Killinghall Primary School

The curriculum of Killinghall represents all that we teach the children.  We deliver a broad and balanced curriculum but place a very heavy emphasis on English and mathematics, as being able to communicate and read opens the door to all other learning.

Generally, mathematics and English will be taught right across the curriculum but specifically at least once every day.

Key Stages

The National Curriculum is split into 5 stages for different age groups known as ‘Key Stages’.  The first 3 make up the primary education;

FOUNDATION STAGE       (Infant)                       3 to 5 years (Foundation 1 & 2)

KEY STAGE ONE                (Infant)                       5 to 7 years (Years 1 & 2)

KEY STAGE TWO                (Junior)                      7 to 11 years (Years 3 - 6)

The school follows the New National Curriculum which was introduced into schools in September 2014. There are core areas of English, maths and science.  In addition to this children will complete other work in subject areas from the National Curriculum.

We believe our children need to develop literacy and numeracy skills to a high level - then be able to apply these skills in problem solving situations – making learning meaningful for their future life in a modern world. Computing lessons are also vital in preparation for adult life.

A variety of teaching styles and methods are used including class, group and individual teaching.

All children have an equal right to all areas of the curriculum regardless of ability, gender, race or background.  Children are expected to work safely and sensibly at all times and may be redirected temporarily if they do not comply with school policy.  No area of the curriculum will be used as a reward or punishment but is seen as a right.

We run an ‘open door’ policy and actively encourage parents to discuss any concerns they may have about their child with the class teacher, or if more serious with the Headteacher.

Enjoying and Achieving

At Killinghall Primary School we have high expectations of all of our children and expect everyone to give their best at all times.

The school plans in detail, in order to provide a broad, balanced and rich curriculum.  We believe that this is the vehicle to develop each child’s potential, providing them with active and enquiring minds.  Motivation, challenge, reward and support are critical as we aim to develop their skills, knowledge, understanding and attitudes for adult life.

The Early Years Foundation Stage Curriculum (EYFS)

The Early Years Foundation Stage applies to children from birth to the end of the Reception Year.

There are 7 areas of learning and development.

3 ‘prime’ areas:        

• Communication and Language
• Physical Development
• Personal, Social and Emotional Development

4 ‘specific’ areas:

• Literacy
• Mathematics
• Understanding the World
• Expressive Arts and Design

The Killinghall Teaching and Learning Curriculum 

Details of the full curriculum for each year group can be found by selecting the year groups above.

LAUGHING...Our school days should be filled with joy, excitement and fun. We must ensure that we promote an environment of mutual respect and of humour; an environment that stimulates and excites; a school where we are confident to smile ahead of our challenges and positively address our mistakes; a school confident enough to laugh together; a school that our community is proud to call its own.

Our curriculum is constantly evolving to ensure that we are responding to a rapidly developing world around us and that we are offering our children the best start to their lives as successful citizens in the 21^st Century.

The curriculum forms the basis for our learning and the experiences our children enjoy during their time at Killinghall. To us, the curriculum goes far beyond the legally required elements of the National Curriculum documentation and involves the rich fabric of creative, cultural, sporting and intellectual opportunities that Killinghall has to offer.

We believe all children have a right to a good quality education and should be encouraged to go to school to achieve the highest level they can.

 

The United Nation’s Convention quotes in articles 28, 29 and 30

All children have a right to a good quality education and should be encouraged to go to school to the highest level they can.

Your education should help you use your talents and abilities it should also help you to learn to live peacefully and protect your environment and respect other people.

You have the right to practice your own culture, language and religious – or any you choose.  Minority and indigenous groups need special protection of this right.

 

Our curriculum uses the National Frameworks to ensure that every child develops the key learning steps defined within that documentation, but we have developed a more expansive approach to its delivery that ensures our children receive experiences and opportunities to develop their knowledge, skills and attributes in ways that will guarantee learning to be relevant and poignant. We ensure that learning at Killinghall broadens the aspirations, values and opportunities for every child as they grow and develop.

The core subjects of English, mathematics and science are developed in a context with the foundation elements of the curriculum:

Each class has a year’s plan for topics and uses these to teach the breadth of knowledge, skills and understanding outlined in the national curriculum subjects of:-

science, art and design, citizenship, computing, design and technology, language (French in KS2), geography, history, music, physical education and RE.

Children are taught through a thematic approach but with discreet subject teaching which meets the needs of specific subjects and the development needs of our children.

Our curriculum is designed to ensure that children develop the skills they need to become confident, self-motivated learners, who can engage with and solve challenges innovatively.

Children will be assessed against nationally set age related expectations and may be working below, at, or above.  In general they will be emerging, developing or secure at their age expectation.  Children who are doing really well are described as working at a ‘mastery level’.

Worship

As a multi-faith school, worship is particularly important for children.

School worship is a special time for reflection, discussing thoughts and feelings, providing an opportunity to share experiences and achievements.  In agreement with the school governors and SACRE (Standing Advisory Council for Religious Education) the school is exempt from providing an act of worship which is 'wholly or mainly of a broadly Christian character', for children other than those of Christian faith, School offers a daily act of collective worship in accordance with the 1988 Education Act.  The children either meet together in the hall, key stages or faith groups.

The arrangements are:

	10:05 - 10:20am every day		2:55 - 3:10pm (M-T) and 9:50 1 10:05 (F)
	KS1		KS2
Monday	Celebration assembly		Faith worship session (Muslim or Christian)
Tuesday	Key Stage school worship		Year group or class based
Wednesday	Year group or class based		Key stage school worship
Thursday	Whole school worship		Whole school worship
Friday	Faith worship session (Muslim or Christian)		Celebration Assembly

 

Each week children attend a specific faith session led by a faith leader. At present we hold a Muslim Faith worship session and a Christian Faith worship session. These are planned to enable children to develop and practice their own faith beliefs, using the school’s medium term themed plan.

Parents are always welcome to join us and will always receive a special invitation for festival worship assemblies.  Children receive certificates for birthdays, good work and behaviour and recognition of any out of school activities and achievements.

Parental rights to withdraw

All children are included in Religious Education.  However parents who do not wish their children to receive Religious Education or take part in collective worship, should inform the Headteacher in writing and arrange a suitable appointment time in order to discuss the matter further, as tolerance and understanding of other’s faith is a key British Value.

ENGLISH – HOW WE TEACH READING AND WRITING

The teaching of reading and writing represents the vast body of the work we do in school.  It is broken down into several areas:-

Reading

Is taught right across school from the 2 year olds to the 11 year olds

• Word reading
• Comprehension
• Phonics

Word reading

By using ‘look and say’ flash cards, reading books frequently and teaching letters (+ groups of letters) and sounds, children learn to recognise and say words.  Reading simple sentences and understanding them begins comprehension.  Understanding spoken phrases and words is the root of comprehension.

Phonics

Learning the different sounds and names of letters and groups of letters in order to read difficult new words or to spell words. At Killinghall we use the Read, Write Inc programme.

Comprehension

By reading for meaning and pleasure children can develop a wider understanding of reading for meaning. Reading from a wide variety of texts independently and with an adult will enable them to progress and expand their vocabulary.  Reading fluently, at speed and with good understanding is the key to success in many other areas of life and education.  Being able to answer simple and complex questions shows pupils understanding of what they have read.

Writing – consists of several elements

• Vocabulary
• Spelling
• Handwriting – our cursive script is taught from Reception FS2
• Punctuation
• Grammar
• Composition

This area of our curriculum has been set out year by year and is available on the year group pages listed above.

Vocabulary development – a key element for bi-lingual pupils

Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum.  Teachers will develop vocabulary, actively building systematically on pupils’ current knowledge.  They will increase pupils’ stores of words in general, simultaneously they should also make links between known and new vocabulary and discuss the shades of meaning in similar words. 

In this way pupils expand the vocabulary choices that are available to them when they write.  We know that it is vital for pupils’ comprehension that they understand the meaning of words they meet in their reading across all subjects, and older pupils should be taught the meaning of instruction verbs that they may meet in examination questions.  Pupils will also learn the language which defines each subject in its own right, such as accurate mathematical and scientific language.

MATHEMATICS

We provide a high quality mathematics education providing a foundation for understanding the world, the ability to reason mathematically and appreciation of the beauty and power of mathematics and a sense of enjoyment and curiosity about the subject.

Lessons will vary in length and may include work from more than one area of the curriculum.  We aim to achieve a balance over the year as opposed to the week, so children have time to study areas in depth and develop deeper understanding by using and applying these skills to real life problems.

Mathematics is made up of:-

• Number and place value
• Number addition, subtraction, multiplication and division
• Fractions
• Measurement
• Geometry – properties of shapes, position and direction
• Statistics – handling and understanding information (data).

The complexity and need to understand, apply and use these skills increases as the children move through the school so they are using and applying their learning rapidly and accurately.

The school has a structured calculations policy rooted in models and images – using practical equipment to enable pupils to move swiftly to a high level of competence.

We emphasise the importance of collaborative working where speaking and listening, and language development is taught and used in context to develop mathematical concepts and reasoning.

The school follows the national curriculum long-term plan but provides support and challenge to meet pupils’ individual needs.  Class by class information is available on our school website and through topic webs sent home termly.

SCIENCE

Science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics.  Pupils will be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. 

They will be encouraged to understand how science can be used to explain what is occurring, predict how things will behave and analyse causes.

The science programmes of study are set out year by year – to be accessed at the end of each key stage.  This is available on line, class by class and is topic related.

In summary it covers working scientifically by studying topics such as:-

• Plants
• Living things and their habitats
• Rocks
• Light
• Forces and magnets
• Sound
• Electricity
• Animals including humans
• Properties and changes of materials
• Earth and space

COMPUTING

We aim to equip pupils to use computational thinking and creativity to understand and change the world.  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 programmes, systems and a range of content.  Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology, eventually being confident at a level suitable for the future workplace and as active participants in our digital world.

Computer skills are used across the curriculum to enable children to communicate, investigate, control and select information and solve problems.  It adds richness to our curriculum enabling children to be actively involved in their own learning as well as giving great enjoyment.

Technology is a useful tool for teachers and all our classrooms are equipped with interactive whiteboards. We have i pads and hand held devices to aid learning. These are used across the curriculum from Bright Start 2 Year old provision to Year 6.

MUSIC

Music plays a very important role in the life of the school and is part of the national curriculum.  It enables children to develop their creativity; it is an important vehicle of expression and is crucial in early language development.

Music is perhaps one of the most important subjects for encouraging active participation and enjoyment.  It is self-motivating and encourages co-operation and team work.

There are several elements:-

• Singing
• Composition
• Performance
• Appreciation

There are opportunities for children to perform in choirs, smaller groups and musical productions.  All pupils learn to play the recorder. Keyboard lessons are available free of charge at this time.  Guitar tuition is available too.

In KS 1 pupils will be taught to:-

• Use their voices expressively and creatively by singing songs and speaking chants and rhymes
• Play tuned and untuned instruments musically
• Listen with concentration and understanding to a range of high quality live and recorded music
• Experiment with, create, select and combine sounds using the inter-relation dimensions of music.

In KS 2 pupils will be taught to sing and play musically with increasing confidence and control.  They should develop an understanding of musical composition, organising and manipulating ideas within musical structure and reproducing sounds from aural memory.  Pupils should be taught to:-

• Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
• Improvise and compose music for a range of purposes using the inter-related dimensions of music
• Listen with attention to detail and recall sounds with increasing aural memory
• Use and understand staff and other musical notations
• Appreciate and understand a wide range of high quality, live and recorded music drawn from different traditions and from great composers and musicians.
• Develop an understanding of the history of music.

PE

Physical Education is vital for children to develop their aesthetic, social and co-ordination skills and have healthy lifestyles in the future.  Our curriculum provides many opportunities for children to acquire these skills.

Our PE curriculum inspires all pupils to succeed and compete in competitive and non-competitive sport and other physically demanding activities.  It provides opportunities for pupils to become physically confident in a way which supports their health and fitness.  Opportunities to compete in sport help to embed values such as fairness and respect.

We aim to ensure that all pupils:-

• Develop competence to excel in a broad range of physical activities
• Are physically active for sustained periods of time
• Engage in competitive sports and activities
• Lead healthy, active lives.

At KS1 pupils will be taught to

• Master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
• Participate in team games
• Perform dances using simple movement patterns

At KS2 pupils will continue to apply and develop a broader range of skills and enjoy collaborating and competing with each other.  They will develop how to evaluate and recognise their own success.  Pupils will be taught:-

• Running, jumping, throwing and catching skills
• To play competitive games and apply basic principles suitable for attacking and defending
• To develop flexibility, strength, technique, control and balance (for example through athletics and gymnastics)
• To perform dances using a range of movement patterns
• To take part in outdoor and adventurous challenges both individually and within a team
• To compare their performances with previous ones and demonstrate improvement to achieve their personal best.

At Killinghall, all children take part in at least 2 hours of physical education as part of the national curriculum.

We have good facilities with a large playground and 2 PE halls for:-

• PE Indoors and Outdoors
• Outward Bound Activities
• Keep Fit

All Year 5 children (KS2) attend swimming classes for the whole year. This will consist of one lesson per week. The lessons are single sex. We have single sex changing rooms for pupils to use. From September 2018 Year 4 children (KS2) will attend swimming lessons for a 12 week programme.

Pupils are taught to:-

• Swim competently, confidently and proficiently for a distance of at least 25 metres
• Use a range of strokes effectively
• Perform safe, self-rescue in different water based situations.

An outward bound adventure residential is organised each year at venues such as Robinwood, Nell Bank and Chateaux Broutel in France.

Children are presented with certificates for a variety of achievements.

LANGUAGES – FRENCH

At Killinghall Primary School we choose to teach French in KS2. As many of our children are already bi-lingual they enjoy this new challenge.  By teaching French we provide the foundation for learning further languages, equipping our students to study and work in other countries especially Europe.

The teaching will provide an appropriate balance of spoken and written language and will lay foundations for further foreign language teaching at KS3.  It will enable pupils to understand and to communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structure and vocabulary.

Our curriculum is very practical, pupils will be taught to:-

• Listen attentively to spoken language and show understanding by joining in and responding.
• Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
• Engage in conversations, ask and answer questions, express opinions and respond to those of others, seek clarification and help
• Speak in sentences, using familiar vocabulary, phrases and basic language structures
• Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
• Present ideas and information orally to a range of audiences
• Read carefully and show understanding of words, phrases and simple writing
• Appreciate stories, songs, poems, and rhymes in the language
• Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
• Write phrases from memory and adapt these to create new sentences to express ideas clearly
• Describe people, places, things and actions orally and in writing.
• Understand basic grammar appropriate to the language being studied, including (where relevant) feminine, masculine and neuter forms and the conjugation of high-frequency verbs.  To understand key features and patterns of the language and how to apply these for instance to build sentences and how these differ from or are similar to English

These studies are supported by our annual residential visit to France.

ALTHOUGH NOT PART OF THE NEW NATIONAL CURRICULUM 2014, WE DO DEVELOP THE CHILDREN’S SPIRITUAL, MORAL, SOCIAL AND CULTURAL AWARENESS.  (SOMETIMES REFERRED TO AS CITIZENSHIP)

We feel this is important to prepare our pupils for the responsibilities of adult life.  The children are provided with opportunities to learn about the world outside school particularly how to keep safe.  There is input from the road safety unit and the police. 

Personal Social and Health Education is also part of this and is integrated into the class work as well as being presented in special ways e.g. theatre groups, videos and road safety trails. 

Most importantly we hope to teach children to know right from wrong and to think independently and be aware of the influences of their ideas on others.  We hope they will learn to be tolerant, peaceful children and then adults.  Secure in their own culture whilst valuing the freedom and ideas of others. 

We uphold the United Nations Convention Articles and encourage tolerance and fairness.

PERSONAL, SOCIAL, HEALTH AND ECONOMIC EDUCATION – is non-statutory

The content is developed through 6 broad themes which reinforce the importance of loving and respectful relationships.  Reproduction is taught through our science curriculum (which is statutory).

• Being me in my world
• Celebrating difference
• Dreams and goals
• Healthy me
• Relationships
• Changing me

PSHE education is taught across the school through a series of age appropriate lessons, via a scheme called Jigsaw.

• These themes cover education and discussion on a ‘child’s’ place in the local community in Britain and the world.
• How they grow and change over time.
• How everyone is different and should be treated with respect.
• Ambitions for themselves and how we can make the world a better place in the future.
• How to stay safe and healthy, how to develop good relationships and understand ourselves and others.
• How to prepare for adult life.
• We teach children about British law and their human rights and give them vocabulary to discuss their feelings, hopes, dreams and emotions. 
• They begin to understand why employment is important, how debt works and how to save and spend wisely.
• See ‘JIGSAW’ and Killinghall Primary School Curriculum booklet.

In KS2 there is a focus on issues such as friendships and puberty. This prepares children to face puberty and adolescence with confidence reinforcing all of the above. The work is sensitively delivered with consideration for the different cultures and beliefs of our families’ traditions of modesty and do place an emphasis on the importance of family life.

Where questions are asked by children that are beyond our remit we will suggest that the child asks their parents to enable parents to answer their children with honesty and sensitivity.

As PSHE education is non-statutory parents may withdraw their child from the ‘feelings and attitude’ elements.  The understanding of life cycles is taught within science and is therefore statutory. A letter will be sent to parents prior to the work to remind parents that their child will be involved in PSHE in KS2.  Parents are invited into school to discuss what is to be taught but do not have the right to withdraw their children from the science element of the teaching.

WE TEACH EXCITING TOPICS THAT COVER WORK IN THE NATIONAL CURRICULUM AREAS OF HISTORY/GEOGRAPHY/MUSIC/ART AND DESIGN, DESIGN AND TECHNOLOGY AND LANGUAGES

HISTORY

In order to develop the whole child we teach history to extend each individual, intellectually and spiritually. First hand experiences are provided for children to develop inquiring minds by investigating the past. Children are encouraged to use photographs, books, videos and artefacts to develop their knowledge and understanding and later on have experience of local historical sites. Children are continually taught the skills they require to develop their historical understanding of the world.

Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement.  History helps pupils to understand the complexity of people’s lives and the diversity of societies, as well as helping develop their own identity.

The national curriculum for history aims to ensure that all pupils:-

• Know and understand the history of the British islands as a coherent, chronological narrative
• Know and understand significant aspects of the history of the wider world
• Gain a basic historical perspective by placing their growing knowledge into different contexts

In KS 1 pupils will develop an awareness of the past, using common words and phrases relating to the passing of time.  They will develop an understanding of some of the ways in which we find out about the past and identify different ways in which it is represented.

Pupils will be taught about:-

• Changes within living memory
• Some events beyond living memory that are significant nationally or globally
• The lives of some significant individuals in the past who have contributed to national and international achievements
• Significant historical events of people and places in their own locality

In KS 2 pupils will continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the period they study.  They will develop an understanding of how our knowledge of the past is constructed from a range of sources.

The curriculum will cover:-

• Changes in Britain from the Stone Age to the Iron Age
• The Roman Empire and its impact on Britain
• Britain’s settlement by Anglo-Saxons and Scots
• The Viking and Anglo-Saxons
• A local history study
• A study of an aspect or theme in British history that extends pupil’s chronological knowledge beyond 1066.
• The achievements of the earliest civilisations
• Ancient Greece
• A Non-European society that provides contrasts with British history

GEOGRAPHY

The teaching of geography enables children to develop their literacy and numeracy skills as well as exploring the relationships between earth, people, places and environments.  It is a source of interest for many children when tackled through personal experiences.  Children are encouraged to become active learners in learning about our local environment whilst developing an awareness in the contrasting places within the United Kingdom and overseas. We have links with schools in China and France and also links with schools in Bradford.

We aim to inspire our pupils’ curiosity and fascination about the world and its people that will remain with them for the rest of their lives.  Teaching will equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the earth’s key physical and human processes.

We aim to ensure pupils:-

• Develop contextual knowledge of the location of globally significant places
• Understand the processes that give rise to key physical and human geographical features of the world

Are competent in the geographical skills needed to:-

• Collect, analyse and communicate with a range of data gathered through experiences of fieldwork
• Interpret a range of sources of geographic information, including maps, diagrams, globes, aerial photographs and geographic information systems (GIS)
• Communicate geographical information in a variety of ways

In KS1 pupils will develop knowledge about the world, the United Kingdom and their locality.  Pupils will be taught to:-

Locational knowledge

• Name and locate the world’s seven continents and five oceans
• Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Geographical knowledge

• Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK and of a small area in a contrasting non-European country.

Human and physical geography

• Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the equator and the North and South poles.

Use basic geographical vocabulary to refer to:-

• Key physical features
• Key human features

Geographical skills

• Use world maps, atlases and globes
• Use simple compass directions
• Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features
• Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment

In KS2 pupils will learn to extend their knowledge and understanding beyond the local area to include the UK and Europe, North and South America.  Pupils will be taught to:-

Locational knowledge

• Locate the world’s countries, using maps to focus on Europe (including the location of Russia and North and South America
• Name and locate counties and cities of the UK
• Identify the position and significance of latitude, longitude, the Equator, the Northern Hemisphere, the Southern Hemisphere, the Tropics of Cancer and Capricorn, the Arctic and Antarctic circle the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge

• Understand geographical similarities and differences through the study of human and physical geography of a region of the UK, a region in a European Country and a region within North or South America
• Human and physical geography

Describe and understand key aspects of:-

• Physical geography
• Human geography

Geographical skills and fieldwork

• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
• Use the eight points of a compass, four and six figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the UK and the wider world.
• Use fieldwork to observe, measure, record and present the human and physical features in the local areas using a range of methods, including sketch maps, plans and graphs and digital technologies.

ART AND DESIGN

Art and creativity play a very important role in the delivery of our broad and balanced curriculum. 

Our high-quality art and design engages, inspires and challenges pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. 

We teach them to think critically and develop an understanding of art and design.  They learn how art and design impacts on our lives and how it reflects different cultural values.

We aim for pupils to:-

• Produce original work
• Become proficient in drawing, painting, sculpture and other art, craft and design skills
• Evaluate and analyse creative works using the language of art, craft and design
• Know about great artists, craft makers and designers.

In KS1 pupils will be taught:

• To use a range of materials creatively to design and make products
• To use drawing, painting and sculpture to develop and share their original ideas
• To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
• About the work of a range of artists, making links to their own work and being inspired

In KS2 pupils will be taught:-

• To use sketch books to record their observations
• To improve their mastery of art and design techniques
• About great artists, architects and designers in history

DESIGN AND TECHNOLOGY

Design and technology is a practical subject.  Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of context, considering their own and other’s needs, wants and values.  They draw on disciplines such as mathematics, science, engineering, computing and art.  Pupils learn how to take risks and assess risks to plan to keep safe.  We hope they will become resourceful, innovative, enterprising and capable citizens of the future.

We aim to ensure that all pupils:-

• Develop the creative, technical and practical expertise needed to perform everyday takes confidently and to participate successfully in an increasingly technological world
• Build and apply a repertoire of knowledge, understanding and skills
• Evaluate, value and test their ideas and products and the work of others
• Learn how to cook and eat healthily

In KS1 pupils will be taught to:-

Design

• Design purposeful and functional. products
• Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and where appropriate information and communication technology.

Make

• Use a range of tools and equipment
• Select and use a wide range of materials and components.

Evaluate

• Explore existing products
• Evaluate their ideas and products

Technical knowledge

• Build structure
• Explore and use basic mechanisms (for example wheels)

In KS 2 pupils will be taught to:-

Design

• Use research and develop design criteria to inform the design of innovative, functional products, aimed at particular individuals or groups
• Generate, develop, model and communicate their ideas

Make

• Use a wider range of tools and equipment effectively
• Use a wider range of material and components effectively

Evaluate

• Analyse a range of existing products
• Evaluate their ideas and products to improve their work.
• Understand how key events and individuals in design and technology have helped shape the world.

Technical knowledge

• Apply their understanding of how to strengthen more complex structures
• Understand and use mechanical systems in their products
• Understand and use basic electrical systems in their products
• Apply their understanding of computing to programme monitor and control their products

Cooking and nutrition

As part of their work with food, pupils will be taught how to cook and to apply the principles of nutrition and healthy eating.

Pupils will be taught to:-

KS1

• Use the basic principles of a healthy and varied diet to prepare dishes
• Understand where food comes from

KS2

• Understand and apply the principles of a healthy and varied diet
• Prepare and cook a variety of savoury dishes
• Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

RE

At present the school follows the Bradford Agreed Syllabus for Religious Education which emphasises morals and respect for cultural diversity. The teaching of religion at Killinghall is planned to extend each individual intellectually and spiritually in preparation for the responsibilities, opportunities and experiences of adult life.

During their time at Killinghall the children learn about Christianity, Islam, Judaism, Hinduism, Sikhism, and Buddhism. Learning about the similarities and differences between faiths, children may deepen their own commitment to their own faith whilst dispelling fear and intolerance.

The children are encouraged in kindness, thoughtfulness, forgiveness, honesty, etc. These qualities being illustrated and taught through story, music and personal example.  They are also taught knowledge and facts from different religions and beliefs through ‘RE Days’.

PROCEDURE FOR COMPLAINTS ABOUT THE CURRICULUM

If parents have a concern about the National Curriculum delivered by the school, they should contact the Head teacher who will be pleased to listen and to answer any questions about it and will do her best to resolve the situation. 

The school also has a formal complaints procedure if parents feel their concerns have not been resolved.