Angram Bank Curriculum

Our ‘Big Bus Curriculum’ meets the requirements of the National Curriculum and has been designed to give all our pupils the knowledge and learning opportunities they need to succeed in the future. Our ‘Big Bus Curriculum’ is aspirational for all and is a seamless learning journey from Foundation Stage to the end of Key Stage Two, providing learning opportunities designed to engage them and to promote meaningful learning. There is clear progression and sequencing in all subjects and this is made explicit to our pupils so that they understand that their current learning builds on prior learning. The design of our curriculum creates opportunities to ensure knowledge is revisited, and committed to long term memory.

We have enjoyed the "journey" of designing and implementing our 'Big Bus Curriculum'. Sequencing for each subject has been addresses across the curriculum and we understand the importance of sequencing to secure effective learning. Our curriculum is designed to help pupils remember the content they have been taught and to be able to make sense of new learning because of this. We monitor children's achievements and work to ensure that their learning over time shows they are acquiring and applying subject knowledge effectively. We aim to create an environment that enables children to focus on learning. We have designed a bespoke curriculum to overcome barriers to learning. This is why spiritual, moral, social and cultural development (SMSC) as well as the British Values are the drivers in our curriculum design. These are embedded into the curriculum and are consistently revisited through our Angram Bank Values.

See below for yearly overviews:

Big Bus Curriculum


Our intention in phonics is to teach using the order given in the Letters and Sounds for two reasons: 
1.  satpin provides the maximum amount of potential words for early reading and writing

2.  the Year 1 phonics screen is a reflection of the phonemes in Letter and Sound

In FS2 and KS1 this is implemented through whole class and small group phonics teaching. Staff have ensured that pupils have reading books matched to their phonics phase and a reading book from their colour book band. We have ensured all staff have engaged with the recent phonics top up training and have secure subject knowledge. We have worked with a consultant on early reading and phonics which included a "deep dive" with strengths and next steps identified. 

Outcomes in phonics are good and this shows that the consistent approach across school is having an impact on children's phonics. Starting in Nursery where Phase One is taught by linking sounds and letters in the order in which they occur in words, and naming and sounding the letters of the alphabet. Phase One falls within the Communication,  Language and Literacy area of learning in the Early Years Foundation Stage. This phase also supports other areas of learning particularly Personal, Social and Emotional and Creative Development.

Reading and Phonics Policy

Phonics Overview


There is a culture of reading across school which is underpinned by a rigorous and sequential approach to the reading curriculum. Our intention is that all pupils are fluent, confident readers who develop a love of reading. We work with both passion and commitment to ensure we achieve this.

We implement this through a rich and varied curriculum, which includes Independent Reading, Phonics, Guided Reading, Class Reading and Book Study. We have embedded "Story Time Together" across school, which means that every child listens to a story/poetry everyday just to enjoy and be immersed in that experience. This has been very successful and children and staff tell us that they "love it".

We have adopted core texts from "The Reading Spine" for each year group, this ensures that there is a sequential approach and to ensure our children enjoy a rich book diet. We are keen to ensure there are reading opportunities across the curriculum and our newly designed "Big Bus Curriculum" reflects this.

The impact of reading is that we have a consistent approach to assessment of reading which subsequently informs targeted groups and individuals in our Intervention Provision Mapping. We work consistently with our parents offering: workshops, drop-ins and training in "paired reading" to equip parents to effectively support their child's reading.

Reading and Phonics Policy


Our intention for Writing  at Angram Bank Primary School  is to ensure that every child has access to all aspects of the English Writing Curriculum; thus enabling each individual to successfully apply their learning, skills and knowledge to a variety of writing styles, genres, purposes and audiences and become capable, confident successful writers.

The Writing Curriculum is implemented through the development and use of a ‘mastery in writing’ approach where the ‘Angram Bank Writing Map’ ensures that a range of genres and text types are covered and revisited throughout both key stages: this supports the development of mastery and fluency in writing. This Writing Map is currently being updated to ensure that new quality texts (many from the reading spine) are included; and also that, when appropriate, some of the writing is able to utilise knowledge and understanding gained through the learning in other curriculum areas (such as history).

The ‘Teaching Sequence for Writing’ ensures that all pupils are able to become immersed in the purpose of the writing; analyse the features and characteristics of the text/genre; learn and apply specific features of punctuation and grammar; develop specific and high tier vocabulary – practising these spellings accordingly; and consequently are able to use this learning to plan, write and review their own writing.

The impact of these teaching processes, along with high quality marking and feedback; teacher knowledge of writing throughout school; and internal and cross-school moderation for all year groups, ensures consistency in quality, quantity and expectations throughout the school. The teacher’s knowledge and understanding of the expected outcomes of all year groups result in pupils becoming independent informed writers who are competent and fluent in  a variety of styles and genres.


At Angram Bank Primary, our intention is to ensure all children access a high quality maths curriculum with a mastery approach, so that all children become fluent in the fundamentals of mathematics. Children will also be able to reason mathematically and solve problems by applying their understanding.

Our maths curriculum is implemented through carefully sequenced lessons which enable children to master concepts. Teachers use concrete, pictorial and abstract sequences that enable children to develop fluency, reasoning and problem solving skills. Our calculation policy ensures a consistent approach in teaching the four operations. Our daily Maths Meetings are designed to embed key concepts in children’s long-term memory and provide various opportunities to assess children’s learning and understanding of concepts.

The impact of the maths curriculum is that children become fluent mathematicians and are able to apply mastered concepts to other areas. Our high quality marking and feedback allows teachers to check pupils’ understanding effectively, and identify and correct misunderstandings. These assessments are used to inform our daily planning and pupil progress meetings...

Maths Progession Document

Addition and Subtraction Calculation Policy

Multiplication and Division Caluclation Policy


Our PE curriculum intends to engage all pupils in regular physical activity in order to build their confidence, resilience and knowledge on how to keep themselves mentally and physically healthy.

We implement our curriculum through: high quality sequenced PE lessons, investments in school sport and a relentless focus on increasing physical activity. A broad range of sports are offered through our PE Curriculum Map and throughout the school day to give children ample opportunities to become active and to inspire them to succeed in physically-demanding activities and competitive sports.

The impact of our curriculum ensures that children have the knowledge, skills and understanding to become physically literate, enabling them to lead and maintain healthy, active lives.  Working with Arches School Sports Partnership, we are able to increase children's participation in competitive sports across Sheffield, enabling children to reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others whilst developing a life-long love of sport and fitness.

PE Overview


The intention of our Science curriculum is to provide the foundations for understanding the world through biology, chemistry and physics.

To implement this, essential aspects of the knowledge, methods, processes and uses of science will be sequenced effectively to ensure children construct a secure foundation of knowledge and concepts, which will be built upon in subsequent learning.

The impact of this approach will ensure children have the skills and knowledge to apply when working scientifically; this is how children will develop a sense of excitement and curiosity around science and how the world works.

Science Overview


Our intention is to inspire pupils’ curiosity to know more about the past. We strive to give children a coherent knowledge of Britain’s past and that of the wider world. We want children to not only understand the narrative of different points of History, but to also have the chronological understanding how History links and overlaps from the earliest times to present day.

The History curriculum is implemented through a carefully planned and sequenced curriculum. Children will generally learn about two periods of History per year in a chronological order. Children gain a progressive understanding of three key strands; chronological understanding, knowledge & interpretation and historical enquiry.

The impact of our History curriculum is that children are equipped with the skills to ask perceptive questions, think critically, weigh evidence and develop perspective and judgement. They understand the chronology of the History that they have studied and can explain their knowledge as a coherent narrative.

History Overview


Our intention is to inspire pupils’ curiosity and fascination about the world and its people. Our curriculum equips children with memorable knowledge about diverse places, people, resources and environments. We want children to not only identify key geographical facts, but to also have the secure knowledge and skills to compare and contrast natural and human environments. 

The Geography curriculum is implemented through a carefully planned and sequenced curriculum. Children will focus on a geographical region of the world. We begin with our local area and expand the children’s horizons by progressing to the wider world whilst applying previous skills and knowledge. Children gain a progressive understanding of four key strands: locational knowledge; place knowledge; human and physical geography; and geographical skills and fieldwork.

The impact of our Geography curriculum is that children develop life-long contextual knowledge of globally significant places; understand the processes that give rise to key physical and human geographical features of the world; and are competent in using geographical skills.

Geography Overview


At Angram Bank our intention is that our children develop art techniques and use materials with growing control and creativity.

We implement this by providing a range of materials and mediums to develop both their experiences and imagination. Drawing, painting and sculpture skills show progression as the children move through school.

The impact of the Art curriculum can be seen in the children’s outcomes and in the children’s sketch books, which children in KS2 use to record their achievements.

Design & Technology

The intention of our D&T curriculum is to ensure that, through EYFS, KS1 and KS2, our children are taught the knowledge, understanding and skills to engage with the process of designing and making.

We implement this through teaching our pupils to design, make and evaluate, whilst developing their technical knowledge in a wide range of contexts. Cooking and nutrition focuses on a healthy diet and an understanding of where food comes from.

The impact is that throughout their time in school children experience a variety of creative and practical activities which develop their DT knowledge, skills and understanding.

Design and Technolgy Overview


At Angram Bank our intention is that our pupils are taught to sing and play musically with enjoyment and increasing confidence.

This is implemented through opportunities to use their voices to sing and to play both tuned and unturned instruments. Children are taught to listen with concentration to high quality music and to create, and compose music. We work in partnership with the Sheffield Music Hub to enhance our music curriculum.

The impact is that our children develop a growing confidence and understanding of music. We design and create many opportunities to perform and showcase their musical confidence.


Our intention is to delivery a high quality computing curriculum covering all aspects of the National Curriculum that matches the needs of our children. We aim to teach children computer science, information technology and ensure children become digitally literate whilst providing key skills for later life. We aim to inspire children to become active and responsible participants in our increasingly digital world.

We implement our high quality curriculum throughout  school starting with the very youngest children. We use and adapt the ‘Sheffield Primary Computing Scheme of Work’ as a vehicle to deliver computing lessons ensuring that all sessions meet the needs of our children. We progressively and sequentially builds knowledge and understanding through discrete and cross-curricular lessons throughout school to create safe, responsible and effective users of technology.

The impact of our curriculum is that pupils are confident and responsible users of technology. Angram Bank children enjoy applying their skills to a range of contexts showing problem solving skills and creativity. Through a high quality computing education, pupils are equipped with the knowledge, skills and concepts to understand and change the world.

Computing Overview

Progression Framework

Online Safety Curriculum


At Angram Bank Primary, we believe that it is vital for all our pupils to learn from and about religion, so that they can understand the world around them. We intend to equip pupils with the knowledge and understanding of a range of religions and world views, enabling them to develop their ideas, values and identity.

Our RE curriculum is implemented through the Sheffield Agreed Syllabus. The syllabus enables the teaching of RE to make a distinctive and significant contribution to social, moral, spiritual and cultural development. We value the religious background of all members of the school community and hope that this will encourage individuals to share their own experiences with others freely.

The impact of our RE curriculum is that enjoy learning lots about other religions. Through their RE learning, the children are able to make links between their own lives and those of others in their community and in the wider world.

RE Overview


Our intention focusses on enabling pupils to make substantial progress in learning Spanish. The teaching provides an appropriate balance of spoken and written language . It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. We strive to embed the skills of listening, speaking, reading and writing necessary to enable children to use and apply their learning in a variety of contexts.

The MFL curriculum is implemented through regularly taught lessons designed to develop children’s knowledge, skills and understanding. Children will progressively acquire, use and apply a growing bank of vocabulary organised around topics.

The impact of our languages curriculum is that it will lay the foundations of further foreign language teaching at key stage 3.

Languages Overview