Art contributes to the school curriculum by integrating seeing, feeling, thinking and making in a powerful form of learning. Art educates visual and tactile senses and imagination.
It involves working with different materials, processes and technologies for a range of purposes and develops practical, investigative, creative, and intellectual skills. It promotes the ability to pose and solve complex problems and a willingness to take risks.
Pupils acquire knowledge and understanding of the significant contribution of artists, makers and designers from the past and in the contemporary world. Learning depends upon developing enquiry skills, which enable them to engage confidently with all forms of visual arts.
As visually discriminating citizens they can take an active interest in the natural and built environment and in the visual arts. They are able to evaluate the impact and meaning of works of art, craft and design and appreciate their role and value in public, cultural and working life.
We believe Art and Design Education is entitlement for all pupils and plays an important part in each child’s development. Our aims in teaching Art and Design are to offer opportunities to:
The National Curriculum for Art and Design will be developed through the creative curriculum. This topic based approach provides many opportunities for art and craft activities to take place.
There is a statutory requirement to teach the programme of study at Key Stages 1 and 2. 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.
Key Stage 1
Pupils should be taught creativity in art, craft and design by:
We see the computing curriculum as an exciting opportunity to prepare children for the future. The programs which we teach children today will not be the programs of the future, however using these programs to develop confidence with ICT, understanding and appreciation of how programs are made along with a love of technology will prepare our children well for an unknown digital world!
Our computing curriculum follows the aims of the National Curriculum and we ensure in depth coverage by teaching skills and understanding through three areas of Computer Science, Information Technology and Digital Literacy.
Our aims are to ensure that all pupils at Yarlside Academy:
We teach these skills through a mixture of subject and cross curricular lessons, with a higher percentage of teaching being through other areas of the curriculum for example: sending emails, online research for topic areas, creating slideshows of information, using augmented reality to create book reviews. However, we understand that skills such as touching typing need to be taught separately.
We see E-Safety as a central focus of all Computing teaching and learning. E-Safety learning is built in to all topics as well as the school hosting regular E-Safety focus weeks and parent events.
We have many resources in school to develop children’s computer science, information technology and digital literacy skills. Currently, we utilise:
We subscribe to a number of online resources to support our whole school creative curriculum including:
Yarlside Academy follows the National Curriculum for Design and Technology. It is an inspiring, rigorous and practical subject, which encourages the children’s creativity and imagination. Using our ‘Creative Curriculum’ and stand-alone activities, the children design and make products that solve real and relevant problems in a range of contexts. These opportunities help the children to consider their own and others’ needs, wants and values.
In Design and Technology tasks, the children acquire specific technical knowledge and also draw on knowledge and skills from mathematics, science, computing and art. The children are encouraged to evaluate past and present design and technology of their own and others making, so they develop a critical understanding of its impact on daily life and the wider world.
Through this kind of learning our children will be well-placed to make good contributions to the creativity, culture and well-being of the world and industry in the years ahead.
There are four key aims – to ensure that all pupils:
At Yarlside Academy we believe the use of English in spoken and written form is the foundation of all learning. We believe that literacy and communication are key life skills and that through the English curriculum, using cross curricular links where appropriate, we should help children develop the skills and knowledge that will enable them to communicate effectively and creatively in society and with the world at large. It is, therefore, essential that children are given an early confidence and ability in the use of language, which will give them access to the whole curriculum.
Therefore English is given a high priority in the school and is taught daily in every class using the guidance from National Curriculum (The Foundation Stage classes use the Early Years Foundation Stage and progress into the National Curriculum).
Speaking and Listening, our intention is to help children to: –
Reading, our intention is to teach children to: –
Writing, our intention is to teach children to: –
In addition, outside the teaching hour, a number of activities will be planned to help children develop the skills and understanding they need. Within the school week English may also include:
Circle Time, Showing and Telling, Drama (including role-play), Media work, Story Time, Group Reading Sessions, Silent Reading, Diary/News, Spelling/Handwriting lessons, Extended Writing Sessions, Reading Partner Sessions, TV programmes, videos and apps to support language activities and study of texts.
Geography teaching at Yarlside Academy is based on the programmes of study as stated in the National Curriculum.
Click the link below to view what is covered in KS1 and KS2:
At Yarlside we are aware that Geography makes an important contribution to the spiritual, moral, cultural and social education of our children. Mutual respect and tolerance for all cultures is promoted through the study of Geography.
In the Nursery and Reception classes children will have opportunities to find out and learn about the world they live in. These experiences will relate to the Development Outcomes of the Revised EYFS and include:
The aim of History teaching at Yarlside Academy is to stimulate the children’s interest and understanding about the life of people. We help pupils gain knowledge and understanding of Britain’s past and that of the wider world.
We teach children a sense of chronology, and through this they develop a sense of identity and a cultural understanding based on their historical heritage.
Thus they learn to value their own and other people’s cultures in modern multicultural Britain. By considering how people lived in the past, they are better able to make their own life choices today.
In our school, History makes a significant contribution to citizenship education by teaching about how Britain developed as a democratic society. We teach children to understand how events in the past have influenced our lives today; we also teach them to investigate these past events and by doing so, to develop the skills of enquiry, analysis, interpretation and problem solving.
The objectives of teaching History are:
Mathematics is an essential life skill and is therefore a vital part of the curriculum at Yarlside Academy. Mathematics is required for everyday routines such as shopping, washing and food preparation. It is also needed for the more pleasurable activities in life such as planning a holiday or a party and playing a sport or a board game.
Mathematics provides a way of viewing and making sense of the world. It is used to communicate and analyse information and ideas to tackle a range of practical tasks and real life problems. We teach Maths through a daily lesson using a variety of teaching and learning strategies, one of which is ‘Big Maths’ which encourages the children to develop an excellent understanding of all aspects of number.
The national curriculum for mathematics aims to ensure that all pupils:
In addition to this, at Yarlside we aim to:
As the UK is becoming an increasingly multi-cultural society, we have a duty to provide our children with an understanding of other cultures and languages. Therefore, at Yarlside Academy, we have implemented the teaching of French throughout Key Stage 2.
The skills, knowledge and understanding gained through learning another language also helps children to develop a better understanding of their own language.
Children take an active part in French lessons. They join in with singing, reciting poems and rhymes and respond to stories. They create mimes, sketches and role-play, imitating accurate pronunciation and intonation. They play games and experiment creatively with language.
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
The national curriculum for music aims to ensure that all pupils:
In addition to this, at Yarlside we aim to:
Physical Education is greatly valued at Yarlside. As well as helping to develop the full physical potential of each child, it helps foster and build confidence, self esteem and social skills.
A varied physical education programme helps children begin to understand what is involved in team membership and learn to appreciate fair play and sportsmanship.
Physical Education is concerned primarily with the acquisition and application of knowledge, skills, understanding and attitudes that meet educational objectives through physical activity.
Physical Education is delivered through six core areas which are:
OUTDOOR & ADVENTUROUS ACTIVITY
At Yarlside we have the following aims:
At Yarlside our delivery of PE includes a warm up and recovery time appropriate to the activity. There are opportunities to watch, listen and comment upon performances of other children and demonstrations by the teacher or a capable child for children to master the correct techniques. Discussions are kept simple emphasising one or two skills only, making sure that every child watches, listens and has a chance to offer a contribution. Children have the opportunity to apply their learning by performing routines or engaging in competitive activity.
Yarlside has a proud sporting tradition and the majority of pupils benefit from a high level of involvement in games and fixtures.
Enthusiastic coaches, together with excellent school grounds, hall, playgrounds and links to local sporting clubs provide pupils with the opportunity to enjoy a full and busy programme of sporting activities.
Religious education enables children to investigate and reflect on some of the most fundamental questions asked by people. At Yarlside Academy we develop the children’s knowledge and understanding of the major world faiths, and we address the fundamental questions in life, for example, the meaning of life and the existence of a divine spirit.
We enable children to develop a sound knowledge not only of Christianity but also of other world religions, especially those that are the main faiths of children within our school. Children reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding. We help the children learn from religions as well as about religions.
The aims of religious education are to help children:
The legal position of religious education
Our school curriculum for religious education is in accordance with Schedule 19 to the School Standards and Framework Act 1998, which is the key document in determining the teaching of RE is the locally agreed syllabus within the LA concerned (which for Yarlside is Cumbria).
Religious education is statutory for all children of compulsory school age. Parents have the right to request that their child be excused from all or part of the RE provided. They do not have to give a reason and the school must comply with their request. (see p.27 Religious Education in English Schools: Non-statutory guidance 2010).
Our school RE curriculum is based on the Cumbria LA’s Agreed Syllabus and it meets all the requirements set out in that document. Every locally RE syllabus must reflect the fact that the religious traditions in Great Britain are in the main Christian and that it should, at the same time, take account of the teachings and practices of principal religions represented in Great Britain.
Teaching and learning style
We base our teaching and learning style in RE on the key principle that good teaching in RE allows children both to learn about religious traditions and to reflect on what the religious ideas and concepts mean to them. Our teaching enables children to extend their own sense of values and promotes their spiritual growth and development. We encourage children to think about their own views and values in relation to the themes and topics studied in the RE curriculum.
Our teaching and learning styles in RE enable children to build on their own experiences and extend their knowledge and understanding of religious traditions. We use their experiences at religious festivals such as Easter, Diwali, etc. to develop their religious thinking. We organise visits to local places of worship and invite representatives of local religious groups to come into school and talk to the children.
Children carry out research into religious topics. They study particular religious faiths and also compare the religious views of different faith groups on topics such as rites of passage or festivals. Children discuss religious and moral issues using computers and working individually or in groups.
We plan our religious education curriculum in accordance with the Cumbria LA’s Agreed Syllabus focusing on Christianity & Buddhism at KS1 and Christianity, Buddhism & Islam at KS2. We ensure that the topics studied in religious education build upon prior learning. We offer opportunities for children of all abilities to develop their skills and knowledge in each unit, and we ensure that the planned progression built into the scheme of work offers the children an increasing challenge as they move through the school. At Yarlside Academy Religious Education is part of the whole school curriculum and may be taught as a specific aspect within a cross-curricular theme or as a separate lesson following a specific R.E. theme.
We teach religious education to all children in the school, including those in the Reception and Nursery classes.
In the Nursery & Reception class, religious education is an integral part of the topic work covered during the year. We relate the RE aspects of the children’s work to the Learning and Development Outcomes of the revised EYFS which underpin the curriculum planning for children aged three to five.
Science is part of everyday life. The facts of science are all around us and can be drawn upon by children through investigative work.
It is important through the primary years to lay a foundation of knowledge and understanding in science and to give the children confidence and a structure in which to experiment.
Starting from the foundation years, children are developing the skills knowledge and understanding that help them make sense of the world.
Aims and objectives
Our aim is to give all the children at Yarlside Academy, the opportunity to explore, apply and enjoy science gaining a fuller understanding of phenomena and scientific ways of thinking.
The national curriculum for science aims to:
In addition to this, at Yarlside we aim to:
To meet these aims we:
At Yarlside Academy we recognise that a child’s personal development plays an important role in their ability to learn and achieve. As such, we aim to provide opportunities that enable children to explore and develop spiritually, morally, socially and culturally (SMSC).
We consciously facilitate opportunities in these four areas in the following ways:
This refers to a child’s beliefs, religious or otherwise, which inform their perspective on life and their respect for other people’s feelings and values. It is about the development of a sense of identity, self-worth, personality and character. This is supported by:
This refers to a child’s moral code, their attitude and belief in what is right or wrong. This is supported by:
This refers to a pupil’s understanding of their role in society and the opportunity to develop the skills which will facilitate positive interaction with their local community. This is supported by:
This refers to a child’s understanding of the beliefs, values and customs in their own and others’ social, ethnic and national groups. This is supported by: