Curriculum Intent: Geography at Eyam CE Primary School

At Eyam, we aim to provide high quality geographical teaching and learning which inspires a curiosity and fascination about the world and its people. It will link to, and enhance, all areas of learning through a cross-curricular approach.  Through creative provision we aim to enable a curiosity about our planet and about ways in which the physical and human processes on Earth are both interdependent and dynamic.

Pupils will develop their knowledge and understanding of diverse places, people, resources and natural and human environments. They will consider why, where and how places are globally significant.

Pupils will develop the geographical skills needed to enquire, communicate, collect, analyse, interpret and apply their knowledge and understanding.

We believe that practical fieldwork experiences play an important role, both in deepening pupils’ understanding,  and also in motivating and inspiring pupils, and so raising standards of attainment.

Geographical knowledge and understanding will be developed through an enquiry approach in which pupils are fully engaged. Key concepts and questions will form the basis of each topic, alongside significant vocabulary and facts.

EYFS and KS1 pupils will focus mainly on our local area; LKS2 on UK geography and UKS2 on Europe and the wider world. Broader topics such as volcanoes and Africa will be explored to provide interest and engage and pupils fully in their learning.  We will make the most of opportunities to link geographical learning to current world issues, eg plastic pollution, refugees, volcanic eruptions etc.

Geography Knowledge and Skills Curriculum 

Curriculum Intent: History at Eyam CE Primary School

We believe that history enables pupils to begin to question and therefore understand the process of change in society, the relationships between different groups and to consider their own identity.

Through creative provision we aim to enable a curiosity about how we live and how life has changed over time. Through the use and practice of asking questions, critical comparison and the analysis of evidence, pupils should develop an understanding of Britiain’s past and that of the wider world.

We aim to establish key concepts and questions for each topic as well as a timeline f development and significant vocabulary and facts. We also use our historical learning to inspire writing and reading in the curriculum.

History Knowledge and Skills Curriculum

Curriculum Intent: Science at Eyam CE Primary School

At Eyam school we believe that a high quality investigative science education provides the foundations for appreciating the world and the impact that science has had on our understanding of it. It is vital that pupils understand how we must act in order to protect that future for generations to come and the significant role that science plays in our everyday lives. As teachers our role is to promote questions and an investigative approach to learning – encouraging inquisitive learning and exploration through each scientific field: Biology; Chemistry and Physics. Through building up a body of foundational knowledge and concepts, pupils should be encouraged to recognize the power of rational explanations and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to use HOT skills to explain what they can see, predict how things might behave, analyse causes, rate data and refine conclusions.

Therefore our aim in science is to ensure that all pupils:

• develop scientific knowledge and conceptual understanding through the disciplines of biology, chemistry and physics.
• develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about their world.
• are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
• develop a genuine love for science and a curious and investigative nature to engage with and ask questions about the world in which they live.

Staff at Eyam ensure that all pupils experience a curriculum that is relevant to life today (eg learning about plastic remodeling in India) as well as appreciating the history and context behind scientific theory (such as Newton’s laws being devised concurrently with the outbreak of the plague in Eyam). We ensure pupils are immersed in technical and scientific vocabulary, which is a big part of our pedagogical approach.

Science Planning Overview

RE - our intended learning about and through a study of religions

The principal aim is to engage pupils in systematic enquiry into significant human questions which religions and world views address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as developing responses of their own.

At Eyam we intend that through RE pupils can explore significant questions about life, in order to find out what people believe and what difference this makes to how they live, so that they can make sense of religion and world views, reflecting on their own ideas and ways of living.

Our explicit RE teaching us based on the updated Derbyshire Agreed Syllabus, which we use in combination with the Understanding Christianity resource. Our intent encompasses the 'whole' offer that we provide at Eyam, that is Religious education also includes our relationship with the village Church, worship themes, bible exploration, our school vision, values and motto as well as our policies and our approach to rewards and pupil responsibilities.

RE: principal aim

To engage pupils in systematic enquiry into significant human questions which religions and world views address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as developing responses of their own.

RE will contribute to ‘the knowledge and skills that pupils need in order to take advantage of opportunities, responsibilities and experiences of later life’ (Ofsted, paragraph 170). The contribution that RE can make to preparing pupils for life in modern Britain will be significant.

In teaching we aim to -

• encourage pupils to explore questions of spirituality, identity, ethics, discrimination and prejudice.
• enable pupils to develop religious literacy and conceptual understanding of what it means to be a person of faith or no faith.
• encourage pupils to articulate their own ideas and experience of religion, belief and spirituality.
• encourage all pupils and teachers to experience RE as an exciting subject that feeds into an understanding of what it means to live in Derbyshire and our wider world communities and to promote harmony and good community relations.
• encourage teachers to produce RE lessons that are challenging, inspiring and engaging to everyone.
• assist pupils to engage critically with ideas and understanding of religion and belief systems, given the nature of our society, its speed of change and growing social media influences. RE studies how religions and world views shape and are shaped by the societies in which pupils live, promoting deepening understanding of those belief systems.
• promote interactive, creative and experiential learning that promotes social and ethnic accord alongside the endorsement of fundamental British Values, so that schools will be supported in visiting places of worship, community

At Eyam we intend that through RE pupils can explore significant questions about life, in order to find out what people believe and what difference this makes to how they live, so that they can make sense of religion and world views, reflecting on their own ideas and ways of living.’

The curriculum for RE aims to ensure that all pupils:

1. Know about and understand a range of religions and worldviews, so that they can:
2.  • describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals
3. • identify, investigate and respond to questions posed, and responses, offered by some of the sources of wisdom found in religions and worldviews
4. • appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.

2.   Express ideas and insights about the nature, significance and impact of religions and worldviews, so they can:

• explain reasonably their ideas about how beliefs, practices and forms of expression  

 influence individuals and communities

• express with increasing discernment their personal reflections and critical responses to    

 questions and teachings about identity, diversity, meaning and value, including ethical issues

• appreciate and appraise varied dimensions of religion.

3.   Gain and deploy the skills needed to engage seriously with religions and world views, to enable them to:

• find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively

• enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all

• articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.

RE Curriculum Overview

“Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art”.

Quotation from the National Curriculum, 2013

At Eyam Primary School, we value Art and Design as a key part of our children’s entitlement to a broad and balanced curriculum. By teaching a progressive programme of age-appropriate skills in drawing, painting, printmaking, sculpture, weaving and sewing, we aim to equip our pupils with the tools and knowledge needed to express their individual interests, opinions, thoughts and ideas in a creative and innovative way, using a variety of mediums and materials- for example clay, oil pastel and fabric. Furthermore, by linking these skills in a cross-curricular manner to our Topics and to real-life artists and artistic movements, we aim to help our children to understand how Art and Design contributes to our nation’s history and culture.

The Early Learning Goals for Expressive Arts and Design are as follows:

Exploring and using media and materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

Whilst the National Curriculum for art and design aims to ensure that all pupils:

1. produce creative work, exploring their ideas and recording their experiences
2. become proficient in drawing, painting, sculpture and other art, craft and design techniques
3. evaluate and analyse creative works using the language of art, craft and design
4. know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Art and Design Curriculum Overview

Intended learning in Design Technology 

Intent: Design and technology is an inspiring, rigorous and practical subject that is an important part of the curriculum at Eyam Primary School. By using creativity and imagination, children will be able to design and make products that solve real and relevant problems within a variety of contexts, considering their own needs, wants and values as well as those of others. They will acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Children will learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. Children understand that a wide range of careers in design and technology may be open to them and that high-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation. Children will learn the skills that relate to design and technology through a progressive programme linked to whole school topics that are delivered to them from EYFS to Year 6.

 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.

4 Year Design Technology overview 

Design and Technology Curriculum 

Curriculum Intent: Computing

Throughout this computing curriculum, we intend to provide a holistic and creative computing curriculum, which promotes computational thinking and inspires children to be creative. At Eyam Primary, we understand that technology plays such a significant role in society today and we believe ‘Computational thinking’ is a skill children must be taught if they are to be able to participate effectively and safely in this digital world. We have ensured our Computing curriculum matches the expectations of the National curriculum.

The ‘Teach Computing’ Curriculum is split into 4 key aspects:

• Creating media (which includes Music, painting, photography, animation, audio, web creation and writing)
• Systems and networks
• Programming
• Data and Information

This curriculum is designed so that all children have the opportunity to build upon prior learning and progress. Throughout all strands, children will be taught how to stay safe online. Additionally, they will learn how to evaluate the usefulness and appropriateness of content. Through teaching this curriculum, we hope to create well-rounded children that are conscientious digital citizens and are prepared for life in this rapidly developing and changing technological world.

KS1 Computing skills overview    LKS2 Computing skills overview     UKS2 Computing skills overview

On line safety at Eyam

We follow ‘Project Evolve’ which is an online-safety Curriculum taught in 8 Strands

• Self image
• Online relationships
• Online reputation
• Online bullying
• Managing information
• Health and wellbeing
• Privacy and security
• Ownership

The philosophy behind the project is that the messages will evolve over time and ensure there were opportunities to reflect on learning. The toolkit is based on UKCIS framework “Education for a Connected World” (EFACW) that covers knowledge, skills, behaviours and attitudes across eight strands of our online lives. These outcomes or competencies are mapped to age and progressive. The creators wanted to ensure there would be regular discussion to shape thinking and challenge misconceptions.

PSHE and RSE (Personal, Social and Health Education, including Relationships and Sex Education)

Our intent:  The important thing about all these areas of the curriculum is that they enable pupils to grow a healthy mind, learn how to keep a healthy body and to develop an emotional literacy and confidence in themselves and their own ideas. This will give pupils the power to ‘Let their light shine’ not only for themselves for those around them. At Eyam we wish to empower our pupils to develop strategies to respond to the challenges of their own lives and those of others – to become resilient.

RSHE also helps pupils rehearse and review the language of relationships and to learn how to offer forgiveness. This will help them to find their place in their community, both now and in the years ahead of them. The most important thing about these aspects of learning is being open to the ideas of those around you and through this, learning to know yourself.

At Eyam CE Primary we have worked with the families of the community and are using PSHE Matters as a resource on which to base our teaching.

PSHE Overview Eyam CE Primary School

useful Q&A relating to RSE   https://www.brook.org.uk/parents-and-carers/

Modern Foreign languages teaching and learning - Spanish at Eyam

Our intent at Eyam CE Primary school is to provide an adaptable and quality Modern foreign language education. We use a language course by I Languages that has a strong focus on phonics using the Planetas fonéticos system and uses a “talk to writing approach”. Children will learn to decode the language, use cognates and develop problem-solving skills in order to acquire new understanding. These skills are transferable to any language learning. Our objective at Eyam is to help students achieve a level of Spanish where they can understand questions and respond in full sentences verbally after which they can understand the written language and write sentences in Spanish. We aim to encourage a love of language and interest in the foreign culture. We emphasise the importance of foreign language learning and intercultural communication.

Intended learning: Music at Eyam CE Primary School

At Eyam CE Primary School children gain an understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a variety of historical periods, styles, traditions, and musical genres. We are committed to developing a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may have in any person’s life. Our aim is to provide a high quality music education that engages and inspires pupils to develop a love of music and nurtures their talent as musicians.

Eyam provides all children with a range of musical experiences which ensures everyone gets an opportunity to explore and develop new skills. We aim for music making to be a fun and inclusive learning experience, through which we can build up their enjoyment of music, self-confidence and sense of achievement.

Our teaching focuses on developing the children’s ability to, sing in tune and with other people, play tuned and untuned musical instruments with increasing control, fluency and expression and listen critically to a wide range of music from different periods, genres, styles and traditions. There will be several opportunities to perform to an audience and children are encouraged to enjoy this aspect of musical production. We use the Charanga scheme (endorsed by the Derbyshire Music Partnership) to facilitate whole class music making and to also explore a full range of musical genre.  As children progress through the school they will increasingly understand and explore how music is created, produced and communicated through the interrelated dimensions of music: pitch, duration, dynamics, tempo, timbre, texture, structure and musical notation.

Our School was thrilled to be awarded a Music Mark in 2019 for our dedication to instrumental lessons and we are proud that most of the pupils at KS2 learn an instrument.

PE Our intent at Eyam

We have separate Action plans with costings produced each year for the provision of sport and PE

At Eyam School we believe that physical activity improves health, reduces stress, improves concentration, and promotes correct physical growth and development.  We take pride in the fact that our whole school core values of respect, resilience and responsibility are embedded in and practiced through the medium of sport. We recognise that exercise has a positive influence on academic achievement, emotional stability and interaction with others.

Our school provides a broad and balanced programme of physical education with activities designed to be enjoyable, vigorous, purposeful and regular. Through providing positive experiences, a lifelong interest in physical activity is encouraged. The range of physical activities delivered is wide and includes athletics, dance, games, gymnastics, swimming and outdoor education.

By using our allocated school sport funding we deliver a high quality programme, which is designed to satisfy the needs, abilities and interests of all individual children.

PE Curriculum Overview

End points in PE

The school has four classrooms and an outdoor classroom, an on-site kitchen and a canteen which is currently also used as a classroom, PE clubs as well as breakfast and after school activities.  There is a newly completed additional classroom (built during the pandemic) - Badger Class, which is used for music lessons, group work, individual support and parental meetings. We also have vegetable beds and a fabulous outdoor staged play area set in a beautiful garden where the children can learn and play outside as well as eat lunch in sunny weather. In addition there is an extensive field with a wildlife and wetland/pond area.  We have a large playground at the front of the school and a generous enclosed play area and outdoor exploration space at the back of the school that is used throughout the school day as a learning area for our youngest children.

In addition to our 3 classes and their class teachers, there is a Teaching Assistant in classes most mornings so there are opportunities for smaller group work which allows us to address the needs of every child. There is a Rec/Y1Y2 class, a Y3/4 class, and a Y5/6 class.

Learning is extended by educational visits and visitors e.g. Peak Park rangers, visits to The Space Centre, the Whistle stop Centre in Matlock, Musical participation with the Halle in Manchester, River dipping in Matlock, Poole's Cavern in Buxton, the Millennium Gallery in Sheffield, Manchester Museum, and a residential visit to Whitehall as well as full day walks lead by our forest school staff.

Teachers set individual targets to challenge the children to make the best possible progress and attainment.  Teachers plan their work at different levels to match to the ability of the children.

Phonics Teaching 

In Key Stage 1, all children take part regular phonic sessions several times a week. We follow the revised 'Twinkl scheme' which has been accredited by DfE document.

We are also using the Appendices from the new English Curriculum which details all the sounds that need to be taught and when.

Children also learn high frequency words in both Reception and Year One after which they start to learn the keywords for each year from the New National Curriculum. There is some time given to practising these at school as well as taking them home to learn. Staff give out suggested ideas to parents to help make this a more enjoyable experience at home.

Children are taught to read using a variety of approaches but with a particular focus on the teaching of synthetic phonics. Children are taught to read in small groups through a technique called Guided reading. Children will also be heard read individually for practice, the frequency of which will be determined by the class teacher according to need. We use the Oxford Reading tree scheme as a core scheme however this is enhanced by a wide range of real books, non-fiction and poetry books and books that contains vocabulary that can be decoded using phonic strategies.  We have our very own parents guide to encouraging motivated and independent readers. - Reading Guide  (currently being updated Autumn 23)

Small Talk is full of ideas, tips and activities to encourage chatting, playing and reading from birth to 5.

Reading - how to support your child at home

'Reading on a Page' at Eyam

All our children are given the same opportunity to join in the range of activities within school. We are firmly committed to the belief that gender, racial and disability issues will be approached with sensitivity and respect. We have an Equality policy as well as an Anti-Bullying policy and a Behaviour Policy, Racial harassment or Bullying in any form is not tolerated. Our policies are updated regularly which involves working with Governors and pupils as well as the Parents Forum - you can view all these on our Policies page.

Multi-Cultural Education

We have a wide range of multi-cultural books and other resources within the school to back up our teaching about other cultures. We welcome visitors from other cultures to share their experiences with us and widen our knowledge of the world. Each year we visit a range of places such as the Open Centre in Derby or Museums in Manchester or London - this is specifically so that our pupils meet and experience different places and meet people from around the globe. We also have links with a school in Bukina Faso and in addition have been awarded the Fair trade Achievers Award.

Special Needs Education

We have Teaching Assistants who give additional help to children with specific or general learning difficulties with or without extra funding - Children have access to the whole of the National Curriculum - work matching needs. Children with learning and/or behavioural difficulties may, with your consent, be referred to the Education Psychologist. Parental involvement is seen as a vital aspect of our Special Needs Policy. Children who embark on the Code of Practice assessment procedure are carefully monitored and at most stages parents will meet with the Special Needs teacher in order that the child's individual education plan can be explained to them.

Our Special Educational Needs Policy ensures that we work in close conjunction with other professionals to support our children. These may include Health Visitors, Speech Therapists, the Psychiatric services, Child and Family Therapy Support team, Consultant Paediatricians etc. The success of our SEN policy is evaluated together with Governors annually.

We welcome children with disabilities and special needs into the school and have ensured that our building is a safe and supportive environment for them. Pupils with disabilities enter fully into the life of the school, but, when necessary, have access to a differentiated curriculum under the guidance of the SENCO or class teacher as appropriate.

Accessibility

We welcome pupils and parents with disabilities and have a comprehensive accessibility plan, which is long term owing to financial constraints. We have implemented parts of the plan and now have disabled access to parts of the school. Our Accessibility Plan can be viewed at the school.