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Curriculum Information


Curriculum Statement 2018-19


At Burnley Road Academy we believe children should develop the core values: "Courage, Compassion, Perseverence and Teamwork", alongside a broad range of knowledge and skills. Our work is based on the Primary National Curriculum and we are in the process of carrying out a thorough curriculum review. We intend to deliver a curriculum that has a clear progression of knowledge and skills within each subject, leading to long term recall and appropriate skills for life in the 21st Century.

Please follow the link below to see the full Primary National Curriculum.



Our subjects include: English, Mathematics, Science, Computing, History, Geography, Religion, Art and Design, Design Technology, Music, P.E. and PSHE. We endeavour to provide a wide range of opportunities for SMSC - Spritual, Moral, Social and Cultural education. There are also a wide range of extra- curricular activities that support learning and progress. 

Most of our curriculum is delivered through separate subjects. English and Mathematics are taught every day. Other subjects are taught weekly. History and Geography are taught through termly topics and Art and Design is often linked in.


Our academic outcomes are in line with national averages. During Osfted November 2016 it was noted that our children's behaviour is extremely good and that children are kind and considerate; consistently polite and courteous.

Further Detail

The subsequent pages provide an overview of the curriculum content we offer. Further details can be found on the half termly newsletters on the class pages of this website or by contacting the Headteacher, Mrs Cope. See our “Contact us” page for details.

Early Years Foundations Stage (Nursery and Reception)

We use the DfE Early Learning Goals as the basis for our curriculum – see below.

The Prime Areas:

Communication and language

Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Physical development

Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own 11

basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Personal, social and emotional development

Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

The specific areas:


Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.


Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Understanding the world

People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Expressive arts and design

Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

Years 1-6

In Years 1-6 the curriculum is based on the subjects and resources below. In addition to this, Years 3, 4 and 5 have swimming lessons and Year 3 have Ukulele lessons. Year 4 have a link with another multi-cultural local school - Mount Pellon Academy. This link is developed to extend our provision for SMSC (Spiritual, Moral, Social and Cultural Education).

We make good use of educational visits/visitors in school to enrich our curriculum.

Schemes of Work/Teaching Resources


Schemes of Work/Example Teaching Resources



Oxford Reading Tree is supplemented by a range of other published scheme materials and “real books”.



Teachers plan their own work supported by a range of resources and planning material e.g. Espresso and Hamilton Trust. We assess using Ros Wilson’s writing criteria.



Scheme: Letters and Sounds.

Resources: Phonics Play and Espresso.

Spelling and Grammar


Teachers plan their own work supported by a range of resources/planning material e.g. CGP and Hamilton Trust.



Teachers use a combination of Hamilton Trust White Rose Maths and other published resources.



Teachers plan their own work supported by a range of resources/planning material e.g. Espresso and Hamilton Trust.

Science is assessed using the Rising Stars assessments.



Teachers plan their own work supported by a range of resources/planning material e.g. Discover.

Religious Education


Scheme: The Local Agreed Syllabus for Religious Education in Kirklees and Calderdale 2014-2019



Teachers plan their own work supported by a range of resources and planning material e.g. Hamilton Trust.



As above

Art and Design Technology


As above



Teachers plan their own work supported by a range of resources and planning material e.g. the Calderdale music scheme Charanga.



We have a specialist PE teacher for KS2 classes once a week. Other teachers plan their lessons based on a range of resources and planning material e.g. Val Sabin.


Personal, Social, Health Education is taught through the SEAL materials. Sex and Relationship Education for Year 6 is taught with the help of the school nurse.


We have a specialist French teacher who teaches in every class once a week.

Click here to view our Long term planning cycles

FS- Ideas for home

We follow the new Early Years Foundation Stage framework and work around the seven areas of learning. Here are a few ideas to help you to support your child's learning at home.

Personal, Social, Emotional Development

  • Encourage your child to say please and thank you.
  • Encourage your child to take his/her own coat on and off.
  • When playing with your child, support them in sharing toys.
  • Allow them to choose some toys themselves and reflect on opinions about these toys; e.g. this is my favourite doll/car.
  • Ensure that your child is able to go to the toilet unaided.
  • Try to support your child in taking turns with others.
  • Encourage your child to talk about their feelings.

Physical development

  • Encourage your child to handle small and large equipment.
  • Allow your child to use scissors and develop their skills.
  • Allow your child to run, hop, skip, jump and find different ways of travelling.
  • Play games such as follow the leader and change actions to develop motor skills and coordination.
  • Discuss changes to their bodies after exercise; heart beating faster, feeling hot

Communication and language

  • Talk to your child, ask them about their day at school, who they have played with, what they have done
  • Talk about rhymes and rhyming words
  • Listen and talk about different sounds in the environment
  • When reading stories use different voice sounds
  • Read repetitive stories so that your child can join in with repeated refrains
  • Play games such as Simon says to encourage listening skills


  • Practise counting groups of objects in pictures and stories; pose questions such as how many altogether? Which number is one more?
  • Count out loud with your child saying the names of numbers clearly.
  • Show numbers to your child (perhaps on number cards).
  • Sing songs or rhymes with numbers in them; 10 In The Bed, 5 Little Ducks, 10 Fat Sausages etc.
  • Read stories with numbers in them, e.g. The Very Hungry Caterpillar.
  • Use mathematical language; add, take away, number names, how many, one more/less, altogether
  • Count using fingers.
  • Point to and say numbers around the house, street
  • Encourage your child to identify shapes around them; do a circle spotting hunt, square spotting etc.
  • Apply mathematics to real life; shape, money, amounts of objects etc.


  • Allow your child to select books for themselves; ones that interest him/her. Picture books with repetitive and basic language such as those by Julia Donaldson.
  • Encourage your child to ‘read’ what is happening in the pictures. Prompt them to tell you a sentence about what is happening or what might happen next.
  • To increase vocabulary and identify sounds, play word games such as I spy.
  • Sing alphabet songs and talk about the names of the letter and the sounds that they make.
  • Make shapes of letters out of play dough, write them in sand, write their own name in the air etc.

Understanding the World

  • Talk to your child about special times; birthdays, baptism, parties, holidays and other key events in their lives and the lives of others they know.
  • Encourage them to explore their surroundings; particularly in the outdoor area.
  • Allow your child to observe animals and describe them.
  • Allow them to use simple tools; such as a small hand trowel, knife and fork, spade etc
  • Encourage them to feel different textured objects and describe; rough, smooth, soft etc.
  • Expressive arts and design
  • Allow your child to listen to and sing songs and rhymes.
  • Engage in role play with your child.
  • Explore different media, paint, pencils, crayons.
  • Use scissors and glue, encourage cutting and sticking activities.
  • Dance to songs and make up actions to go with them e.g. Wheels on the Bus.





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