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The Primary Curriculum
“The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.” 

The Primary National Curriculum in England

Curriculum Intent - What are we trying to achieve?

Featherbank Primary School’s curriculum is knowledge-based. Enquiry-based learning develops themes and concepts, to help children to make connections in their learning and gain a wealth of knowledge that they remember well.

Featherbank Primary School’s curriculum develops skills. Through a broad and balanced curriculum, the children acquire & apply skills. With a rigorous focus on developing literate learners, children are challenged to think critically and become resilient & independent.

Featherbank Primary School’s curriculum celebrates cultural diversity. We aim to provide culturally diverse experiences for pupils and encourage them to be curious about the world they live in.

Featherbank Primary School’s curriculum promotes personal growth. We recognise that academic achievement is only part of the growth of the whole child. Through the teaching of British values, our children learn the importance of safety, kindness and respect.

Featherbank Primary School’s curriculum is nurturing. Our curriculum allows children to explore issues and feelings in a safe environment. They learn how to keep themselves healthy (physically and emotionally), safe (in the real world and the digital world) and understand how to respect the views and beliefs of others. Our dedicated staff team provide strong pastoral support for all children and this provision is further strengthened by the introduction of our new Learning Mentor.

Featherbank Primary School’s curriculum is fun. Above all, we want our children to enjoy school and make the most of every opportunity given to them. We love nothing better than seeing happy, smiling faces and know that our very best learning comes from enjoying what we do. We know that our fun, engaging and interactive learning activities make Featherbank a place where everyone grows together and creates happy memories. 

Curriculum Implementation – How do we organise learning?

Throughout our curriculum we teach skills, knowledge and creativity. Children are given first hand learning experiences through a thematic curriculum.

Statutory expectations across Early Years Foundation Stage – Prime and specific areas

  • In Reception, children's learning is based on their own interests and projects developed around these. Key themes in the Early Learning Goals are addressed in provision areas and focus activities throughout the year depending on the project. Click here >> for the Development Matters guidance. For information on how we teach phonics please  click here>> for the Letters and Sounds document.

Statutory expectations across Key Stage 1 and Key Stage 2 – National Curriculum subjects

  • Across Key Stage 1 and 2 we have designed our English curriculum to meet the needs of our children. Reading skills are explicitly taught through VIPERS (vocabulary, inference, prediction, retrieval, summary). The teaching of vocabulary is planned in across curriculum subjects to ensure maximum understanding. Writing is linked to our topics so that children have a purpose for writing.
  • Across Key Stage 1 and 2 we follow the White Rose Maths hub as a framework to teach the National Curriculum with additional focus around arithmetic to meet the needs of our children.
  • Science is taught through the topic where possible, but can be taught as a discrete subject if necessary; Science teaching is further supplemented by a scientific investigation each half term focussing on “Working Scientifically”.
  • Computing is taught discreetly but applied in many areas of the curriculum.
  • Other National Curriculum subjects are taught through a knowledge and skills based curriculum that links to the class topic, where appropriate.

Additional subjects – RE (Religious Eduction), PSHE (Personal, Social, Health Education), RSE (Relationships & Sex Education), e-safety

  • RE is taught through the Leeds Agreed Syllabus; PSHE and RSE have been adapted for our children and families and taught through the "You, Me, PHSE" scheme of work. E-safety is taught through PSHE and also through computing lessons.

Enhancement opportunities 

We have worked hard to enhance our curriculum with as many trips and visitors as possible. We believe that children learn best through experience and an enhanced curriculum is a quality curriculum. Examples of our enhancement are listed below. 

  • A memorable experience to start or end the topic,or to enhance knowledge acquistion in the middle.
  • Regular opportunities to share achievements in assemblies and other whole school events.
  • Regular opportunities to contribute towards learning and be involved in decision-making that effects the whole school through pupil voice groups.
  • Opportunities to represent the school through sporting events and musical/dramatic performances.
  • Opportunities to join a wide range of clubs and extra-curricular activities after school.
  • The opportunity to play the guitar or violin.
  • Regular opportunities to work with the local community e.g. Leeds Rhinos, Horsforth Walk of Art
  • Opportunities to perform in plays and other dramatic and musical performances.
  • On-going opportunities to learn through practical, hands-on, investigative activities e.g. growing fruit and vegetables, cooking, etc
  • Opportunities for a residential visit in  and Year 6

Impact – How do we know we are achieving our aims?

We evaluate the impact of our curriuculum on children through the following accountability measures:

  • Attainment and progress of children are at least good
  • Good behaviour for learning is seen throughout school
  • Children attend school regulary and are on time for learning
  • Healthy lifestyle choices (physical and mental) are adopted by children
  • Children are fully prepared for secondary education
  • Children are fully prepared for positive involvement in society