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Primary age children are organised into different ‘Key Stages’ and the curriculum is geared towards the learning and development needs of children at each stage:
Early Years Foundation Stage: This covers children from Birth to age 5. At Starbeck school, this is children who are in Nursery and in Reception up to age 5.
Key Stage 1: Children in Years 1 and 2
Key Stage 2: Children in years 3, 4, 5 and 6.
The primary intention of our curriculum is in line with our school vision - Include, Inspire and Achieve. Development of key learning behaviours is the core of all learning to ensure that learning is deep and embedded. Specific teaching of key aspects of learning – empathy, managing feelings, self-confidence, motivation and social skills underpin all learning. We ensure that learning is based around engaging and fun topics and themes and in addition to class-based learning, we ensure that there is a whole school entitlement for all children to learn outside the classroom.
In nursery and reception children follow the Early Years Foundation Stage curriculum.
We follow the National Curriculum in years 1 to 6. This is composed of the eleven subjects; English, Mathematics, Science, Art and Design, Computing, Design and Technology, History, Geography, Languages, Music and Physical Education.
Religious Education is a statutory subject with the agreed syllabus determined by North Yorkshire's SACRE (Standing Advisory Council for Religious Education).
Personal, Social, Health and Citizenship Education (PSHCE) are also taught on a weekly basis.
Phonics and Spelling
In foundation stage and key stage 1 we use the 'letters and sounds' scheme and in key stage 2 we use the North Yorkshire spelling scheme.
In reception and key stage 1 we use the Oxford Reading Tree and Black cat reading schemes.
Teaching and Learning
At Starbeck Community Primary School, we believe that by involving children in all parts of learning, they will be motivated and more able to achieve. In all lessons we:
- Share the Learning Intention with the pupils so that they know what they are learning and why.
- Share with them the ‘Steps to success’ that they need to complete in order to be successful. (In Foundation Stage we call these ‘Leaps’.)
- Differentiate activities so that children can work at the right level for them, whether this is with extra support or more challenge.
- Mark and evaluate the learning with the pupils by using the steps already shared.
- Give pupils opportunities to improve their work further.
Teachers and teaching assistants continually monitor and assess the progress which children make. This informs the future learning which is planned by the teacher. Progress made is tracked by the teacher and detailed information about each child's achievement, attainment and areas for development are passed from teacher to teacher. This enables staff to provide the developmental approach to learning, which is required.
This information is communicated to parents during parents’ evenings, through the sharing of children’s targets and through the annual report to parents.
School is required to assess the children's progress in relation to the Early Years Foundation Stage Profile and National Curriculum Targets of Attainment throughout Key Stages One and Two. A variety of methods are used to collect the assessment information. These vary from simple discussion and questioning during lessons, to specific assessment tasks and standardised tests in a range of subject areas.
Standard Assessments (SATs)
These nationally prescribed tests are completed by the children towards the end of Key Stages 1 and 2 in Years 2 and 6. The results of these tests, along with teacher assessments, are given to the parents/carers of these children in their end of year reports. The end of Key Stage 2 SATs tests take place in May for Year 6 pupils.
Phonic screening takes place in June in Year 1. Pupils complete a phonic task which checks their understanding of and use of phonics (the sounds made by letters and how these are put together in reading and writing). Pupils who do not ‘meet the standard’ required are assessed again in Year 2 after further phonics teaching.
At the end of the Reception Year, pupils’ achievements are assessed by the teachers, in relation to the Early Learning Goals. These assessments are reported to Parents in the end of year reports.
Reports on Pupil's Progress
Teachers are always happy to discuss your child's progress during the school year, as well as at the more formal parent interviews. Reports are written on all children and given to their parents/carers, near the end of the summer term
A wide range of extra curricular activities are offered to the children in KS2. Details are sent home regarding these.
It is important for children to read at home daily and taking reading books home is encouraged. Children also benefit from having other reading materials at home so that they can practise and extend their reading skills.
Parents/carers should also support their children in learning number bonds to 20 and times tables by heart.
Below is a guide of the type of activities which make up home learning tasks. Class teachers send more details to parents/carers at the start of each year.
- Sharing reading scheme or other books
- Practising phonics and tricky words
- Learning spellings
- Practising times tables
- Completing an activity in their Learning Journal, for example finding as much out as they can about the Tudors
- Completing a task for a competition.
The secondary schools in the area usually hold 'Open Evenings' in the autumn term before the parents/carers and children make selections. Parents state a preference for their choice of school through The local authority admissions process. Year 6 pupils make an introductory visit to their future secondary school. This is usually towards the end of the summer term.
Children from our school usually transfer to Harrogate High School, King James’s and St Aidan's Secondary Schools.
Long Term Plans
The following Long Term Curriculum plans have been adapted for 2020-21 in light of lost learning time as a result of the Covid-19 pandemic.