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As a member of the Esk Valley Alliance we have worked to produce a collaborative curriculum with a four-year rolling programme which is designed to meet the needs of children at Goathland School. Progression plans and subject knowledge organisers help us ensure good progress and the development of key ideas and school values throughout a child’s years at our school.



The most important aspect of this subject is the development of the child's language skills.  This includes reading, listening, talking and writing and forms an integral part of learning across the whole curriculum.  These skills are developed by teachers planning practical and stimulating tasks for the children which involve discussions, drama, listening to and writing stories and poetry, or finding out information for class and personal topics.

In the Reception Year and Key Stage One  phonics is taught using the Read, Write Inc Scheme. This forms the basis of our writing skills and sentence work. Other strategies used include Talk For Writing and a cross-curricular approach provides a valuable way of linking subjects together as a cohesive whole. Our reading scheme is based on Read Write Inc and Oxford Reading Tree.

In Key Stage Two a text/genre/topic based approach helps us create a stimulating writing culture. Spelling and Grammar are taught in both in context and discretely as appropriate. 


Guided reading is used to enhance pupils’ reading skills and we believe all pupils should aim to read daily at home. We are delighted to have community volunteers, one of whom is an author, visit school on a regular basis in order to hear our children read from a variety of sources.

We have a school library run by our Year 6 pupils from which children are able to borrow books on a weekly basis. The books are shared and enjoyed with a Reading Partner, fostering a love of the written word.

The spoken word and the ability to articulate and communicate are encouraged throughout the normal school week, be it in assemblies or focussing on special events such as The Eskdale Festival of the Arts or our Christmas Play.

A child's written work takes many forms; it may arise from a piece of research into a topic, or be more creative and descriptive through teachers providing an interesting stimulus, prior to the child writing a piece of prose or poetry.

The children are encouraged to write neatly, following prescribed handwriting schemes and to develop a regard for neat presentation and appearance when producing a piece of work.

The teaching of spelling and punctuation is linked as closely as possible with the child's written work and reading.  The child is made aware of the pattern and structure of spelling and of the importance of being able to communicate effectively.  Children are also taught the value of communication through the spoken word and information technology to reflect the world in which they live.



In primary schools, the effective teaching of mathematics should be firmly based in practical experience.  New skills and topics will to be introduced through appropriate practical activities using a variety of suitable apparatus and equipment.

It is essential that mathematical links are identified in and developed across the curriculum.  The mathematical curriculum needs to be enriched and enlivened by relating it, wherever possible, to real life situations and to children's own experience.  The most important elements are understanding, application and enjoyment.  The main areas of work developed in mathematics are a good understanding of the language and processes of number, including the four arithmetic rules, place value, fractions, money and decimals; the measure of length, weight, time, capacity and volume; the ability to collect,  record and present data pictorially and interpret this information; and an understanding of shape and space.

In our teaching of mathematics, we aim to create an environment in which children can acquire new skills and have fun exploring and investigating all aspects of numbers (including algebra), measurements, shape and data handling.

Mental calculation is also given high priority and parents can help children at home through supporting them to learn number bonds and multiplication tables.  Reasoning and fluency in mathematics is another area given high priority.

We ensure that our children are taught basic skills, key facts and strategies in a structured way.  Published schemes, Focus and White Rose Maths, deliver mixed-age planning with the aim of children achieving Mastery at all stages.

Reasoning and mental mathematics form the basis for children developing an operational fluency and applying their skills and knowledge to real-life situations.  We believe in the

power of ‘fun’ maths activities when it comes to making sure children are fully engaged in their learning.




Science provides a way of seeing, exploring, understanding and explaining the world in which our children live. Through our teaching of Science we aim to:

Encourage and develop children’s curiosity and fascination with the natural and physical world.

Maintain a good balance between process skills and scientific content, whilst keeping ‘hands-on’ activities at the heart of all we do.

Use a variety of teaching and learning styles i.e. investigation, illustration, exploration, basic skills, using models and ICT in order to enhance the children’s learning.

Cover the N.C. Areas of study and wherever possible include visits which raise our children’s awareness and understanding of how Science plays a key role in the world around them.

Inspire some of the scientists of the future



We aim to stimulate children’s curiosity about the past through a wide variety of historical experiences, ranging from using family photographs to visiting museums. Through this, the children will gain a widening historical perspective on the world around them. Bringing history alive through drama and role play, as well as handling and examining artefacts, helps make the past more meaningful.



The children will experience being geographers by asking questions about the world around them, distant places and the environment.  They will develop a range of geographical skills as they find answers through practical observations, explorations and through the use of a variety of reference materials.  We aim to make the most of our local environment, including the rivers and coast.




This builds practical, useful skills and helps demonstrate the value of craft and precision working. It promotes protecting the environment and using creativity to solve problems and consider our own and other’s needs and wants.






Children are given opportunities to use computers throughout their time at school across a wide range of subjects to enhance their learning.

The progressive development of children's confidence and skills in using information technology to research, process and present information will be encouraged and taught throughout the school. All classrooms have interactive whiteboards which allow pupils to access a whole range learning resources through a carefully filtered environment. We have mobile Ipads and laptops which can be used throughout school.


E-Safety Curriculum

We take E-Safety very seriously, with a safeguarding governor (Nicola Atkinson)keeping a close eye on how we behave when using technology; what we look at and listen to online, and how we stay safe when contacting other people. We use the Espresso scheme of work to ensure continuity and progression in e-safety teaching.


ART and Design 



Pupils understanding and enjoyment of Art, Craft and Design is developed through activities that require them to both investigate and make artefacts and also acquire knowledge and understanding of their own and other people's work.  The children will have access to and experience a wide range of media throughout their school life e.g. paint, clay, textiles etc.    




Pupils understanding and enjoyment of music is developed through a wide range of Activities including Performing and Composing and Listening and Appraising.  There are many opportunities to take part in school performances and productions.  We are able to offer through the County Music Service peripatetic tuition in piano and guitar, and we are fortunate to have a number of both of these instruments in school to support these extra - curricular activities




We aim to:

Provide all pupils with opportunities for the development of physical skills and understanding, within a structured, safe and supportive environment;

Foster a positive attitude towards fitness, health and personal hygiene;

Ensure each child receives a balanced programme of physical activities as set out in the National Curriculum i.e. Games Skills, Gymnastics, Dance, Athletics, Outdoor Activities and Swimming.

We participate in Inter School sporting events and festivals.  We believe that all children should have equal opportunities for active involvement, experiencing success regardless of ability while at the same time being enabled to fulfil their individual potential.

At Goathland we bring external coaches in to enhance the delivery Physical Education (e.g. Football, Cricket, Tri-golf).  We run an extra-curricular sports club and also encourage our children to become involved in clubs in the local community.


Religious Education meets requirements of North Yorkshire LEA agreed syllabus.  It is provided as part of the school curriculum and its aim is to contribute educationally to the development of children as individuals and members of society by fostering a reflective approach to life in the context of a growing understanding of the experiences, attitudes, beliefs and religious practices of mankind.


Christianity, as the main religion of our society, forms the major part of our teaching, however in addition all pupils learn about Judaism and at KS2 pupils also are taught about other religions including Islam.  The children take part in the Harvest and Christmas celebrations at Goathland Church. 


Parents have the right to withdraw children from religious education and collective worship in school after discussion with the Headteacher.


All members of staff teach RE and share in the collective acts of worship.


Our forest School

The Forest School Training Company (2020) summarises the ethos of Forest School as an approach to education that, “is based on a fundamental respect for children and young people and for their capacity to instigate, test and maintain curiosity in the world around them. It believes in children's right to play; the right to access the outdoors (and in particular a woodland environment); the right to access risk and the vibrant reality of the natural world; and the right to experience a healthy range of emotions, through all the challenges of social interaction, to build a resilience that will enable continued and creative engagement with their peers and their potential.”

The aim of our Forest School is to enable and encourage the children to direct their own learning by putting them at the centre of the process, giving them the opportunity to explore ideas and make decisions independently or collaboratively but without specific adult direction. Some activities may initially be introduced or ‘scaffolded’ by an adult but the focus is not on a content led curriculum, rather it is more a process of discovery where one question or idea leads to another until the children themselves are satisfied that an end point has been reached.

In the ‘indoor’ classroom the children’s learning tends to be adult directed and content driven but Forest School takes place in a natural outdoor setting where the children are provided with opportunities to explore and challenge their individual boundaries within a safe and supportive atmosphere. Over time and through repeated visits we believe Forest School enables the children to grow in a truly holistic way as they develop their curiosity, creativity, confidence and resilience, both individually and collaboratively, by learning new skills or overcoming obstacles whilst engaging with and showing respect for the rich diversity of the natural environment.

Encouraging Healthy Play

Our outdoor play areas with loose parts play equipment for all ages help keep children active in all sorts of different ways at break times throughout the year.

Emotional and Mental Health in the Curriculum

This is explicitly covered in the Espresso scheme of work for PHSE which is followed in Years 1-6.

PHSE Curriculum

We use the Espresso scheme of work for PHSE and relationships & health education. This scheme is aligned with the 2022 Keeping Children Safe in Education document and our other safeguarding policies.

Modern Foreign Languages

French is taught in Years 3-6 using the North Yorkshire scheme of work. This gives children a knowledge of the wider world and an understanding of different cultures and helps promote their identity as a global citizen.


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