Our Curriculum

At The Bythams, we intend to create confident, creative, and fluent writers who develop stamina for writing throughout school. The writing genres are selected depending on the topic being covered in each class and in each term and they are chosen to provide children with many opportunities to write for a variety of audiences and purposes. We intend to inspire our children’s writing using high-quality texts, both fiction and non-fiction, by a range of different authors. The genres covered throughout the year, allow for cross-curricular writing opportunities.

The Bythams:

• Provides a broad, balanced, and enriched curriculum which provides opportunities for children to apply their written and creative writing skills in other subjects.
• Aims to inspire all children to write creatively and develop a passion for writing for a variety of purposes and audiences.
• Recognises the importance of building confident, fluent and effective writers and how this impacts pupil’s progress across the curriculum.
• Ensures that all children are given opportunities to plan, practise and apply their skills.

Reading

At the Bythams, we use the phonics programme called Read, Write Inc to support early reading and writing in EYFS and KS1 classes. The scheme helps the children to learn sounds so that they can then blend them to read words. More information about the scheme can be found here: Parent guide to Read Write Inc. Phonics - Oxford Owl

Handwriting

At the Bythams, we follow the Pen Pals Handwriting scheme across both key stage 1 and key stage 2 to ensure consistency across school. Children practise their handwriting in daily sessions, and they apply these skills to their handwriting across all subjects. In key stage 2, children have the opportunity to work towards achieving their pen licence if they consistently demonstrate fluent and legible handwriting in all written work.

EYFS

In EYFS, Talk for Writing is predominately used for children to orally re-tell stories by learning language through memorable and meaningful repetition. Speaking and listening are of central importance in their own right as well as paving the way for children to make a good start on reading and writing. The Talk for Writing approach allows children to internalise the language of story so they can imitate it, building confidence through oral re-telling, before moving on to creating their own simple sentences.

Writing, Genres & Text Types

Maths is a key life skill and we stress the importance of applying mathematical skills and the acquisition of knowledge.

Teachers use the White Rose Maths Scheme to plan lessons. The Schemes of Learning make sure topics are introduced to children in a logical order and are revisited throughout the year to encourage deep learning and ensure children have the foundational knowledge they need, before moving on to more advanced maths concepts and tackling more challenging number problems. Within lessons, the children have the use of high quality materials and tasks to support learning and provide access to the mathematics. Children are encouraged to use physical resources such as cubes, tens and ones, number lines; pictorial recording and written or mental calculation as they progress through the schemes of work. There is always an emphasis on reasoning behind the processes – how answers were obtained, why the method worked and which method was most efficient in finding the solution.

Homework is set using the Mathletics website, where the tasks reflect the learning inside the classroom. We also utilise Times Table Rock Stars both within lessons and as homework activities.

We firmly believe that Maths is not an isolated subject and so encourage as much mathematical learning through other curriculum areas as possible.

Maths teaching has changed over the years and we often hear tales of children being confused when adults at home have tried to help with homework. Please see the White Rose Maths Calculation Policies, which will outline the methods which are being used by the children in school and will hopefully assist you in supporting children with work at home. These are available by clicking on the ‘Calculation Policies’ link below.

Calculation Policies

The Bythams vision for science

We will provide all children with challenging and engaging ‘hands-on’ opportunities to question and investigate the wonders of the world around us. We will support them to become confident, passionate scientists with inquiring minds.

We want children to:

• understand how and why;
• ask questions that challenge their understanding of the everyday;
• be able to plan their own investigation and challenge their own understanding;
• learn from whole school science opportunities.

During the academic year, children are given opportunities outside the standard curriculum to engage in extra science activities such as British Science Week and Wow days. We are also fortunate to have several STEM Ambassadors from industry who want to deliver lessons in our school, highlighting the different ways STEM subjects can be used in real life.

We believe that art, in all its forms, leads the way to the stimulation of children’s creativity, curiosity, imagination and self-confidence.

We provide our children with the opportunity of experiencing as wide a variety of art forms as is possible and to encourage them to examine attitudes and meaning to them.

Children develop a visual awareness and vocabulary, and an understanding of the elements of colour, texture, line, pattern and shape whilst acquiring artistic skills and techniques.

We believe that the Arts should extend beyond the confines of the National Curriculum and the school places great importance and emphasis on extra-curricular activities and developing links with artists and art providers from the wider community. All children are given equal opportunity to participate in these activities, extending their learning opportunities to include arts from many different cultures.

Children are taught skills in how to use ICT as a tool to support and further their own learning in all curriculum areas. It is used to enhance children’s handling and analysis of data and number in for example mathematics, science and geography, using spreadsheets.

Skills are taught to support children’s development and manipulation of written content across a range of subjects, to design writing for a range of purposes that combines text with images, or manipulation of structures through a word processor or publishing software.

ICT is used to support children’s research and information retrieval from the world wide web and through databases, and used to communicate via email, blogs and instant messaging. It is used to teach skills in controlling devices, giving instructions, to model outcomes and to plan, using control and modelling software. ICT teaches children the skills in how to create their own tools for a purpose through programming simple codes and instructions. Throughout the acquisition of these skills, our Safeguarding Policy ensures children learn how to use ICT in a safe, acceptable and responsible manner.

Children have access to a range of technology, which includes laptops, iPads, Lego We-do, Bee-Bots, green screens, Osmo and Spheros. We incorporate the above skills with exciting technology in a cross-curricular, inspiring and engaging way to help prepare children to access a range of technology.

Our aim in Technology is to equip children with essential practical skills using a variety of materials.

At each stage of a project children are given the opportunity to experience problem solving in 3D. Children are encouraged to consider all aspects of health and safety whilst learning how to use tools specific to a project.

Children develop the practical knowledge to enable designing an end product which is appropriate to its desired end function. Children gain the skills of planning and evaluation.

Pupils investigate a variety of people, places and environments in the United Kingdom and abroad, and start to make links between different places in the world.

They find out how people affect the environment, and how they are affected by it. They carry out geographical enquiry inside and outside the classroom. In doing this, they ask geographical questions and use geographical skills and resources such as maps, atlases, aerial photographs and Computing.

Vision – Every child has the potential to be a knowledgeable historian by achieving together

Why we believe History is important

Studying History provides pupils with a context from which to understand themselves and others: developing an ability to value other cultures and creating a sense of identity and an awareness of their role within the wider community. Within the history curriculum models of good and responsible citizenship are revealed and pupils are also encouraged to learn from the mistakes of others. History inspires curiosity and equips children to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement. We provide a high-quality history education aiming to give a foundation for understanding the world past and present for life long learning.

At The Bythams, through our Modern Foreign Languages (MFL) curriculum, we aim to encourage children’s curiosity and passion for speaking another language as well as deepening their understanding of the world. Children have the opportunity to learn French in Key Stage 2 (years 3-6). At The Bythams, we aim to develop a love of life-long learning about other languages and cultures and in doing so, we encourage a mutual respect and tolerance of other cultures. Our intention is to ensure that by the end of the children’s primary education, children 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.

Children are taught in mixed-age classes where all children are exposed to the knowledge, skills, and discussion relevant to their age. We follow the ‘La Jolie Ronde’ scheme of work- a digital learning platform that provides teaching staff with the planning material to support the delivery of French lessons. Children develop language skills progressively, through regularly taught lessons and they are taught through a mixture of topics, scenarios, drama, conversational work, singing and games. Children’s work is recorded through pictures, captions, and sentences in a workbook.

By teaching both written and spoken French, we aim for pupils to:

• be engaged and inspired to learn the language in a fun and immersive way.
• develop confidence in the four strands: reading, writing, speaking and listening.
• listen attentively to spoken language and join in.
• engage in conversations and share their learning with each other.
• develop accurate pronunciation and intonation to aid understanding when reading aloud.
• write phrases from memory and describe people, places, things, and actions orally and in writing

Furthermore, children participate in immersive experience days where cultural traditions are researched and explored to allow children to develop a secure cultural understanding. This includes learning about how Christmas is celebrated in France and comparing this to traditions in other European countries.

Our main aim is that our children derive enjoyment and satisfaction from making music. They do this by acquiring the skills to perform and compose, and by listening to and appraising music from a wide range of age, culture and tradition.

Two specialist music teachers come into school weekly to teach children on a range of instruments including guitar, ukulele and flute. We have instruments available to loan out to children.

We also enjoying singing and have a school choir who have participated in events like ‘Young Voices’.

"In every walk with nature one receives far more than he seeks" (John Muir)

What is Forest Schools?

A Forest School is an innovative, practical, educational approach to outdoor learning where children learn about the unique environment around them, how to keep themselves safe, how to use tools and create things. They learn the importance of co-operation and communication in teamwork, of determination and perseverance and using their initiative in problem solving. They learn about boundaries, responsibilities and being independent.

The Forest School philosophy at The Bythams is to “encourage, enrich and inspire children through positive outdoor experiences.” By participating in engaging, motivating and achievable tasks and activities in a woodland environment, each child has the opportunity to develop intrinsic motivation, sound emotional and social skills.

Forest School brings learning to life and life to learning!

How does Forest School work in our school?

As part of our creative curriculum we have exciting opportunities for children to explore learning through the forest school. We have two members of staff that has a Forest School Level 3 qualification. Furthermore, we have sessions run across the school by an external company called Outdoor Adventures. All other staff have completed in-house training and now deliver regular, innovative forest school activities with their classes over the year.

We are able to access the Bythams Spinney for forest school sessions, particularly with older children. On the school grounds, we are lucky enough to have our own private woodland area that we have named “The Mini Spinney” and so we have two woodland areas for Forest School sessions.

Children at the Bythams Primary School are encouraged and given the opportunity to participate to the best of their ability in a wide variety of sports, games and physical activities. It is recognised that children are naturally enthusiastic about movement and we aim to develop this to enable them to become both skilful and creative.

Foundation Stage

In Foundation the children follow the Development Matters and Foundation Stage Profile frameworks when delivering PE. The PE at this stage includes fundamental multi-skills, dance and gymnastics.

Key Stage 1

In Key Stage 1, a programme of games, athletics, dance and gymnastic activities is planned.

Year 1 children focus on fundamental skills such as throwing, catching, running, jumping and hitting in their games and athletics lessons. Their gymnastics and dance lessons develop their fundamental movement and balance skills.

Year 2 follow a similar programme to Year 1 but during the spring and summer terms they start to focus more on transferring their fundamental skills in to specific sports activities including tag rugby, basketball, cricket, tennis and more. This allows for a smooth transition into Key Stage 2.

Key Stage 2

In Key Stage 2, the above programme is extended and arranged with the addition of indoor athletics, outdoor and adventurous activities and a course of swimming for Years 3 - 6. The games unit is split into individual sport covering all the areas of invasion games, net/wall games and striking and fielding games.

Swimming is taught, using a qualified swimming instructor, and covers areas such as water skills, stroke development and enjoyment.

A competitive sports day is organized yearly for both key stages. This is the final competition of the House Championships.

We are very proud of the sporting successes the children have achieved in recent years and in order to maintain this success, we have many after school sports clubs for children to attend. These after school clubs cover all the sports we compete in including tag rugby, basketball, cricket, football, netball and more. As a school we take part in many different sporting competitions and festivals throughout the year allowing many children to experience playing against children from other schools.

Personal, Social and Health Education (PSHE) at The Bythams has a whole school approach based on what is required by the National Curriculum and is delivered using the Jigsaw scheme of work. This approach is alongside the treatment of issues that are deemed relevant to Primary School children, as and when they arise.

We recognise that good sex education is about relationships and, working alongside the curriculum for RE, is conducted in the context of loving, stable and respectful relationships. Major aspects of human reproduction are taught in Year 6, and outside agencies come into school to talk to the children about puberty and its attendant bodily changes. Parents may withdraw children from all or part of the sex education given, except that which is required as part of the Science curriculum..

Staff seek to interweave aspects of the PSHE curriculum into other learning opportunities and subject areas, alongside learning about the school values, British Values and protected characteristics so that all pupils grow to be well-rounded global citizens..

Children have opportunities to take roles such as Playground Leaders, House Captains and School Councillors and we also have a qualified ELSA (Emotional Literacy Support Assistant) to support pupils with their emotional wellbeing.

Overview Intent Statement Key Skills and Knowledge

At The Bythams, we aim to provide children with the opportunity to develop and build their knowledge and understanding of their beliefs. Children are encouraged to make links to their own life experiences by understanding the distinctive nature of religion within human experiences. We follow the Lincolnshire Syllabus for R.E which allows all children to discover more about religion as well as other world views. It helps them to build an understanding and appreciation of different beliefs, practices, and religions and how these relate to the modern world around them. The units covered, supported by the Lincolnshire Diocese, allow children to make comparisons, discover similarities and differences across different religions, whilst encouraging children to appreciate the way in which religious beliefs can shape personal and social life and contribute to personal morality and social responsibility.

At The Bythams, we support our children to:

• Develop an understand and curiosity of a range of religions which allow them to recognise the diversity in the world which we live in.
• Express ideas and insights about the nature, significance and impact of religions and world views as they develop personal views.
• Enables children to develop a deeper understanding of different faiths, promote respect for religious and moral values and tolerance of other races and religions.
• Explore and celebrate the diversity of our local community, U.K and global community.

R.E is mainly taught weekly; however, it is sometimes appropriate to block units of work to be covered as experience or themed days. We hold daily whole school assemblies which provide opportunities to come together and reflect. Our school values of friendship, honesty, happiness, creativity, respect, forgiveness, and determination are well-embedded in school culture and referred to support reflection and stimulate discussion. Work is completed in workbooks for all children in key stage 1 and key stage 2 to capture and document learning.

Skills and Knowledge Maps

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All children are taught the values of tolerance; respect for all others; personal identity; law and democracy, and their place within today's society. Children are also encouraged to develop their social, moral, spiritual and cultural understanding.

These are embedded in all lessons through our creative Cornerstones curriculum. Children are given the opportunity to nurture these values through research, debates and team work. We encourage children to discuss the differences within society and reflect on their own action and consequences.

Assembly time is dedicated to whole school learning based around the British Values and SMSC. We raise awareness of global issues and encourage support of our local community.