural, mental and physical development of our pupils and is carefully planned and sequenced to give children an inspiring learning journey building from early years through to year six.
Our aim is to support the mission of Appleton Roebuck School by providing a first class education in partnership with families and the community by :
- Providing a caring, safe and happy environment
- Inspiring a love of learning
- Unlocking the potential of ALL our children whilst recognising the uniqueness of individual learners
- Instilling a passionate commitment to learning and nurturing resilient, independent knowledge-seekers
- Guiding learners to grow into tolerant and respectful citizens of one world. (This meets with Article 6 - the Rights of the Child)
As a small school with mixed-age classes we have a two year rolling programme which is designed to support every child to embed and recall sticky knowledge, that is, learner knowledge that will stay forever. With that in mind, we recognise that new learning is fragile and usually forgotten unless explicit steps are taken over time to revisit and refresh it.
Key features of our knowledge-based curriculum:
- It is based on mastery of invaluable subject-specific knowledge
- Skills develop as a consequence of the knowledge, they are not its objective
- It is not about recalling facts, but deeply understanding them
- We challenge children to make learning links in order to commit new learning to their long term memory
- We define learning as an alteration in long-term memory
- We define progress as knowing more and remembering more
- We refer to knowledge as “sticky” – this may be interesting facts or knowledge needed to learn and build learning as part of the National Curriculum.
- We value vocabulary and commit to growing this to ensure academic success
- We know that reading well sets children on a positive trajectory in their development and so high-quality texts are a main feature of our curriculum
Every child has equal access to the curriculum as expressed in our Equal Opportunities Policy. We will ensure that learning is accessible to all children by:
- setting suitable learning objectives
- responding to the variety of learning styles
- providing appropriate resources
- overcoming potential barriers of individuals and groups
Our vision for Art and Design at Appleton Roebuck
Here at Appleton Roebuck Primary School, we believe that Art and Design is an important part of a child’s education. It provides an opportunity to deepen and reinforce knowledge learned in core subjects as well as allowing children to work creatively and imaginatively to develop their own artistic style. It offers alternative ways of understanding and responding to the world as well as providing a gentle but very powerful way for children to explore and make sense of their emotions and identity. Making Art allows children to be self-expressive and to communicate visually to others. Through art and design activities, children learn to make informed value judgements and aesthetic and practical decisions. They become resilient and flexible through the process of making mistakes and using them as stepping stones to new outcomes.
Art and design provides visual and tactile experiences that give variety in our rich curriculum. The subject is important in developing motor and cognitive skills such as problem solving, patience and perseverance. Pupils use colour, line, shape, form, texture, pattern and spacial awareness along with a wide range of different materials and processes to communicate what they see, feel and think. They investigate the styles of famous artists, designers and craftspeople from different historical times and cultures and in Art history sessions, consider and share thoughts and opinions about artists' lives, ideas and work. We explore the diverse roles and functions of art, craft and design in contemporary life to equip children with an understanding of careers that use visual creative skills.
Our aim is to equip children with a lasting understanding, appreciation and enjoyment of the visual arts which will enrich their lives.
Our vision for Computing at Appleton Roebuck
As computing is continually developing and new technologies emerging, we as a school strive to give all children the skills to prepare them for their future. Along with this, we will educate them and their families in safe use of technology and the potential risks. We take this role very seriously. However, computing is now even more an integral part of the world in which we live, so we seek to equip our children with the ability and confidence to meet new changes and developments as they arise.
As a school, we have chosen the Purple Mash Computing Scheme of Work from Reception to Year 6. The scheme of work supports our teachers in delivering fun and engaging lessons which help to raise standards and allow all pupils to achieve to their full potential. We are confident that the scheme of work more than adequately meets the national vision for Computing. It provides immense flexibility, strong cross-curricular links and integrates perfectly with the 2Simple Computing Assessment Tool.
We place particular emphasis on the flexibility technology brings to allowing pupils to access learning opportunities, particularly pupils with SEN and disabilities. With this in mind, we will ensure additional access to technology is provided throughout the school day and in some cases beyond the school day.
In response to school closures during the COVID pandemic, all children in school were given access to Google Classrooms, Bug Club and Times Tables Rockstars. Children in both KS1 and KS2 were taught how to use their passwords to access and navigate these platforms. Learning was provided on the Google Classroom where it could be handed in by children and commented on by teaching staff using our feed-forward policy. Families of children in Early Years placed their children’s learning on Tapestry. Devices were provided to families where needed. Pupils continue to access their Google Classroom to ensure they are prepared for future events e.g. remote learning, self-isolating and High School.
Our vision for Design Technology at Appleton Roebuck
At Appleton Roebuck we believe that high-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation. Therefore preparing children to deal with tomorrow's rapidly changing world. It encourages children to become independent, creative problem solvers and to work as both individuals and as part of a team. Enabling them to look at the world and identify needs and opportunities; responding to these by developing ideas and by making products and systems. Through the study of Design and Technology, they combine practical skills, social and environmental issues, as well as functions and industry. Children use these skills to reflect on and evaluate past and present technology, its uses and the impact that it has. This culminates in them developing their own innovations, designs and products.
It is the intent of Appleton Roebuck for Design Technology to be taught in all year groups through at least one topic per term. Design Technology projects are often made cross curricular - linking to other subjects taught.
The national curriculum for Design and Technology aims 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.
Early Years Foundation Stage
During the EYFS pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have the opportunities to learn to:
- Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
- Use what they have learnt about media and materials in original ways, thinking about uses and purposes.
- Represent their own ideas, thoughts and feelings through design and technology.
- Cook and prepare food adhering to good health and hygiene routines
Key stage 1 and Key stage 2
Through a variety of creative and practical activities, children are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. This process will involve designing, making, evaluating and using their developing technical knowledge.
Cooking and nutrition
As part of their work with food, children will be taught how to cook and apply the principles of nutrition and healthy eating. Children will develop a love of cooking and opening 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.
Our vision for Geography at Appleton Roebuck
Geography inspires curiosity and fascination about the world and its people. We feel it is important to nurture children’s inquisitive thinking and questioning skills to help them interpret what they see.
In EYFS, Geography comes under the curriculum area of ‘Understanding the World,’ this provides links with science and history. Children explore the environment around them through the use of their outdoor area and the school grounds. They talk about the features of their immediate environment and how environments might vary from one another. The children are encouraged to question “Why?”
They are encouraged to draw, write and talk about what they see and how things may change during the course of a year.
In Key Stage 1 we begin to look at our local area and compare it to other areas and countries. We learn to draw and read maps and gather a knowledge of basic geographical vocabulary that refers to human and physical features.
In Key Stage 2 the children look beyond our local area to study Europe as well as South America. They will look at human geography in greater depth such as settlements and land use. They will also look at physical geography topics such as rivers and disasters.
Through the teaching of Geography we hope to instil a love for enquiry and investigation in our children. Our aim is to motivate our children to take an active part in contributing to and protecting their world as they grow up.
Our vision for History at Appleton Roebuck
A high-quality history education is so important to us in our school which is steeped in its own historic past and forms part of the learning journey for our children. At Appleton Roebuck Primary School we want all of our children to have an understanding of the past and how history will shape their future.
In Key Stage 1 children will develop an awareness of the past. They will learn about significant individuals who have contributed to the world. Children will also learn about significant historical events within the local area. In Key Stage 1 we will be looking back at changes within living memory such as how their Grandparent’s School Days were different to theirs as well as events beyond living memory such as the The Great Fire of London. The children’s learning is placed within a chronological format.
In Key Stage 2 children will continue to appreciate history in a chronological context. They will work on securing an understanding of British, local and world history. In lower Key Stage 2 children will be focusing on areas such as prehistoric Britain and Comparing Ancient Egypt with Ancient Greece whilst Upper Key Stage 2 will be looking at Gunpowder, Treason and Plot and the Islamic Civilisation among other things. Children will look at connections and patterns over time and develop a good use of historical terms. There will also be a big focus on different sources and how our knowledge of the past is shaped from them.
Through high-quality history lessons we aim to encourage critical thinking, as well as helping the children to gain a sense of their own identity within a social, political, cultural and economic background.
Our vision for Mathematics at Appleton Roebuck
At Appleton Roebuck School, mathematics is a subject which has its own unique place within our curriculum. It provides learners with powerful ways to describe and investigate an ever-changing world. Children can experience a sense of awe and wonder as they solve a problem for the first time, have a means of looking at the patterns that make up our world, discover more sophisticated solutions and make links between different areas of mathematics.
At Appleton Roebuck School we acknowledge that Maths is fundamental to the development of our children. We strive to inspire our children to love maths and have deep understanding, confidence and competence in maths – a culture that produces strong and secure learning. At our school we aim to shape assured, happy and resilient mathematicians who relish the challenge of maths. Our children will become independent, reflective thinkers, whose skills not only liberate them in maths but also support them across the curriculum.
All children, irrespective of gender, culture, class or disability are given equal opportunity to acquire the appropriate skills, concepts and knowledge required by the National Curriculum. The National Curriculum for mathematics aims to ensure that all children:
- become fluent in the fundamentals of mathematics, through varied and frequent practise with increasingly complex problems over time, so that children develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language;
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
At Appleton Roebuck, we follow the White Rose scheme of learning. White Rose offers a scheme of learning which is a clear, time-linked plan for learning. The schemes are written for year groups and cover the whole school year of learning.
In early years, the aim is to support the ethos of EYFS and learning through play by providing opportunities for a mathematical rich learning environment. We offer high quality enhancement ideas for each area of learning. Our Maths curriculum is divided into phases which provide opportunities to develop the understanding of number, shape, measure and spatial thinking. At Appleton Roebuck we value vocabulary and reading. In Early Years, each maths topic that is taught comes with a suggested book list.
Throughout KS1 and KS2, children will build on the main topic areas; number, measurement, geometry and statistics. Our Maths is taught through a cumulative curriculum. Once a topic is covered, it is revisited many times again in other contexts. Our Maths curriculum has broken down each main topic into key areas of learning. For each of these areas we provide the children with; opportunities to recap previous learning and vocabulary, opportunities to build on knowledge of year group specific National Curriculum objectives and opportunities to revisit specific topics throughout and between years.
Our vision for Modern Foreign Languages at Appleton Roebuck
At Appleton Roebuck School, our vision is to develop positive attitudes and respect towards all languages and cultures. We aim to help children grow curious about the wider world and encourage them to expand their horizons to other countries, cultures and people. We aim to help children grow curious, confident and reflective language learners and to provide them with a foundation to equip them for further language studies. Children will learn to reflect on similarities and differences between a variety of different cultures alongside their own. Children will have opportunities to interact and communicate with others both in speech and in writing through class lessons and extra-curricular clubs, using these skills with increasing competence and confidence in a range of contexts.
Our vision for Music at Appleton Roebuck
Music is an essential part of life; integral in the development of the whole person. We believe that the opportunity to engage in musical experiences is crucial for the development of the whole child as an individual. Learning music develops all aspects of a child’s learning, from the physical action of using an instrument to the mathematical skills needed to keep a pulse. Children will understand musical concepts through a repetition-based approach to learning. Learning about the same musical concept through different musical activities enables a more secure, deeper learning and mastery of musical skills. These abilities are directly transferable to other areas of the curriculum, allowing them to flourish, and will be invaluable in their future life. At our school, children have access to music through regular classroom activities and formal music lessons, as well as extra opportunities such as peripatetic music lessons, after school clubs and wider performance opportunities with other schools and in the local community.
Through playing, singing, creating and performing, children from early years to upper key stage 2 will develop confidence, communication, thinking and find original ways to represent their own creative skills and improve their emotional well-being. In addition, as these activities utilise both sides of the brain, it will foster connections which will improve memory and coordination. Units of Work in the charanga scheme are progressive and by using our two year rolling programme units ensure depth of learning through the spiral progression methodology.
The skills involved in playing and listening to music will also help learners develop the self-esteem, self-discipline, cooperation, creativity, and self-motivation necessary for success. Children will find that music is enjoyable and relaxing which will help reduce stress. All children will be able to experience a sense of achievement and pride. The different cultures around the world will be celebrated as the children learn songs in different languages. Through our link with the North Yorkshire Music Service, every child will have the opportunity to learn to play a musical instrument (other than voice) in KS1 at Appleton Roebuck, and all children in KS2 will be offered further peripatetic lessons in a variety of instruments. It is our vision that every child adopts an understanding and love of music which they can carry with them for the rest of their lives, including knowledge of famous composers and how they fit into History.
Our vision for Physical, Sport and Health Education at Appleton Roebuck
The health of our children is vital to their future success. Right from their first steps into the school, children are encouraged to be active and to learn about healthy lifestyles. As children progress through the school, teaching and learning of Healthy Eating, Wellbeing, P.E and Sports are placed highly in our priorities – an embedded culture where each child can progress and develop in all personal, social, cognitive and physical aspects and fundamentally, enjoy being healthy and active in an inclusive environment. We are currently renewing our Healthy School Status.
Our vision for PSHE at Appleton Roebuck
We provide planned programmes of learning opportunities and experiences that help children grow and develop as individuals and as members of families and social and economic communities. This includes educating our children in Sex and Relationships with the support of families at home.
Our PSHE curriculum aims to equip children and young people with knowledge, understanding, attitudes and practical skills to live healthy, safe, productive, fulfilled, capable and responsible lives.
Being Me In My World [Autumn 1 Term] covers a wide range of topics, including a sense of belonging, welcoming others and being part of a school community, a wider community, and a global community; it also looks at children’s rights and responsibilities, working and socialising with others, and children voice.
Celebrating Difference [Autumn 2 Term] focuses on similarities and differences and teaches about diversity, such as disability, racism, power, friendships, and conflict; children learn to accept everyone’s right to ‘difference’, and most year groups explore the concept of ‘normality’. Anti-bullying, including cyber and homophobic bullying, is an important aspect of this.
Dreams and Goals [Spring 1 Term] aims to help children think about their hopes and dreams, their goals for success, what their personal strengths are, and how to overcome challenges, using team-work skills and tasks. There is also a focus on enterprise and fundraising. Children learn about experiencing and managing feelings of pride, ambition, disappointment, success; and they get to share their aspirations, the dreams and goals of others in different cultures/countries, and their dreams for their community and the world. It’s great for children to have this experience, to think ambitiously, and to have aspirations.
Healthy Me [Spring 2 Term] covers two main areas of health: Emotional/mental health (relaxation, being safe, friendships, mental health skills, body image, relationships with food, managing stress) and Physical health (eating a balanced diet, physical activity, rest and relaxation, keeping clean, drugs and alcohol, being safe, first aid). Most of the statutory content for Health Education (DfE) is contained within this.
Relationships [Summer 1 Term] starts with building a respectful relationship with self and covers topics including families, friendships, pets and animals, and love and loss. A vital part of this is about safeguarding and keeping children safe; this links to online safety and social networking. Children learn how to deal with conflict, build assertiveness skills, and identify their own strengths and strategies for building self-esteem and resilience. They explore roles and responsibilities in families and friendship groups, and consider stereotypes. .
Changing Me [Summer 2 Term] deals with change of many types, from growing from young to old, becoming a teenager, assertiveness, puberty, self-respect and safeguarding. Each year group thinks about looking ahead, moving year groups or the transition to secondary school and how to cope positively with such changes. Life cycles and human reproduction are taught in some year groups at the school’s discretion.
PSHE education enables children to reflect on and clarify their own values, attitudes and feelings and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.
Our vision for Reading at Appleton Roebuck
Above all, we seek to develop in all our children and staff a passion for reading and an appreciation of a range of books and authors. Our readers are empowered to make independent choices around their experiences of books, developing the ability to reflect whilst being supported by our staff of keen readers in their fluency and comprehension. Reading is also a joyous shared experience and we place the class novel high on our daily priorities. We work closely with our families to support all our children to develop excellent reading skills which enable them to access all areas of the curriculum. Please see full English Section in the Curriculum Tab for our detailed Intent, Implementation and Impact.
Our vision for Religious Education at Appleton Roebuck
At Appleton Roebuck School our aim is to develop successful enquiries through Religious Education by asking life’s significant questions and presenting interesting and challenging concepts to our children. Our intention is to motivate and empower children, preparing them to become responsible citizens by raising issues of local, national and global concern and placing them in spiritual and moral contexts. Understanding the right to hold different beliefs enables children to see diverse religions and beliefs as a significant part of the local, national and global community and of human experience.
Our curriculum for RE aims to ensure that all children:
- Know about and understand a range of religions and worldviews.
- Express ideas and insights about the nature, significance and impact of religions and worldviews.
- Gain and deploy the skills needed to engage seriously with religions and worldviews.
In EYFS Children will encounter Christianity and other faiths, as part of their growing sense of self, their own community and their place within it. They learn to appreciate and celebrate the similarities and differences between themselves and others, supporting their understanding of different communities and traditions.
Throughout key stages 1 and 2 children will learn from Christianity. In addition, pupils will learn from the principal religions represented in the UK. These are Islam, Hinduism, Sikhism, Buddhism and Judaism. Furthermore, children from families where non-religious worldviews are held are represented in all of our classrooms. In Key Stage 1 children’s learning will focus on Christians and Muslims or Jewish people and Key Stage 2 the focus will be Christians, Muslims, Hindus and Jewish people.
Our vision for Science at Appleton Roebuck
This year we are working towards a Primary Science Quality Mark which will raise the profile and quality of science across the whole school. This reflects the school's ambition to ensure a broad and balanced curriculum and sustain best practice across all subjects.
The programme itself is based on self-evaluation, and is framed by 13 criteria covering Science Leadership, Teaching, Learning and Wider Opportunities. It allows the subject leader to plan for improvement in the teaching and learning of the subject and evaluate the impact of action taken.
At Appleton Roebuck Primary School, we recognise that as STEM industries rapidly progress, our children will grow in a world where scientific literacy and critical thinking are crucial. We strive to ensure that Science remains a dominant part of our curriculum - taught both discretely and through other subjects. Using Focus Science, our starting point is excellent quality literature that provides natural links between English and a specific unit of Science, planned carefully to ensure the integrity of both. Using a metacognitive approach, children will be taught a knowledge rich curriculum where the development of analytical skills will be nurtured. Children will be encouraged to become knowledge-seekers, training their brains to think beyond the boundaries. Through the six cognitive strategies, (what I already know, what is most important, what sensory connection can I make, what inference can I make, how can I synthesise this, how can I fix things I don’t understand?), children will be provided with opportunities to develop ideas and ask demanding questions.
We aim to enthuse and inspire children to develop a lifelong love of Science in a hands-on, minds-on learning environment. We want children to be disrupters and agitators. To gain and expand knowledge by observing, protesting, developing, understanding and applying. Through Science, our pupils will learn about life, the outside world and the space beyond.
We will do this through:
- Inspiring and encouraging inquisitive minds
- Further developing the subject knowledge of teaching staff
- Making learning links to connect concepts for both a deeper understanding and to move new learning into long term memory
- Engaging in high quality, real life, well resourced investigations
- Cultivating curiosity and innovation through exploration, collaborative learning and sharing of ideas
- Challenging and stimulating children to take risks, make mistakes and learn from these
- Giving children the freedom to investigate in their own way - coming up with their own ideas to test and explore
- Demonstrating tangible, excellent progress
- Being excited by and learn from the great Scientists of the past and present
Our vision for SMSC and Global Education at Appleton Roebuck
Oxfam states that a global citizen is someone who (among other things):
- participates in and contributes to the community at a range of levels from the local to the global
- is willing to act to make the world a more equitable and sustainable place
- takes responsibility for their actions. (Oxfam 1997 p.2)
This is the focus of our Global education at Appleton Roebuck. We aim to be the change we wish to see. SMSC is embedded in ALL aspects of school life.
Spiritual: The opportunity to explore beliefs, experience and faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity and reflect on experiences.
Moral: The opportunity to learn what is right and wrong and respect the law; understand consequences; investigate moral and ethical issues and offer reasoned views.
Social: The opportunity to use a range of social skills to participate in the local community and beyond; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict.
Cultural: The opportunity to explore and appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in cultural opportunities; understand, accept, respect and celebrate diversity. We're very proud to be a Beacon School for Barnardo's Positive Identities service.
Our staff have received gender and sexual identities training from Barnardos staff and our pupils have participated in workshops about equality and diversity. We train our pupils to be Barnardo’s Equality Ambassadors (BEAMs). This is an initiative in schools to ensure that pupils have a voice in equality and diversity work we do in school.
Our vision for Spoken Language at Appleton Roebuck
It is so important to us that our children have opportunities to articulate their thoughts, opinions and feelings to express themselves and communicate effectively with others. At Appleton Roebuck, we listen to the views of others with respect and integrity, showing that we value everyone’s ideas and contributions. Our work in PSHE (Jigsaw) and RE often supports this and we provide real opportunities for children to speak to groups and assemblies.
We give our children confidence in themselves as speakers and listeners by showing them that we value their conversations and opinions. We also encourage a respect for the views of others. We help our children to articulate their ideas and provide purposes and audiences for talk within a range of formal and informal situations and in individual, partner, group and class contexts. Children are provided with a range of experiences where they can work collaboratively and participate in opportunities to reflect on talk and explore real and imagined situations through role play, hot-seating, drama and discussions. We develop the children’s ability to listen with attention and understanding in all areas of the curriculum and where necessary, asking and responding to questions appropriately.
Every child has opportunities to perform to a larger audience, in assemblies and productions, where children’s efforts and skills are acknowledged by staff, parents, carers, visitors and peers. ∙
As adults, we provide a model of speakers and listeners in our day-to-day interactions with them and with other adults in our school
Our vision for Writing at Appleton Roebuck
Our children are immersed in words from the day they begin school and through sharing of quality texts, our aim is for all children to become confident, enthusiastic and adventurous writers who display the skills necessary to express themselves and communicate to others across the whole curriculum and for a range of real-life purposes. Children understand that learning to write in a neat and joined script is an important skill. This is explicitly taught throughout the school and is celebrated through assemblies/ Children are encouraged to take pride in their writing. They can reflect on their own and others’ writing. Please see full English Section in the Curriculum Tab for our detailed Intent, Implementation and Impact.