Curriculum Subjects

At Pontefract Academies Trust, we believe that high-quality Art lessons will inspire pupils to think imaginatively and develop creative procedural understanding.  Our Art curriculum provides pupils with opportunities to develop their skills using a range of media and materials. Pupils learn the skills of drawing, painting, printing, collage, textiles, sculpture and digital art and are given the opportunity to explore and evaluate different creative ideas. Pupils will be introduced to a range of works and develop knowledge of the styles and vocabulary used by classical and contemporary artists. Our teaching follows an ambitious, programme of study accessible to all pupils in school right through from EYFS to the end of Year 6. Art and Design explores questions about the impact and effect art can have on different times, cultures and people and pupils explore many forms of art and creativity including sculpture, painting and colour mixing, shading techniques and the use of texture and colour. Pupils also learn about influential people who have affected the art and design world. These may be architects, artists or designers. By learning about these people, we aim to inspire pupils. As a result, we encourage pupils to express themselves and understand how art is applied to the real world. It is paramount that art work be purposeful; be this as a means of expression or to explore the styles of other artists that inspire our own work. Pupils should be clear what the intended outcomes are and have a means to measure their own work against this. In Art, pupils are expected to be reflective and evaluate their work, thinking about how they can make changes and keep improving. This should be meaningful and continuous throughout the process, with evidence of age-related verbal and written refection. Pupils are encouraged to take risks and experiment and then reflect on why some ideas and techniques are successful or not for a particular project. The use of sketch books provides pupils with the opportunity to reflect on and adapt designs.

All pupils in Pontefract Academies Trust have the right to have rich, deep learning experiences that balance all the aspects of computing. With technology playing such a significant role in society today, we believe ‘computational thinking’ is a skill that children must be taught if they are to be able to participate effectively and safely in our digital world. In addition, the generation of children we teach are already digitally literate so we ensure that children develop their reading, writing and oracy skills in order to fully access the computing curriculum and develop the skills needed to be successful in an ever-changing digital landscape.

Our curriculum is planned so that pupils can apply and consolidate their computing skills within many areas of our curriculum, as well as through continuous wide-reading opportunities - which are embedded throughout other subjects. We ensure our pupils understand the importance of safe and responsible uses of technology - both inside and outside of school. This includes across a range of online platforms, including social media, apps and video games. Online safety is taught explicitly within computing sessions and wider curriculum activities.

In EYFS, pupils gain vital experience when using a range of technological equipment. They are encouraged to use this equipment in a variety of ways by investigating their uses. Pupils are exposed to current and important technology such as interactive screens and tablets.

We understand that pupils must be equipped with the essential skills and knowledge which will enable them to access the digital world. In Key Stage One, pupils learn how to use technology safely purposefully – ensuring they understand the importance of personal data such as the use of individual and unique passwords. They are made aware of their own digital footprint, allowing them to gain the skills and knowledge to use technology in a safe and respectful manner. Pupils are exposed to a range of computer programmes – developing their awareness of the digital capacity which is at their fingertips. In Key Stage Two, children are made aware of the importance of internet safety and how to stay safe on the internet – knowing what to do and which organisations they can contact when they come across inappropriate content. Children also develop their understanding of algorithms by designing, writing and debugging programs to achieve a specific outcome. Emphasis at this point in their educational journey is primarily focused on using local reasoning to debug and overcome problems.

At Pontefract Academies Trust, our Design and Technology curriculum engages, inspires and challenges pupils to design, improve and evaluate a range of products for different purposes.

We want pupils to design and make products that solve real and relevant problems within a variety of contexts. We also aim to make relevant links to designs and designers wherever possible within other curriculum subjects such as: mathematics, science, computing and art. This promotes additional opportunities to learn and connect.

We develop manual dexterity and the interaction of components in design briefs through a variety of creative and practical activities. Throughout the year pupils will learn how to create and test imaginative products with clear end product evaluation and critique to tweak and improve where applicable. Pupils will learn about different engineers, designers, chefs and architects. They will appreciate how their products have changed the world in which we live; and are likely to impact the world in the future

Pupils learn about past and present technology. They develop an understanding of technological innovation on daily life. Design and Technology provides opportunities to solve meaningful problems in different countries of varying sustainable and economic growth. Pupils build the technical skills and knowledge needed to undertake everyday tasks. They will become confident in using computer-aided technology. These skills prepare them for our ever-changing environment in which they need to cope and thrive.

Across Pontefract Academies Trust, our English curriculum is designed to develop children’s love of reading, writing and discussion and prepare our learners for life as successful, valuable and socially responsible citizens. We inspire an appreciation of our rich and varied literary heritage and a habit of reading widely and often. We nurture a culture where children take pride in their writing, can write clearly, imaginatively and accurately and adapt their language and style for a range of contexts. We inspire children to be confident in the art of speaking and listening and to use discussion to communicate and further their learning in all areas of the curriculum.

We believe that children need to develop a secure knowledge-base in Literacy, which follows a clear pathway of progression as they advance through the primary curriculum. Our carefully sequenced, broad and balanced curriculum, underpinned by inclusive practice, aims to provide our children with the opportunity to build on their experiences in order to achieve their goals. We believe that a secure basis in literacy skills is crucial to a high-quality education across the curriculum. Across our Trust, we whole-heartedly promote high standards of literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for pleasure, purpose and productivity. We want to ensure that our pupils fully understand the importance of all aspects of literacy to access wider opportunities across all subjects, and indeed in the future success of their lives in general.

Geography is a key driver behind supplementing our broad and balanced curriculum, underpinned by our canon texts and interweaved with opportunities to develop core skills such as reading whilst maintaining the fidelity of core geographical skills.

Pupils are provided with opportunities to experience Geography first-hand and, as such, we organise regular visits and experiences to inspire pupils’ curiosity about the world and its people whilst developing their contextual knowledge and understanding of key curriculum elements. We aim to widen our pupils’ knowledge of human and physical aspects of the world, exploring diverse places and people, tackling current global geographical issues such as the detrimental impact of deforestation and reflecting on the choices we can make to live a more sustainable existence, becoming global citizens in the process.

In the Early Years, pupils begin to gain an understanding of the world around them and their place within it. They identify differences and similarities within their own immediate environment and communities, including the importance of looking after their environment - comparing their own environment to that of another to gain insight into the wider world.

In Key Stage 1, pupils deepen their understanding of their local environment and the human and physical features that influence its appearance before expanding their learning outside the local area to other parts of the UK and beyond, including continents and oceans. Within this, pupils are encouraged to ask and answer questions and are taught various geographical skills such as the use of maps, atlases and globes to support their understanding of their position within the world and direction, including the cardinal compass points.

In Key Stage 2, pupils further deepen their knowledge, skills and understanding of key geographical components, including exploring weather systems, landscapes and population densities in a variety of countries and continents. Pupils build on their mapping skills by studying the features of the world. They are immersed in increasingly complex means of demarcating the divisions of earth, including longitude and latitude, and study the location and characteristics of some of the world’s most significant human and physical features within.

History is a key driver to underpin our use of canon texts to establish a broad and balanced curriculum which has opportunities to develop core skills such as reading and establishing an understanding of chronology. Pupils are provided with opportunities to enquire, think critically and use evidence in order to gain a coherent knowledge of Britain’s past and that of the wider world. We are keen to provide pupils with opportunities to experience History first hand and, as such, teachers organise regular educational visits as well as experiences in the classroom to engage and inspire pupils. We intend that pupils gain an understanding of different historical figures and eras, appreciating the diversity of societies throughout the UK and the world and the changing relationships between different groups within history. This includes their own identity, as proud products of the historical influences of Pontefract and the community as an integral part of our school life. In the Early Years, pupils will develop their understanding of where they fit in their family and within the community. Pupils will be given opportunities to talk about significant events, family customs and explore how they differ from their friends and loved ones. Pupils will sequence simple timelines of their life, from birth until present day. In Key Stage 1, pupils will build on their knowledge gained in the Early Years, extending their exploration of changes within living memory to learn about changes in the lifetimes of their relatives as well as about the lives and lifestyles of historically-significant figures in the recent past and about famous people and significant historical events in the more distant past, including those from British history and their impact on today’s society. In Key Stage 2, pupils learn about people and significant events from a range of time periods in their own locality, in Britain and in other parts of the world. They will gain an in-depth understanding of the various shifts and influences in culture which have shaped modern Britain, from Roman invasion to a progressively extensive understanding of the events and costs of World War 2. The importance of ancient civilisation and human development over time is reinforced to appreciate the society we inhabit today, through study of the influence of a range of historical cultures such as the early spheres of democracy in Ancient Greece and the advancements of early Islamic civilisations. Within this, pupils are taught the skills of historical enquiry through practical activities and by considered appreciation for and evaluation of a range of genuine primary and secondary sources.

At Pontefract Academies Trust, we aim to have a community of enthusiastic mathematicians who enjoy displaying their numeracy skills.  Our pupils develop a love of mathematics and are able to apply their knowledge and skills to real life, preparing them with the necessary skills for future employment and financial literacy. Our main aims for all pupils are:

• To become fluent in the fundamentals of mathematics.
• To be able to reason mathematically
• To successfully solve problems by applying their mathematics knowledge

We recognise that the development of mathematical skills is essential to everyday life and we are passionate about fostering an appreciation of the power of mathematics. We encourage pupils to make strong links across mathematical ideas and apply their knowledge to other subjects including science and computing. As part of our curriculum vision we promote the explicit teaching of mathematical vocabulary and believe that exposing pupils to the quality and variety of language is significant in developing their vocabulary.  Pupils develop skills in being articulate and are able to successfully reason verbally, pictorially and in written form. We understand the importance of mathematics and its inter-connectivity with all other curriculum subjects. We believe that a high-quality mathematics education should inspire a sense of enjoyment and curiosity about the subject, providing pupils with a foundation for understanding the world in which they live. The mapping of mathematics across school shows clear progression in line with age related expectations and within each unit taught. Our teaching follows an ambitious, programme of study accessible to all pupils in school right through from Reception to the end of Year 6. We want our pupils to apply their mathematical knowledge and understanding to more complex problems and mathematical scenarios, so mastery is confidently developed over time.

At Pontefract Academies Trust, we aspire to expose our pupils to a broad and ambitious Modern Languages curriculum, which is rich in skills and knowledge, develops self-efficacy, kindles curiosity and promotes diversity and tolerance of other cultures. There are numerous benefits to foreign language education, including better reading skills and increased vocabulary. We believe languages are an essential part of a broad, balanced curriculum which provides the children the opportunity to communicate more effectively with others and understand what it is to be a global citizen. Our curriculum aims to provide a linguistic foundation to allow children to express their ideas and thoughts in another language and to support in their further KS3 learning. In our school, we specialise in teaching Spanish through years 3 – 6. We encourage the love of language through engaging teaching and learning. Our practical based and visual lessons enable all learners to develop their use of the vocabulary and continuously build on this through speaking and listening.

Our music curriculum intends to inspire creativity, self-expression and provides opportunities to connect with others. We hope to foster a lifelong love of music by exposing pupils to diverse musical experiences. By listening and responding to different musical styles and incorporating as much performance into the curriculum as possible, we will enable them to become confident, reflective musicians. The aims of our Music curriculum are to develop pupils who:

• Can sing and use their voices individually and in a group
• Create and compose music on their own and with others
• Use technology appropriately when composing
• Have opportunities to learn a musical instrument
• Understand and explore how music is created, produced and communicated
• Listen to, review and evaluate the work of great composers and musicians from a range of historical periods, genres, styles and traditions
• Enjoy and have an appreciation of a range of different musical styles e.g. Classical, Jazz, Hip Hop, Pop, Rock etc.
• Make judgements about the quality of music.

We want our pupils to use the language and expression of music in their everyday interactions with others and develop young people who appreciate music in its widest cultural and contextual sense including its impact on wellbeing and mental health.

At Pontefract Academies Trust, we aim to inspire all children to develop a love of physical activity and sport in order that they lead a healthy active lifestyle throughout Primary School, into Secondary School and beyond. Through high quality physical education lessons, an extensive extra-curricular programme and a whole child approach, we aim to nurture confident, resilient children who will strive to do their best in any challenge they are set. We want to aid our children in obtaining the values and skills to celebrate and respect the success of others, as well as modestly celebrating their own successes. They should be able to work both individually and as part of a team, in a positive and inclusive manner. We strive to educate both our children and families to develop a greater understanding of how to live healthy lives and make healthy choices. We are dedicated to develop healthy minds, as well as bodies and will continue to support our children's well-being. We have strong links with local clubs and partnerships within our community to ensure that there are many opportunities for our children and families to continue their love for physical activity and sport outside of the school environment.

PSHE Education (Personal, Social, Health and Economic Education) is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to successfully manage their lives – now and in the future. As part of a whole-school approach, PSHE Education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

Our carefully designed curriculum supports all of these requirements and has children’s wellbeing at the heart of an informative and modern curriculum. It brings together PSHE Education, compulsory Relationships and Health Education, emotional literacy, mindfulness, social skills and spiritual development as well as up-to-date responses to a wide range of local crime and safeguarding concerns.

Our trust’s overarching intent for our pupils is to provide a personal, social, health and economic (PSHE) education programme of study which ensures all pupils are provided with: ​​

• Accurate, balanced and relevant knowledge to enable them to appreciate what it means to be a positive, tolerant member of a diverse multicultural society. ​
• ​ Opportunities to turn that knowledge into personal understanding and skills they can apply to real life situations. ​
• ​Opportunities to explore, clarify and if necessary, challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities. ​
• ​The skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives. ​
• ​Opportunities to develop positive personal attributes such as resilience, self-confidence, self-esteem and empathy. ​
• An understand of the importance of self-care, both physically and mentally.

Relationships, Sex and Health Education (RSE) is not only taught within our PSHE curriculum but is also embedded through our wider curriculum activities. We aim for the children in our schools to acquire age-appropriate knowledge which they then build upon throughout their learning journey. We want children to form positive beliefs, values and attitudes towards their learning in a safe and supportive environment where they feel confident to share their thoughts, feelings and concerns. We want our pupils to have the confidence and vocabulary to speak to the trusted adults in their lives about anything they feel they need to in order to ensure they are safe and happy. RSE has a key part to play in the personal, social, moral and spiritual development of young people.

At Pontefract Academies Trust, the Religious Education curriculum allows pupils to share their experiences, to learn from one another and from a variety of religious beliefs. It makes space for all pupils to explore their own beliefs, values and traditions, and those of others, in engaging ways. We want our children to develop positive attitudes and respect for all religions and worldviews. Our curriculum will prepare pupils for citizenship in a diverse and rapidly changing world. It explores some aspects of British Values in relation to religions and world views. Our curriculum is designed to encourage creativity, imagination, enquiry, debate, discussion and independence. We want our RE to support pupil’s vocabulary and develop oracy. We provide opportunities for pupils to reflect and to agree or disagree respectfully. We have a designed a sequence of learning to help them to self-regulate their emotions; thus, improving their mental health. Our teaching follows an ambitious, programme of study accessible to all pupils in school right through from EYFS to the end of Year 6.  The curriculum content for RE is structured so that it broadens and deepens pupils’ understanding and knowledge of the world’s religions and their wider connotations for society over time. This is also across and between year groups and key stages.
Parents and carers have the rights to withdraw their child from all or part of RE, should you wish. Please contact your child's schoolteacher to discuss further.

Science stimulates and excites pupils’ curiosity about the world around them. The use of practical resources and activities ensures that pupils can test hypotheses and engage with learning scientifically. Pupils are taught the scientific method to develop and evaluate explanations through experimental modelling. We actively encourage our children to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world. In the Early Years, opportunities for investigation, exploration and critical thinking are all around. Provision areas are carefully planned in order to support pupils to develop a range of scientific enquiry skills, including observational studies which promote awe and wonder. At Key Stage 1, pupils observe, explore and ask questions about living things, materials and physical phenomena. They begin to work together to collect evidence to help them ask and answer questions and to support and challenge scientific ideas. They begin to evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share ideas and communicate them using scientific language, drawings, charts and tables. At Key Stage 2, through a range of challenging and motivating activities designed to extend pupils’ knowledge, they learn about an increasingly diverse range of living things and their habitats, materials and their properties, and a wealth of physical phenomena such as forces and their impact. A key component of developing scientific skills is to ask questions such as “Why…?”, “How…?” and “What happens if…?”. In Key Stage 2, pupils carry out systematic investigations and explore rigorous means of classifying and sorting materials and living things, using a range of reference sources to support their work. They draw conclusions about a range of scientific enquiries, communicating them using scientific language and charts and tables which are increasingly self-chosen for their appropriateness, engaging in skills of enquiry and debate. Lessons make appropriate and effective links with other curriculum areas and subjects, including English, Mathematics, Geography and Computing.