Our teaching follows an ambitious, programme of study accessible to all pupils in school right through from EYFS to the end of Year 6.
Art and Design explores questions about the impact and effect art can have on different times, cultures and people and pupils explore many forms of art and creativity including sculpture, painting and colour mixing, shading techniques and the use of texture and colour. Pupils also learn about influential people who have affected the art and design world. These may be architects, artists or designers. By learning about these people, we aim to inspire pupils. As a result, we encourage pupils to express themselves and understand how art is applied to the real world.
It is paramount that art work be purposeful; be this as a means of expression or to explore the styles of other artists that inspire our own work. Pupils should be clear what the intended outcomes are and have a means to measure their own work against this.
In Art, pupils are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving. This should be meaningful and continuous throughout the process, with evidence of age-related verbal and written refection. Pupils are encouraged to take risks and experiment and then reflect on why some ideas and techniques are successful or not for a particular project. The use of sketch books provides pupils with the opportunity to reflect on and adapt designs.
Our curriculum is planned so that pupils can apply and consolidate their computing skills within many areas of our curriculum, as well as through continuous wide-reading opportunities - which are embedded throughout other subjects. We ensure our pupils understand the importance of safe and responsible uses of technology - both inside and outside of school. This includes across a range of online platforms, including social media, apps and video games. Online safety is taught explicitly within computing sessions and wider curriculum activities.
In EYFS, pupils gain vital experience when using a range of technological equipment. They are encouraged to use this equipment in a variety of ways by investigating their uses. Pupils are exposed to current and important technology such as interactive screens and tablets.
We understand that pupils must be equipped with the essential skills and knowledge which will enable them to access the digital world. In Key Stage One, pupils learn how to use technology safely purposefully – ensuring they understand the importance of personal data such as the use of individual and unique passwords. They are made aware of their own digital footprint, allowing them to gain the skills and knowledge to use technology in a safe and respectful manner. Pupils are exposed to a range of computer programmes – developing their awareness of the digital capacity which is at their fingertips. In Key Stage Two, children are made aware of the importance of internet safety and how to stay safe on the internet – knowing what to do and which organisations they can contact when they come across inappropriate content. Children also develop their understanding of algorithms by designing, writing and debugging programs to achieve a specific outcome. Emphasis at this point in their educational journey is primarily focused on using local reasoning to debug and overcome problems.
We want pupils to design and make products that solve real and relevant problems within a variety of contexts. We also aim to make relevant links to designs and designers wherever possible within other curriculum subjects such as: mathematics, science, computing and art. This promotes additional opportunities to learn and connect.
We develop manual dexterity and the interaction of components in design briefs through a variety of creative and practical activities. Throughout the year pupils will learn how to create and test imaginative products with clear end product evaluation and critique to tweak and improve where applicable. Pupils will learn about different engineers, designers, chefs and architects. They will appreciate how their products have changed the world in which we live; and are likely to impact the world in the future
Pupils learn about past and present technology. They develop an understanding of technological innovation on daily life. Design and Technology provides opportunities to solve meaningful problems in different countries of varying sustainable and economic growth. Pupils build the technical skills and knowledge needed to undertake everyday tasks. They will become confident in using computer-aided technology. These skills prepare them for our ever-changing environment in which they need to cope and thrive.
We believe that children need to develop a secure knowledge-base in Literacy, which follows a clear pathway of progression as they advance through the primary curriculum. Our carefully sequenced, broad and balanced curriculum, underpinned by inclusive practice, aims to provide our children with the opportunity to build on their experiences in order to achieve their goals. We believe that a secure basis in literacy skills is crucial to a high-quality education across the curriculum. Across our Trust, we whole-heartedly promote high standards of literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for pleasure, purpose and productivity. We want to ensure that our pupils fully understand the importance of all aspects of literacy to access wider opportunities across all subjects, and indeed in the future success of their lives in general.
Pupils are provided with opportunities to experience Geography first-hand and, as such, we organise regular visits and experiences to inspire pupils’ curiosity about the world and its people whilst developing their contextual knowledge and understanding of key curriculum elements. We aim to widen our pupils’ knowledge of human and physical aspects of the world, exploring diverse places and people, tackling current global geographical issues such as the detrimental impact of deforestation and reflecting on the choices we can make to live a more sustainable existence, becoming global citizens in the process.
In the Early Years, pupils begin to gain an understanding of the world around them and their place within it. They identify differences and similarities within their own immediate environment and communities, including the importance of looking after their environment - comparing their own environment to that of another to gain insight into the wider world.
In Key Stage 1, pupils deepen their understanding of their local environment and the human and physical features that influence its appearance before expanding their learning outside the local area to other parts of the UK and beyond, including continents and oceans. Within this, pupils are encouraged to ask and answer questions and are taught various geographical skills such as the use of maps, atlases and globes to support their understanding of their position within the world and direction, including the cardinal compass points.
In Key Stage 2, pupils further deepen their knowledge, skills and understanding of key geographical components, including exploring weather systems, landscapes and population densities in a variety of countries and continents. Pupils build on their mapping skills by studying the features of the world. They are immersed in increasingly complex means of demarcating the divisions of earth, including longitude and latitude, and study the location and characteristics of some of the world’s most significant human and physical features within.
We are keen to provide pupils with opportunities to experience History first hand and, as such, teachers organise regular educational visits as well as experiences in the classroom to engage and inspire pupils. We intend that pupils gain an understanding of different historical figures and eras, appreciating the diversity of societies throughout the UK and the world and the changing relationships between different groups within history. This includes their own identity, as proud products of the historical influences of Pontefract and the community as an integral part of our school life.
In the Early Years, pupils will develop their understanding of where they fit in their family and within the community. Pupils will be given opportunities to talk about significant events, family customs and explore how they differ from their friends and loved ones. Pupils will sequence simple timelines of their life, from birth until present day.
In Key Stage 1, pupils will build on their knowledge gained in the Early Years, extending their exploration of changes within living memory to learn about changes in the lifetimes of their relatives as well as about the lives and lifestyles of historically-significant figures in the recent past and about famous people and significant historical events in the more distant past, including those from British history and their impact on today’s society.
In Key Stage 2, pupils learn about people and significant events from a range of time periods in their own locality, in Britain and in other parts of the world. They will gain an in-depth understanding of the various shifts and influences in culture which have shaped modern Britain, from Roman invasion to a progressively extensive understanding of the events and costs of World War 2. The importance of ancient civilisation and human development over time is reinforced to appreciate the society we inhabit today, through study of the influence of a range of historical cultures such as the early spheres of democracy in Ancient Greece and the advancements of early Islamic civilisations. Within this, pupils are taught the skills of historical enquiry through practical activities and by considered appreciation for and evaluation of a range of genuine primary and secondary sources.
Our main aims for all pupils are:
- To become fluent in the fundamentals of mathematics.
- To be able to reason mathematically
- To successfully solve problems by applying their mathematics knowledge
As part of our curriculum vision we promote the explicit teaching of mathematical vocabulary and believe that exposing pupils to the quality and variety of language is significant in developing their vocabulary. Pupils develop skills in being articulate and are able to successfully reason verbally, pictorially and in written form.
We understand the importance of mathematics and its inter-connectivity with all other curriculum subjects. We believe that a high-quality mathematics education should inspire a sense of enjoyment and curiosity about the subject, providing pupils with a foundation for understanding the world in which they live.
The mapping of mathematics across school shows clear progression in line with age related expectations and within each unit taught. Our teaching follows an ambitious, programme of study accessible to all pupils in school right through from Reception to the end of Year 6. We want our pupils to apply their mathematical knowledge and understanding to more complex problems and mathematical scenarios, so mastery is confidently developed over time.
The aims of our Music curriculum are to develop pupils who:
- Can sing and use their voices individually and in a group
- Create and compose music on their own and with others
- Use technology appropriately when composing
- Have opportunities to learn a musical instrument
- Understand and explore how music is created, produced and communicated
- Listen to, review and evaluate the work of great composers and musicians from a range of historical periods, genres, styles and traditions
- Enjoy and have an appreciation of a range of different musical styles e.g. Classical, Jazz, Hip Hop, Pop, Rock etc.
- Make judgements about the quality of music.
We want our pupils to use the language and expression of music in their everyday interactions with others and develop young people who appreciate music in its widest cultural and contextual sense including its impact on wellbeing and mental health.
Through high quality physical education lessons, an extensive extra-curricular programme and a whole child approach, we aim to nurture confident, resilient children who will strive to do their best in any challenge they are set.
We want to aid our children in obtaining the values and skills to celebrate and respect the success of others, as well as modestly celebrating their own successes. They should be able to work both individually and as part of a team, in a positive and inclusive manner.
We strive to educate both our children and families to develop a greater understanding of how to live healthy lives and make healthy choices. We are dedicated to develop healthy minds, as well as bodies and will continue to support our children's well-being. We have strong links with local clubs and partnerships within our community to ensure that there are many opportunities for our children and families to continue their love for physical activity and sport outside of the school environment.
Our carefully designed curriculum supports all of these requirements and has children’s wellbeing at the heart of an informative and modern curriculum. It brings together PSHE Education, compulsory Relationships and Health Education, emotional literacy, mindfulness, social skills and spiritual development as well as up-to-date responses to a wide range of local crime and safeguarding concerns.
Our trust’s overarching intent for our pupils is to provide a personal, social, health and economic (PSHE) education programme of study which ensures all pupils are provided with:
- Accurate, balanced and relevant knowledge to enable them to appreciate what it means to be a positive, tolerant member of a diverse multicultural society.
- Opportunities to turn that knowledge into personal understanding and skills they can apply to real life situations.
- Opportunities to explore, clarify and if necessary, challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities.
- The skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives.
- Opportunities to develop positive personal attributes such as resilience, self-confidence, self-esteem and empathy.
- An understand of the importance of self-care, both physically and mentally.
We want our RE to support pupil’s vocabulary and develop oracy. We provide opportunities for pupils to reflect and to agree or disagree respectfully. We have a designed a sequence of learning to help them to self-regulate their emotions; thus, improving their mental health.
Our teaching follows an ambitious, programme of study accessible to all pupils in school right through from EYFS to the end of Year 6. The curriculum content for RE is structured so that it broadens and deepens pupils’ understanding and knowledge of the world’s religions and their wider connotations for society over time. This is also across and between year groups and key stages.
In the Early Years, opportunities for investigation, exploration and critical thinking are all around. Provision areas are carefully planned in order to support pupils to develop a range of scientific enquiry skills, including observational studies which promote awe and wonder.
At Key Stage 1, pupils observe, explore and ask questions about living things, materials and physical phenomena. They begin to work together to collect evidence to help them ask and answer questions and to support and challenge scientific ideas. They begin to evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share ideas and communicate them using scientific language, drawings, charts and tables.
At Key Stage 2, through a range of challenging and motivating activities designed to extend pupils’ knowledge, they learn about an increasingly diverse range of living things and their habitats, materials and their properties, and a wealth of physical phenomena such as forces and their impact.
A key component of developing scientific skills is to ask questions such as “Why…?”, “How…?” and “What happens if…?”. In Key Stage 2, pupils carry out systematic investigations and explore rigorous means of classifying and sorting materials and living things, using a range of reference sources to support their work. They draw conclusions about a range of scientific enquiries, communicating them using scientific language and charts and tables which are increasingly self-chosen for their appropriateness, engaging in skills of enquiry and debate.
Lessons make appropriate and effective links with other curriculum areas and subjects, including English, Mathematics, Geography and Computing.
Phonics and Reading Scheme
“If pupils cannot read, they will not be able to access the curriculum, and will be disadvantaged for life” Research for EIF framework, p20, 2019
As a core curriculum subject, English is a priority at the De Lacy. We encourage children to become resilient readers and confident communicators and reading is prioritised to enable all children to access the curriculum.
Our consistent and rigorous approach to teaching early reading enables children to master the key skills that research suggests is important early on.
To do this, we follow the Read Write Inc. programme; this sets out a sequence of lessons that teaches children to read accurately and fluently with good comprehension. They also learn to form each letter, spell correctly and compose their ideas step-by-step.
- Learn 44 sounds and the corresponding letter/letter groups using simple prompts.
- Learn to read words using sound blending (Fred talk) e.g. c-a-t = cat, sh-o-p = shop.
- Read ‘red words’ these are words that have less common spelling patterns.
- Read lively stories featuring words they have learnt to sound out.
- Show that they comprehend the stories by answering 'Find It' and 'Prove It'.
- Learn to write the letter/letter groups which represent the 44 sounds.
- Learn to write words by saying the sounds and graphemes (Fred fingers).
- Learn to write simple then more complex sentences.
- Compose stories based on story strips.
- Compose a range of texts using discussion prompts.
Children will learn how to:
- Answer questions
- Practise every activity orally.
- Take turns talking and listening to each other.
- Give positive praise to each other.
While a child is learning to read, they will be given the storybook that they have read in class so that they can practise re-reading it at home. This is done to help them build their confidence and fluency.
They will also be given a ‘book bag book’ which will be an exciting text that they will be able to read themselves; this is because they will have learnt all the letters and ‘red words’ already in class but parents or carers can offer some help if the child needs it.
It is really important that parents or carers listen to the child read at least three times a week.
Finally, a child will be given a library book; this book is for the parent or carer to read to the child and it is crucial at helping the child expand their vocabulary and develop their love for reading.
Resources for Parents
The government strongly recommend the use of synthetic phonics when teaching early literacy skills to children. Synthetic phonics is simply the ability to convert a letter or letter group into sounds that are then blended together into a word.
The curriculum is designed to be accessible for students with Special Educational Needs and disabilities, in accordance with the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014. Our SEND report can be found here.
If any parents or other members of the public would like to find out more about the curriculum our school is following, please contact the school at firstname.lastname@example.org
Please click on the links below for information about our EYFS curriculum and the Primary National Curriculum