Teaching and Learning

  • Art & Design

    Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

    Curriculum aims
    The national curriculum for art and design aims to ensure that all pupils:
    produce creative work, exploring their ideas and recording their experiences
    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 forms.

    Why is this area of learning important?
    The arts provide a wealth of vital experience to excite children’s imaginations and develop their creativity. This area of learning encourages them to participate actively, to try out different possibilities, and to make and communicate meaning to different audiences through a variety of media and contexts.  This area of learning includes art and design and teaches children how to use the arts to express their thoughts and emotions and empathise with others. Through the arts they develop original ideas, explore issues and solve problems. Participating in a range of art forms helps children become creative, responsive, critical and appreciative. They discover the value of focus, discipline and practice and the importance of working collaboratively. Working as artists themselves and responding to the work of other artists helps them to develop an appreciation of aesthetics, and enables insights into different viewpoints, identities and cultures. Children’s understanding of the arts is a source of inspiration, enjoyment and fulfilment. It also enhances their personal, social and emotional development. It enables them to participate in and respond to the creative and cultural life of their communities and different cultures and traditions.

    Essential knowledge & Key Skills
    Key Stage 1
    As the children progress through Key Stage One they use their learned knowledge of tools and materials to explore and develop their ideas by drawing, painting, collage, textiles, digital, media and printing, by collecting ideas and talking about them. 

    Our aim at Yavneh Primary is to give children the opportunities to use a wide range of media and tools to develop their artistic skills and to experience creating products where the varied art elements are used. We want our children to understand that we can talk about our work and the work of others and that we can use artists’ work as an inspiration for our own work.

    In Key Stage 1 pupils will be taught:
    to use a range of materials creatively to design and make products   to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
    to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
    about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. 

    Key Stage 2
    Children’s creative development in Key Stage 2 should build on their experiences provided at Key Stage 1. It is important that the knowledge and skills in Key stage 1 be extended and developed in Key Stage 2. By the time our children reach Upper Key Stage 2 we aspire to equip them with the skills and confidence to develop their own ideas and adapt them as they progress. The majority of children will be able to use their acquired skills safe in the knowledge that ideas are valued and appreciated by the adults who are providing the scaffolding on which to create a masterpiece.

    In Key Stage 2 our children use sketch books as an integral part of the exploration and development of ideas. We aim to encourage the children to use their sketchbooks as a means of recording, investigating and experimenting with materials images and ideas. If the children choose to collect samples of colour, texture, likes and dislikes then sketchbooks are the place to store them

  • Computing

    At Yavneh Primary School we believe that Computing is a vitally important part of the children’s learning and that it is something that they will be interacting with in many aspects of their life. We aim to give each pupil the opportunity to apply and develop their technological understanding and skills across a wide range of situations and tasks. Pupils are encouraged to develop a confident and safe approach to Computing through the teaching of E – safety. We believe strongly that Computing should not be a stand-alone subject. With this belief in mine, we endeavor to integrate computing into all of our lessons.

    Objectives
    The National Curriculum states that a high quality computing curriculum equips children with the knowledge to not only use all of the technology around us but also to adapt and improve this technology. Its new focus is to teach children not only how to use technology but how to fix it, change and adapt it to fit users needs. Children will be immersed in this curriculum from Reception all the way up to year 6.

    Aims
    At Yavneh Primary School we aim to develop children’s knowledge, understanding and skills so they can:

    • Understand and apply the fundamental principles and concepts of computer science.
    • Experience writing computer programs and analytically solve the problems these programs may provide.
    • Evaluate and apply information technology, including new or unfamiliar technologies.
    • Become responsible, competent, confident and creative users of information and communication technology

    The Curriculum
    Reception
    In the early years children will be taught to:

    • Operate simple equipment, e.g. turn on a computer and plug it back in to charge.
    • Show an interest and be curious whilst operating technological toys such as cameras or mobile phones.
    • Show skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.
    • Know that information can be retrieved from computers.
    • Complete a simple program on a computer.
    • Use ICT hardware to interact with age-appropriate computer software.
    • Recognise that a range of technology is used in places such as homes and schools.
    • Select and use technology for particular purposes.

    Key Stage 1
    Throughout years 1 and 2, children will:

    • Understand what algorithms are and that we use them in everyday life.
    • Create and debug simple programs.
    • Use logical reasoning to predict why technology reacts the way it does.
    • Use technology purposefully to create, organise, store, manipulate and retrieve digital content. Children will be able to do this by making mind maps on Popplet or creating photo albums on iPads.
    • Recognise common uses of ICT beyond school.
    • Learn about Esafety and how to apply this learning every time they come into contact with technology.

    Key Stage 2
    Throughout years 3, 4, 5 and 6, children will:

    • Design, write and debug programs that accomplish specific goals, including controlling or simulating tangible objects and solving problems by decomposing them into smaller parts.
    • Use sequence, selection and repetition in programs, work with variables and various forms of input and output in order to create games and character movement within these games.
    • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
    • Understand computer networks including the internet, how they can provide multiple services, such as the worldwide web and the opportunities they offer for communication and collaboration. (For example, mystery Skype classroom, where children get to interact with a classroom in another country.)
    • Use search technologies effectively, appreciate how results are selected and ranked and be discerning in evaluating digital content.
    • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

  • English

    At Yavneh Primary school we find it imperative to give children a breadth of experiences within Literacy.

    We use Ruth Miskin’s ‘Read Write Inc.’ to deliver our phonic sessions. This scheme allows for children who learn in different ways to access the sounds. We assess the children based on their needs and reflect our teaching to match the requirements of the pupils. The children in the Early Years and KS1 are then challenged to use their phonic skills throughout the day during their Child Initiated Learning time.

    We decided to delve into ‘Power of Reading’ and ‘Talk 4 Writing’ to support our readers, writers and story tellers. These schemes coupled with ‘Read Write Inc.’ allow for the children to access all areas of the curriculum in an engaging and motivated way.

    Each year group has a set of core texts to match their topics ensuring cross curricular learning is occurring throughout the school. These books were chosen from the ‘Power of Reading’ scheme. The scheme is accompanied with ideas to develop thoughtful, creative and purposeful readers.

    As suggested by Pie Corbett in his scheme ‘Talk 4 Writing’, all students must do a ‘Cold Task’. A Cold Task is an exercise at the beginning of every unit, or genre in literacy. The children have a go at doing the task – for example, if they’re doing poems they have a go at writing a poem.

    Based on the outcomes of the Cold Task, teachers devise lesson plans (supported by Power of Reading) to support gaps in the children’s knowledge. They then do all the unit of work and the teacher teaches them how to improve their work. At the end of the unit they do a Hot Task, which is a second go at doing the same piece of work. What it does is it allows the teacher to be able to build on what the child already knows. Instead of just teaching them all the same thing, the teacher can see if a child can already do some of the task, and can focus their teaching accordingly. There are great benefits for the child, because they’re really able to see the difference between what they could do before and afterwards.

  • Geography

    We aim to provide high-quality geography education that inspires pupils’ curiosity and a fascination about the world and its people that will remain with them for the rest of their lives. Teaching equips 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 will help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

  • History

    We aim to engage the children’s interest and understanding about the life of people who lived in the past. We teach children a sense of chronology, and through this they develop a sense of identity and a cultural understanding based on their historical heritage. Thus they learn to value their own and other people’s cultures in modern multicultural Britain and, by considering how people lived in the past, they are better able to make their own life choices today. We teach children to understand how events in the past have influenced our lives today; we also teach them to investigate these past events and celebrate notable events and by so doing, to develop the skills of enquiry, analysis, interpretation and problem-solving.

  • Limudei Kodesh

    Vision Statement
    Yavneh Primary school is a Modern Orthodox Jewish Free School which sets out to provide a vibrant, inclusive environment where all of our children make progress and all can find an area in which they can shine. We are part of the “Yavneh family” and have very close links with Yavneh College.

    At Yavneh Primary, our children will be imbued with the ethical and moral values of Jewish traditions, including good citizenship, volunteerism, mutual responsibility and positive relationships. We will foster a love of Judaism, pride in Jewish identity and a commitment to the Jewish people and Israel as well as actively engaging with the wider community in order to build a sense of self that includes and attends to the wellbeing of others and prepares our children to play an active role within a contemporary British society.

    Our school motto is ‘Olam Chesed Yibaneh’ meaning ‘A World Built on Kindness’.
    ‘The Yavneh Way’ of politeness, kindness, courtesy and respect are the ways that lead into and become a part of, our vision of a world built on kindness.

    Our Aims

    • To develop within the pupils a positive commitment and passion for Judaism
    • To give pupils the skills and knowledge needed to be able to lead a full Jewish life
    • To make LK meaningful and relevant to the pupils through practical experiences and experiential learning
    • To develop within the pupils exemplary character traits (middot) linked to the study of role models from the Torah
    • To develop within the pupils a commitment to and a love for the Land and the State of Israel
    • To develop within the pupils an understanding of the importance of community and for them to know practical ways in which they can contribute to the Jewish and wider community.

    General Principles

    • Limudei Kodesh lessons comprise 25% of teaching time. In addition, time is allocated for tefillah (daily prayers) and Friday Kaballat Shabbat assembly.
    • The LK curriculum includes regular revision of key skills in order to ensure that children have a solid foundation before moving on
    • We use the Modern Hebrew pronunciation.
    • We have developed our own Curriculum maps for Halacha, Chagim and Tefillah in order to ensure progression of knowledge and schools.
    • We track children’s progress against the key learning objectives in each area of Limudei Kodesh.
    • We will use the JCP Chumash curriculum from Kitta Bet onwards.
    • The LK and secular curriculum are fully integrated. Teachers meet every Thursday after school for an extended planning meeting and to make sure that integration is seamless.

    Curriculum Strands
    Tefillah
    Appropriate tefillot are recited daily and new tefillot are added as the year progresses. Daily brachot are included into the school day such as before snack time. Birkat Hamazon is recited after lunch and children are guided and supported to make a personal connection to Hashem. Understanding the meaning of the tefillot is essential in making tefillah meaningful and relevant to the children. In Kitta Aleph the children receive their first Siddur at a Chagigat Hasiddur ceremony. We use the Koren Children’s Siddur.

    Halacha/Jewish Year
    The children celebrate and learn about Shabbat as well as the Chagim as they occur throughout the year.  Shabbat is celebrated with a weekly Kabbalat Shabbat ceremony and the week begins with Havdalah.  This learning ties in with the six core areas of learning of the EYFS and with the National curriculum from Kitta Aleph.  The children become familiar with the customs, laws, tefillot and brachot connected to the Chagim.  Experiential learning forms a key part of the Jewish Year curriculum.

    Hebrew Language
    Reading
    In Hachana, the children learn the aleph – bet phonically as well as letter recognition. The children start to acquire an active Hebrew vocabulary from the beginning of Hachana This vocabulary includes every day words as well as subject specific words such as relating to Chagim and Shabbat. In KS1 the children will develop their reading accuracy and fluency through the use of the Aleph Champ and Shalom Ivrit programmes.
    Pupils from Yavneh College support our pupils with Hebrew reading on a daily basis.

    Writing
    In Hachana and Kitta Aleph the writing of block letters is to be seen as a reading reinforcement and not as an end in itself. In Kitta Bet, the children are introduced to Hebrew Script. Once the children have mastered script writing, they must use it all the time.

    Ivrit
    Ivrit vocabulary is used on a regular basis for classroom instructions and vocabulary linked to topics and Chagim. A regular Ivrit lesson will be introduced in 2018-19.

    Torah
    Parashat Hashavua
    The children have a weekly Parashah lesson in which they become familiar with stories from the Torah. In addition they have discussions about the ethical and moral values (middot and mitzvot) that they can learn from these stories. Parashat HaShavua lessons are often linked with Music, Drama and Literacy. The children are encouraged to share their learning with their families during Shabbat. We send a weekly Parashah newsletter to the parents of each class so that parents can reinforce the learning done in school.

    In Kitta Bet the children start learning Chumash. We follow the JCP curriculum.

    Halacha/Jewish Way of Life
    The children are encouraged to explore and experience Judaism and understand the importance of middot, mitzvot and derech eretz. The children learn about aspects of the Jewish Way of Life such as mezuzah, kashrut, sofrut etc. Practical workshops form an essential part of this strand of the curriculum. We have developed our own detailed Jewish way of Life curriculum to ensure progression of knowledge and skills.

    We work closely with Yavneh College and the YC pupils often run very effective workshops and activities for our pupils.

    Yisrael
    Aspects of Israel, both in ancient times and in the modern day, feature throughout the curriculum. The State of Israel is a particular focus in the Summer Term through the observance of Yom HaZikaron and the celebration of Yom Ha’atsma’ut and Yom Yerushalayim. Songs, visitors and fund-raising initiatives throughout the year contribute to an ever-growing bond with the modern-day State of Israel.

    In September 2018 we brought over 2 Sheirut Leumi girls. These girls talk Hebrew to our children throughout the day and support with Hebrew reading. Their presence is key in ensuring that the children are exposed to Israeli language and culture on a daily basis.

    Tzedakah
    Tzedakah (Charity) is a key focus at Yavneh Primary School. Our children are encouraged to think about the welfare of others from a young age. Each Friday the children bring in money for Tzedakah and we have taken part in many charitable initiatives both within and outside the Jewish community such as Mitzvah Day, a Camp Simcha Toy Drive, Children in Need and Jewish Blueish Child’s Day.

  • Mathematics

    Mathematics is one of the core subjects and is taught explicitly every day. Mathematics is a key skill which children will apply in all aspects of their daily lives. At Yavneh, we follow the Mathematics National Curriculum. We aim to deliver high-quality Mathematics lessons, that provide opportunities for children to become fluent in the fundamentals of Mathematics, whilst gaining a sense of enjoyment for the subject.

    The curriculum states three key aims for every child:

    • becomes fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
    • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
    • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

    We follow the Mathematics Mastery curriculum, which places great emphasis on deepening conceptual understanding and mastery of number. Application of skills and problem solving are at the heart of all lessons, to ensure that children have the ability to use and apply their skills in a range of contexts. We provide a language rich environment, where children are exposed to key vocabulary and encouraged to use their language skills to reason accordingly.

    As part of the mastery approach a positive teacher and pupil mindset are key to student success in Mathematics. It is not the case that some pupils can do Mathematics and others cannot. No pupil should be left behind. The focus is keeping up over catching up. By making high-expectations clear and emphasising the value of Mathematics education, pupils are encouraged to build confidence and resilience. Abilities are neither fixed nor innate, but can be developed through practice, support, dedication and hard work. A positive teacher and pupil mind-set in Mathematics encourages a love of learning and resilience that enables everyone to achieve. We are committed to ensuring that all pupils are given the opportunity to achieve mastery in the key concepts of Mathematics, appropriate for their age group, in order to make genuine progress and avoid gaps in their understanding that provide barriers to learning as they move through education.

    Mathematics current practice at Yavneh
    Here at Yavneh, we are following the Mathematics Mastery curriculum. This programme is being followed with the lesson structure and ideologies being incorporated throughout the school. Maths lessons are taught daily and are followed with a Maths Meeting, which is a quick 15-minute session, covering key concepts.

    Mathematics Mastery follows a seamless six-part lesson structure which consists of,
    1. Do Now
    This is a quick task all pupils can access without any teacher input as an introduction to the mathematics lesson.
    2. New Learning
    The New Learning segment introduces the main mathematical concepts for the day’s lesson.
    3. Talk Task
    The Talk Task segment of the lesson practises the new learning by talking about maths with key vocabulary.
    4. Develop Learning
    The Develop Learning segment builds on the new learning and develops a deeper understanding of the maths concepts of that lesson.
    5. Independent Task
    The Independent task practises learning independently through solving problems.
    6. Plenary
    The Plenary segment recaps on the lesson, checking understanding and celebrating success

  • Music

    In Key Stage 1 Music, children explore how to use their voices in a range of ways.  This includes developing singing skills and learning a range of fun and engaging songs with actions.  Children will go on a journey through the seven elements of Music. Children will develop a strong sense of rhythm and pulse via a selection of rhythm activities and games.  Children have access to tuned and untuned percussion instruments, and by the end of Year 2 children will be proficient at working in groups and developing simple compositions using their voices and instruments.  All children gain confidence as they become comfortable performing in front of their peers.

    Download Curriculum
  • PE & Sports Premium

    At Yavneh Primary School we recognise the vital role that PE has to play in promoting a long-term healthy lifestyle that is both enjoyable and rewarding. We aim to provide a high-quality physical education curriculum that inspires all of our pupils to succeed and excel in competitive sport and other physically demanding activities. Physical education is at the forefront of our school culture and we believe this will enhance academic achievement, as well as the health and well-being of our pupils.

    We aim for the children to be physically active every day. Therefore, we provide a broad range of daily activities for children to be active and develop a love for sport. Children will experience a variety of sports that help improve and maintain levels of fitness, and teach them how to use their bodies to their full potential. All our children do the “Daily K” which is a one km walk or run around our playing fields. This is now a highlight of the Yavneh day!

    Download Curriculum
  • PSHE

    The PSHE curriculum at Yavneh Primary School provides learning opportunities and experiences which will enable pupils to develop the knowledge, skills and understanding necessary for personal and social responsibility. 

    The PSHE curriculum across the Foundation Stage, Key Stage 1 and Key Stage 2 tackles many of the key spiritual, moral, social and cultural issues that are central to the process of growing up between the ages of 4 and 11 years, as well as preparation for Key Stage 3 and the world of work.

    Download Curriculum
  • Science

    Teaching Science is important as it arouses curiosity of the wider world. It also facilitates the children’s understanding of other subject areas e.g. English, Mathematics, Geography, History, Art and Design, ICT.

    Overall, Science encourages innovation while boosting creativity, making children all round individuals.

    At Yavneh Primary School we embrace a cross curricular and investigative approach to teaching Science to all our pupils. All children are ‘scientists’ from an early age as they are naturally inquisitive about the world around them.

    The teaching of science is in line with the National Curriculum for Science 2014.

    Key Stage 1
    The teaching builds on prior knowledge and is practical and hands on. It enables pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. This is done by:

    • Looking closely and commenting on what pupils see,
    • Asking questions about what they have observed,
    • Investigating, experimenting and exploring to develop scientific enquiry to answer the questions that the pupils have posed. This includes observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information e.g. books, photographs and videos,

    Encouraging scientific talk about what the children have found out and communicating their ideas to a range of audiences.