Art & Design

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Computing

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Design Technology

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English

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French

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Geography

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History

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Mathematics

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Music

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PSHE

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Science

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English

At The Links Primary School we recognise the importance of language in the social, emotional and intellectual development of children. We aim to develop pupils’ abilities within an integrated programme of speaking and listening, reading and writing. Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced curriculum. Opportunities will be given to consolidate and practise ‘taught‘ Literacy skills in cross curricular activities.

Children enter school with varying levels of language skills. We extend and develop these skills providing them with a variety of rich, language experiences. We recognise the need for differentiation and progression in the tasks we set in order to enable each child to develop its potential to the highest degree possible. All literacy teaching will contribute to skill development in the following areas:

  • Speaking and Listening
  • Reading
  • Writing.

Speaking and Listening

We aim that children will:

  • Think critically and logically
  • Order thoughts and express them clearly
  • Develop skills of oracy giving the children confidence and understanding, equipping them for work and leisure
  • Express and justify their feelings and opinions with increasing clarity and effectiveness and respect the opinions of others
  • Adapt their speech to a widening range of purposes and audiences
  • Learn to use the vocabulary and grammar of standard English.

Reading

We aim that children will:

  • Read and write with confidence, fluency, understanding and for enjoyment.
  • Be able to use a full range of reading strategies e.g. phonics, word recognition, graphic knowledge, picture and context clues and higher order reading skills.
  • Have an interest in books and read for enjoyment, to gather information or as a tool for providing them with a wealth of texts and story patterns for their own writing.
  • Develop the skill of silent reading
  • Develop imagination and critical awareness through reading the best examples of traditional and modern literature
  • Have experience of group, shared and individual reading.
  • Use reference materials (including ICT) with confidence and for a range of purposes.

Writing

We aim that children will:

  • Have an interest in words, their meanings and develop a growing vocabulary in spoken and written forms
  • Understand a range of text types and genres – be able to write in a variety of styles and forms appropriate to the situation.
  • Be developing the powers of imagination, inventiveness and critical awareness
  • Have a suitable technical vocabulary to articulate their responses
  • Produce independent pieces of writing using correct punctuation and sentence construction
  • Write extended pieces of text
  • Have knowledge of the work of a range of authors, poets and playwrights
  • To develop a fluid and well-formed handwriting style.

Handwriting

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Reading and Phonics

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French

Intent

It is our intent at The Links Primary School to provide all of our children with a high-quality education in Modern Foreign Languages (MFL), which develops their love of learning about other languages and cultures. Our current MFL taught is French, however we strive to provide children with opportunities to experience a range of other languages. It is our intention to ensure that by the end of our children’s primary education, they have acquired an understanding of both spoken and written French, confidence to speak in French with others and know how important other languages can be in their future.

Implementation

Our MFL curriculum is designed to develop not only our children’s language skills, but also their love of learning a language. It progressively develops language skills, through regularly taught lessons. This allows the children to acquire new language then use and apply it in a range of different scenarios and topics. Children are encouraged and supported to develop their speaking and listening skills through conversational work, singing activities and games. As their confidence and skill grows, children record their work through pictures, captions and sentences.

All children in KS2 will have regular language lesson with a specialist teacher. We currently use Lingotots to deliver.

French Coverage Term 1 Term 2 Term 3
Year 3 All about me

Songs and Games

Celebrations

Portraits

The Four Friends

Growing Things

Year 4 All Aboard

Pocket Money

Tell Me a Story

Our Sporting Lives

Brown Bear

What’s the Weather like?

Year 5 Enjoy your Meal

I am the Music man

On the Way to School

I like your style!

The Four Seasons

The Planets

Year 6 Our School At the Cafe

Now and Then

At the Theme Park

What’s in the News?


Geography

Intent

At The Links Primary School, we believe that geography helps to provoke and provide answers to questions about the natural and human aspects of the world. Children are encouraged to develop a greater understanding and knowledge of the world around them and their place in that world. The geography curriculum at The Links Primary enables children to develop knowledge and skills that are transferrable to many other curriculum areas and which can and are used to promote their moral, social and cultural development, which lends itself to develop more ‘globally minded’ children. Geography is, by nature, an investigation subject, which develops an understanding of concepts, knowledge and skills. We seek to spark children’s curiosity and fascination about the world and its people which will remain with them for the rest of their lives.

The curriculum at The Links Primary has been designed to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with deep understanding of the Earth’s key physical and human processes. The curriculum is designed to develop knowledge and skills that are progressive through their time at The Links Primary and also into their further education and beyond. With encourages children to learn geography that is contextual to their locality in the world.

The main bulk of the geography curriculum is taught in the Summer Term, where year groups focus on units of knowledge. It has been designed this way to encourage the teaching of geography to be taken outside of the classroom. Outdoor learning is an integral part of our geography curriculum, where skills are taught and experienced. It is important for children to experience geography in its physical form, looking at the environment around, experiencing places that have geographical relevance. Mapping skills and use of resources are taught throughout the year in smaller stand-alone lessons. With a focus on progression ok skills across the year groups. But it is important that resources are used in context as it strengthens the children’s knowledge and understanding in such skills.

Implement

The geography curriculum at The Links Primary there is:

  • Excellent first-class teaching of geography being delivered across the year groups.
  • Encouragement of geography lessons to take part outdoors, and through educational visits.
  • Geography teaching in a wide range of styles to develop the children’s knowledge, skills and understanding. Geography lessons should not be planned for the children to only learn from their teacher they should be encouraged to learn through discovery, through questioning and through exploration.
  • Lessons being designed so that skills and knowledge are being delivered according to the curriculum design, and they are being built upon across the school years to enable progression in the curriculum.
  • Lessons that are designed so that all students (regardless of needs) are accessing the learning and relevant interventions are in place to support children with specific needs.
  • An environment that is excited about the teaching of geography and encourages the best achievement from all its children. Where high expectations lead to high standards of evidence.
  • Consolidation of previous learning being visited frequently, and children are encouraged to make links between present learning and previous knowledge.
  • Additional enriched opportunities offered to the children through, educational visits, specialist workshops and the use of geographical resources.
  • Staff who are supported with the teaching of geography in the school and opportunities given to develop staff’s confidence in delivering the geography curriculum.
  • Collaboration alongside other subject leaders to enable cross curricular learning where applicable.

Impact

To ensure that the curriculum design is having the positive impact on the children’s learning there should be:

  • Evidence of skills progression throughout the school and in the children’s work.
  • Enthusiastic children who can articulate their learning of geography and are able to discuss their learning journey using vocabulary linked to their teaching. They should be able to verbalise what they have been learning about, how they have done this and the skills they have used.
  • Children who can recall learning from previous years.
  • Evidence of quality work in a range of forms, displays, book work, social media, videos, photographs, ICT work, for all children.
  • Children with a secure understanding of the development of their local area, Britain, and the world. They should be confident in using geographical skills, in explaining human and physical characteristics of our world, have a secure knowledge of using geographical resources, be able to use fieldwork to explain their understanding. They should have a wide range of geographical vocabulary and be able to use this language to articulate their learning and ideas.
  • Informal assessment strategies used to monitor children’s understanding and progression. With a focus on consolation and revisiting previous knowledge to build upon.
Geography Overview 20/21 Autumn Spring Summer
Geographical Place Knowledge
(Progressive across the year groups)
Geographical Skills and Fieldwork (Progressive across the year groups) Year 1: The United Kingdom and Our Local Area
Year 2: Rivers and Coasts
Year 3: Extreme Earth
Year 4: Settlements around the world
Year 5: Mapping our World
Year 6: Natural Resources and Sustainable Living

History

At The Links Primary School, we want to encourage pupils to become ‘History Detectives’, to explore the past in a range of exciting ways. We want our history curriculum to bring history to life in the classroom, the curriculum is designed so that the children develop an understanding of how events and people have shaped their way of life, giving them a better understand of the present. History at The Links Primary is taught through an enquiry-based approach and gives pupils a chance to explore a wide range of artefacts and sources, allowing children to investigate, consider and reflect on their learning. We want them to experience history in real experiences, through educational visits to important historical sites or through specialists coming into school to deliver workshops.

Children will learn about early history of the world, British history, and their own local history, we want the children to learn history in context to themselves. We want them to know more, remember more and understand more. Children will learn historical skills that they can use and adapt across a range of subjects and different areas of learning. By putting an emphasis on learning and understanding key skills we will build a solid foundation for lifelong learning.

The teaching of history begins in EYFS where children learn to talk about past and present events in their own lives and in the lives of the people around them.

This develops in Key Stage 1 where children are taught about how things have changed in living memory and how history is always moving. Moving onto significant events beyond living memory such as The Great Fire of London, and significant people who have shaped history such as Florence Nightingale and Edith Cavell and Neil Armstrong and the moon landing.

Then moving onto learning history with a chronological awareness, beginning at Stone Age all the way to WWII, with some investigation into Early Civilizations and themes such as Crime and Punishment, settlements, and the change of Religion in Britain.

History at The Links Primary is taught so that knowledge and skills are developed and built upon each year, as children progress through the school. We want our children to be prepared for their future learning and to develop an understanding of how the past has influenced their life today.

Implement:

The History curriculum at The Links Primary there is:

  • Excellent first-class teaching of history being delivered across the year groups.
  • History teaching in a wide range of styles to develop the children’s knowledge, skills and understanding. History lessons should not be planned for the children to only learn from their teacher they should be encouraged to learn through discovery, through questioning and through investigation.
  • Lessons being designed so that skills and knowledge are being delivered according to the curriculum design, and they are being built upon across the school years to enable progression in the curriculum.
  • Lessons that are designed so that all students (regardless of needs) are accessing the learning and relevant interventions are in place to support children with specific needs.
  • An environment that is excited about the teaching of history and encourages the best achievement from all its children. Where high expectations lead to high standards of evidence.
  • Consolidation of previous learning being visited frequently, and children are encouraged to make links between present learning and previous knowledge.
  • Additional enriched opportunities offered to the children through, educational visits, specialist workshops and the use of artefacts and a range of sources.
  • A history curriculum which is taught with a termly focus, and encouraged to be cross curricular where appropriate, this allows for in depth, contextualised learning of history.
  • Staff who are supported with the teaching of history in the school and opportunities given to develop staff’s confidence in delivering the history curriculum.
  • Collaboration alongside other subject leaders to enable cross curricular learning where applicable.

Impact:

To ensure that the curriculum design is having the positive impact on the children’s learning there should be:

  • evidence of skills progression throughout the school and in the children’s work.
  • Enthusiastic children who can articulate their learning of history and are able to discuss their learning journey using vocabulary linked to their teaching. They should be able to verbalise what they have been learning about, how they have done this and the skills they have used.
  • Children who can recall learning from previous years.
  • Evidence of quality work in a range of forms, displays, book work, social media, videos, photographs, ICT work, for all children.
  • Children with a secure understanding of the development of their local area, Britain, and the world. They should be confident in using historical skills, in interpreting sources and evidence, confident to make judgements and be able to communicate their findings clearly with justifications of their findings. They should have a wide range of historical vocabulary and be able to use this language to articulate their learning and ideas.
  • Informal assessment strategies used to monitor children’s understanding and progression. With a focus on consolation and revisiting previous knowledge to build upon.
History Overview 20/21 Autumn Spring Summer
Year 1 Changes in Living Memory: How have Toys and Houses changed over time? Significant Individuals: Florence Nightingale and Edith Cavell Local History: How has our area changed over time? Focus on George Stephenson and the Stockton to Darlington railway.
Year 2 Events Beyond Living Memory: Great Fire of London Significant Individual: Neil Armstrong and the First Moon Landing History of the Tees
Year 3 Stone Age to Iron Age Earliest Civilisations: Egyptians Historical National Disasters
Year 4 Roman Impact on Britain Anglo-Saxon and Viking Struggle for the Kingdom History of Early Settlements
Year 5 Kings and Queens of England WWII: The Home Front History of Mapping the World
Year 6 Crime and Punishment: From Anglo- Saxon Britain to Modern day Ancient Civilisations (Mayans, Greeks, Indus Valley) History of Power Sources (Mining and power source inventions)

Mathematics

At The Links Primary, our mathematics’ curriculum is ambitious for all. The intent of our curriculum is to ensure that every child knows more and remembers more mathematical knowledge in order to progress to their next stage of education. It is important that children develop their knowledge and skills to become lifelong learners. They should be able to apply these skills in different situations across the curriculum and in daily living outside school.

Early Years follow the new framework and ensure a mathematically rich environment promotes the importance of mathematics through the curriculum. Using The National Curriculum for KS1 and KS2, our mathematics’ curriculum has been coherently planned and sequenced to ensure that there is full scope and progression in knowledge and skills as well as challenge, breadth and depth. Crucial declarative and procedural knowledge has been identified for each year group so that particular attention can be paid to this. Our calculation policy ensures progression and consistency in written methods and recording.

We use pre-learning tasks to assess children’s prior knowledge of a composite. The outcomes of the pre-learning task are then used to inform the next steps in learning, ensuring a personalised provision for each child, enabling them to know more and remember more. Scaffolding of components is used to support learners where necessary. Each composite is then assessed and graded. It would then be revisited through daily recall of knowledge, ensuring it has been embedded into the long-term memory, to ensure children know more and remember more.

We want every child to make connections across mathematical concepts in order to develop their fluency, reasoning and problem solving skills, and to be able to apply their mathematical knowledge in other curriculum areas. We want to develop an environment where mathematical risk-taking, creativity and logical thought are encouraged, using our Links Learning Powers, in order to develop independent learners.

We aim to ensure that all pupils:

  • Develop a positive attitude towards mathematics, which includes making maths fun and bringing it to life, through the use of Active Maths, x tables Rock Stars, the use of concrete apparatus, pictorial representations and maths’ games
  • Develop and consolidate basic mathematical skills and become numerically fluent
  • Recognise prior learning, to ensure children’s learning is individualised, in order for them to make maximum progress through the use of pre-learning tasks
  • Promote confidence and competence with numbers and the number system
  • Develop the ability to solve problems through decision making and reasoning in a range of contexts
  • Develop a practical understanding of the ways in which the information is gathered, presented and interpreted
  • Explore features of shape, position and direction and develop measuring skills in a range of contexts
  • Develop mathematical communication through speaking and listening, practical activities and recording work
  • Develop an ability to use and apply mathematics across the curriculum and in real life
  • Develop a deep and sustainable understanding of mathematics through a Concrete, Pictorial, Abstract (CPA) approach

Music

At The Links Primary School we want our children to gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. We strive to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.


Personal, Social and Health Education

Intent:

PSHE curriculum looks like this:

At The Links we endeavour to promote healthy, independent and responsible members of society. Members of society who are understanding, thoughtful and accepting of others cultural and personal diversities. Our curriculum has been developed by staff to ensure full coverage of the National Curriculum. We are committed to providing a stimulating, engaging and challenging learning environment which allows children the freedom to engage in open and free discussion, to challenge gender stereotypes, to understand their own and others Mental Health, to understand how to be part of a community and the wider world. As a school community we promote and celebrate such skills and actively encourage children to use and extend their personal vocabulary. PSHE continues to be taught across the school with children building upon and extending their knowledge and prior learning across key stages.

Implementation:

How PSHE is taught:

To continue to ensure high standards of teaching and learning throughout PSHE we implement a progressive curriculum in accordance with National Curriculum Guidelines. PSHE is delivered in a variety of ways including discrete weekly lessons, Assemblies and cross curricular links with RE and PE as well as outdoor educational visits, community work and activities.

  • Teachers will begin each area of the curriculum with a Mind Map which demonstrates prior learning. Children will complete the Jigsaw programme ( 6 topics covered throughout the year – Being Me in My World, Celebrating Differences, Dreams and Goals, Healthy Me, Relationships and Changing Me), a progressive and ambitious curriculum which covers all areas of the curriculum including SMSC and British Values. Children will explore the skills and knowledge they wish to know throughout each topic. Children will revisit this at the end of each topic to discuss progress and new skills and knowledge acquired.
  • Introduce key vocabulary to deepen knowledge and understanding. Children will be encouraged to apply these knowledge and skills in everyday situations, within school and the wider community.
  • Teachers plan opportunities for cross curricular activities to deepening their knowledge and understanding. Cross curricular links with RE continue to aid secure knowledge.
  • Children to use knowledge and skills taught throughout the school and wider community.
  • Lessons will be evidenced using PSHE Evidence books in addition, technology will be used to record activities where appropriate.

RE

RE Progression in Christianity

At The Links Primary School, we use the Stockton-On-Tees agreed syllabus for RE 2019 as the basis for our curriculum. We believe that it is vital for all our pupils to learn from and about religion, so that they can understand the world around them. Religious Education provides children with opportunities to explore big questions about life, to find out what people believe and what difference this makes to how they live, so that pupils can make sense of religion, reflecting on their own ideas and ways of living. Through Religious Education, pupils develop their knowledge of the world faiths, and their understanding and awareness of the beliefs, values and traditions of other individuals, societies, communities and cultures. Our pupils will ask and answer questions about believing (meaning, purpose and truth), expressing (identity and diversity) and living (values and commitments). RE at The Links Primary will cultivate cross – curricular attitudes and skills, be a key contributor to Spiritual, Moral, Social and Cultural development and endeavour to make a valuable contribution to pupils’ exploration of British Values. Our Religious Education will be enhanced further with trips to places of worship in our local area, visits from a variety of religious groups and cultural and religious events within school.

Curriculum Implementation

To ensure high standards of teaching and learning in RE, we implement a curriculum that is progressive throughout the school. Planning for RE is a process in which all teachers ensure that the school gives full coverage of the Stockton-On-Tees agreed syllabus for RE 2019.

  • Teachers will begin each topic by re-capping pupil’s prior knowledge of the religion through discussion.
  • Key vocabulary linked to specific religions are introduced with the expectation that children will use and apply this vocabulary.
  • Lessons vary to ensure children are taught in a variety of ways (written work, discussions, role play, visits and trips) making learning both practical and knowledge based.
  • Teachers plan opportunities for memorable experiences to support and develop knowledge and learning.
  • Children are given the opportunity to use a wide variety of religious resources enhancing their learning experience.
  • Children are assessed on their knowledge and understanding in a fun and engaging way giving opportunity for them to consolidate all learning for each topic.

Science

At The Links we want our children to be naturally curious about the world around them. Our curriculum has been developed by staff to ensure full coverage of the National Curriculum and to foster a sense of wonder about natural phenomena. We are committed to providing a stimulating, engaging and challenging learning environment. Throughout our school children are encouraged to develop and use a range of working scientifically skills including questioning, researching and observing for ourselves. We promote and celebrate these skills. We want the children to have a broad vocabulary. Scientific language is to be taught and built upon as topics are revisited in different year groups and across key stages.

Curriculum Implementation

To ensure high standards of teaching and learning in Science, we implement a curriculum that is progressive throughout the school. Planning for science is a process in which all teachers ensure that the school gives full coverage of The 2014 National Curriculum programmes of study for Science and Understanding of the World in the Early Years Foundation Stage.

  • Teachers will begin each topic with a hook for learning (feely bag with objects, close up of pictures to identify, a prop, a video clip). The hook strategy is a short opening into a lesson that prepares the children for the upcoming topic that they will be learning. The hook is meant to be a short (ten seconds to three minutes), engaging moment prior to the start of a topic, grabbing the children’s interest and attention and promoting curiosity, excitement and the use of scientific enquiry skills.
  • At the start of each topic teachers take time, through discussion, to find out what our children already understand and want to find out. Children generate questions around the topic. These are then added to the working wall and planned for within a topic develop children’s interest and knowledge and understanding. Opportunities to ask further questions and deepen scientific knowledge and understanding arise throughout the topic.
  • Introduce key vocabulary to deepen knowledge and understanding with the expectation that children will use and apply this vocabulary.
  • Every lesson combines knowledge, skills and understanding and working scientifically.
  • The use of technology, wherever appropriate, to aid teaching and learning.
  • Teachers plan opportunities for cross curricular activities such as writing and maths (linking to current and prior learning outcomes) to deepening their knowledge and understanding.
  • Children are given the opportunity to read around their topic through carefully chosen books to deepen their knowledge and understanding.
  • Children are tested on their knowledge, skills, understanding and scientific enquiry in a fun and engaging way (kahoott/quizzizz).