Our curriculum has been designed to provide opportunities and experiences to develop children socially, emotionally and spiritually to become confident, well rounded individuals.
All children, irrespective of background, will receive the same relevant curriculum which exposes them to cultural experiences beyond the local environment and celebrates the differences and richness each child can bring.
We as educators will provide a constructive approach to learning which is child led and appreciates each pupil's uniqueness and ensures all learners have an active role in their educational journey.
As a collaboration we share the following values that we believe will support our pupils to fulfill their potential to become responsible citizens and unite us in our vision to create leaders of the future.
Our practice follows the principles of effective learning. These are:
The following aspects drive our curriculum:
We have structured our curriculum so that knowledge and skills within each subject are progressive and show continuity. Our academic curriculum uses both the EYFS and the National Curriculum as a basis for content and expectations. We build upon this to fully equip children as well-rounded individuals prepared for the modern world.
Each term will have an over-arching theme which will allow the children to develop a thirst for knowledge and an eagerness to learn. Staff and children will be involved in creating their topic for the term which feeds into the over-arching them and reinforces the joint focus of learning throughout the school. This generates a positive whole school feel and creates a common language within the school community.
Progress is measured through the careful analysis of the application of skills across the curriculum showing how acquisition of knowledge is enhanced by expectations to evidence quality thinking and demonstrate understanding.
All staff are involved with a consistent cycle of monitoring to gauge the impact of curriculum design. Monitoring of subjects occurs through lesson observations, book scrutiny, learning walks, discussions with children and listening to staff views of how improvements can be made. This information is shared with the governors each term and the school development plan is amended and added to as necessary.
When measuring attainment and progress, we always consider starting points of children but also ensure that we are striving for it to be in line with or exceed age related expectations.
We measure not just the work our pupils produce but the behaviour we see each and every day in all learners.
We know that the curriculum is successful when our pupils show that they have enjoyed learning, don't give up, show high motivation to succeed and achieve and are equipped with all the personal skills to do this.
|Design and Technology|
Letters and Sounds is the resource we use at Bempton to support the systematic teaching of phonics. Children begin the Letters and Sounds programme at the start of Reception year and continue across Key Stage 1 (Years 1 and 2).
Every child between Reception and Year 3 has a 15-20 minute phonics session every morning.
The Letters and Sounds programme is separated into six Phases - your child's teacher will be able to tell you which Phase your child is currently working on.
Below, you will find links for each Phase. For each Phase there is a brief explanation of what is taught and a selection of resources (word cards, games & record sheets) which you can use to support your child's learning.
If you require any further support, please come into school and speak with your child's class teacher or our English Leader, Miss Norton.
We hope the following glossary is useful to you when using our Letters and Sounds pages. Always feel free to come in and talk to us if you require any further support.
Blending is the skill of joining sounds together to read words. Children are taught to say the separate sounds in a word and to then blend them together to decode the word.
A digraph is a sound that is represented by two letters e.g. the sound 'a' in rain is represented by the digraph 'ai'.
A grapheme is a visual representation of a sound e.g. a letter or a group of letters.
Some sounds are represented by a single letter whilst others are represented by more than one letter.
|A phoneme is a unit of sound e.g. the word 'cat' contains three phonemes; c - a - t.|
|Segmenting is the opposite of blending. Children are taught to segment a word into its separate sounds in order to spell it.|
|A split digraph is a digraph that is separated by other letters e.g. the sound 'a' in the word take is represented by the split digraph a-e.|
Pupils are encouraged to enjoy reading and given opportunities to share a wide range of books and other reading material. All children have access to the School Library which provides resources to support topic work, as well as collections of stories and poems, fiction and non-fiction texts. Children can therefore access a wide range of books, with varying levels of difficulty (banded so they are appropriate to the child's standardised reading age), which they are encouraged to read for pleasure and information.
The reading schemes we use in school are:
In order to build a sense of home/school partnership,pupils are encouraged to read daily at home. The support and encouragement of parents is sought and valued.
Follow the link below to find useful information on reading and free e-books
At Bempton Primary we teach every child the importance of good spelling. We want every child to be a competent speller and to take a keen interest in the spelling and meaning of words. Being a competent speller boosts a child's confidence; relying on spell checkers and other gadgets is not a substitute for learning the art of spelling.
For younger children, the teaching of spelling is linked to the teaching of phonics e.g. as they learn to 'sound out' words, for the purpose of reading, they learn to apply the same skills when spelling words. Children will typically begin by learning to spell simple VC (vowel / consonant) words e.g. at / it / in / on. They will then progress to CVC (consonant / vowel / consonant) words e.g. cat / hit / not / sad. As they learn each of the vowel digraphs (where a pair of letters represents one sound e.g. the sound 'a' is represented by 'ai' in 'rain'), children will learn to apply these when spelling words e.g. hay / night / out. From here, children will progress to spelling phonetically regular words of more than one syllable.
As children move into Key Stage 2 (Years 3 to 6), they are taught to spell increasingly complex words, many of which do not conform to regular rules or patterns. The national curriculum sets out the type of words children should typically be able to spell by the end of Year 4 and Year 6. These lists are included below.
Being a competent speller requires regular practice and attention to detail. Parents can support the work of the school by practising the spellings your child brings home each week. If you would like any additional information or support, please speak with your child's class teacher.
Year 3/4 Spelling List
The 2014 national curriculum provides a list of words which children should be able to spell by the end of Year 4.
Year 5/6 Spelling List
The 2014 national curriculum also provides a list of words which children should be able to spell by the end of Year 6.
At Bempton Primary we teach all children (from Year 1 upwards) a cursive script as a way of promoting excellent handwriting and presentation across the school. A cursive script is a continuous script where every letter starts on the line. The alphabet below demonstrates this:
Every child's writing develops at a slightly different pace (as with most learning) but we have set out the following goals for each child's handwriting development.
By the end of Reception year - the majority of children should be able to form all 26 letters of the alphabet correctly
By the end of Year 1 - the majority of children should be able to form individual letters in our cursive script
By the end of Year 2 - the majority of children should be joining their writing using our cursive script
By the end of Year 4 - the majority of children should be ready to use a pen throughout Years 5 & 6
As with any skill, handwriting develops more rapidly with regular practice. Below are a selection of resources which you can download and use to develop your child's handwriting at home. Please speak with your child's class teacher if you have any questions about the resources, how to use them effectively or to discuss your child's handwriting.
The following resources should be used to support children in learning to write individual letters in our cursive font (Year 1 onwards).
Once your child is forming each letter in our cursive font fluently, joining should start to follow quite naturally. Children may begin by joining pairs of letters or strings of several letters but will soon progress to joining all letters in a word.
The resources below are designed to provide children with practice of joining increasingly longer words.
At Bempton we follow the Mastery Maths curriculum, through which we improve pupils' understanding, enjoyment and attainment in mathematics.
The Mathematics Mastery programme is a whole-school approach to teaching mathematics that means acquiring a deep, long-term, secure and adaptable understanding of the subject. Teaching through fluency, reasoning and problem solving enables a child's understanding (through the curriculum) to become a deepened and embedded solid foundation for them to move forward in their learning journey.
For a full break down of the curriculum please see the links below.