Trumacar Nursery and Community Primary School

Curriculum Statement

Trumacar’s curriculum has developed over the years to provide all of our pupils with a clear programme to develop their skills and learning in a wide variety of subjects and within a wider curriculum offer to prepare them well for Secondary School and their future life careers and opportunities.

Below you will find the Intent for each area of our School Development Plan, including for the specific subjects provided within the school. For further details about specific curriculum areas, please visit the subject specific page.

Our Curriculum Intent

Our curriculum is relevant to our pupils and the context of our school and is based on providing as many practical learning opportunities as possible as we recognise that this is the best way that our children learn. It includes worthwhile tasks that engage the children in their own learning and development, making clear connections with the local community around them. It fully utilises the outdoors to enhance learning, enabling pupils to thrive from a wealth of experiences on offer.

In teaching our curriculum we use active language and promote a clear joy of learning, ensuring that reading and speaking and listening skills permeate through the whole curriculum. Our curriculum is relevant to our pupils for their growth and development.

Our children will be encouraged to be independent to help prepare them for life-long learning and skills development, and resilience will be developed so that they can grow to become citizens who can contribute fully to their community and to the wider world. Alongside these, we will support them in developing their empathy and compassion, understanding why these are important in our world today. Alongside problem solving skills, they will also be taught tolerance and equality for all, so that each child can understand their own self worth and that of others, and develop their own logical reasoning skills.

Our whole curriculum will continue to develop and grow, led by a skilled team of experts and strong subject leaders in their own fields, and will always involve the voice of the child to ensure that the curriculum remains relevant to them and to their future.

Standards, Attainment and Progress

We want all pupils to make expected and above expected progress in all subjects and to show good progress at the end of each phase with the result of leaving Trumacar with more than expected progress having been made since entry. We want standards to remain high and continue to be aspirational for all pupils and this to be reflected in statutory testing arrangements. We want all pupils to leave Trumacar being literate and numerate, confident, and ready for their future educational journey at secondary school and beyond. To do this, we also need to close the gaps in learning caused by school closure and the global pandemic.

Leadership and management

Through excellent and clear leadership and management we aim for pupils to leave as well-rounded individuals who embody the shared values taught within our school; pupils who aspire to be valued members of society like the professionals they have worked with, albeit in different roles within society.

Role of Governors

Governors have a clear, shared vision for the development and improvement of the school which is focussed on pupil progress, attainment and the wider experiences provided. It is committed to safeguarding and the inclusion of all pupils and in providing equal opportunities for all pupils and staff in all that the school offers. It is also committed to managing the school finances so that the school has a balanced three-year budget which provides good value for money for pupils’ outcomes and ensures Pupil Premium and Sports Premium monies are spent for the betterment of pupils. Governors are committed to their own training and development to ensure that they hold the school to account and ensure that pupils receive the best education on offer.

Quality of education

For all pupils to enjoy school and be enthusiastic about all aspects of education and understand the need for a quality education to enable them to achieve their goals in the future.

For all pupils to succeed and be celebrated for their progress and achievements as well as supporting them in areas for development so that they can make progress across all areas For all pupils to engage in a wider variety of learning opportunities in a wide variety of ways, ensuring that background, finances, and family concerns are discussed to ensure all pupils can access all that the school offers.

Behaviour and attitudes

We want all pupils to understand the need for positive behaviour and the benefits of engagement in lessons for their own future

We want pupils to feel safe to bring issues to staff and know they will be dealt with swiftly.

We want pupils to understand their own responsibilities and their own and other people’s rights, and to uphold the agreed values of the school.

Personal development

To foster drive and aspiration to set achievable goals. Having the self-belief to achieve these.

Art

Our vision is for all pupils is to experience, first-hand, an art gallery/piece of art. We wish to raise the profile of art in a way that opens the excitement and possibilities for staff and pupils and to let them see they do not need to be ‘good at drawing’ to be good at art. We know that pupils are really starting to enjoy art more and this is clear throughout school with the work that is displayed. I now wish to develop this even further to support all pupils to believe they can be an artist.

By the end of Year 2 pupils will have been taught:

By the end of Year 4 pupils will have been taught:

By the end of Year 6 pupils will have an awareness of and had the experience of:

Computing

It is our intention that the pupils of Trumacar receive Computing lessons that are taught to a high standard and that the pupils can understand and use a variety of technologies.  I want staff to teach good lessons and have access to up-to-date and reliable resources to help them teach, not only good computing lessons, but also enhance the learning of other subjects using ICT and computing.  I also want to ensure that the pupils are aware of the dangers of technology and what they need to do if they are subjected to online bullying or see content that is distressing to them as this is something that has been raised within the community.

By the end of Year 2 pupils will have been taught:

  1. Understand what algorithms are and how they are implemented as programs on digital devices.
  2. Create and debug simple programs
  3. Use logical reasoning to predict the behaviour of simple programs
  4. Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  5. Recognise common uses of information technology
  6. Use technology safely and respectfully, keeping personal information private. 

By the end of Year 4 pupils will have been taught:

  1. Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems.
  2. Use sequence, selection, and repetition in programs.
  3. Use logical reasoning to explain how some simple algorithms work.
  4. Understand computer networks including the internet; how they can provide multiple services. E.g., the internet. 
  5. Use search technologies effectively.
  6. Select, use, and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs. 
  7. Use technology safely, respectfully, and responsibly. This includes being able to recognise acceptable/unacceptable behaviour. 

By the end of Year 6 pupils will have an awareness of and had the experience of:

  1. Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  2. Use sequence, selection, and repetition in programs, work with variables and various forms of input and output
  3. Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  4. Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.
  5. Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  6. Select, use, and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating, and presenting data and information
  7. Use technology safely, respectfully, and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Design Technology

Design Technology prepares our pupils for the rapidly changing world that we live in. It is all around us in every aspect of our lives.  This is what should be achieved by …

By the end of Year 2 pupils will have been taught:

Pupils will start to use technical vocabulary, know how to use a template, join materials in a variety of ways and decorate using a variety of techniques. They will know ways of making structures stronger, stiffer, and more stable. They will be able to attach wheels to a chassis using an axle and know different ways of making things move in a 2D plane.

Food-They will learn to prepare fruit and vegetables, know where food comes from and begin to understand the importance of a healthy diet.

By the end of Year 4 pupils will have been taught:

Pupils use increasingly appropriate technical vocabulary. They will understand how to prototype a product and be able to sew on buttons and make loops. They will be able to use linkages to make movement larger or more varied, strengthen frames and cut dowel accurately. They will be able to use ICT to control products and use electrical systems such as switches, bulbs, and buzzers.

Food-They will be able to make healthy eating choices and follow recipes to prepare and cook simple dishes.

By the end of Year 6 pupils will have an awareness of and had the experience of:

Pupils will use the correct vocabulary appropriate to the project. They will join materials using appropriate methods creating 3D textile products using pattern pieces. They will be able to build frameworks to support mechanisms and know how to stiffen and support structures. They will be able to use mechanical systems such as cams, pulleys and gears, electrical systems such as motors and switches. Program, monitor, and control using ICT. Food- They will prepare and cook mostly savoury dishes using a range of cooking techniques.

English

The intent within this plan is to raise standards in reading, writing and speaking and listening and  close any gaps in learning caused by the pandemic. Children should be able to leave Trumacar on an even playing field as their peers from other schools in order to thrive at secondary school and in later life.

By the end of Year 2 pupils will have been taught:

See non-negotiables document – available on request

By the end of Year 4 pupils will have been taught:

See non-negotiables document – available on request

By the end of Year 6 pupils will have been taught:

See non-negotiables document – available on request

EYFS

We want pupils to be happy, independent learners showing high levels of engagement. We want to build resilience in pupils, nurture the pupils and give them opportunities to make mistakes as well as succeed.

By the end of EYFS pupils will be:

Geography

I hope for all pupils to achieve high standards and a good knowledge of Geography, which includes:

To be able to understand their geographical place in the World and develop their understanding of global climate issues and empower them with knowledge to make an informed decision about these issues.

By the end of Year 2 pupils will have been taught:

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

By the end of Year 4 pupils will have been taught:

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

By the end of Year 6 pupils will have an awareness of and had the experience of: Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

History

As subject leader for History I want the pupils within our school to have a understanding of the history of the world and how it effects the modern era. I want the children to have a rich and diverse study of people who have made a significant contribution to the world around us and that these studies reflect the diverse culture and nature of the world in the 21st Century. Pupils should be immersed in the study of the subject which fosters enjoyment (all years).

Key stage 1 Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

Key stage 2 Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

By the end of Year 2 pupils will have been taught:

An awareness of the past, using common words and phrases relating to the passing of time

By the end of Year 4 pupils will have been taught:

A chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.

By the end of Year 6 pupils will have an awareness of and had the experience of: Being able to contextualise the history studied and link historical events through a range of sources making links between historical events.

Library and Reading

By the time children leave Trumacar, they should be able to make good reading choices that interest and excite them in order to develop a lifelong passion for reading. They should have used the library at least once a week to help them develop a love of books and reading. Year 4 pupils should have had reading brought alive by trips to the theatre based around books that have been read. Year 2 pupils should have used the library to support their phonics learning and knowledge and to help enrich the school reading scheme and should have experienced trips to the local library in order to better understand and utilise local resources.

Mathematics

We hope for pupils to be achieving, or near to achieving, national expectations and showing good progress over their time within our school.

We want our pupils to have a passion for learning mathematics and understand its association with real-life skills for their future.

By the end of Year 2 pupils will have been taught:

By the end of Year 4 pupils will have been taught:

By the end of Year 6 pupils will have an awareness of and had the experience of:

Music

My vision is for all pupils to unlock the ability to express themselves musically while developing their understanding of the subject and a love of playing an instrument.

By the end of Year 2 pupils will have been taught:

By the end of Year 4 pupils will have been taught:

By the end of Year 6 pupils will have an awareness of and had the experience of: I would like to pupils to sing and play musically with increasing confidence and control, to have some understanding of the history of music and of musical composition.

PE and Physical Development – EYFS and KS1

We want ALL pupils to enjoy being physically active and develop their fundamental movement skills in a fun way which enables them to maximise their potential achievements in school.  We want to ensure that any pupil struggling with PD is identified and support given. We would like pupils to choose physical activities in and out of school because they are fun and enjoyable and not because they must do PE in school. We would like the pupils to see that staff consider that physical activity and sport is important and enjoyable, and that PE is a vital part of our curriculum.

By the end of Year 2 pupils will have been taught: to be increasingly competent and confident in the fundamental movement skills such as running, jumping, throwing, and catching after accessing a wide range of activities. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.                                                           

PE and School Sport – KS2

Here at Trumacar Primary School we understand the importance physical education and school sport has on developing the whole pupil. Our vision is to inspire a generation so that all pupils become better friends, excel in a sport, and grow up to be respectful individuals. We feel that sport is a great tool to help a pupil fulfil his/her potential, both intellectually and physically. We would like to develop the love of sport and increase participation in sports that pupils may not have realised they had the talent or the skill to be excel in. Pupils will be given opportunities to continue their sport outside of school, through Trumacar maintaining good links with clubs, making it more accessible for the pupils to succeed.  We will expose pupils to a wide variety of sports and experiences to spark their love for maintaining a fit and healthy lifestyle. This will have a positive impact on the pupils’ overall physical and mental health. We would like to see Trumacar Primary School as a place to come to for pupils to be given the best opportunity to develop as a young athlete or performer.

By the end of Year 4 pupils will have been taught:

By the end of Year 6 pupils will have an awareness of and had the experience of:

PFL

I would like to see the pupils at Trumacar Primary School show a wider awareness of the other languages that we have in the planet. 

Currently in KS2, the pupils learn Spanish and I would like to see the pupils being taught lessons to a good standard.  I want to see that the pupils and the staff are enjoying learning/teaching a new language. I also want to see the teachers teaching the subject on a regular basis and teaching effectively, enthusiastically, and confidently.    

By the end of Year 4 pupils will have been taught:

  1. Listen attentively to spoken language and show understanding by joining in and responding
  2. Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
  3. Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
  4. Speak in sentences, using familiar vocabulary, phrases, and basic language structures
  5. Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases

By the end of Year 6 pupils will have an awareness of and had the experience of:

  1. Present ideas and information orally to a range of audiences
  2. Read carefully and show understanding of words, phrases, and simple writing
  3. Appreciate stories, songs, poems, and rhymes in the language
  4. Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
  5. Write phrases from memory, and adapt these to create new sentences, to express ideas clearly
  6. Describe people, places, things, and actions orally and in writing Languages – key stage 2
  7. Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine, and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are like English.

PSHE, RSE and Values

By the end of their time in school I want the children to have understood and exhibited the Values which are important to our community (Unity, Quality, Thoughtfulness, Hope, Courage, Freedom, Co-operation, Trust, Friendship, Happiness, Appreciation, Caring, Tolerance, Respect, Responsibility, Honesty, Patience, Simplicity, Understanding, Humility, Peace, Love, Resilience and Equality.

By the end of primary School children Should have been taught about:

Caring Friendships, Families and People who care for them, Respectful Relationships, Online Relationships, Mental wellbeing, Physical Health, Healthy Eating, Basic First Aid,  and the Changing Adolescent body

By the end of Year 2 pupils will have been taught:

By the end of Year 4 pupils will have been taught:

By the end of Year 6 pupils will have an awareness of and had the experience of:

Religion

Pupils should experience a fascinating and exciting religious education where they are given opportunities to learn about and from the tenets of major world religions and other non-religious groups but with a particular emphasis on learning about the faiths of Christianity, Islam, and Hinduism as the most practised religions in Lancashire. By the end of years 2, 4 and 6 pupils should develop their skills and knowledge in the following ways:

By the end of Year 2 pupils will have been taught:

Pupils will know that Christians believe in one God who created the world and humanity. They will know that Jesus is special to Christians and more than just a man. Pupils should be able to identify core beliefs and values of Christianity including what is meant by the church family and the importance of rituals such as infant baptism. Pupils will also learn that Muslims believe in one God (Allah) and that submission (obedience) to God is an important part of Islamic life. They will also learn that Hinduism teaches that there is one God in many forms and that God is present in all living things.

By the end of Year 4 pupils will have been taught:

Pupils will have explored different Christian beliefs about the Bible and should be able to retell the story of Jesus in the wilderness, identifying Christian beliefs about Him reflected in the story. Pupils should be able to retell some of the main parables of Jesus and explain how and why these are an important source of guidance for Christians. Additionally, pupils will have explored Islamic teachings about Ramadan from the Qur’an and will have made links between Islamic values and the beliefs explored so far in their study of this religion. Within Hinduism, they will have explored teachings about good and evil in the story of Rama and Sita and will describe what moral guidance Hindus gain from the story. They will also have made links between the actions of Rama and the belief that he is an avatar of Vishnu.

By the end of Year 6 pupils will have an awareness of and had the experience of: Pupils will know that Christians believe in one God who created the world and humanity. They should be able to explain Christian beliefs about God, including the belief that God is like a father. Pupils will know that Jesus is regarded as God incarnate and should be able to retell some of the key teachings of Jesus. Pupils should also be able to explain the core beliefs and values that unite the Church (e.g., belief in one God, belief in Jesus Christ, beliefs about the Holy Spirit) and know that it is a diverse community with shared beliefs and values. They should know that Muslims believe in one God (Allah) and that submission (obedience) to God is an important part of Islamic life. They should also know why the Prophet Muhammed is important to Muslims. Additionally, pupils will learn that Hinduism teaches that there is one God in many formsand that God is present in all living things.

Science

This year, I want our pupils to develop their skills in scientific understanding, vocabulary and working scientifically for them to act as real scientists when investigating the world around them and for them to aspire to STEM careers in the future. 

By the end of Year 2 pupils will have been taught:

By the end of Year 4 pupils will have been taught:

By the end of Year 6 pupils will have an awareness of and had the experience of:

SEND

As pupils prepare to leave Trumacar in Y6 I hope that their time with us will have enabled them to grow into self-confident resilient young people, able to organise themselves and be independent. This is even more important for those with additional needs and for our current Year 6 Sept 2021 because of the disruption of the past 18 months due to the covid pandemic. Trumacar will continue to offer them a positive and supportive environment: all our teachers will promote resilience, help our pupils explore their own strengths, hopes and ways of coping with adversity. I want the pupils to be aspirational, have dreams, consider what they might want to do as adults and aim for it.

I want the pupils to understand how important getting along with others is, be able to resolve conflict in a respectful way and be able to make and maintain friendships thus being a positive role model for those younger than them.

The pupils’ wellbeing will be our top priority alongside quality first teaching from their teacher, with support from teaching assistants where necessary.

I want all pupils with additional needs to make at least 2 assessment points progress academically this next academic year.

I want pupils with additional needs to leave Trumacar with good literacy skills, especially oracy and reading comprehension, this will enable them to succeed in other curriculum areas.

Trauma Informed Practice

We intent to establish a trauma informed practice school, full of emotionally available members of staff. We intend to catch children as they are ‘falling’ not after they have fallen. When the child is experiencing a painful life event, the emotionally-available adult/s will help them process, work through and make sense of what has happened, rather than waiting until the pain of the trauma has transformed into challenging behaviour and/or physical and mental health problems. This will have a positive impact on their behaviour for learning and on the learning environment as a whole.