Our Curriculum Purpose

• Curriculum Purpose.pdf

We are reviewing and updating our curriculum to make sure that it delivers on our curriculum intent. We are passionate about giving our pupils the very best learning experience that we can.

To help us ensure that our pupils are acquiring knowledge and, therefore, developing skills in a progressive sequence, we have developed subject progression maps and subject strand progression summaries. We revisit and revise previous learning and build on it in our lessons to ensure that we embed key knowledge. 

If parents and carers would like any further information about our curriculum, please contact the school office and the Curriculum Lead, Mrs Marriott, or Mrs Hewitt and Mrs Small, the Co-Headteachers, will be happy to discuss this further with you.

Please find our subject progression documents below:

• Computing Curriculum Progression Map
• Science Curriculum Progression Map .pdf
• Music Curriculum Progression Map .pdf
• PE Curriculum Progression Map .pdf
• Art and Design Progression Map.pdf
• Geography Curriculum Progression Map .pdf
• Mathematics Curriculum Progression Map.docx.pdf
• Religious Education Curriculum Progression Map.pdf
• Design and Technology Curriculum Progression Map.pdf
• History Curriculum Progression Map .pdf
• Reading Curriculum Progression Map .pdf
• French Curriculum Progression Map .pdf
• Spoken Language Curriculum Progression Map .pdf
• Writing Curriculum Progression Map .pdf

Here is our reading rationale.

• Reading rationale.pdf

Our whole school reading sequence of learning can be found here:

• Reading Curriculum Progression Map .pdf

We have carefully mapped out our reading offer, considering the books, poems, rhymes and authors we want our children to encounter and enjoy as they journey through our school. Please find our Whole School Reading Spine below. We amend and adapt this to respond to pupils' interests as well as to make sure that our pupils meet the very best of children's new literature.

Our Reading Spine

 

Early Reading and Phonics

We believe that teaching reading at the very start of a pupil's learning journey should be wrapped up in a world of adventure, excitement and joy that only sharing stories and books together can bring.

Our curriculum is built around high quality texts. We understand the importance of exposing our children to the very best books and stories. Our classrooms are places where books are read, talked about and enjoyed.

This approach begins with our youngest children in Foundation Stage and Key Stage One.

In order to support our early adventurers to read for themselves, we use phonics as our prime approach to the teaching of reading. We follow the Little Wandle Letters and Sounds Revised scheme. In Foundation 1, pre-phonics is taught to embed children's listening and blending skills using Little Wandle. The Super Sounds prephonics scheme is additionally used support further skills and knowledge to prepare children for Phase 2. Phases 2-4 are taught in Foundation 2 and Phase 5 is taught in Year 1.

Children in Foundation 2 and Year 1 take part in a minimum of three weekly reads with a reading book matched to their phonics level. All children from Foundation 1 to Year 2 also take home a library book of their choosing to be shared with an adult at home.

We also regularly revise Phase 5 phonics in Year 2 for application when reading and spelling to ensure that our children have the very best knowledge and understanding to help them develop these important skills.

Further information about how phonics and reading is taught can be found here on the Little Wandle website. There are also videos and support materials.

• Little Wandle Website

More about early reading...

Children read decodable texts that are closely aligned to the phonemes and graphemes  that they have been taught in class. Books are provided that are closely matched to pupils' growing phonic knowledge so that they can blend to read successfully. We use Collins Big Cat Phonics books to start our children on the road to reading. 

Children have opportunities to read every day. This may be through whole class reading, small group reading, independent reading and one to one reading. Children also participate in a minimum of three group reads in Foundation 2 and Year 1. Opportunities to further develop reading skills and knowledge are also provided across the curriculum. We firmly believe that reading is the key which unlocks the curriculum and so it is vital that all pupils make a good start on their reading journey. In order for children to practise and consolidate their reading skills, we also provide opportunities for reading  in our continuous provision. 

We place a high priority on getting everyone reading and, because of this, children read regularly with an adult in school. Pupils take home a reading book every night but also take home a 'Recommended Read' book to share at home. We encourage our pupils to change their own reading book when they have read it twice - once to support decoding and once to develop fluency and to deepen their understanding. Practise, practise, practise is the key!

Reading in Key Stage Two

Reading at the Heart of Our Curriculum

We believe that reading should be at the very heart of our curriculum. Through reading and sharing high-quality texts, every child's learning journey should be filled with excitement, wonder and joy. Children read daily, and we actively encourage them to read independently for pleasure, discuss their books with others and explore a vibrant classroom reading environment.

Reading in Key Stage 2 (KS2)

In KS2, our primary focus is on developing both reading fluency and comprehension. We recognise fluency as the essential bridge between decoding words and understanding them deeply.

To achieve this, teachers explicitly model and practise prosody, automaticity and pacing during daily whole-class reading lessons. We build these vital fluency skills using evidence-informed strategies, including:

Echo Reading

The teacher models fluent reading with appropriate expression, and children immediately "echo" the phrase back. This helps pupils develop pacing, expression and prosody.

Repeated Reading

Children re-read carefully selected, high-quality passages several times to build decoding confidence, accuracy and reading fluency.

Open Discussion

Structured discussion is woven throughout reading lessons, allowing children to debate meaning, explore vocabulary and deepen their understanding of texts.

Developing Comprehension and Vocabulary

Daily reading lessons place a strong emphasis on vocabulary development, which is a key driver across our curriculum. Alongside this, children are explicitly taught a range of reading comprehension strategies, including:

• Activating background knowledge
• Prediction
• Clarifying
• Asking questions
• Inference
• Summarising

Targeted Interventions and One-to-One Support

Teaching children to read fluently and with understanding is a high priority. Children regularly read one-to-one with adults in school to build confidence, accuracy and expression.

To ensure all pupils make strong progress, we provide targeted individual and small-group interventions, including:

• Phonics interventions to secure early decoding skills
• Guided fluency groups to develop reading rhythm, intonation and tracking skills
• Additional reading support tailored to individual needs

Reading at Home

To support independent reading for pleasure, every child takes home a book-banded reading book that matches their current reading attainment.

In addition, each KS2 year group receives a booklet featuring our 25 Recommended Reads. These carefully selected collections showcase high-quality texts that inspire a love of reading while introducing children to a diverse range of authors, genres and themes.

Our Reading Spine

We encourage parents and carers to explore our Reading Spine, which sets out the books, poems, rhymes and authors that children will encounter throughout their journey through school. The Reading Spine ensures that all pupils experience a rich, diverse and carefully sequenced literary diet that supports both academic achievement and a lifelong love of reading.

Here is our writing progression map.

• Writing Curriculum Progression Map.pdf

Writing

EYFS

In Foundation One, we begin by focussing on supporting children’s gross and fine motor development through our daily Movement Time. We teach children different ways to make marks (including directional language), how to hold a pencil and progress to writing our name. We also have a weekly mark making focus through our Literacy sessions, where we work on embedding basic skills to support children to become writers.

In Foundation Two, we continue to focus on supporting children’s fine motor development through targeted daily fine motor time to prepare children for their phonics session. We teach children how to write letter sounds and how to segment to spell. This progresses through the year for children to write in captions and sentences.

In EYFS, parts of our Continuous Provision have been designed to support children’s writing. We have mark making and writing opportunities throughout our provision for children to apply their writing skills, as well as a specific Writing Area.

Key Stage One

At Priestsic Primary School, we want all children to see themselves as writers. In Key Stage One, we support pupils to develop the skills, confidence and independence needed to communicate their ideas through writing.

Children begin by securing sentence construction and gradually build the stamina needed to write longer pieces. They learn to write for different purposes and audiences, developing their use of vocabulary, punctuation, grammar and spelling along the way. We place a strong emphasis on applying phonics knowledge to support accurate spelling and encourage children to take pride in their work.

Writing opportunities can be found throughout our classrooms and wider provision. Each classroom has a dedicated writing area stocked with resources to support and inspire young writers, and children are encouraged to apply their writing skills across the curriculum and through play-based learning.

We use high-quality texts, real-life experiences and engaging topics to inspire writing. By giving children meaningful reasons to write, we help them develop confidence, creativity and a love of writing that will continue to grow throughout their time at Priestsic and beyond.

Key Stage Two

At Priestsic Primary School, we continue to develop confident, articulate and ambitious writers throughout Key Stage Two. Building on the strong foundations established in Key Stage One, pupils learn to write with increasing accuracy, creativity and independence across a range of genres and purposes.

Children are taught to craft writing that is well-structured, engaging and suited to its audience. They develop their understanding of vocabulary, grammar, punctuation and spelling, learning how these elements can be used effectively to communicate ideas, create impact and influence the reader.

Our writing curriculum is carefully sequenced to ensure pupils build upon prior learning and are challenged to refine and extend their skills each year. Through the study of high-quality texts, rich vocabulary and inspiring experiences, children learn to write with greater sophistication and confidence.

Writing is valued across the curriculum, and pupils are given regular opportunities to apply their skills in a range of subjects. Whether writing narratives, explanations, persuasive pieces or reports, children are encouraged to take pride in their work, edit and improve their writing, and develop their own unique authorial voice.

We strive to foster a love of writing by providing meaningful and engaging contexts that inspire pupils to express themselves. By the end of Key Stage Two, our pupils are equipped with the knowledge, skills and confidence needed to be successful writers as they move on to the next stage of their education.

Why Maths is Important

Maths is an essential skill that enables us to live an independent life. It teaches us how to make sense of the world around us, whether it be: calculating the total amount of money we need to purchase items, knowing what time to meet a connecting train or weighing precise amounts of ingredients when following a recipe. Maths helps us to develop problem solving and reasoning skills that allow us to solve a variety of problems in our every day lives.

National Curriculum Purpose of Study

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

What Maths Looks Like At Priestsic Primary School

Our main aims at Priestsic Primary are to make our children fluent in solving calculations involving the four mathematical operations and to equip them with the tools to solve a variety of problems. The units of work are, by necessity, organised into distinct areas, but pupils will make rich connections across mathematical ideas. Developing problem solving and reasoning skills is a thread that runs through all our Maths lessons. Children are constantly challenged to explain why, to prove how they know, to convince that they are correct or to find all possible outcomes. They have the opportunity to use a wide range of resources to support their learning such as hundred squares, number lines, Numicon, cubes, place value cards and other small apparatus as we follow a CPA approach in our delivery. Mathematical skills are developed across the curriculum in subjects such as Science, Design and Technology and PE.  Vocabulary is explicitly taught at the beginning of every lesson and in order to facilitate children to know more and remember more key concepts run through the whole of our curriculum and  opportunities to revisit previous learning are planned into every lesson.

A Mastery Approach and what it looks like at Priestsic

A Mastery Approach - What it looks like at Priestsic.pdf

Working Walls

The main purpose of the working walls at Priestsic is to support children in their current learning and enable independence.

Every classroom across the school has a mathematics working wall in it.  Working walls are adapted for each age group. There are general principles for the working walls that have been agreed with teachers across the school:

• Key facts are put on the wall at the beginning of the week and then built on.

• The working walls are constructed with pupils and built on together.

• Examples of effective work are put on the wall (WAGOLLs)

• The success criteria/steps to success for a calculation is written with the pupils, rather than given to them.

• Key vocabulary is readily available and teachers expect children to use the vocabulary during maths talk and their written answers.

• Summaries and key facts from previous learning is also available on the working walls for children to refer to.

 One Key Stage 2 pupil explains, “In maths, the teacher takes a problem and then shows us how she works it out. Then she puts it on the wall. That’s really helpful to look at.”

“The working wall is a ‘third teacher’ in the room. The children know that they can use it for support, if they are not sure or need to deepen their learning.” 

Maths in Foundation Stage and Key Stage One

We follow the CPA approach in Maths. Children have lots of opportunities to, 'build it, draw it and solve it' in order to deepen their understanding of Maths concepts. We have Maths areas in every classroom in Foundation Stage and Key Stage One which allow pupils to practise, consolidation and apply their developing knowledge and skills. Our environments also provide opportunities to explore and have fun with Maths. Measuring, ordering and comparing opportunities are provided through continuous provision, as well as in other subjects, where we explicitly plan where children can apply their mathematical thinking. 

Maths in Key Stage 2

We follow the CPA approach in Maths. Children have lots of opportunities to, 'build it, draw it and solve it' in order to deepen their understanding of Maths concepts. We have Maths enable tables in every classroom throughout Key Stage 2 which allow pupils to build their independence and resilience skills, as these tables are full of resources, equipment, worked examples etc. to help the children be successful on their own. 

Maths Across the Curriculum

Being numerate involves more than mastering basic mathematics. Numeracy involves connecting the mathematics that children learn at school with the out-of-school situations that require the skills of problem solving, critical judgement, and sense-making related to applied contexts.

Here at Priestsic we plan for opportunities where our children can apply what they have learnt in Maths lessons to other contexts - helping them to realise the importance of Maths and why it is needed.  

Going Deeper in Maths...

In order to make provision for children working at greater depth we have ensured to:

•Model higher-level reasoning skills (justification and proving) and encouraged children to use them;

•Model mathematical questioning during open-ended Maths problems and encourage children to ask them themselves

•Provide complex Maths problems (open and closed) with a variety of contexts and supported children initially to access these, until they were able to do them independently;

•Motivate children to be confident and resilient enough to do the above.

What our children say...

What our children think about what they are learning is incredibly important to us; they are at the heart of our curriculum. Pupil voice activities are carried out numerous times throughout the course of the year to ascertain what is working well and how things can be improved. The children's opinions, along with staff's inform the Maths subject action plan. 

At Priestsic Primary School, we teach our pupils to be curious about the world around them and develop their knowledge and understanding of important scientific ideas, processes and skills through first hand experiences and also through developing a rich knowledge. 

At Priestsic Primary and Nursery School, we provide our pupils with an Early Years Foundation Stage curriculum that gives them the building blocks for their education and embeds the knowledge and the skills they will require to be ready for school and develop a love of learning. 

 

EYFS Curriculum Intent

We aim to provide our children with an inviting, safe, calm, stimulating learning environment and curriculum that is vocabulary rich. We will support our pupils in developing their relationships with others and give them the skills to be able to interact with their peers and adults. We will develop vocabulary and teach children skills they need to become confident, fluent readers through systematic synthetic phonics. Children will have first-hand experiences and practical opportunities, where they can explore and find out more and develop their natural curiosity and vocabulary as they become highly engaged in their learning. Staff will teach children to use their imagination and creativity to develop their thinking through finding their own ways to solve problems and individual approaches to activities. We will support children to become independent learners and develop resilience to strive to achieve their full potential, teaching them the skills to ensure their wellbeing now and in the future. 

 

EYFS Curriculum Implementation

Our curriculum drivers are vocabulary, aspiration, diversity and health and wellbeing. We prioritise the Prime Areas of Learning and Development to build strong foundations in communication and language, physical development, and personal, social and emotional development, enabling children to become confident and independent learners. Foundational knowledge is embedded through daily phonics and mathematics sessions. We implement our curriculum through high-quality interactions between adults and children in our well-planned continuous provision indoors and outdoors. Our staff develop strong relationships with the children. We have carefully sequenced learning opportunities that develop knowledge and skills over time, as well as purposeful play experiences to encourage curiosity, creativity and problem-solving. Our school values provide a basis for developing key personal skills necessary for a successful learning journey now and in the future - self-belief, independence, kindness, responsibility, respect and resilience.

Learning through Play with our Continuous Provision

At Priestsic Primary and Nursery School, we know that children in the Early Years Foundation Stage and Key Stage One learn best through play and exploration where they can experience learning for themselves. Through our continuous provision, our children get daily opportunities to be an artist, writer, mathematician, scientist, performer, architect, designer, storyteller and many more. From their play and experiences, our children are able to consolidate their skills, knowledge and understanding which enables them to be become independent and resilient learners, as well as develop a love for learning. Through our indoor and outdoor environments, children are busy and actively engaged in a wide range of activities that they themselves have chosen. The role of the adult during this time is to interact with the children to support, model, question, observe and challenge the children as necessary in order to move their learning on.

Our classroom environments are organised to promote and develop continuous provision and provide our children with opportunities to make their own choices, initiate their play and carry out their own ideas. Our resources are labelled and displayed on open shelves and units so children have free and easy access. In addition, the provision enables children to return to their previous learning to consolidate their skills and knowledge and build on it further.

At Priestsic School, we develop children’s skills, knowledge and talents by recording what they have experienced, seen, felt and imagined. We do this using a range of materials, techniques and tools through studying a rich variety of artists, crafts people and designers. We deliberately make links with other curriculum subjects, at times, to enable art and design to be both studied for joy, freedom of expression and creativity but also purposefully through exploration of links in learning to other subjects such as; Maths, English and History.

Central to our school’s ethos is the idea that each child should be prepared for living life in modern Britain.

This is achieved through embedding British Values (BV) and Spiritual, Moral, Social and Cultural Development (SMSC) throughout the curriculum.

The spiritual, moral, social and cultural development of each child is recognised as being of fundamental importance for the education of all children by Governors, staff and parents of our school. It is taught not only through all subjects, in particular Religious Education (R.E.) and Personal, Social, Health and Relationship education (PSHRE), but also through the school ethos.

It supports all areas of learning and can contribute to the child’s motivation to learn. It is recognised that such development will be most successful when the values and attitudes promoted by the staff provide a model of behaviour for the children. To support our teaching of British Values and enhance our SMSC ethos, we not only promote these values through our curriculum, we explicitly teach specific values each half term. This helps our children to understand some key values and identify that many of the same values are important for people regardless of background, culture, faith or beliefs. 

At Priestsic Primary and Nursery School we recognise the importance of our role in developing children’s awareness and acceptance of others. We also recognise that some of their existing knowledge or beliefs in regards to the protected characteristics need challenging. We do this by educating them in an age appropriate way, showing children that regardless of background they share many similarities and that everyone can be both successful and achieve.

We continually review the needs of our children, our community, as well as current global issues, so that we can plan careful learning opportunities and experiences that will prepare our children with values for life.

Throughout all subjects we ensure that children are taught to challenge stereotypes and are educated to value and respect differences; including those reflected within the nine protected characteristics. With this in mind, texts, story books and significant people as understudies (across all subjects), are carefully chosen to provide our children with opportunities for discussion in order for them to learn and appreciate that differences are not a barrier to relationships, achievement or success.

What is SMSC?
Spiritual Development relates to the quest for individual identity and the search for meaning and purpose in our existence. It is associated with a dimension of life which is not necessarily experienced through the physical senses, but has much to do with feelings and emotions, and attitudes and beliefs. Spiritual development is not solely linked to a particular doctrine or faith and is therefore accessible to everyone.

Moral Development is concerned with fundamental decisions about how we should behave and act and the reasons for such behaviour and decisions. It relates to the child’s developing understanding of what is ‘right’, ‘wrong’ and ‘fair’. Moral development in school tries to build upon the child’s experience in the home, accepting that there might be different approaches between home and school.

Social Development is concerned with the skills and personal qualities necessary for individuals to live and function effectively in society. In school we build on and support the functions of the home and wider community by helping to prepare our children to live in society.

Cultural Development allows the child to recognise that all cultural groups are distinctive. Culture is the embodiment of shared beliefs, knowledge, customs and values of that group. The child needs to appreciate the distinctive features of their own culture and those of others. This will help children to answer the questions “Who am I?” and “Where do I fit in?”

What are British Values?

• Democracy
• Rule of law
• Individual liberty
• Mutual respect
• Tolerance of those of different faiths and beliefs

Being Part of Britain
As a school we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions and customs throughout the year; including, harvest festival, Remembrance Day, May Day, Easter services and Christmas celebrations! We also value and celebrate national, charity and sporting events.

Learning about being part of Britain is also part of our school curriculum and is taught in Early Years as they learn to understand the World they live in and through both Geography and History at Key Stage 1 and 2 (KS1).

Democracy
Children, parents and staff have many opportunities for their voices to be heard

Obvious examples are our school council and eco school committee. The election of the School Council members and eco committee members reflects our British electoral system and demonstrates democracy in action: candidates explain why they would like the role, pupils consider characteristics important for an elected representative and pupils vote in secret. 

Other examples of ‘pupil voice’ are:

• Children choose their own dojo rewards for when they achieve their class target.
• Children are regularly asked their opinions by different subject leaders and SLT to further improve subjects and areas within the school.
• Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. One of our school values is respect.

The Rule of Law.
The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. The school has a set of values which children learn and follow from Nursery. Rewards and sanctions are consistent throughout the school to encourage children to follow these values.

Children are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken.

These values are reinforced in different ways, including:

• Visits from authorities such as the police and fire service.
• During Religious Education, when rules for particular faiths are thought about.
• During other school subjects, where there is respect and appreciation for different rules (in a sports lesson, for example).

Individual Liberty
Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment and empowering education, we provide boundaries for our young pupils to make choices safely; for example:

• Choices about what learning challenge or activity.
• Choices around the participation in extra-curricular activities.
• Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to exercise these safely, such as in our e-safety lessons.

Mutual respect and tolerance of those with different faiths and beliefs:
Our pupils know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have, and to everything, whether it is a school resource, a religious belief or whatever. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the school community should treat each other with respect.

This is also enhanced:

• Through Religious Education and other lessons where we might develop awareness and appreciation of other cultures;.
• In English through fiction;.
• In Art, Music and DT by considering culture from other parts of the world.

Children gather daily, either as a class, a key stage or the whole school. These times include carefully planned assemblies to deliver the key British Values themes or themes based on the social and emotional aspects of learning, assemblies to promote religious holidays or times to sing or reflect as a group. 

Physical Education at Priestsic

At Priestsic, we value Physical Education. We want them to have no limits to their aspirations, and grow up wanting to be personal trainers, nutritionists, sports journalist or gold medal winners! We enable our pupils to become physically confident in a way which supports both their mental, and physical health and fitness and wellbeing. We encourage positive and inclusive participation in physical education, which will enable children to build self-esteem, team work skills, and positive values and attitudes in P.E. and across the curriculum.

Our PE curriculum has been carefully built and the learning opportunities and assessment milestones for each year group crafted to ensure progression and repetition in terms of embedding key learning, vocabulary, knowledge and skills. In addition to this we provide specialist swimming teaching to pupils in Years 4.

In order to instil a passion within our children for keeping active, we also offer a range of extra-curricular clubs throughout the school year.

Here is our PE Overview:

PE Overview

At Priestsic Primary School we are all geographers!

During a child's journey through Priestsic Primary School, they will develop knowledge and skills through a concept driven curriculum deepening their understanding of the world.

 In EYFS, the children are encouraged to observe, explore and investigate the world around them. In KS1 and 2, geographical concepts are explored further, building a love of and respect for both the built and natural world. To encourage this respect for nature and the environment, we provide our children with a range of field trips and over night residentials.  

We encourage our children to learn through practical situations where ever possible, encouraging them to develop their field work and mapping skills.  During the year, we map out and recording all the amazing places we meet in our curriculum studies.  To help us know more and understand more, there is a sharp focus on  learning the subject -specific vocabulary relating to the human and physical aspects of geography.

 Another vital concept that has been developed in our curriculum is that of climate change and the role our children can play in tackling this. The children are encouraged to take an active role in this, seeing themselves as the driving force for change. We encourage all our pupils to  express their opinions, get involved and take responsibility for their world.

 

Design and technology, like science, helps children to make sense of the world in which they live and the fact that it is all around them in the form of buildings, structures, shapes and materials. The three main elements of design and technology in our school are: Refining and Improving Ideas; Increasing Skill, Dexterity and Accuracy in Using Tools, Equipment and Materials and The Ability to Reflect on and Evaluate the Effectiveness of Products. We also study the importance of Health and Safety, especially when using tools. 

Broadly speaking, the six main strands in this subject are: STRUCTURES,  ELECTRICALS AND ELECTRONICS, MECHANICS, TEXTILES, COOKING and NUTRITION and MATERIALS. Each of these strands has a theme or question to be explored and investigate.  It can be a wonderful 'tool' for weaving subjects together and bringing learning alive!

From our earliest pupils, we develop pupils' technical knowledge through building structures and exploring how different mechanisms work. Pupils also start learning to cook food and investigate nutrition. In addition, they start to learn the basic principles of healthy eating and understand where an increasing range  of food comes from.

In Key Stage Two, children build and expand on the technical knowledge they acquire and use a range of mechanical systems in their products, including electrical devices and components. In Upper Key Stage Two, computing is also used to program, monitor and control their products. Children also learn to refine a range of cooking techniques and learn in more depth about the principles and importance of a varied and balanced diet. Furthermore, children examine seasonality as well as explore how ingredients are sourced, grown, reared, caught and processed.

Priestsic Primary and Nursery School strives to equip children with the design, making and evaluative skills to understand our modern and fast-changing world and have a positive future impact on it through becoming creative and versatile thinkers!

At Priestsic, we equip our children with the skills to be computer-literate by the time they leave us. We do this by entwining the three strands of computing; computer science, information  technology and digital literacy, throughout our curriculum. We aim for all children to have the skills needed to become active citizens of a digital world. As a school, we follow the Purple Mash scheme of learning. 

In Foundation and Key Stage 1, children are taught to create simple programs with plugged-in and unplugged devices, and debug them when errors arise, understand simple algorithms and can use technology safely and respectfully. We teach our children about being safe online in an ever-growing online world.

In Key Stage 2, children build on their skills by designing, writing and debugging programs that accomplish a set goal. They develop an understanding of computer networks, both locally, accessing and saving files, and worldwide using the internet. Children are taught to use the internet safely, to research topics and evaluate the effectiveness of digital content. Throughout the wider curriculum, children have the opportunity to present their work using a range of programs.