Curriculum

Click the titles to expand for an overview of each curriculum area.

Our Curriculum for Reading

Intent – what we are trying to achieve through our Reading curriculum?

• Provide the children with the skills and strategies necessary to develop into competent and fluent readers
• Encourage the enjoyment of books so that the children develop a life-long love of reading
• Provide a rich and varied choice of texts with a range of authors to suit different interests
• Develop research skills using class texts and through other curriculum areas

Implementation- how is our curriculum being delivered?

• The children are exposed to a range of texts through whole class, guided group reading and one-to-one
• The children are read to frequently across the week
• Staff promote ‘great reads’ to allow children to foster a love of reading
• Staff have books available in the classroom which follow the children’s interests, with an area within the classroom which promotes reading
• Children have access to the school library
• A range of texts are shared which supports learning throughout the curriculum
• Regular events are hosted to promote reading, e.g. World Book Day and Summer reading Challenge
• Books are recommended to parents to enable them to support their child at home
• We follow Little Wandle reading progression (matched to each child’s secure phonics knowledge) in EYFS and KS1, delivered 1:1 or as a reading group
• We follow Ashley Booth reading curriculum in KS2, which covers a range of fiction and non-fiction texts of different genres
• High quality texts are selected to fit in with learning in other areas of the curriculum or links to topics being taught at the time.

Our Curriculum for Writing

Intent – what we are trying to achieve through our Writing curriculum?

To ensure that children have opportunity to develop a fluency within their writing, adapting their language and style for a range of contexts, purposes and audiences. This is underpinned by purposeful activities, where children can see the reasoning behind what they are writing, or the activity they are completing. Our writing curriculum encourages discussion around written work, where children can reflect, edit and redraft their work over time to improve it. High-quality teaching, where adults explicitly model the step by step approach to writing, is used within school to help guide children through the key skills of writing: transcription, composition, grammar and spelling. The use of texts, to facilitate a love of reading and a broadening of children’s vocabulary, underpins our writing curriculum, reflecting itself across other subjects as well.

Implementation- how is our curriculum being delivered?

Writing is taught daily, within English lessons and across other subjects too. Having engaged as a school with the ‘York Schools’ Writing Project’, we have implemented this approach to our writing teaching across the school. Each writing topic adopts the following sequence:

• Hook/Immersion into the genre
• Vocabulary (where children are exposed to and draw influences from high-quality texts)
• Explicitly modelled planning, drafting and editing of the genre from the teacher (where points of grammar and spelling are also taught)
• Independent planning, drafting and editing of the genre by children

Children have the opportunity to write pieces which link to real-life experiences, and current topics in other subjects.

Our spelling curriculum follows the Babcock ‘No Nonsense’ spelling scheme. Children are taught a spelling rule each week, which they will then explore and apply within writing.

Our Curriculum for Phonics

Intent – what we are trying to achieve through our Phonics curriculum?

At Dunnington, we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic synthetic phonics programme. From Reception, we follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.
As a result, all our children are able to tackle any unfamiliar words as they read. We also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.

We value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We encourage our children to see themselves as readers for both pleasure and purpose.

Implementation – how is our curriculum being delivered?

Our School uses Little Wandle Phonics for Reception, Year 1 and Year 2 and follows the Babcock No Nonsense spelling programme in Years 3 – 6.

We teach phonics for 30 minutes a day. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to full-length lessons as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers. Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy. Children in Year 1 review Phases 3 and 4 and are taught to read and spell words using Phase 5 GPCs with fluency and accuracy. Any child in Reception and Year 1 who needs additional practice has keep-up support taught by a fully trained adult. Keep-up lessons follow the Little Wandle progression and use the same procedures, resources and mantras, but in smaller steps with more repetition so that every child secures their learning. Year 2 begin with a five-week Phase 5 review. This ensures that children secure the trickier elements of Phase 5 and can apply this alphabetic knowledge in both reading and spelling. We use the Phase 5 review assessment to identify any children who may need more support when teaching. We then teach the Bridge to Spelling before moving to the Spelling units. Children with larger gaps in their phonic knowledge than their peers may have additional phonics teaching.

Further Documentation:

• Little Wandle Reception Planning Overview
• Little Wandle Year 1 Planning Overview
• Little Wandle Year 2 Planning Overview 

Our Curriculum for Mathematics

Intent – what we are trying to achieve through our Maths curriculum?

To ensure that all children are given the opportunity to have a deep understanding of the Maths they are learning. Given time, children will be able to make connections that arise in many parts of the Maths Curriculum through small steps being taught in each lesson. This promotes the ability to use written methods and mental strategies to reason and problem solve. As a school, we believe that the acquisition of key Maths concepts help to build firm foundations and enhance the children’s ability to make connections and think mathematically. All underpinned by our schools belief that all pupils are capable of succeeding in Maths.

Implementation – how is our curriculum being delivered?

In school, we follow the National Curriculum and use NCETM as a guide to support teachers with their planning and assessment. The calculation policy is used within school to ensure a consistent approach to teaching the four operations over time. At the start of each new topic, key vocabulary is introduced and revisited regularly to develop language acquisition, embedding as the topic progresses. In each lesson, children will revisit prior learning and move onto new skills in a clear and strategically scaffolded way. Children are taught through clear modelling and have the opportunity to develop their knowledge and understanding of mathematical concepts. The mastery approach uses objects, pictures, words and numbers to help children explore and demonstrate mathematical ideas, enrich their learning experience and deepen understanding at all levels. Once the children have shown their understanding at a deep level within the unit, they will have opportunities to apply these skills in a greater depth activity. This should be challenging and ensure that children are using more than just one skill to be able to answer the mathematical problems. Reasoning and problem solving are integral to the activities the children are given to develop their mathematical thinking. Resources are readily available to assist demonstration of securing a conceptual understanding of the different skills appropriate for each year group. A love of maths is encouraged throughout school via links with others subjects, applying an ever growing range of skills with increasing independence. Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary.

Further Documentation:

• Click here for the EYFS Mastering Number Overview
• NCETM Curriculum Maps:
  • Curriculum Map – Year 1
  • Curriculum Map – Year 2
  • Curriculum Map – Year 3
  • Curriculum Map – Year 4
  • Curriculum Map – Year 5
  • Curriculum Map – Year 6

Our Curriculum for Science

Rationale for Science:

Science in primary schools should provide the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Intent – What we are trying to achieve through our science curriculum?

Whole School
In our teaching of science, we should be working towards developing attitudes which promote a scientific way of thinking such as curiosity, open-mindedness, relying on evidence and independence in thought, as well as learning the fundamentals of each topic area. Children should be able to see how lessons are linked to one another with reference made to prior and future learning. It is also important to demonstrate to children how science is relevant to them and their lifestyles through Science Capital.

Curriculum Uniqueness
Our school is in an affluent village so the majority of children reflect this and come into school with a good overall knowledge about the world around them. However, there are pockets of deprivation within the community. The school has links with Fulford School and has the benefit of having both the STEM centre and the University of York on its doorstep. The school does use these facilities but our vision is to develop these further. The final aim being to develop community links within our parent body/ local businesses and wider community The school adopts a topic -based approach but science is often taught as stand -alone lessons which we feel is more effective at developing enquiry- based skills The curriculum is very practical/ working scientifically based which reflects our pupil voice responses and is part of our pedagogy.

Implementation – How is science curriculum being delivered?

EYFS
Children will explore Science through a mixture of direct and indirect teaching, including exploring scientific concepts through provision activities linked to books.

KS1
This is achieved through the Kent Scheme of learning which provides a basis for learning the topics. It is supplemented by Pizzazz. There is also a unit which is taught solely to develop scientific thinking and working scientifically including investigative tasks.
KS1 cover chemistry and biology units

KS2
This is achieved through following the Kent Scheme of Learning. Physics topics are introduced in LKS2.
The LKS2 science curriculum is taught on a two year cycle where links are made, where appropriate, to the topic we are currently studying.

The KS2 curriculum offers many opportunities for working scientifically and children are encouraged to develop their own ways of recording and thinking about how scientific questions could be answered in practical sessions. It builds on topics learnt in KS1 with opportunity where necessary to revisit with the aim being to build on previous knowledge. The curriculum is delivered through a range of working scientifically and knowledge- based learning with links made, where appropriate, to real life situations and problems, thus increasing the relevance of science for all.

Ideally, Science is taught on a weekly basis but sometimes it is taught in blocks to ease curriculum congestion.

Our Curriculum for Art and Design

Intent – what we are trying to achieve through our Art and Design curriculum?

As a school our intent is to provide children with the opportunity to build skills across five key areas of Art: drawing, painting, printing, sculpture and collage & textiles as well as developing their knowledge and understanding of other artists and the role they play in shaping the history and development of art across the world. All skills are revisited and built on overtime as children progress towards the end of Key Stage 2. A huge part of our Art curriculum is to provide pupils with the opportunities to observe, question and study world famous Artists as well as Local Artists such as Barbra Hepworth & David Hockney. Children are taught the skills to analyse and critique different pieces of Art, building up an interest and appreciation of Art while equipping them with the vocabulary to articulate and justify their perspective on a piece. We aim to give children the time needed to explore skills and experiment with styles, which inspires them to be creative with their art. It is important for children to see how the skills they gain in Art and design can be used in life and are needed for a range of different jobs in the wider world.

Implementation – how is our curriculum being delivered?

Whole School:
Art at Dunnington is taught either each half term or every other half term depending on year group cycle. Our Art is not just taught in a designated lesson but wherever appropriate. We also, where possible, link it to our topics and to our English lessons as a starter to our Writing Projects. Within all age groups there is opportunity for group and team projects as well as individual work with a focus of evaluating work after projects which may come in the form of oral discussions for younger children and a more written evaluation as we move through the school. Children are exposed to a wide range of artists from different cultures and through various periods in time.

EYFS:
In EYFS children are taught to safely use and explore a variety of materials, tools and techniques, experimenting with colour and line. They develop the skills to share their creations, explaining the process they have used and begin to show accuracy and care when drawing. Children are provided with a range of creative resources which are changed regularly in the learning areas to provide variety and keep the children’s interest. Children are encouraged to talk about their creations and share them with others to increase their confidence and self-esteem. During Forest Schools, the wider environment is used to explore how creativity can be anywhere and using stones, flowers and other natural resources, children are encouraged to create a piece of art. Printing is taught through finger and body printing. Sculpture is taught through junk modeling. College and textile skills are shown through the use of binca and weaving. To start pupils’ knowledge of Art history, they study Henri Matisse.

KS1:
Children are encouraged to be experimental and creative with their development of new skills. They are taught drawing and painting, both which focus on colour, line, shape and pattern. When learning to print pupils develop the skills of object and block printing and also mono printing. Sculpture is taught through the use of playdough and clay. Collage and textile skills are taught through weaving, paper collage and mosaic. To develop pupils’ knowledge of Art history, they study Sir Frank Bowling and Pablo Picasso.

KS2:
Children are taught to develop their techniques by building upon skills learnt in KS1, including their control and use of various materials and media which pupils select giving reasons for their choice. In KS2, children use sketch books to record their observations and use them to review and revisit ideas and to improve their mastery of art techniques. When learning to print pupils develop the skills of collagraph, marble and screen printing in LKS2, moving onto foil & foam printing and lino printing in UKS2. Sculpture is taught through the use of wire, clay and soap carving in LKS2 and papier mache and wood in UKS2. Collage and textile skills are taught through French knitting, recycled paper collage, tie-dye and stitching in LKS2 and through applique and embroidery, batik and paper collage in UKS2.

Further Documentation:

• Art Overview

Our Curriculum for Computing

Intent – what are we trying to achieve through our Computing curriculum?

For children to move through school, consistently developing and growing their competence, confidence and technological knowledge across a breadth of different applications, systems and hardware. Children are aware of and confident in staying safe online from a young age through instruction during computing sessions; in direct teaching following our planned PSHE Jigsaw curriculum and can responsibly report any worries to the appropriate person. Opportunities to use technology are embedded in everyday school life and children become experts in using each of these.

Implementation – how is our curriculum being delivered?

Throughout the school we follow a progression document that helps to inform our long term plans. We are able to ensure that we have opportunities to create topic links whilst ensuring the children are covering the skills and knowledge that are appropriate to them. The use of a computing suite, laptops, Chromebooks and iPads ensure that children can explore high quality content. APPs and various teaching programmes are used to explore many areas of the curriculum. Coding is taught both in class and as an extracurricular club. The implementation of the curriculum also ensures a balanced coverage of computer science, information technology and digital literacy. The children will have experiences of all three strands in each year group, but the subject knowledge imparted becomes increasingly specific and in depth, with more complex skills being taught, thus ensuring that learning is built upon. For example, children in Key Stage 1 learn what algorithms are, which leads them to the design stage of programming in Key Stage 2, where they design, write and debug programs, explaining the thinking behind their algorithms.

Our Curriculum for Design and Technology

Intent – what we are trying to achieve through our Design Technology curriculum?

As a school our intent is to provide children with the opportunity to build skills across five key areas of Design Technology. These are: Cooking & nutrition and also Technical knowledge which is split into four sections: Structures, mechanisms, textiles and electrical systems. Design and Technology is an inspiring and practical subject which has a vital role in contributing to a balanced curriculum here at Dunnington. It is a subject that encourages children to ‘learn to think’ creatively to solve practical problems both independently and through teamwork. Our aim is to encourage children to use their creativity and imagination to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We aim to, wherever possible, link work to other disciplines such as mathematics, science, computing and art. The children are also given opportunities to explore, reflect upon and evaluate past and present design technology and are encouraged to think critically and logically to solve problems and find solutions by being resourceful, innovative and enterprising individuals.

Implementation – how is our curriculum being delivered?

Whole School
DT at Dunnington is taught either each half term or every other half term depending on year group cycle. Key skills and knowledge for DT have been mapped across the school to ensure clear progression through the year groups. Key concepts and technical vocabulary are also included in planning which follows an overall design, make, evaluate structure. However, we do focus on different points of the process in more detail depending on the topic. This is to ensure the depth of knowledge of the key design process is embedded before the end of KS2. At Dunnington children have the opportunity to work individually and within groups and staff encourage the use of technical vocabulary during discussions. Lessons are planned to inspire individual creativity, giving pupils the freedom of choice and not all having the exact same end product. Lessons aim to include real life problems, where suitable, for the children to challenge and solve.

EYFS
In EYFS children learn how to use a range of tools e.g. scissors, hole punch, stapler and begin to know how everyday objects work by dismantling things. Pupils begin to use the language of designing and making e.g. join, build and shape. They learn to both construct with a purpose in mind and how to discuss the end product; talking about what they like or would change about it. Cooking and nutrition is taught with the aim of teaching children how to be healthy from a young age.

KS1
In structures and mechanisms, children learn to make free standing structures, use levers and sliders and wheels & axles. Electrical structures are not covered in KS1. Cooking and nutrition starts with teaching the basics of food hygiene and how to use kitchen equipment safely. Children look at which food is farmed, grown and caught. Textile skills involve the joining of two materials in various ways and cutting fabric accurately.

LKS2
In structures and mechanisms, children make shell structures and use levers & linkages and pneumatics. In electrical systems they are taught how to put together a simple electrical circuit for a product. Cooking and nutrition encourages confidence when using food preparation techniques and children are taught how to carefully select ingredients for taste/end product. They begin to understand that food comes from the UK and across the wider world. Textile skills involve how to make 3D products and creating stronger bonds/attachments.

UKS2
In structures and mechanisms, children make frame structures and begin to use cams, pulleys or gears to create movement and learn how to incorporate hydraulics and pneumatics into their designs. In electrical systems, children are encouraged to think of ways in which adding a circuit would improve a product and apply their understanding of computing to program, monitor and control a product. Cooking and nutrition involves the use of a heat source and children begin to understand seasonality of foods and which particular dishes are associated with different cultures and places. Textile skills involve creative thinking about the user’s wants/needs and aesthetics when choosing textiles.

Further Documentation:

• DT – Coverage Overview

Our Curriculum for Geography

Intent – what we are trying to achieve through our Geography curriculum?

Through our Geography curriculum, we aim to inspire a curiosity and fascination with the world and its inhabitants, covering aspects of places, people, resources and natural and human environments together with key physical and human processes. As pupils progress they should acquire knowledge and understanding of the interaction between the physical and human processes and how landscapes and environments are used. Through the geography curriculum and some whole school assemblies, we also aim to increase knowledge and pupil questioning around the subjects of sustainability, the environment and ‘awe and wonder’ of the natural world. This fits in with the ethos of our school being of respect for all things. Topics are taught in discussion with staff and selected according to the requirements of the National curriculum and the strengths in subject areas of teachers. We try and build on local partnerships such as Dunnington in Bloom which develops positive links with the local community.

All key stages are encouraged to use and interrogate atlases, digital maps, paper maps, aerial photographs, and practical fieldwork and observational skills to build up their knowledge of the UK and wider world. The teaching of Geography is integrated into other curriculum subjects through the half termly thematic approach. All objectives will be covered following the long term plan which will allow for progression of key skills leading to greater knowledge and understanding of our world. All pupils will develop contextual knowledge of the location of globally significant places including their defining physical and human characteristics.

Implementation  – how is our curriculum being delivered?

Implementation is based upon the National Curriculum and the individual needs of the children. Progression maps set out the skills covered throughout school in each area. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. Existing knowledge is checked at the start of each new topic so that content and tasks are designed to provide appropriate challenge to all learners, in line with our commitment to inclusion. It is important that children develop the skills of a geographer by fully immersing them in all areas of the subject. The local area is fully utilised to achieve desired outcomes, with opportunities for learning outside the classroom. School trips and fieldwork are provided to give first-hand experiences, which enhance children’s understanding of the world beyond their locality. We alternate our Geography and History topics ensuring that our children receive a well-rounded teaching of the humanities subjects throughout the year. At times, we take the opportunity to create links between the two subjects to help solidify the learning taking place.

Our Curriculum for History

Intent – what are we trying to achieve through our History curriculum?

Our intent for History is that children will gain a comprehensive knowledge and understanding of Britain’s past and that of the wider world. The History curriculum at Dunnington aims to inspire pupils’ curiosity to know more about the past and through finding out about how and why the world, our country, culture and local community have developed over time, children will learn to understand how the past influences the present. Our intent is that history will enable children to develop their chronological knowledge and develop their knowledge of significant events and people. Key skills will involve; asking perceptive questions, thinking critically, weighing up evidence, sifting arguments, and developing perspective and judgement. At Dunnington, our intent, when teaching history, is to stimulate the children’s curiosity in order for them to develop their knowledge, skills and understanding of the past.

To ensure that pupils develop a secure knowledge that they can build on, our History curriculum is organised into a progression model that outlines the skills, knowledge and vocabulary to be taught in a sequentially coherent way. Chronological Understanding; Range and Depth of Historical Knowledge; Interpreting History; and Historical Enquiry are all mapped out to ensure that pupils build on secure prior knowledge. When covering each of these strands, the content is carefully organised by each year group or phase through a long term plan. History is delivered through subject specific teaching organised into blocks under a theme. Meaningful links with other subjects (such as English) are made, where appropriate, to strengthen connections and understanding for pupils.

Implementation – how is our curriculum being delivered?

As a school, we maintain strong links to the National Curriculum guidelines to ensure all aspects, knowledge and skills of History are being taught across all year groups. Our History teaching is supported by a clear skills and knowledge progression. There are clear skills, knowledge and vocabulary progression throughout school, which ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. Where appropriate, we use historical artefacts, visitors, workshops and visits to excite and intrigue our children to find out more about events and people from the past. We aim to give our children as much understanding as possible about what it was like to be around at a particular period in history by having practical and experiential lessons where possible. We use assessment for learning to ensure all lessons are relevant and will help to plan for next steps and address misconceptions.
We believe it is important that the children develop progressive skills as a historian throughout their time at Dunnington and do not just learn a series of facts about the past. Our historians learn to research, interpret evidence, including primary and secondary sources. Where appropriate, learning will start by revisiting prior knowledge. This will be scaffolded to support children to recall previous learning and make connections. Consistent learning walls in every classroom, with a history timeline showing only topics taught in Dunnington History, as well as in every child’s History book, provides constant scaffolding for children.

Further Documentation:

• History Long Term Plan (2024)

Our Curriculum for French

Intent – what are we trying to achieve through our French curriculum?

At Dunnington, foreign language learning is an important and established part of our curriculum. Our intent is that every child studies French from Year 3 right through to Year 6 and that each child is taught for one hour per week. Emphasis is on learning through fun, with clear progression in listening and speaking, reading, writing and grammar. We aim to provide the foundation for learning further languages and provide opportunities for pupils to communicate in another language for practical purposes. Learning a second language will also offer pupils the opportunity to explore relationships between language and identity and develop a better awareness of self, others and cultural differences. In EYFS and Key Stage 1 we aim to foster children’s curiosity and deepen their understanding of the world by exposing them to different cultures through curriculum linked activities and topics. Our ultimate aim is that pupils will feel empowered to continue studying languages beyond Key Stage 2.

Implementation – how will our curriculum be delivered?

Key Stage 2 pupils are taught weekly by their class teacher or on occasion those members of Staff with more specialised language skills. Implementation is based upon the National Curriculum and the individual needs of the children. Our language curriculum has been designed to progressively develop skills in French through the online teaching resource – Twinkl and provide challenge in relation to the four key language learning skills. Each unit builds on prior knowledge and understanding and phonics, vocabulary and grammar are introduced systematically and explicitly. Pupils are encouraged to ask and answer questions in French and express opinions both verbally and through written work. In addition to the class teacher speaking French, native speaker videos and sound files are used to expose children to different accents and dialects. Children are actively encouraged to develop their language skills through games, role-play, actions, rhymes and songs. We also have an annual whole school celebration day of languages and French culture.

Our Curriculum for Music

Intent – what we are trying to achieve through our Music curriculum?

Music is an activity which can bring people together and inspire creativity. Every child should be able to experience music and make progress. We intend to provide a nurturing and positive musical experience for children at Dunnington Primary School, developing skills in musicianship and exposing children to pieces from a broad range of historical periods, styles, traditions, and musical genres. Children will have opportunities to develop their skills in these areas:

• Singing
• Listening
• Composing
• Performing/Instrumental Performance

Implementation – how is our curriculum being delivered?

We utilise ‘Charanga’, an inclusive and creative scheme of work, to aid in planning and resourcing our music lessons. Through a combination of Charanga, and further instrumental tuition and topic units from the ‘freestyle’ section of Charanga, children have the opportunity to learn key musical skills centred around a particular song, and through whole class instrumental tuition. The progression of Charanga aims to deepen children’s understanding, and consolidate the knowledge of key musical vocabulary. The ukulele and the glockenspiel are used to deliver whole-class instrumental tuition, either woven into units of work, or as a unit of direct instrumental tuition. Children also have opportunities to develop their singing skills, performance and musicality through Key Stage productions and extra curricular clubs. Our collective worship provides an opportunity to children to listen to selected pieces of music, which link to our weekly theme.

There are a range of additional opportunities for children to showcase their musicality:

• Key Stage Productions
• Church celebration services
• Music Celebration Assemblies
• Showcases and recitals from Peri instrumental tuition

Further Documentation:

• Music Development Plan
• Music – Whole School Overview
• Ukulele Progression (2024)

Our Curriculum for PSHE and Relationships Education

Intent – what we are trying to achieve through our PSHE and Relationships curriculum?

PSHE and Relationships Education at Dunnington is an integral part of us develop the children into ‘lifelong learners’, with opportunities to develop pupils socially, morally and culturally. We aim that children will leave Dunnington Church of England Primary School with the confidence, knowledge and skills to keep themselves, healthy, safe, and prepare them for adult life.
We use the Jigsaw scheme of work to deliver our PSHE curriculum:

“Jigsaw holds children at its heart, and its cohesive vision helps children understand and value how they fit into and contribute to the world. With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw 3-11 properly equips schools to deliver engaging and relevant PSHE within a whole-school approach. Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness, concentration and focus.” (Jigsaw Statement of Intent)

Implementation – how is our curriculum being delivered?

Jigsaw 3-11 offers a comprehensive Programme for Primary PSHE including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others.

Jigsaw consists of six half-term units of work (Puzzles), each containing six lessons (Pieces) covering each academic year.

• Term 1: Being Me in My World
• Term 2: Celebrating Difference (including anti-bullying)
• Term 3: Dreams and Goals
• Term 4: Healthy Me
• Term 5: Relationships
• Term 6: Changing Me (including Sex Education)

Every Piece has two Learning Intentions, one specific to Relationships and Health Education (PSHE) (in purple) and the other designed to develop emotional literacy and social skills (in green). Puzzles are launched with a whole-school assembly containing an original song, with each year group studying the same unit at the same time (at their own level), building sequentially through the school year, facilitating whole-school learning themes. The various teaching and learning activities are engaging and mindful of different learning styles and the need for differentiation and the Early Years (EYFS) planning is aligned to the National Early Years Framework (England). Each lesson is built upon a Charter which underpins the behaviour and respect that is the basis for each lesson (one is provided within Jigsaw, but children and their teacher can write their own to ensure mutual respect and ownership). The lessons then split into 6 parts, all of which should be included in every session to ensure that the learning follows the optimum progression.

Further Documentation:

• Jigsaw Whole School Overview – Long Term Plans
• Please see our Policies & Documents page for our PSHE Policy, which includes Relationships, Health and Sex Education, and our SMSC Policy.

Intent – what we are trying to achieve through our PE curriculum?

At Dunnington, we aim to promote the lifelong values of health and physical activity. Our curriculum is designed to promote the enjoyment of PE and also teach the fundamental skills to achieve their personal best. We intend to give children a wide range of experiences in order to inspire them to succeed and become physically confident. Children learn to respect their own bodies and minds, as well as those of others while taking part in PE. Children are all given the opportunity to compete and apply the skills they have learnt both in school and in events in the wider community. PE allows children to be ambitious and gives them the skills needed to chase their dreams. It encourages them to be their best all of the time, and even when they think they are at their best, it encourages them to be better. All children develop resilience through PE lessons. This can be the learning of a new skill, developing a skill or applying a skill. Children are encouraged to do their personal best and build on this throughout their time at school.

Implementation – how is our curriculum being delivered?

• All year groups follow the National Curriculum or Development Matters
• A carefully planned whole school PE curriculum promotes progression of skills and knowledge based on the scheme PE Hub
• Pupils from Year 1 to Year 6 are taught PE at least twice a week. Early Years children also have two sessions a week and access to their outdoor area daily
• All PE sessions are primarily taught by class teachers and we also have a PE specialist coach who works with 3 or 4 classes every half term
• Yorkshire Cricket Community ‘Chance to Shine’ support our PE teaching
• Year 4 children have swimming lessons in the summer term
• We aim to have at least one brain break during the school day; this can consist of using GoNoodle, Wiggle Time or Cosmic Yoga
• Every lunchtime, we build on core physical skills and encourage children to stay active during their break. Children have a wide range of equipment and apparatus to use
• We train Y5 playleaders to support active play at lunchtimes for the younger children to participate in
• We have strong links with Dunnington Tennis and Squash Club, both of which provide coaching for some year groups
• We host intra competitions against other classes at Dunnington and attend inter competitions against other schools. We like to offer all of our children the chance to compete
• We promote healthy lifestyles through participation in ‘Walk to School Week’, our science curriculum links in KS1 and KS2 and by celebrating sporting achievements on our school sports board
• We celebrate PE and school sport through our end of year inclusive Sports Day

Further Documentation:

• PE skills progression
• PE Overview (2024-25)

Our Curriculum for Religious Education

Intent – what we are trying to achieve through our RE curriculum?

Based on the Church of England Statement of Entitlement for Religious Education, our RE Curriculum:

• fosters the ethos and values of the school to facilitate opportunities for all children to develop a positive , accepting and respectful attitude towards people of any religion and show an understanding of cultural beliefs different from their own
• provides the knowledge to enable children to develop an informed appreciation of religions – in order that they can explore them with openness, interest and enjoyment
• is intrinsic to the outworking of our school values, British values and the spiritual, moral, social and cultural development of our pupils, enabling them to flourish as citizens who can contribute to society, with respect and an informed understanding
• helps children appreciate the commonality and difference within and between religions – in order to develop respect, openness and curiosity
• provides the tool to enable children to acquire knowledge and understanding of beliefs and practices of a range of a world faiths (Islam, Hinduism, Judaism and Humanism) and worldviews
• helps children learn about and understand Christianity as a diverse, global, living faith, through the exploration of core beliefs
• develops a sensitive understanding of the significance of religious commitment and practice in the lives of individuals – in order that children develop respect for individuals and their right to hold beliefs that are different from their own
• develops an awareness of the richness of religions and their contributions to society and culture – in order that children can make increasingly mature judgements about the world in which they live
• helps children express ideas and insights about the nature, significance and impact of religions and worldviews and its continuing influence over time on cultural heritage
• enables children to gain and deploy the skills needed to engage seriously with religions and worldviews
• To nurture pupils to make their own spiritual journey, enabling them to make wise choices in their lives, informed by their understanding of Christian values and knowledge of other all world faiths and worldviews

Implementation – how is our curriculum being delivered?

Our curriculum follows the locally agreed syllabus (LAS) for RE, which is updated on a five year basis. Children will explore key questions, under the themes of ‘believing’, ‘expressing’ and living’, focusing on a number of main world religions and worldviews. Through these questions, children then develop their skills in substantive knowledge (knowing about religions), disciplinary knowledge (ways of knowing and expressing) and personal knowledge (for engaging themselves). We also utilise the Understanding Christianity syllabus when a unit focus is on Christianity. Children explore the themes or ‘big ideas’ of Christianity through these lessons. RE is taught discretely, with opportunities for links to other areas in the curriculum made where possible. We welcome visitors into school, and take visits out of school to supplement and enhance our RE curriculum where possible.

Parents have the right to request that their son or daughter be excused from all or part of the RE provided at school.

Our RE curriculum:

• is delivered in an objective, critical and pluralistic manner to engage and challenge all pupils through an exploration of core concepts and questions
• develops conceptual understanding of religion, religious beliefs and practices, to enable children to engage in well informed reflections about religion and belief
• provides opportunities for pupils to understand the role of religious texts, beliefs, rituals, and practices and how they help to form identity in a range of religions and worldviews
• supports the development of other curriculum areas and other general educational abilities such as literacy, empathy and the ability to express thoughts, feelings and personal beliefs
• encompasses the full range of abilities to ensure that all flourish academically, using a wide range of teaching and learning strategies as appropriate to pupils’ needs
• offers tasks that are age appropriate, challenging and sufficiently demanding to stimulate and engage all pupils, whilst extending the most able and providing support for those who need it
• ensures that all pupils’ contributions are valued in RE as they draw on their own experiences and beliefs