Barrow CEVC Primary School

Inspire, Create, Discover, Together

Curriculum Subject Statements

Curriculum Subject Statements
The current Subject Statements can be found by following the links below:
Art and D&T Curriculum Intent Statement
Art and D&T are both valued greatly and taught throughout the topics as
part of the new curriculum ‘Cornerstones’. They are considered a key
part of learning for the children at Barrow Primary school, particularly as
the school is currently in the midst of the ‘Artsmark’ award, led by Mrs
Victoria Bush. We are working towards silver/gold award mark for
September 2019.
Children enjoy expressing creativity and there have been many successful
topics with children so far, such as year 4 creating moving vehicles using
wheels and axels. A specialist Art expert (Mrs V Bush) works in school to
support and extend Art expertise and knowledge for CPD.
We are a hub for the local community, and the school is open every night
for people to use e.g. ballet, Premier Sports and Brownies. Barrow Extra
(before and after school club) provide a wide range of craft, art and
design activities, including food technology.
We have strong links with local culture in the village e.g. the Scarecrow
Festival and we host local OAPs for tea parties and working with the
children, which everyone enjoys! We enjoy large-scale collaborative
artwork created and display these regularly in the school and local church.
The national curriculum for art and design aims to ensure that all pupils:

produce creative work, exploring their ideas and recording their
become proficient in drawing, painting, sculpture and other art,
craft and design techniques
evaluate and analyse creative works using the language of art, craft
and design
know about great artists, craft makers and designers, and
understand the historical and cultural development of their art


Beliefs & Values Overview

Barrow CEVC Primary School
Beliefs and Values (R.E.) Intent

The four key attitudes for RE from the Suffolk Syllabus: respect for all, open-mindedness, appreciation
and wonder and self-awareness are fully embedded into all aspects of our Beliefs and Values teaching
and learning.
At Barrow CEVC Primary we are using the Suffolk Emmanuel Project (written collaboratively by local
teachers and the Diocese of St. Edmundsbury and Ipswich) to ensure high quality teaching which explores concepts as well as information. We are committed to our children being aware of the different beliefs and values people hold in their local environment and the wider world, with a special focus on a deep understanding of the Christian faith in a variety of expressions. They gather information and encounter people who are different from them in order to develop a respectful attitude
and enjoy the variety of different cultures

The Emmanuel Project uses 5 steps to take the children on a journey through key phases;
Engage, Enquire, Explore, Evaluate, Express

They are encouraged to ask questions and work in a range of creative ways to learn new information,
develop empathy, ask powerful questions and reflect on their own beliefs and values.
The units explore Christianity, Islam and Judaism as the three ‘Abrahamic’ faiths which have strong
similarities and comparisons to be drawn. They also explore Sikhism, Buddhism and Hindusim to
broaden their understanding of world faiths. 
Individual learning is driven by ‘learning about religions’ and ‘learning from religions’ statements
which help the children measure their own progress as they move through the school.
The scheme caters for EY up to Y6 in order to give a cohesive learning pathway for Primary age children and prepare them to be welcoming and tolerant citizens of the UK as well as being excited about
travel opportunities in the future. It also gives time and space for their own spiritual development
and shapes their sense of identity.

We will measure the impact of teaching through; 

 Pupil voice
Written and drawn evidence in Beliefs and Values books linked to differentiated success criteria
Photographs of creative and drama-based learning experiences
Scrapbooks of Beliefs and Values (R.E.) units, days and special visitors compiled and annotated by the children
Cold and hot assessment tasks at the beginning and end of units with focus on use of key specialist ‘golden vocabulary’.

Resources you could use at home to explore Beliefs and Values together

BBC Schools onlineCBeebies ‘ Where in the World’ seriesCBeebies ‘Let’s Celebrate’Newsround

Computing Curriculum intent statement
Technology is an integral part of every day life. At Barrow we aim to
prepare our children for a future in an environment which is shaped by
Our main priority of computing at Barrow is to engage children with
cross-curricular learning through interacting with a variety of technology;
we see technology as enriching learning opportunities. Therefore, we
endeavour to provide computing opportunities throughout each area of
the curriculum. 
We aim to develop confident, independent learners who are able to plan,
design, create, program and evaluate information through the use of ICT.
As well as the benefits of ICT, we are also aware of the risks. This is why
we prepare our children to stay safe online through the use of e-safety
awareness sessions and safer internet days.
The teaching of computing at Barrow is integrated within our topics as
part of our new ‘Cornerstones Curriculum.’
The national curriculum for computing aims to ensure that all pupils:

can understand and apply the fundamental principles and concepts
of computer science, including abstraction, logic, algorithms and data
can analyse problems in computational terms, and have repeated
practical experience of writing computer programs in order to solve
such problems
can evaluate and apply information technology, including new or
unfamiliar technologies, analytically to solve problems
are responsible, competent, confident and creative users of
information and communication technology

English Curriculum Statement

At Barrow School, children are taught to read widely, fluently and confidently
for both enjoyment and information gathering.
The ability to decode words is taught through synthetic phonics using letters
and sounds and ‘Jolly Phonics’ actions. It is taught systematically in response to
ongoing assessments and the needs of individual children. A phonological
approach to reading is encouraged across the whole school.
Reading is a key tool for life. Teaching children to become excellent readers is a
key and integral part of what we do at Barrow. We have lots of opportunities
for reading exciting books and materials. A variety of books are available in
every classroom and in our book nooks across the school. Reading is taught as
an integral part of our new ‘Cornerstones’ curriculum where is it embedded into
our themes, as well as being explicitly taught through the week focussing on
specific strategies to develop their reading comprehension.
Each week parents, teachers and volunteers listen to children read in school and
we ensure reading books are carefully matched to ability. We encourage
children and parents to record and respond to their reading through the child’s
reading record. We have recently updated our reading scheme to make it more
relevant and exciting to the children. We follow a levelled reading system which
is made up of Oxford Reading Tree books. Within each level there is a variety
of books such as stories, non-fiction, play scripts, Hero Academy and decodable
books. Children start with picture books and progress through the levels,
building on their reading experience until they have gained the necessary skills
to be a secure reader. Once a child can read fluently through the levels, they
become a free reader and have access to a wide range of chapter books.
Summer holiday challenges are given to children to keep them excited and
engaged in reading over the summer. World Book Day is celebrated at Barrow,
this gives children an insight into new and upcoming authors as well as getting
children talking about reading and characters. Throughout the year we have
visiting authors and poets to provide enrichment learning opportunities.
Parents are invited in throughout the year to a number of workshops known as
discovery cafes. In these sessions parents are given an insight into a variety of
reading areas such as vocabulary and inference.
We have a strong belief that children benefit from hearing stories read to
them as well as them reading to themselves. Each class has a daily timetabled
story time, where a class book is shared. The teachers stress the patterns and
intonation in the words during these sessions to help children understand how to
read out loud and the fluency needed.

Children have an explicit handwriting lesson weekly where they are taught
correct letter formation and joins through a scheme called ‘Letter Join.’
In Reception the children print, but from Year 1 children are taught cursive
handwriting with joins from Year 2 and beyond.

At Barrow School it is our vision that every child will learn to write by being
given real and exciting materials and opportunities. Writing is an integral part of
lessons at Barrow and children will be taught to write for a purpose by linking all
our writing to topics thorough our new ‘Cornerstones’ curriculum.
In the Early Years, children are given opportunities to write in all areas of the
curriculum and access this through continuous provision inside and out. From the
autumn term the children experience many fine motor skill activities. For
example, funky fingers or doh disco, these enable the children to develop the
muscles in their fingers in order to be able to hold a writing implement
effectively. From the first half of the Autumn Term the children have a daily
20 minute phonics input, this includes children forming letters correctly and
giving meaning to the marks they make.
We begin making children word aware from the Early Years Foundation Stage,
throughout the whole school, vocabulary is a key priority and we are currently
working alongside other outstanding schools in a vocabulary project. Each class
has a set of topic related words which are taught explicitly throughout the half
term. These are then revisited and used many times throughout the topic and
beyond, with the hope that children will retain them in their long term memory
and become part of their everyday vocabulary.
At Barrow we consistently use new research and ideas to help improve the
quality of our writing. Children are taught to write imaginatively and articulate
texts using a ‘Talk for Writing’ approach. This involves immersing children in
powerful writing which they can learn and perform. To ensure progress is
ongoing, we also use a ‘slow writing’ initiative that teaches the children the
basics of sentence structure. As part of this, the children may use sentence
stacking to edit and improve the quality of sentences. To ensure they are secure
in a variety of age appropriate writing techniques we have put in place a
progression document which details the different sentence types to be taught
in each year group. The sentence types are designed to help the children write
exciting, sophisticated pieces of writing that use the right tone for their
Spelling is a high priority at Barrow. Children are given a weekly set of spellings
to learn at home. Some are common exception words (tricky words where usual
spelling rules or applying phonics do not apply) and others follow a spelling
pattern or an element of grammar taught throughout that week. They are then
tested in a dictation style where the teacher puts the word into a sentence,
putting the words into sentences helps the children’s understand the meaning of
the words and enables them to put it into context.

Humanities Curriculum Intent Statement
At Barrow CEVC Primary school History and Geography learning teaches children
about the world in which they live and how it has changed over time.
Our History and Geography Curriculum focuses on acquiring facts and knowledge as
well as developing historical and geographical skills. We teach children about larger
global concepts such as humankind, place, significance, processes and change.
The teaching of History and Geography at Barrow follows the National Curriculum
and is integrated within our topics as part of our new ‘Cornerstones Curriculum.’
Great emphasis is placed upon acquiring historical and geographical knowledge and
vocabulary through our Knowledge Organisers.

History at Barrow aims to help pupils gain a coherent knowledge and understanding
of Britain’s past and that of the wider world and inspire pupils’ curiosity to know more
about the past. As our pupils progress they will become equipped to ask perceptive
questions, think critically, weigh evidence, sift arguments, and develop perspective
and judgement. We want pupils to understand the complexity of people’s lives, the
process of change, the diversity of societies and relationships between different
groups, as well as their own identity and the challenges of their time. Our history
curriculum provides identity, improves decision making and judgement, alongside
developing a sense of chronology. Our History curriculum is enhanced through the
addition of visitors to the school, drama, use of artefacts, day trips and residential

Geography element of our school curriculum aims to inspire pupils with a curiosity
and fascination about the world and its people that will remain with them for the rest
of their lives. Our geography curriculum enables children to develop a sense of
place, whilst exploring, investigating and understanding the man made and natural
processes that impact on our planet. We aim to equip pupils with knowledge about
diverse places, people, resources and natural and human environments, together
with a deep understanding of the Earth’s key physical and human processes. As
pupils progress, their growing knowledge about the world should help them to
deepen their understanding of the interaction between physical and human
processes, and of the formation and use of landscapes and environments. We want
our children to gain confidence and practical experiences of geographical
knowledge, understanding and skills that explain how the Earth’s features at different
scales are shaped, interconnected and change over time. We achieve this through a
variety of day trips, residential trips and local field work, exploring the immediate
vicinity of the school.

Mathematics curriculum Statement
Mathematics at Barrow is taught using a mastery approach, which has number
at its heart. The basis for planning and curriculum content are the White Rose
Maths Hub’s schemes of learning. Within our curriculum, a large proportion of
time is spent reinforcing number to build competency, ensure teachers stay in
the required key stage and support the ideal of depth before breadth.
We try to ensure students have the opportunity to stay together as they work
through the schemes as a whole group, provide plenty of opportunities to
build reasoning and problem solving elements into the curriculum.
The basis for our teaching is the use of a Concrete-Pictorial-Abstract approach.
When introduced to a new concept, children should have the opportunity to
build competency by going through the stages to embed understanding:
Concrete – children should have the opportunity to use concrete objects and
manipulatives to help them understand what they are doing.
Pictorial – alongside this, children should use pictorial representations. These
representations can then be used to help reason and solve problems.
Abstract – both concrete and pictorial representations should support
children’s understanding of abstract methods.

MFL Curriculum Statement
“Learning a language enriches the curriculum. It provides excitement, enjoyment and
challenge for children and teachers, helping to create enthusiastic learners and to
develop positive attitudes to language learning throughout life. The natural links
between languages and other areas of the curriculum can enhance the overall
teaching and learning experience. The skills, knowledge and understanding gained
can make a major contribution to the development of children’s oracy and literacy
and to their understanding of their own culture/s and those of others.”

The Key Stage 2 Framework for Languages (DfES 2005).

At Barrow Primary School we believe that the learning of a foreign language
provides a valuable educational, social and cultural experience for our pupils. It helps
them to develop communication skills, including the key skills of speaking and
listening, and extends their knowledge of how language works. Learning another
language gives children a new perspective on the world, encouraging them to
understand their own cultures and those of others.
At Barrow we have provided learning opportunities for all children in Years 3 and 4.
The focus language taught in our school is French.

Aims and objectives:

The aims and objectives of learning a modern foreign language in primary school are
to ensure that pupils:
• listen attentively to spoken language and show understanding by joining in
and responding.• explore the patterns and sounds of language through songs and rhymes and
link the spelling, sound and meaning of words.• engage in conversations; ask and answer questions; express opinions and
respond to those of others; seek clarification and help.• speak in sentences, using familiar vocabulary, phrases and basic language
structures.• develop accurate pronunciation and intonation so that others understand
when they are reading aloud or using familiar words and phrases.• present ideas and information orally to a range of audiences.• read carefully and show understanding of words, phrases and simple writing.• appreciate stories, songs, poems and rhymes in the language .• broaden their vocabulary and develop their ability to understand new words
that are introduced into familiar written material, including through using a
dictionary.• write phrases from memory, and adapt these to create new sentences, to
express ideas clearly.• describe people, places, things and actions orally and in writing.
The children will be given opportunities to:
• listen carefully and recognise sounds and combinations of sounds which are
similar to, or different from, those of English;• understand and respond with increasing competence, accuracy and
confidence in a range of situations;• join in songs, rhymes, raps and stories which enable them to practise the
sounds of the language in an enjoyable and non-threatening way;• take part in conversations at an appropriate level, reacting to instructions and
questions and expressing opinions and feelings;• memorise and recite short texts.

Reading and writing
The children will be given opportunities to:
• read stories and rhymes for enjoyment and to gain awareness of the structure
of the written language and to practise vocabulary;• remember grapheme-phoneme correspondences and vocabulary directly
taught and reinforced through word games and similar activities;• read, copy and write independently familiar words and simple phrases in
context e.g. classroom items, display labels, weather chart, date;• write sentences and short texts independently and from memory.

Intercultural understanding
The children will be given opportunities to:
• become aware of the life of children in the France,• identify similarities and differences in everyday life, social conventions,
traditional stories and celebrations;• understand and respect cultural diversity.

Planning and resources

The teaching of French is planned following the guidelines set out in the Wakefield
Scheme of work written by Rachel Redfearn and published by La Jolie Ronde. This
ensures that there is continuity and progression in both skills and content across all
A variety of resources are available in school and are allocated to particular year
groups. Published resources include: fiction and non-fiction texts, posters, CDs,
DVDs, computer software and websites are available for use throughout the school.

Online French resources and

Music Curriculum Intent Statement
Music is taught through our new curriculum ‘Cornerstones’ by the means
of topic work across the school and is considered a key part of learning
for the children at Barrow Primary school, particularly as the school is
currently in the midst of the ‘Artsmark’ award, led by Mrs Victoria Bush.
We are working towards silver/gold award mark for September 2019. It
is also taught as a separate subject and in addition to this as a means to
showcase at Barrow School in the form of plays and shows.
Music is being taught by the ‘Suffolk County Music Service’ throughout
KS1 and KS2 on a rota basis. This service provides a variety of
instruments and knowledgeable teachers of the subject to teach the
children and support teachers with CPD of the subject. The year 4
children also access ‘play on’ which is a chance to learn an instrument with
tuition. Peripatetic piano and guitar teaching is available to book in school
time and are accessed by some children. These children enjoy this
offering and make very good progress, receiving certificates and rewards
and showing off their musical skills through our yearly ‘Barrow’s Got
Talent’ shows.
Musical and singing assemblies are taught every week and are Values and
Christian ethos linked. They often use actions to engage the children and
to make them accessible to all the ages to remember the words.
Presentations are provided for teachers by the arts co-ordinator for
teachers that are leading the singing assemblies or other assemblies that
week, including: warm-up/cool down ideas and activities, entrance music
and a wide song bank for the teachers to choose from that are linked to
that term. The music co-ordinator also provides a ‘Composer in the
Spotlight’ half termly, with a display and focused music for each assembly.
A separate music display is also now in the entrance to the school.
The school hosts several arts-based extra-curricular activities e.g.
Musical Medley and for three consecutive years, we have held a staff
Panto with much singing, dancing and theatrical style acting, which
inspires the children to follow suit. Staff also provide singing
entertainment along with the children through the yearly ‘Summer Show’:
all this provides the children with performance skills and enables a time
to showcase their singing and musical skills.
The national curriculum for music aims to ensure that all pupils:

perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations

PSHE at Barrow Primary School curriculum statement
PSHE at Barrow Primary School

PSHE (Personal, Social, Health and Economic Education) is an important
part of the curriculum at Barrow Primary School.
PSHE is a program of learning through which children acquire the skills
and knowledge they need to live healthy and happy lives now and in the
future. Through PSHE education children develop and build on ‘Life
Skills’ that they need to succeed as individuals and as a member of
society. Through PSHE we explore and counter any ‘Barriers to
Learning’ that children may have.
The Programme of Study

At Barrow Primary School, we believe that it is vital to put the child at
the heart of our planning. We therefore have adopted and adapted
aspects of different programmes of study including SEAL the
programme of study to ensure that we are catering to the needs of all
the children in our school.
Our main focus of study is based on three core learning themes
1. Health and Wellbeing2. Relationships3. Living in the wider world
We teach the core areas through our embedded PSHE curriculum
within the Cornerstones curriculum framework as well as holding
specific PSHE learning days each half term.

The aims of PSHE education at Barrow Primary School is:

To provide children with the knowledge and skills they need to live healthy, safe, responsible and balanced lives.
Eliminate ‘Barriers to Learning’.
Provide children with opportunities to explore their own needs, beliefs and values and appreciate differences in others.
Ensure all children become positive and active members of society.

Science curriculum statement
At Barrow CEVC Primary School we believe that a high quality science education
can give all children a strong understanding the world through the specific
disciplines of biology, chemistry and physics.
As one of the core subjects taught in Primary Schools, we give the teaching and
learning of Science the prominence it requires. This is achieved by embedding
the primary science curriculum within engaging topic based learning including
specialist vocabulary for topics specifically taught and consolidated throughout
the school year.
Our science curriculum aims to support the inquisitive nature of our children, to
promote respect for living and non-living things and equip pupils with the
scientific knowledge required to understand the universe today and in the
future. Our science curriculum builds upon these principles and aims to promote
the skills required needed for scientific enquiry in order to deepen pupils
scientific knowledge.
Through ‘hands on’ practical lessons children are encouraged to think about
their own understanding of the world, to ask questions and to explore ways in
which these questions can be answered through investigation. Children are
taught how to make predictions, plan investigations, keep tests fair, use
equipment safely, measure and record their results, draw conclusions and
present their results.
The National Curriculum provides the structure and skill development for the
science curriculum being taught throughout our school, which is now linked,
where possible to the theme topics to provide a creative scheme of work, which
reflects a balanced programme of study.

Curriculum Resources

Vocabulary, grammar and punctuation lists for Years 1 through 4

How to read with your child at home (print off and fold into a booklet)

Our guide to PSHE (Personal, Social and Health Education) in school

Useful website links for reading

As the National Curriculum is changing rapidly, you may wish to download the National Curriculum Parents Guide from Rising Stars. This explains the changes to the National Curriculum and the new assessment and contains a clear outline of the new content, by year group, with some background information about how the curriculum and assessment work.