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Welcome back to school for the Autumn Term. We look forward to a very busy and enjoyable term, with lots of learning and exciting things taking place!

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Foundation Subjects

Art and Design

In Key Stage 1 we aim to promote your child's enjoyment of art by giving them the opportunity to explore a range of materials both inside and outside of the classroom. Children will develop many art and design skills alongside gaining knowledge and understanding of artists from various backgrounds. We promote creativity and allow children to explore their interests through our curriculum based topics. 


In Key Stage 2 your child will be taught to develop their techniques and to improve on their previously learnt skills. Pupils in key stage 2 will have their own sketch book that shows their progression and experiences of art and design throughout their time in school. Pupils will have the opportunity to express their ideas through 2 and 2 dimensional activities.


Creativity is continuously promoted throughout Kirkby Stephen Primary School and we take great pride in displaying fantastic art work around our whole school building. 

Computing and Online Safety


Early Years Foundation Stage (EYFS)

Computing doesn’t stretch to early years (EYFS), but technology is mentioned in the EYFS framework. One of the areas of learning, Understanding the World, sets out that children should have the opportunity to explore, observe and find out about technology.


Key Stage 1

In Key Stage 1, your child will have been given a solid grounding in the basics of computing, including understanding algorithms, creating simple programs and learning how to stay safe online.


Key Stage 2

In Key Stage 2, your child will build on these skills and extend their mastery of computers, as both user and creator. The computing curriculum aims to make children computionally aware, teaching them concepts (how to predict and analyse results, how to break a problem down into parts, how to spot and use similarities and how to evaluate) and approaches to help them problem-solve.


Online Safety


Online Safety is an important part of keeping children safe at Kirkby Stephen Primary School.

Internet Safety Education is a crucial element of the curriculum and an essential part of young people’s development.  Online Safety is taught to all pupils as part of our computing curriculum, explaining and demonstrating how to stay safe and behave appropriately on line. The Internet is a very powerful tool and a great source of information, but with that comes some dangers. Staying safe whilst online is more important than ever.


Design and Technology

Technical capability is important for all children to live and work in modern society. The designing and making of products is an important activity which can provide fulfilment throughout their life. We aim to develop pupils skills, knowledge and understanding to work with a range of materials and components.  Your child will develop a deep understanding of what it means to design, make and analyse products in various contexts.


Key Stage 1

Through a variety of creative and practical activities, children will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They will work in a range of relevant contexts for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment.


Key Stage 2

Through various means pupils will develop their knowledge, understanding and skills needed to engage in an iterative process of designing and making. They will continue to work in a range of relevant contexts for example, the home, school, leisure, culture, enterprise, industry and the wider environment.



Purpose of Study:

“Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.”

-The National Curriculum in England


At Kirkby Stephen Primary School the KS2 classes have been language learners of French from September 2018. We believe that the learning of a language provides a valuable educational, social and cultural experience for our pupils. It helps them to develop communication skills, including key skills in speaking, listening, reading and writing. The children’s knowledge of how language works will be developed and extended. Lessons will enable pupils to make substantial progress in one language. The linguistic skills gained will assist and lay foundations for further language learning. It will provide pupils with the confidence and independence to explore and be able to attempt manipulation of the structure of language. Learning another language gives children a new and broader perspective on the world, encouraging them to understand their own cultures and those of others.


Teaching and Learning:

To promote an active learning of languages a range of teaching methods are implemented to ensure that the children are developing their linguistic skills through listening, speaking, reading and writing in order to be secondary ready. Activities can consist of actions, rhymes, stories, song, drama, grammar focus, video clips, air writing, sentence structure, dictionary work, book making and many more creative ways to extend, embed and combine language skills.


Very simply, geography is about understanding the world by: comparing locations; investigating; researching different sources; writing and talking about places; asking and answering questions.

Early Years Foundation Stage (EYFS)

It may seem strange to think about your 3 or 4 year old child as a geographer. However, the years from birth to age five provide a first opportunity to see how your child interacts with their environment — and how the environment influences them. The early learning goals at EYFS aim to guide your child onto make sense of their physical world and their community by exploring, observing, and finding out about people, places, technology and the environment.

Key Stage 1

In Years 1 and 2, your child will be asked to begin to develop a geographical vocabulary by learning about where they live, as well as one other small area of the United Kingdom and a small area in a contrasting non-European country. They will learn about weather patterns in the United Kingdom and hot and cold areas of the world. They will use ICT, world maps, atlases and globes, simple compass directions, aerial photographs and plans, as well as simple fieldwork and observational skills. All Schools have flexibility to choose the areas they teach and there is considerable variation between schools in their approaches.

Key Stage 2

In Years 3 to 6, the geography curriculum retains some flexibility, and builds and expands on previous knowledge. There are three focus areas:

  • Locational knowledge
  • Place knowledge
  • Human and physical geography

Locational knowledge examines latitude, longitude and time zones. Your child will use maps to focus on Europe, North and South America, concentrating on regions, key physical / human characteristics, countries, and major cities. They will also work on locating the counties and cities of the United Kingdom, and start to explore their human and physical characteristics.

Children also examine geographical similarities and differences by comparing the geography of a region of the United Kingdom with a region in a European country, and with a region in either North or South America. This is part of the place knowledge aspect of the curriculum.

For human and physical geography, your child will be taught to describe and understand key aspects of geography, for example: climate zones, rivers, mountains, volcanoes, earthquakes, the water cycle, types of settlement, economic activity and the distribution of natural resources.


History in the National Curriculum can be summed up in just a few statements: ordering events in time; finding differences and similarities; writing and talking about the past; using different sources for information; asking and answering questions. All classes in each year group will do all of these at some point and aim to link ‘then’ with ‘now’.

Early Years Foundation Stage (EYFS)

The early learning goals at EYFS are very much focused on the memories of the child. It may be that they are asked to remember a special event or routine or custom for their family. They may talk about differences between different family members or different generations.

Key Stage 1

At Key Stage 1, children may be asked to learn about specific people or events that are both within and beyond living history. Teachers are more free to choose who or what they would like to teach about so there is a lot more variation between individual schools. Popular choices often include people like Neil Armstrong or Tim Peake, Grace Darling, or Florence Nightingale. Events such as the Great Fire of London, the first aeroplane flight, or themes such as castles or toys lend themselves very well to learning about the past. There will often be a very strong link to a local event or person.

Key Stage 2

At Key Stage 2, the curriculum is much more prescriptive. Your child will learn all about the following periods of British history over the 4 years in Key Stage 2.

  • Stone Age
  • Ancient Romans
  • Anglo Saxons and Scots
  • The Vikings
  • A local history unit
  • A period of history later than 1066 (e.g. World War 2, Victorians, Tudors, the 1960s).

Children will also be introduced to some world civilisations in history. There is some variation allowed for schools here as they can choose one of each section. It may depend on the period of history most relevant to the children themselves.

  • Ancient Greeks
  • Ancient Egyptians or Ancient Shang dynasty of China or the Indus Valley
  • The Mayans or Islamic Civilisation or Benin (AD 900-1300) to contrast with British history



At KSPS, we aim for all children to experience a broad, balanced and rewarding music education and to develop their confidence, enthusiasm and understanding through listening, moving to music, singing, improvising, composing and performing.


We believe that music is an important part of the curriculum as it underpins many aspects of learning such as the ability to listen carefully, explore feelings, respond to stimuli, appraise, take risks and to work as part of a team.


We use 'Charanga', an online music resource with lots of visual aids and interactive activities, to engage children and support their learning. The children love it! They also thoroughly enjoy using the glockenspiels, percussion trolley, keyboards, recorders and their own instruments from home to take part practically in classroom music lessons.


All children have the opportunity to learn instruments in school and to sing in concerts and church services. They also take part in a singing assembly once a week where they learn songs related to the seasons and important festivals and even learn to sing in parts!

Well done all those who took part in the 'Eden Big Sing'. It was a fantastic production and the children involved had a brilliant day! Please visit connectresound.live/watch  to watch the video.



At Kirkby Stephen Primary School, we endeavour to ensure that RE contributes to pupils’ personal development and well-being and to community cohesion, by promoting the values of mutual respect, individual liberty and tolerance of those with different faiths and beliefs in a diverse society.


The aims of RE are to enable young people to be:


INFORMED - Know about and understand a range of religions and worldviews, so that they can:

• describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals;

• identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews;

• appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.


EXPRESSIVE - Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:

• explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities;

• express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including spiritual and ethical issues;

• appreciate and appraise varied dimensions of religion or a worldview.


ENQUIRING AND REFLECTIVE - Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:

• investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively;

• enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all;

• articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other’s lives.


Curriculum organisation:

RE is taught in school across all age ranges, for the equivalent of approximately one hour each week. This time may be as a single lesson, as part of cross curricular work or as an ongoing topic. Throughout the year there will be opportunities for pupils to visit a place of worship, experience festivals/acts of worship that may be different to their own and listen to visitors in school talking about their religious beliefs. Pupils will also be encouraged to express their own opinions based on informed teaching and learning.


The religions and beliefs that will be taught at Kirkby Stephen Primary School are:

KS1 Christianity and Islam

KS2 Christianity, Islam and Hinduism



Parents/carers have the statutory right to withdraw their children from RE and Collective Worship. Any parent/carer who wishes to exercise this right may do so in consultation with the head teacher.


Purpose of study

A high-quality PE curriculum inspires all pupils to succeed and excel in competitive sport and other physically demanding activities.  It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness.  Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

The National Curriculum for PE aims to ensure that all pupils:

·         develop competence to excel in a broad range of physical activities

·         are physically active for sustained periods of time

·         engage in competitive sports and activities

·         lead healthy, active lives

Attainment targets
By the end of each Key Stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.  Schools are not required by law to teach the example content in [square brackets].

Subject content

Key Stage 1

Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others.  They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils should be taught to:

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns.

Key Stage 2

Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils should be taught to:

  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • perform dances using a range of movement patterns
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.


Swimming and water safety

All schools must provide swimming instruction either in key stage 1 or key stage 2.  In particular, pupils should be taught to:

·         swim competently, confidently and proficiently over a distance of at least 25 metres

·         use a range of strokes effectively [for example, front crawl, backstroke and breaststroke.


* Pupils will be required to remove all jewellery for PE and swimming lessons. If earrings cannot be removed, then they should be made safe by applying tape over the front and back of the earring. For swimming, this may not be sufficient and a child may be asked to wear a swimming cap to cover the ears.