Art and DT

Art and Design Subject Intent

Our Art and Design curriculum aims to foster an environment where creativity and curiosity flourish, in alignment with the aims outlined in the National Curriculum. At Baynards, we strive to equip pupils with the skills, techniques, knowledge, and concepts necessary for them to express their thoughts and ideas through various artistic mediums. By engaging with a diverse range of materials—including paint, oil pastels, and clay—students are encouraged to explore the unique effects these mediums can create, thereby deepening their understanding of artistic expression.

We believe that every child should have the opportunity to express themselves using their individual and unique creativity. Our curriculum is designed not only to enhance their practical abilities but also to instil a lasting enjoyment and appreciation for art and the processes involved in its creation. By providing access to a wide variety of artwork from artists of all backgrounds, we encourage pupils to contextualise their learning and evaluate both their own artistic endeavours and those of their peers.

To ensure that we fulfil all requirements of the National Curriculum, we use and adopt the Kapow curriculum as the foundation of our teaching. This comprehensive framework allows us to systematically assess pupils' development and learning throughout their time at Baynards. Furthermore, we recognise the importance of adapting our curriculum to accommodate the unique needs of each cohort. By doing so, we empower all students to find their voice within the context of art and design, guiding them on their journey to becoming both confident creators and informed critics of their work and the work of others. In this manner, we aim to cultivate a lifelong appreciation for the rich tapestry of art in society.

Our aims:

• Teach and support our pupils to produce creative work they are proud of.
• Develop pupils' confidence to express themselves through art and design in solo or group projects and artwork.
• Develop pupils' ability and understanding of how to use a variety of materials for different artistic effects.
• Revisiting skills, knowledge and concepts to ensure pupil’s understanding is embedded and developed each year.
• To have the knowledge and understanding to share informed evaluation of their own and others artwork.
• To have the knowledge of a variety of artists, craft makers and designers and understand the historical and cultural development of creative work.

/docs/ART_AND_DT_CYCLE_A.pdf

/docs/ART_AND_DT_CYCLE_B.pdf

Geography

Geography

At Baynards, we base our Geography curriculum around the National Curriculum which aims to inspire curiosity and fascination about the world and the people around us. It should ensure pupils are equipped with the knowledge about a diverse range of places, people and resources alongside a deep understanding of the Earth’s key physical and human processes.

In September 2024 we purchase the Kapow curriculum for Geography as a basis for our curriculum to ensure we cover all aspects of the National Curriculum and successfully track and assess understanding as well as nurture pupils’ interest and confidence. This curriculum is adapted to our school by ensuring pupils have opportunities to learn about the local area and use

Why do we learn Geography?

We are nurturing our pupils’ interest in Geography and creating future Geographers by:

· Developing the children’s interest in the world around them and encouraging curiosity.

· Learning about the local area.

· Providing pupils with opportunities to both ask and answer questions about the world around them – this could be through observation, comparison and exploring the world.

· Ensuring that throughout their time in school, pupils are given time to revisit prior learning in Geography to build on their knowledge and understanding.

· Equip the children with knowledge of different cultures and countries to understand and value diversity both in their local community and the wider world.

· Introduce children to Geography in the wider world – what jobs involve Geography, how key skills are translated into the real world and nurture their passions and interests.

What do we learn?

As a small school with mixed-age year groups, we have a two-year rolling Geography curriculum named cycle A and cycle B.

/docs/Curriculum_Guides/geography-cycle-a.pdf

/docs/Curriculum_Guides/geography-cycle-b.pdf

What does our Geography learning help us do?

· Ask and answer questions about the world around us.

· Understand, value and celebrate diversity.

· Broaden our vocabulary when discussing topics relating to Geography and the world.

· Read a variety of maps, atlases and globes with increasing accuracy.

· Name and locate the main continents, countries, oceans and cities of the world.

· Understand land-use and its impact on the natural world.

· Look at the lives of other people and make connections between our lives and theirs.

· Prepare us for our future.

History

History

At Baynards our history curriculum is based on the history national curriculum. Our curriculum aims to inspire pupils to be curious and creative thinkers who develop a complex knowledge of local and national history and the history of the wider world. We want pupils to develop the confidence to think critically, ask questions, and be able to explain and analyse historical evidence.

Through our scheme of work, we aim to build an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time. History will support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups. Studying History allows children to appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from mankind’s past mistakes. Kapow Primary's History scheme aims to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History.

We hope to develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries.

In order to prepare pupils for their future learning in History, our scheme aims to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture.

At Baynards we use the Kapow scheme of work which enables pupils to meet the end of Key stage attainment targets in the National curriculum and the aims also align with those set out in the National curriculum. For EYFS, the activities allow pupils to work towards the Understanding the world Development matters statements and Early learning goals, while also covering foundational knowledge that will support them in their further history learning in Key stage 1.

/docs/Curriculum_Guides/history-cycle-a.pdf

/docs/Curriculum_Guides/history-cycle-b.pdf

COMPUTING

At Baynards, we strive to equip our students for a rapidly evolving world by integrating technology into their learning.

From Early Years to Key Stage Two, children will acquire practical, age-appropriate computing skills. These include creating media, understanding digital systems, programming, coding, and learning how to test and debug their work.

Computing is woven into our broader curriculum through creative, cross-curricular links, and we also foster children’s interest in technology to ensure that all students become digitally literate and develop the essential skills required to thrive in the 21st century.

While preparing children for future careers in technology, we also emphasize the importance of online safety. We are committed to teaching children how to stay safe in the digital world, focusing on issues like e-safety and cyberbullying, especially in relation to unregulated social media platforms and messaging apps.

We also understand that many of the jobs our students will pursue have not yet been created. Therefore, at Baynards, we are committed to giving all children the foundational knowledge and skills in computing to help them navigate and contribute to an ever-changing digital landscape.

To ensure we provide up-to-date computing education, we follow the Teach Computing Scheme of Work, developed by The National Centre for Computing Education (NCCE). This framework offers an expert-designed progression model that incorporates the latest pedagogical practices. Teachers also have access to training and support through Teach Computing, ensuring that we stay current with developments in both teaching methods and technology. As computing skills develop year by year, children are often taught in smaller year group sessions. Online safety is also integrated into our computing lessons, responding to students’ questions and concerns, and is further addressed within our PHSE curriculum.

Why do we teach computing?

We are shaping the future tech leaders by:

· Building children's confidence to express themselves using technology to design, create, explore, and solve problems.

· Teaching children the basics of coding and programming systems.

· Recognizing how technology can enhance learning, address challenges, and meet needs.

· Offering opportunities for children to explore and innovate with technology creatively.

· Ensuring children know how to use the internet and social media responsibly and safely, and what to do if they encounter something that makes them feel uncomfortable.

· Revisiting core computing skills throughout the primary years to deepen understanding and build on prior knowledge.

· Equipping children with the knowledge to confidently engage in conversations about computing and approach new technologies.

· Introducing children to the wide array of careers in computing and inspiring them to pursue future roles as tech professionals, contributing to their communities and the world.

/docs/Curriculum_Guides/computing-cycle-a.pdf

/docs/Curriculum_Guides/computing-cycle-b.pdf

Mathematics

Mathematics

At Baynards Primary School our Mathematics curriculum is based on the National Curriculum which aims to ‘support pupils to become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately, reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language and solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions’

At Baynards, our Mathematics curriculum is closely based on the White Rose Maths strategy which is highly regarded and nationally used. Teacher’s also use resources from other sources, such as Mrs Mactivity, in order to enhance the maths teaching and ensure all pupils are engaged, challenged and focused. The national curriculum is broken into blocks such as place value, addition and subtraction, fractions and shape and pupils are taught the blocks in a cyclical manner to provide them with the foundations, time to rehearse and practise their knowledge before building upon it.

Mathematics is taught in a way that allows all pupils to engage in the learning, provides challenge, develops confidence and supports understanding. As we have mixed-age classes, all pupils within the class are generally taught the same concept but will work at an appropriate level to enable them to build confidence, deepen their understanding and challenge them.

Throughout the school, we adopt a concrete – pictorial – abstract approach. This involves introducing new concepts to pupils using practical apparatus, before moving onto pictorial representations (this could be providing the pupils with a picture or encouraging them to draw it themselves). Once pupils are confident using pictorial methods, we will move them onto abstract mathematical calculations (such as formal written methods).

We want all our pupils by the end of year 6 to:

• Be able to confidently speak about their mathematical thinking in a variety of different situations using suitable, technical vocabulary.
• Complete mathematical operations confidently, fluently and in a range of different contexts.
• Have a deep understanding of their times tables to 12 X 12 and be able to use this knowledge to help solve problems.
• Be able to record their mathematical thinking and problem solving logically and legibly.
• Use their knowledge of mathematical concepts to help solve multi-step problems in a variety of different contexts.
• Use maths confidently in the real world – understanding the links between what is taught in the classroom and how this applies to the everyday world.
• Have an understanding of fractions, decimals and percentages including how this knowledge can be applied to the real world.

Why do we learn maths?

We are supporting our pupils to become mathematicians of the future by:

• Guiding children to see and understand the real-life uses of maths and how it can help them in a way that interests them (e.g., uses withing sport, coding and music)
• Ensuring that all pupils have the opportunity to develop and build on core mathematical skills including their mathematical vocabulary.
• Take a structured and systematic approach to develop core skills to enable all pupils to build on prior knowledge and work confidently.
• Providing opportunities for pupils to revisit key skills and knowledge across their time in school to embed mathematical vocabulary, concepts and skills.
• Encouraging curiosity and interest in maths.
• Providing pupils with the space to ask and answer questions, make connections and recognise when their answers are correct.
• Showing the children what jobs mathematicians can do and nurturing any ambitions to work with math-based jobs.

What do we learn?

/docs/Curriculum_Guides/MATHS_CURRICULUM_-_WHITE_ROSE_MATHS_-_PLANNING_FOR_2025-26.pdf

/docs/Curriculum_Guides/MATHS_CALCULATION_POLICY_AND_PROGRESSION_OF_SKILLS_2024.pdf

What does our learning in maths helps us do?

• Deepen our understanding of the world and how things work.
• Recall and apply knowledge rapidly and accurately.
• Confidently ask and answer questions.
• Make connections, predictions and generalisations.
• Solve problems with resilience and perseverance.
• Support us to feel prepared and ready for our future.

Music

Music Subject Leadership Intent

At Baynards, our music curriculum aims to foster an appreciation and understanding of a diverse array of musical genres and techniques, in alignment with the aims set out in the national curriculum. We recognise music can be a universal language and a powerful form of communication that embodies creativity and expression. Our objective is to foster a genuine enjoyment among pupils for both listening to and creating their own music.

Music plays an integral role in school life at Baynards, whether through collective singing, music lessons in the classroom, or engaging in performance opportunities. To enhance the curriculum, pupils can participate in various events such as our harvest celebration, Christmas nativity or carol service, class assemblies, and, for Key Stage 2 students, the Young Voices concert at the O2. We also provide a singing club that allows students to explore their vocal talents in a supportive environment. These experiences not only enrich our students' musical exposure but also cultivate a sense of community and belonging, promoting cohesion as we work towards shared goals.

We also believe that all children should have the chance to interact with and play a variety of musical instruments, learning the techniques required to create different sounds. Through group music-making and singing, pupils develop not only musical abilities but also a profound understanding of music as a medium for self-expression and creativity.

In our commitment to celebrating talent, we foster self-confidence among students, recognising the importance of music in their personal development. Additionally, the teaching of music aids in enhancing fine motor skills and coordination while also improving memory, reducing stress, and boosting self-esteem.

We employ the Kapow curriculum as the foundation of our music programme, ensuring that we meet all National Curriculum requirements. This framework allows us to assess and support the development and learning of each pupil throughout their primary school experience, adapting our approach to suit the unique needs of each cohort.

Our aims:

• For our pupils to perform, listen to and evaluate music from a variety of genres.
• Develop pupil’s confidence to sing- solo, in pairs, groups and as a whole school.
• To help pupils recognise the power of music to improve well-being and develop further skills.
• To ensure pupils have opportunities to listen to good quality music from different genres.
• To provide exciting performance opportunities.
• To build upon skills and knowledge throughout pupil’s time at Baynards and ensure this knowledge is embedded and built upon each year.
• To develop pupil’s ability to use instruments to compose, rehearse and perform music

/docs/Curriculum_Guides/music-cycle-a.pdf

/docs/Curriculum_Guides/music-cycle-b.pdf

Phonics

Phonics and Reading

At Baynards, we believe that all our children can become fluent readers and writers. We teach reading through Little Wandle Letters and Sounds Revised, which is a systematic synthetic phonics programme.

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.

Daily phonics lessons in Reception and Year 1

• 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 make a strong start in Reception: teaching begins in week 2 of the Autumn term.
• We follow the Little Wandle Letters and Sounds Revised expectations of progress:
• 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.

Daily Keep-up lessons ensure every child learns to read

• Any child in Reception and Year 1 who needs additional practice has Daily Keep-up support and is taught by a fully trained adult.
• Daily 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.

Daily phonics and spelling in Year 2

• Year 2 begins by using assessment to ensure that children have completed the Little Wandle Year 1 progression. Any gaps in teaching are addressed through daily phonics lessons until the programme is completed. Corresponding summative assessments are carried out to ensure this content is secure.
• Once all Year 1 content has been taught and assessed, we teach 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 before teaching in Year 2 to identify any children who may need more support when teaching. We reassess after teaching the Phase 5 review.
• Once the Phase 5 review is secure, we teach the Bridge to spelling before moving to the Spelling units.
• Children with larger gaps in their phonic knowledge than their peers have daily phonics teaching and follow the Rapid Catch-up programme.

• We timetable daily phonics lessons for any child in Year 2 and above who is not at age-related expectations for reading or has not passed the Phonics Screening Check.

Teaching reading: Reading practice sessions three times a week

• We teach reading practice sessions three times a week. These sessions:
• are taught by a fully trained adult to small groups of approximately six children
• use books matched to the children’s secure phonic knowledge
• are monitored by the class teacher, who rotates and works with each group on a regular basis.
• Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory. The reading practice sessions have been designed to focus on three key reading skills:
• decoding: teaching children to use phonic knowledge to read words
• prosody: teaching children to read with understanding and expression
• comprehension: using dialogic talk to help children to understand the text.

• In Reception, these sessions start in week 4 of teaching at the latest. Initially, children will read wordless books. In these sessions, children review GPCs and are taught blending using teacher-led blending. Once children can blend, they progress onto decodable books matched to their secure phonic knowledge.
• Children read each book three times to develop phonemic awareness, vocabulary and comprehension as well as book behaviours.

Reading at home

Children in KS1 will have three books at home each week. There will be an online reading practise book on the Collins hub. This will be at the correct phonic stage for your child. They should be able to read this fluently and independently.

A “physical” phonics reading book. This will be matched to the same level as their Collins Hub reading book. Your child will not have read this book in class and so may need a little more support to read this.

A library book. Your child will not be able to read this on their own. This book is for you both to read and enjoy together.

More information about reading at home and phonics can be found on the Little Wandle website.

https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/

Reading in Year 2 – Year 6

Once children are reading fluently in Year 2 they are moved onto the accelerated reading programme. Accelerated Reader helps teachers manage and monitor children’s independent reading practice. Children pick books at his/her own level and reads it at his/her own pace. When finished, children take a short quiz on the computer; passing the quiz is an indication that a child has understood what has been read.

Physical Education

PE at Baynards

Our Physical Education (PE) program follows the National Curriculum for Key Stages 1 and 2. The goal of our PE curriculum is to foster a love of physical activity and sport, encouraging participation in both team and individual sports, developing sportsmanship, and promoting personal fitness and well-being.

PE lessons are delivered by specialist sports coaches and our class teachers following the Complete PE scheme of work. Each student receives a minimum of two PE lessons per week. We aim to introduce the children to a variety of different sports and each class completes a unit of work on Fencing, Yoga and Martial Arts. In Key stage 2 children also learn how to play Squash. In UKS2 the children complete the ‘Joy of Moving’ project which focuses on health and fitness and is delivered by a Colchester United coach.

Swimming is taught to all children in year 1 up to year 6 by a specialist coach at Milldene Primary School. Our aim is for every child to be able to swim at least 25 meters by the end of their primary school education.

Each class has the opportunity to do Forest Schools within the school grounds. This gives children time to be creative, develop confidence as they problem-solve and learn how to manage risks in a natural environment.

As a school we take part in many sports festivals and tournaments to develop sportsmanship and teamwork even further. Children will have experience of representing the school in Multi-skills, Archery, Boccia, Kurling, Football, Dodgeball, Cross country, Cricket, Athletics and Squash.

At Baynards, we also offer a variety of after-school sports clubs to enhance children's skills and foster their love for sports. These include multi-skills, fencing, street dance, football and roller skating. In the summer term athletics, cricket and rounders are also on offer.

Why do we teach PE?

We aim to develop the next generation of athletes by:

• Building children's confidence to engage in both team games and individual activities.
• Highlighting the importance of physical activity and sport in improving fitness, well-being, and health, and its ability to transform lives.
• Providing opportunities for children to experience a wide variety of activities, helping them find the ones that suit them best.
• Ensuring all children can swim well enough to keep themselves safe.
• Reinforcing key skills and knowledge throughout their primary years, building on these year by year.
• Promoting teamwork and collaborative skills in a sports setting.
• Introducing children to the many career opportunities within sports, encouraging them to pursue ambitions in sports-related professions, and helping them contribute to their communities and beyond.

/docs/Curriculum_Guides/PE_CURRICULUM_2024-25.pdf

/docs/Curriculum_Guides/PE_PROGRESSION_OF_SKILLS_FS_AND_KS1.pdf

/docs/Curriculum_Guides/PE_PROGRESSION_OF_SKILLS_KS2.pdf

PSHE / RSE

At Baynards Primary, we are committed to providing a comprehensive Personal, Social, Health and Economic (PSHE) and Relationships and Sex Education (RSE) curriculum. These programs are designed to equip our pupils with the knowledge and skills they need to lead confident, healthy, independent lives as they grow into young adults. We believe in fostering an environment where students feel safe and supported to ask questions and express their thoughts.

Our Relationships Education is included within the PHSE topic of Safety and the changing body. If you would like to view the planned lessons or resources, please feel free to ask teachers at any time. We strive for a collaborative approach to teaching relationships and sex education, and we are always happy to work with parents.

In line with our school values, we aim to teach children to be respectful of others and to understand that families come in many different forms. This may include discussions about step-families, families where children are cared for by individuals other than their parents, single-parent families, or families with same-sex parents. We do not intend to promote any specific lifestyle, other than one in which we treat others with kindness and respect.

As outlined in the policy, parents have the right to withdraw their children from certain relationships and sex education lessons. Our goal is to create a curriculum that all parents feel comfortable with, ensuring that no child is excluded from essential learning. We highly value your input and encourage discussion of any concerns you may have before considering withdrawing a child. Please note that aspects of human biology are also taught in Science lessons, which form part of the statutory National Curriculum, and parents do not have the right to withdraw children from these lessons. For further information, please contact the Headteacher.

Kapow, which we use for our PSHE curriculum, covers a wide range of topics including health and wellbeing, relationships, and living in the wider world. . This curriculum supports the development of the whole child not only academically but also emotionally and socially. RSE is integrated into our PSHE education, focusing on building strong, respectful relationships, understanding personal boundaries, and recognising the differences between individuals. These lessons are age-appropriate and sensitively delivered, respecting the diverse backgrounds of all our students.(Please see the document below which explains what is taught in each year group)

Together, we can ensure that our students are well-prepared to navigate the challenges of the wider world.

/docs/Curriculum_Guides/RSE_AND_PSHE.pdf

/docs/Curriculum_Guides/RSE-PSHE-CURRICULUM_OVERVIEW_CYCLE_A.pdf

/docs/Curriculum_Guides/RSE-PSHE-CURRICULUM_OVERVIEW_CYCLE_B.pdf

Reading

Reading at Baynards Primary School

We are thrilled to share how our pupils are developing their reading skills and comprehension. Reading is not just about understanding the words on the page but also about connecting with the stories, learning from them, and growing with each page turned. At Baynards, we ensure that your child engages with a variety of texts that challenge their understanding and enhance their love for reading.

Once our pupils have completed the Little Wandle phonics scheme, they will progress onto the Accelerated Reading Scheme. This is a programme tailored to the individual reading levels of our pupils. Through this scheme, children select books at the appropriate level and progress at their own pace. This personalised approach helps improve reading comprehension while making reading fun and rewarding. We're excited to see how our readers blossom, gaining confidence and a deeper appreciation for literature! Children will each have a book they can read in school and at home.

Children are required to read at home and have their reading record signed at least 3 times each week. In school, children will have at least 20 minutes of independent reading time each day.

Teachers will also lead a range of reading lessons including guided reading and comprehension sessions where children will have opportunities to read a range of texts including, fiction, non-fiction and poetry.

Every pupil also has access each day to a variety of library books covering a range of genres.

/docs/Curriculum_Guides/READING_SKILLS_PROGRESSION.pdf

Religious Studies

R.E

As a non-denominational school, we follow the saffron academy tryst syllabus for R.E which teaches children about religion, faith and other worldviews throug three different lenses:

• Theology (thinking through believing)
  • Asking questions that believers would ask
  • Think like theologians
  • Explore questions and answers that arise from inside religions and worldviews
• Philosophy (thinking through thinking)
  • Ask questions that thinkers would ask
  • Think like philosophers
  • Explore questions and answers raised through considering the nature of knowledge, existence and morality.
  • Human and social sciences (Thinking through living)
    • Ask questions that people who study reality would ask
    • Think like human and social scientists
    • Explore questions and answers raised in relation to the impact of religions and worldviews on people and their lives.

Why is R.E important?

R.E develops an individual’s knowledge and understanding on religions and beliefs which form our society. Through R.E lessons, we provoke challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. We want to develop pupil’s knowledge and understanding of Christianity, other principle religions, religious traditions and worldviews.

Through R.E lessons, we also want to develop pupils’ personal development and well-being and promote mutual respect and tolerance within a diverse society. R.E offers opportunities for personal reflection, spiritual development as well as deepening the understanding of the significance of religion in the lives of others.

What do we learn?

As you can see from our curriculum map, our topics are based around a key question. Throughout the topic, children will learn to talk about and answer these questions at a level appropriate to their age. Throughout their time in school, pupils will learn about and deepen their understanding of key major world religions as well as non-religious world views.

What does learning in R.E help us do?

• Deepen our understanding of the world around us and the impact faith can have on ourselves and other people.
• Confidently ask questions about the world around us and develop our ability to answer questions relevantly.
• Broaden our vocabulary when discussing religion, faith and diversity.
• Question, theorise and conclude.
• Connect our lives with those around us – find similarities as well as differences.
• Prepare for our future – develop an interest about diversity around the world.

/docs/Curriculum_Guides/re-skills-progression-2024.pdf

Science

Science plays a significant role in our understanding of how the world works and provides children with the experience of awe and wonder. At Baynards, children undertake a broad and balanced curriculum that takes account of abilities, aptitudes and physical, emotional and intellectual development. Through science, children learn a range of skills, concepts, attitudes and methods of working. Most learning in science is completed practically and as far as possible is presented in such a way that the children discover for themselves with guidance rather than being given a theory and asked to prove it. The children will then gain a much greater understanding.

At Baynards, we use Kapow Primary’s Science curriculum, which aims to develop a sense of excitement and curiosity about natural phenomena and an understanding of how the scientific community contributes to the past, present and future. The curriculum aims for pupils to develop a knowledge of biology, chemistry and physics but also adopt a broad range of skills in working scientifically and beyond. The scheme of work is inclusive and meaningful so all pupils may experience the joy of science and make associations between their science learning and their lives outside the classroom. The curriculum aims to encourage critical thinking and empower pupils to question the hows and whys of the world around them.

The scheme encourages:

● A strong focus on developing knowledge alongside scientific skills across biology, chemistry and physics.

● Curiosity and excitement about familiar and unknown observations.

● Challenging misconceptions and demystifying truths.

● Continuous progression by building on practical and investigative skills across all units.

● Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence.

● Development of scientific literacy using wide-ranging, specialist vocabulary.

/docs/Curriculum_Guides/MIXED_AGE_SCIENCE_CYCLE_A.pdf

/docs/Curriculum_Guides/MIXED_AGE_SCIENCE_CYCLE_B.pdf

Spanish

Spanish

Baynards Primary School uses the Language Angels scheme of work and resources to ensure we offer a relevant, broad, vibrant and ambitious foreign languages curriculum that will inspire and excite our pupils using a wide variety of topics and themes. All pupils will be expected to achieve their full potential by encouraging high expectations and excellent standards in their foreign language learning - the ultimate aim being that pupils will feel willing and able to continue studying languages beyond key stage 2.

Learning a foreign language provides the foundations for discovering new cultures and equips pupils for future work and study in other countries. At our school, pupils learn to understand and respond to spoken and written language in a variety of contexts. Teaching and learning opportunities enable pupils to communicate for a range of practical purposes and express their ideas in Spanish.

An appropriate mix of speaking, listening, writing and reading (with a heavier weighting in speaking and listening) is reflected throughout the Spanish Curriculum and can be seen in the end of unit outcomes.

Both Key Stage 2 classes have regular opportunities to learn the Spanish language through discrete lessons. Children will progressively acquire, use and apply a growing bank of vocabulary, language skills and grammatical knowledge organised around age-appropriate topics and themes - building blocks of language into more complex, fluent and authentic language. In addition to following the lessons provided in the Language Angels scheme of work and resources, teachers are encouraged to also do some of the following:

• Foreign language celebration assemblies.
• Cookery sessions of traditional foods from the country of the language being studied.
• Weather forecasts based on maps from the country of the language being studied.
• School celebrations of national feast days from the country of the language being studied when appropriate to facilitate a whole school approach to foreign language learning along with improved cultural awareness.
• /docs/Curriculum_Guides/SPANISH_CURRICULUM_-_LANGUAGE_ANGELS_-_MIXED_AGE_-_UPDATED.pdf

Wellbeing

Wellbeing

At Baynards we are committed to supporting children to develop healthy habits to promote positive wellbeing. Research shows that developing positive mental health and wellbeing is most effective when it takes place early in a child or young person's' life. There is much evidence that pupils learn more effectively, if they are happy in their work, believe in themselves, have good relationships with teachers.

To support us to deliver a broad and balanced Wellbeing Curriculum, we use Kapow where there are five repeated areas of focus which pupils explore each year.

• DISCOVER

Learning to try something new and how to cope with the emotions that new experiences bring.

• TAKE NOTICE

Learning to pay attention to the present and be more aware of what is going on around them and within them.

• CONNECT

Learning how to develop existing friendships, understanding the importance of others’ thoughts and feelings and building new relationships.

• GIVE

Learning to give and be kind while thinking of others and appreciating the gift of giving.

• MOVE

Learning about the importance of being physically active and different ways of doing so.

/docs/Curriculum_Guides/wellbeing.pdf

Writing

/docs/Curriculum_Guides/WRITING_PROGRESSION_OF_SKILLS_2024_.pdf

/docs/Curriculum_Guides/TEXT_TYPE__PROGRESSION_2024_.pdf

/docs/Curriculum_Guides/GPS_OVERVIEW_-_Year_3.pdf

/docs/Curriculum_Guides/GPS_OVERVIEW_Year_4.pdf

/docs/Curriculum_Guides/GPS_OVERVIEW_Year_5.pdf

/docs/Curriculum_Guides/GPS_OVERVIEW_Year_6.pdf

Handwriting at Baynards Primary School

We follow the Twinkl Handwriting Scheme to provide children with a clear, consistent, and engaging approach to developing handwriting skills. The scheme supports progression from early mark-making to fluent, joined handwriting, aligned with National Curriculum expectations. Through structured lessons and accessible resources, pupils build fine motor control, confidence, and pride in their written work, helping them achieve high standards of presentation across the curriculum.

/docs/Curriculum_Guides/HANDWRITING_PROGRESSION_OF_SKILLS.pdf

EYFS

• Phonics and Early Reading: We follow the Little Wandle Letters and Sounds Revised programme to deliver a structured, rigorous approach to teaching synthetic phonics. Children learn the letter-sound correspondences systematically, and we provide daily phonics sessions supported by regular reading practice with fully decodable books. This enables children to build fluency, confidence, and a love of reading from the very beginning of their school journey.
• Mathematics: We use the White Rose Maths scheme to introduce the fundamental concepts of number, pattern, shape, space, and measure. Lessons are practical, engaging, and designed to deepen children's understanding through repetition, problem-solving, and real-life contexts. Our approach ensures children develop strong mathematical foundations and the confidence to reason and explain their thinking.

• Understanding the World: Through hands-on experiences, visits, stories, and discussions, children learn about people, places, cultures, technology, and the natural environment. These experiences foster curiosity, broaden horizons, and lay the groundwork for future learning in science, history, and geography.
• Expressive Arts and Design: Creativity is encouraged daily through music, movement, role-play, art, and design. Children are given time and space to experiment with different materials and media, developing their imagination, fine motor skills, and ability to express their ideas and emotions in different ways.