Foundation Subjects

Curriculum

By its nature, Ayresome is a diverse learning community welcoming children from all over the world and from all varieties of social backgrounds. Our community is ever changing and what we do in our school needs to reflect the needs of our families. We are a team, striving to attain the best for our children and offering the opportunity to ascend the social ladder to all.

Intent:

The intent of our bespoke curriculum is to remove barriers and constraints and go ‘back to basics’: a large number of our children arrive with little knowledge of the education system – the intent of our curriculum is to design it in such a way so that every child can access it. We endeavour to be role-models and give children the aspiration to become life-long learners, fully equipped for future challenges. It goes without saying that we wish our children to be literate and numerate before embarking on their secondary careers – this at times can be a challenge in itself. We know our learners, we know how they learn best and we aim to ensure that we meet their needs. Our curriculum aims to be engaging, challenging and demonstrative of real-life whereby all skills come together to achieve a shared vision.

Implementation:

Our curriculum, designed with our children for their future, will be implemented in a holistic, purposeful way. We will maintain our strong teaching of the core subjects and spread these out in to cross-curricular, purposeful learning utilising the resources we have access to. Our approach will enable fluidity and creativity in teaching, harnessing the natural desire for children to investigate, research, explore and create. Our practitioners will work together to ensure their strengths are utilised. In designing our own curriculum, we strive to ensure our moral purpose, that all children are active, engaged, enthused and challenged in their learning to leave us set for their learning journey ahead, is accomplished.

Impact:

The desired impact of Ayresome’s curriculum is that the needs of all of our learners are met, differentiating to every degree required  – we will ensure our leaners are engaged by making the curriculum suit their needs, from our lowest attaining or children brand new to English and education, to our gifted children across the curriculum, not just in the core. Our children will grow in confidence; they will become leaders in their own learning. Through our approach to the curriculum, impact will be seen in our progress from starting points in all subjects. The approach will enable a deeper level of understanding and ensure a consistent, practical development in vocabulary. Our children will demonstrate our school values of Resilience, Achieve, Trust, Tolerance and Ambition aligned to the Trust values of Success, Togetherness, Achieve and Resilience.

Art

At Ayresome, we place great importance on a art and design curriculum which develops the whole child, inspiring learners regardless of their starting points, to achieve their potential and shine in their own unique way. Through art and design, the barrier of language can be absolved and through our in-school programme of study, supported by educational visits and celebrations of achievement we aspire to develop the whole child.

Intent:

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, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Implementation:

Planning in all subjects is designed to meet and develop on the requirements of the national curriculum, ensuring breadth and depth of learning for all children. The NC aims to ensure pupils produce creative work, exploring their ideas. They become Proficient in drawing, painting and other art, and craft techniques. Children evaluate and analyse creative works. Children know about great artists.

KS1 – Pupils should be taught how to use materials creatively. To use drawing, painting and sculpting to develop and share their ideas. To develop a wide range of techniques in using colour, pattern, texture, line, shape, form and space. Children will learn about work of a range of different artists.

KS2 – Pupils will create sketch books to record their observations and use them to review and revisit ideas. How to improve their mastery of art techniques, including drawing, painting and sculpture with a range of materials. They will know about great artists, architects and designers.

Artists – Art can be expressed in different ways. Children will develop deeper knowledge of art through different artists. Looking at artists throughout each year will expand children artistic horizons.

Impact:

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Pupils leave Ayresome with a secure understanding of the academic content of our national curriculum; with the understanding of how to be socially, morally, spiritually and culturally responsible and aware; with a clear understanding of how to make positive contributions to the local community and able to endeavour to be the best that they can be. We aim for all of our children to leave us as respectful, skillful, ambitious young people with a thirst for life and all it has to offer.

Computing

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.

Intent:

Computing has deep links with mathematics, science, and design and technology. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. This will then equip children to thrive in a world with ever changing technology and inspire children to be the creators and inventors of tomorrow.

Implementation:

The National Curriculum is covered over five sections.

  • Computer Science – We children use Computational Thinking to explore, modify, create and debug algorithms and programs.
  • Media – At Ayresome children make digital creations, including text-based documents, presentations, 2D and 3D plans and models, films, animations, music and recordings.
  • Data Handling – We have opportunity to collect analyse and process data.
  • Information Literacy – Locate and interpret information from a variety of sources. Be aware of bias, inaccuracy and implausibility.
  • eSafeguarding – It is important our children learn to use digital technologies in a safe and responsible manner and how to respond to risks online.

Impact:

Pupils leave Ayresome with a secure understanding of the academic content of our national curriculum and by the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Our computing curriculum provides the children with the skills and knowledge needed for the next chapter and later life. We aim for all of our children to leave us as respectful, skillful, ambitious young people equipped to embrace technology through their lives, especially in a town evolving as a digital centre.

Design and Technology

Intent

At Ayresome, we provide all children with a broad and balanced curriculum. Our design and technology curriculum encourages children to use their creativity and imagination to design and make products that solve real and relevant problems, with a variety of contexts, considering their own and others’ needs, wants and values. Children are taught to combine their designing and making skills with knowledge and understanding in order to design and make purposeful products. Evaluating is a fundamental part of the design process which is embedded throughout the process – before designing and making a product, children evaluate existing products and evaluate their own at the end, allowing children to adapt and improve their product, a key skill which they will need throughout their life. Design and Technology allows children to apply knowledge and skills learned in other subjects, particularly Maths, Science, Art and History, which we aim to link, wherever possible. Our curriculum encourages children to work as individuals and as part of a team. Our ambition in providing a high-quality design and technology curriculum makes an essential contribution to the creativity, culture, wealth and well-being of our children and their families.

Implementation

Our Design and Technology Curriculum is high quality, well thought out and is planned to demonstrate progression year on year, giving pupils the skills and knowledge and vocabulary that they need to move forward in their learning, alongside opportunities to apply their knowledge to different situations.

The teaching of D.T follows the design, make and evaluate cycle. The design process is rooted in real life, relevant contexts to give meaning to learning. While making, children are given choice and a range of tools to choose freely from. When evaluating, children evaluate existing products and evaluate their own products against a design criteria at the end of the process, using this to adapt and improve their product. Each of the stages are given equal weight.

Our design and technology curriculum aims to ensure that all pupils:

  • develop the creative, technical and practical skills 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

Key skills we teach are:

  • Use of materials and equipment
  • Sewing and textiles
  • Cooking and nutrition
  • Electrical and mechanical components

Impact

By the time children leave our school they will have:

  • The ability to use time efficiently and work constructively and productively with others.
  • The ability to carry out thorough research, show initiative and ask questions to develop an exceptionally detailed knowledge of users’ needs.
  • The ability to act as responsible designers and makers, working ethically, using finite materials carefully and working safely.
  • A thorough knowledge of which tools, equipment and materials to use to make their products.
  • The ability to apply mathematical knowledge and skills accurately.
  • The ability to manage risks exceptionally well to manufacture products safely and hygienically.
  • A passion for the subject.

 

We measure the impact of our curriculum through sharing class/pupil work and carry out regular pupil discussions where they talk about their learning; which includes discussion of their thoughts, ideas, processing and evaluations of work.

Geography

Within geography, we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry based learning opportunities when possible. Emphasis is placed on investigative learning opportunities to help children gain a coherent knowledge of understanding in every year group throughout the school.

Intent:

At Ayresome, we believe that geography education should be fully inclusive to every child, fulfilling the National Curriculum for Geography.

We strive to ensure children enjoy learning about the world and to have a better understanding of how people live in different locations. 

The aims of teaching geography in our school are: to inspire pupils’ curiosity to discover more about the world; to enable children to know about the location of the world’s continents, countries, cities, seas and oceans; to develop in children the skills of interpreting a range of sources of geographical information, including maps, diagrams, globes and aerial photographs; to help children understand how the human and physical features of a place shapes it location and can change over time and to provide opportunities to study mathematics across the curriculum through geography lessons.

Implementation:

To ensure high standards of teaching and learning in geography, we implement a curriculum that is progressive throughout the whole school. Geography is taught over the year as part of our planned topics, focusing on knowledge and skills stated in the National Curriculum. At Ayresome Primary School, we feel that geography is important in enabling all children to gain ‘real-life’ experiences. Teachers plan lessons for their class using our geography curriculum progression document. Teachers can use this document to plan their geography lessons suitable to their overarching topics. The progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group.

 Educational visits are another opportunity for the teachers to plan for additional geography learning outside the classroom. We ensure children have opportunity to explore the local area including orienteering within the school grounds. Local museums also provide an opportunity to further geography learning, as well as trips to local woods, seaside and using map reading skills during residential trips.

Impact:

Pupils leave Ayresome with a secure understanding of the academic content of the National Curriculum. Pupils should have a good understanding of the world. Pupils should also feel confident withdrawing their own maps and using symbols to locate different places. Pupils should be confident using maps and atlases to locate different parts of the world.

History

Intent:

In History, we aim to empower the children with a thorough understanding of Britain’s past as well as the local and wider world. We ensure the children have opportunities to analyse various sources of evidence, discuss chronology of events and develop their individual perspective. We teach historical vocabulary and contrast and compare different civilisations and time periods. 

 Implementation:

The National Curriculum expects all children develop an awareness of the past and secure a knowledge of chronology

KS1 – Pupils will develop an understanding of the past and learn vocabulary to help them understand lengths of time.

KS2 – Pupils will build on their knowledge by connecting and contrasting different periods of time. They will also begin to understand how different sources help to provide evidence

Historical concepts – Children will learn about continuity and change over time. Make connections and analyse the significance of different periods and influential people in history.

Historical enquiry – Pupils will discuss various methods of historical enquiry and compare different sources of information. They will also analyse various historical claims

 Impact:

Pupils will develop an understanding of important events and influential people throughout history. They will understand the history of Great Britain and their local community. Through discussion, research and argument, they will develop a chronological understanding of various periods. This will help them develop an understanding of the development of time and the complexity of specific aspects of life. 

Languages

Intent:

Ayresome is a multi-lingual school – we speak ???? langauges on a daily basis as it the make-up of our awesome community. Many of our students are proficient in two or three languages, with English most commonly the second language. At Ayresome we aim to ensure that all pupils develop their curiosity and deepen their understanding of the world through high-quality languages education in addition to the language diversity we celebrate. Learning a language is a requirement as part of the National Curriculum and our chosen language is French. The teaching of French enables pupils to foster an interest in learning another language, develop listening and speaking skills and gain enjoyment and a sense of achievement at being able to speak another language.

 Implementation:

Planning in our languages curriculum is designed to meet and develop on the requirements of the National Curriculum, ensuring breadth and depth of learning for all children.

KS2 oral – Pupils will be able to listen attentively and show understanding by joining in and repetition. They will develop this using familiar vocabulary to orally use basic language structures.

KS2 reading – Pupils will be able to read carefully and to show their understanding of words, phrases and simple writing.  They will explore the meaning of words to broaden their vocabulary.

KS2 written –Our children will write phrases from memory whilst adapting them to create new sentences. They will be able to describe people, places, objects and actions in their writing. 

Impact:

Pupils should leave us with the skills and confidence to speak fluently and spontaneously by using a variety of ways to communicate what they want to say. They should be able to write, at varying length, for different purposes and audiences using the variety of grammatical skills they’ve been taught. Pupils should also be able to understand and respond to a variety of spoken and written French from a variety of authentic sources.

Music

At Ayresome, we want to create a passion for music in our children that will stay with them in their future lives. We want to ensure that music is an inspiring and engaging experience that enables every child to develop their musical potential and develops an appreciation of the value of music that is deeply personal to them. We want children to have a curiosity for the subject and a respect for the role that music may play in any person’s life.

Intent:

 We endeavour to provide a variety of musical experiences through a curriculum which develops learning, improves knowledge and promotes pupil well-being through building up the confidence of all children.  Music can impact the way that children feel, think and act; we want music to encourage the body and mind to work together, develop motor skills and allow self-expression.

As a result of our Music Curriculum we want our children to:

  • Explore the musical heritage, traditionand culture of our locality, region and nation.
  • Develop a loveand appreciation of music.
  • Make judgements and express personal preferencesabout the quality and style of music.
  • Listen to, review and evaluate music across a range of genres, styles and historical periods.
  • Create and compose music both individually and collaboratively.
  • Develop an ability to understand rhythm, structure and organisation.
  • Be given opportunities to play a wide variety of instruments, both tuned and un-tuned. At KS2 this includes string, woodwind, brass, piano and voice tuition from a range of skilled peripatetic tutors.
  • Read and write musical notation.
  • Have knowledge of and use a range of musical vocabulary to discuss music and develop descriptive language skills.
  • Sing in tune using voices to create different effects.
  • Take part in performances with an awareness of audience.
  • Display a deep understanding of our school values by listening to, interpreting and expressing themselves through music.

We want our children to show their understanding of those values through music and to use music as a tool to become courageous advocates, highlighting issues that are important to them. Music plays an important part in helping children feel part of a community. We want to ensure children understand the value and importance of music in the wider community and encourage them to use their musical skills, knowledge and experience to involve themselves and others in music.

Implementation:

The implementation of our intent is planned using a bespoke curriculum designed by our skilled music lead which is designed to ensure full coverage of the National Curriculum and developed in a way that is easy for non-musicians to deliver and sympathetic to the requirements of our diverse community. It provides wide exposure to musical styles and genres from different times and places and promotes the exploration of the language of music through active listening, performing and composing activities.

We strive to ensure our musicians see music as a gift that they can pursue through their life – we expose them to a full range of musical, cultural experiences, working with professionals and groups across the region. Students in woodwind, brass, voice, strings and piano work through Trinity Music’s syllabus.

Impact

As a result of the music curriculum, children at Ayresome develop a love of music and increased understanding of the impact that music can have on their own and others’ lives. Children demonstrate progression of knowledge and skills which they continuously build on and embed.

Through music, children develop the fundamental competencies of confidence, curiosity, collaboration, communication, commitment and craftsmanship.

Children develop an understanding of culture and history in relation to themselves individually, their local music heritage and music from ethnicities from around the world.

Children engaged in our peripatetic music structure, orchestral groups and choirs perform at regional events and undertake grade examinations through Trinity Music College.

PE

Intent:

Our PE curriculum is mapped to include coverage of the National Curriculum and provides a range of experiences for our pupils through an enhanced curriculum. Our curriculum is designed to challenge, engage and motivate with the ultimate goal that our learners progress and become successful, confident individuals, who make a positive contribution to our community and society – both now and in the future.

Implementation:

Planning in all subjects is designed to meet and develop on the requirements of the national curriculum, ensuring breadth and depth of learning for all children.

Aims   – The National Curriculum  for physical education aims to ensure that all pupils: develop competence to excel in a broad range of physical activities, engage in competitive sports and activities and  lead healthy, active lives.

KS1 – In KS1 pupils should be taught how to master basic movement, participate in team games- developing simple tactics for attacking and defending and perform dances using simple movement patterns.

KS2 – In KS2 pupils should be taught how to travel and catch in isolation and combination, play competitive games and apply basic principles and evaluate their previous performances and demonstrate improvement to achieve their personal best.

Swimming and water safety – In KS2 pupils should also be taught to: swim competently, confidently and proficiently over a distance of at least 25 metres and perform safe self-rescue in different water-based situations.

 Impact:

By the end of each key stage, pupils are expected to develop their confidence and master skills in order to perform a variety of sports with an increased level of knowledge. Pupils leave us with a secure understanding of the academic content of our national curriculum; with the understanding of how to be socially, morally, spiritually and culturally responsible and aware; with a clear understanding of how to make positive contributions to the local community and able to endeavour to be the best that they can be.

 Science

In our rapidly evolving world science is a vital part of our curriculum intention. Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It also satisfies their curiosity with knowledge. Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific method is about developing and evaluating explanations through experimental evidence and modelling. Pupils learn to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world.

Intent:

Both key stages use an agreed syllabus with science linked to a key text which all cohorts will follow. At Key Stage 1 pupils observe, explore and ask questions about living things, materials and physical phenomena. At Key Stage 2 pupils learn about a wider range of living things, materials and physical phenomena.

Implementation:

KS1 – They begin to work together to collect evidence to help them answer questions and to link this to simple 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 with the help of ICT if it is appropriate.

KS2 – They make links between ideas and explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They think about the effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, using a wide range of scientific language, conventional diagrams, charts, graphs and ICT to communicate their ideas.

Impact:

It is expected that that the children relate back to their writing and reading texts when undertaking science and use their science capital when creating their hypothesis or predictions. Children who have little science capital will be able to draw on the ideas and plot from each text and give a context to their learning.

Children are given a fair test every half term and it is expected that the majority of the children should produce this unaided or with help from agreed fair testing format.

At Ayresome we aim to inspire a love of learning within Science and help fuel children’s hunger for knowledge. It is vital that our Science curriculum enables every child to become experts at their level, showing them just how much scientific wonder is in their everyday. At Ayresome we aim to create scientific experts through purposeful enquiry and a rich stimulating environment pupils are given opportunities to explore, question and be challenged in order to develop a deeper understanding of the world around them. Young children are naturally curious and passionate about learning.  

Real-life experiences are a fundamental part of our approach and members of the community are regularly invited in to share their experience and expertise. Parent afternoons generally have a STEM focus and allow the children to learn take on both mentor and apprentice roles and explore science in a cross-curricular manner, whilst showcasing their learning to parents. 

Our inclusive vision for the school is one which enables all of our community to achieve, enjoy and know success. The school promotes six key values of respect, trust, tolerance, ambition, determination and excellence. These values enable our mission statement, ‘It’s awesome at Ayresome.’ 

Ayresome has achieved the Rights Respecting School Award (RRSA) Gold and is the first school in Middlesbrough to be recognised.  We were awarded Headstart Gold status and School of Sanctuary in 2018.  We strive to ensure that the rights of children are met in everything that we do. This underpins an environment that is rich is respect and acceptance which allows us to all work with a decreased fear of failing and is filled with encouragement. 

  Intent – At Key Stage 1 pupils observe, explore and ask questions about living things, materials and physical phenomena. 

Implementation – They begin to work together to collect evidence to help them answer questions and to link this to simple 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 with the help of computing education if it is appropriate. 

Intent – At Key Stage 2 pupils learn about a wider range of living things, materials and physical phenomena. 

Implementation – They make links between ideas and explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They think about the effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, using a wide range of scientific language, conventional diagrams, charts, graphs and computing education to communicate their ideas. 

Impact – It is expected that that the children relate back to their prior knowledge from previous years that has helped to create foundations on which they build upon each year to become experts in Science. This progression is vital in creating well rounded scientists that have a love and a deep understanding of the subject. 

Year 1 progression
Year 2 progression
Year 3 progression
Year 4 progression
Year 5 progression
Year 6 progression
floorbooks at Ayresome Primary School
2020 2021 coverage overview
Ayresome curriculum overview 2020 2021.docx TOPIC TITLES ONLY
Curriculum one page overview