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  • Science

    At Pannal School, we see the teaching of science as a vital way for the children to understand the world in which they live. We place great value on outdoor learning; working outdoors teaches the children to respect their environment and begin to understand the complexity and relative fragility of the natural world.

    The children learn specific scientific vocabulary so that they can accurately explain their understanding of the concepts studied. Knowledge organisers, which have the key knowledge and scientific vocabulary we want the children to retain, are used for each unit of work. Regular revision of vocabulary and low-stakes quizzes are used to ensure that this knowledge is being secured.

    We believe that exciting and engaging practical investigations are key to deepening our children’s scientific knowledge, skills and conceptual understanding.   We ensure that all children are exposed to various ways of working scientifically whilst introducing and developing scientific concepts. They become familiar with five types of scientific enquiry: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing; and researching using secondary sources.

    We are fortunate to be able to make regular use of the woods next to our school, as well as the natural spaces around our grounds, to provide an abundance of scientific opportunities. These experiences provide a meaningful context and relevance to their learning. Science is taught discretely, but links are made to other areas of the curriculum wherever possible. In Key Stage One, for example, knowledge gained by first-hand experiences of the changing seasons in the woods is linked to report writing in literacy. In year six, during the summer term, pupils learn about living things in their habitats while working towards their John Muir Award.

  • Geography

    What we hope for our pupils by the time they leave Pannal School

    Geography is an important part of children’s understanding of the world and their place in it.  If children develop a sense of place, an understanding of the impact our environment has on us and the impact we have on it, we hope that they will grow up with a sense of awe and wonder about the world they live in and a sense of responsibility to care for it.

    Geography offers our children the opportunity to learn about their immediate environment and how we interact with it. We teach children about places close to home and far away and engage them in thinking about the character of different places, the impact of human and physical features on people, and how places differ from their familiar environments.

    We intend that children leave Pannal School with a sense of their place in the world, an ability to articulate their thoughts and feelings about different places they have learned about and a hunger to continue learning about the world in which they live. They will also have learned a range of skills for gathering and analysing information.

    Why we teach what we do

    Our geography curriculum is planned using the National Curriculum for geography. For each year group, the geography curriculum addresses core ‘Big Ideas’ so that themes are revisited throughout a child’s primary education in different contexts. These themes are location, climate, landscape, interdependence and connectedness, and environmental change. Associated with each of these themes, we have identified vocabulary and ensured that it is covered and revisited as part of the teaching of geography.  The geographical areas studied are at a local, national, and international level and encompass human and physical geography.  We aim to give the children breadth of experience of the vast diversity of the world while comparing with their own environment to recognise similarities and differences.

     We share knowledge organisers with the children. These outline the core information we want them to learn and retain. We provide opportunities for the children to review their learning, taking time to embed specific knowledge which forms a foundation for subsequent teaching and learning.

    Within our geography teaching, there are opportunities for the children to ask questions about their learning.  Fieldwork and first-hand experience are important parts of our teaching: we make use of the village where we live and the locations of our residential visits to give the children opportunities to carry out fieldwork.  Work is differentiated so that all children can access the learning at an appropriate level.

    How geography is taught

    In Foundation Stage, the children talk about their experience of environments (home, school, woodland) and how they differ from one another. Some children are beginning to recognise how people help to maintain or harm the environment. Geography is taught as a discreet subject from years 1 to 6. Children are taught about their immediate environment and about places nationally and internationally, encouraging them to recognise similarities and differences between different places.

    Maps are an important part of our teaching. We encourage children to make their own maps. By doing this the teachers gain a lot of knowledge about children’s perception of the world and they can use this to teach individual children new skills. We use printed maps, satellite imagery, and digital maps throughout the school to help the children develop a sense of place and to recognise that different maps give different information.

    Visits, local walks, and our residential visits are an important part of our geography teaching: giving the children first-hand experience in new surroundings to consider the human and physical characteristics of places.

    When learning about places further afield, we make use of photographs and websites and in some cases teachers’ first-hand experiences and knowledge. 

  • History

    What we hope for our pupils by the time they leave Pannal School

    History has an important part to play in our understanding of the world and the societies we live in. We want children to realise how the past has influenced our lives today. Learning about people and events in the past, both in Britain and the wider world, helps children to develop their own values and may influence decisions they make both at present and in the future. We want all children to value their own and other global cultures.

    Our history curriculum stimulates a child’s natural desire to investigate. Children are given the opportunity to develop a deeper understanding of the past through carefully planned structured learning investigations and a variety of high-quality provision.

    Children experience different periods of history in chronological order and their knowledge is consolidated and extended in each of the periods studied. At the same time, children are developing the key skills of enquiry. The ability to undertake independent research, evaluate and interpret evidence, and justify their own conclusions is seen as essential preparation for the next stage in their learning.     

    Why we teach what we do                                                                                                                                                        We follow the National Curriculum and aim to offer a ‘knowledge-rich, broad and balanced’ curriculum. We plan lessons to stimulate an interest in finding out about the past, encouraging children to ask meaningful questions that will further their understanding and increase their knowledge.

    As children move through the school, progression in history is carefully planned and monitored to ensure all children, regardless of their learning needs, can develop skills and knowledge. We provide learning opportunities and differentiated tasks that build upon previous knowledge and achievement. Topics are revisited to ensure that key concepts and facts are stored effectively in a child’s long term memory.

    History is taught as a discreet subject from Years 1 to 6 and there is a history focus in each term. The ‘Big Ideas’ in history are addressed in each year group and the topics studied are planned to include the historical concepts of:

    • Change and continuity; 
    • Cause and consequence; 
    • Similarity and difference; 
    • Significance and diversity.

    History in EYFS is incorporated into learning as the children begin to investigate their own history and that of their family and friends. As well as British and global history, local history is also studied. This reinforces the relevance of History to their lives and their community and further develops a sense of identity and place. Where we live and grow is an important part of who we are.                                                                                                                         

    How history is taught

    We share knowledge organisers with the children which provide the key information we want children to learn and retain. Key facts, events, dates and relevant vocabulary are featured. Key vocabulary is introduced, developed and extended for each topic and is revisited regularly. We give time to review learning and use a variety of retrieval activities and quizzes which inform subsequent planning.

    We use a variety of teaching and learning strategies with an emphasis on Inquiry-based Learning. We give children a wealth of experiences, from stories and role-play to research projects and lively debate.  The learning is enhanced through visits to museums and historical sites; workshops led by experts; visitors; the use of artefacts such as objects, paintings and documents; stories and drama.

  • Physical Education

    Please see the Sports section of our website here.

  • Music

               Music plays an important part in school life and we promote instrument tuition with nearly 150 children              learning an instrument with specialist instrument tutors.

              Both our singing ensembles and orchestra meet weekly and have performed at the Royal Hall, other local                        venues and music festivals.


    Music Tuition

    Music tuition is provided by local peripatetic music teachers who share our passion for music! We  currently have over 100 music lessons each week and so many of our junior children are receiving music tuition. Our initiative to teach an instrument to a whole year group has begun in earnest – we now have all of Y4 learning the Ukulele!

    If your child is interested in starting music tuition, please request forms from the school office or email music@pannal.ycway.uk 

  • Art and Design

    In Art and Design we aim to provide a well-rounded experience for our pupils. We want to equip them with the skills to create their own art works, help them to develop a visual literacy and gain knowledge about great artists and designers. 

    As children move through the school, they acquire and develop skills in drawing, painting, print making and sculpture. The progression of these skills is across the year groups and key stages. Children begin by exploring the potential of different materials and techniques and record their findings in a sketchbook which accompanies them through school from Year 2 – Year 6. The next step is to allow children time to create art that is valued, with opportunities to work independently and to collaborate with others. It is important to us that we provide an environment where children feel safe taking risks and are not intimidated by ‘getting it wrong’. Teachers not only engage and inspire our pupils, but challenge them to think critically about their work and the work of other artists. We provide opportunities for children to share and discuss their opinions in ways that are respectful.  

    As children develop mastery through their practise and development of ideas, they also gain an understanding of line, colour, shape, pattern, texture, tone and form. The acquisition of this visual language, together with the development of subject specific vocabulary and knowledge of some great artists and designers is also an important part of the curriculum. 

    Children are taught about ten specific artists and designers which have been chosen to reflect a broad spectrum of Western art movements. They include well-known artists that children are likely to encounter in their lives away from school, as well as artists and designers that reflect some aspects of British art history, including artists from Yorkshire. When looking at the work of these artists, children are encouraged to make links and connections to a wider context (historical or geographical, for example). Wherever possible, artworks (including those of other artists) are referenced while children are learning an artistic skill or technique and this in turn helps to further develop their visual literacy.  

    Knowledge organisers are used in each year group and include vocabulary progression, examples of outcomes for discrete skills and information about the featured artist/s. 

    We want our teaching of Art and Design to foster a love of art in our pupils and furnish them with the skills and enthusiasm for future study of the subject. In developing their knowledge and understanding of art and artists we hope our children will begin to appreciate how art and design contributes to the cultural heritage of where they live. 

  • Modern Foreign Languages

    At Pannal, we have an enthusiastic team of linguists who aim to share their love of foreign languages with the children. We hope that this passion for speaking French and Spanish will be infectious and the children will develop a lifelong love for languages. 

    Our first aim is to develop speaking and listening skills and encourage the children to ‘have a go’ at all times.  We then lay the foundations, through written French, in readiness for the children’s transition to secondary school and hopefully future study in adulthood.

    French is introduced at Key Stage 1 through songs, rhymes and games. In Lower Key Stage 2 weekly lessons incorporate speaking and listening skills in a fun and enjoyable way. As the children progress to Upper Key Stage 2, they learn to read and write in French and speak with more confidence. Topics are interesting and relevant and engage and stimulate learning.

    During Upper Key Stage 2 the children continue to learn French, but we also provide the children with an introduction to Spanish.

    The children learn about both the language and the culture of France and other European countries. Each year we embrace this by marking European Day of Languages with a whole school themed day.

    At Pannal, we work closely with a cluster of primary schools to share good practice. We are developing links with the secondary schools in Harrogate to meet the needs of transition from Key Stage 2 to Key Stage 3 to ensure that our children continue with their successful language journey.

    We hope, in the near future, to re-establish links with a French primary school so that the children can put their newfound love of French into practice and interact with similar aged children to themselves in France.

  • Computing

    Computing at Pannal is taught in a succinct and progressive way. Our Computing curriculum encourages pupils to develop and explore fundamental computing concepts, building pupils’ knowledge and enabling them to thrive in the digitally-rich environment in which they live. Whilst we acknowledge the importance of our pupils understanding how computers work and how they benefit our lives, we also recognise their potential to dominate children’s lives and experiences. We are therefore thoughtful about the best use of IT in other areas of our curriculum.

  • Religious Education

    Religious Education is planned from the North Yorkshire Agreed Syllabus 2019-2024.

    Parents may see a copy of this syllabus in school. All children will be involved in a daily act of worship, often known as assembly, which is broadly Christian. Parents may withdraw their child from Religious Education provided that such a request is made in writing to Mrs Turner. Alternative provision would then be made following consultation with parents.

    The North Yorkshire Syllabus aims for:

    “RE to explore big questions about life, to find out what people believe and what difference this makes to how they live, so that pupils can make sense of religion, reflecting on their own ideas and ways of living.”

    There are three main aims of RE.  These are to ensure that all children in school will:

     1. 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.


    2. 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 ethical issues
    • appreciate and appraise varied dimensions of religion.


    3. Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:

    • find out about and 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 people’s lives.

    To summarise, they will meet these aims through knowing, understanding, expressing ideas, gaining skills and deploying the skills needed to engage seriously about religions and worldviews.  The children will have the opportunity to explore specific questions that will lead them into learning about different world religions. 

    The syllabus is structured around the above aims and the three strands, Believing, Expressing and Living.  These strands are woven into the units of work that we cover within each area of school.  In each unit of work key questions that the syllabus identifies are addressed.  The key questions within each unit of work opens up the content to be studied.

    The whole school will follow the long-term plan below:


    In the Foundation Stage, children will encounter the beliefs of Christian people and other faiths, as part of their growing sense of self, their own community and their place within it.

    In Key Stage 1, they will become more familiar with the beliefs of Christian people and begin to explore Jewish people.

    In Key Stage 2, children will explore Christian people, build on their knowledge of Jewish people, explore Hindu and Muslim people.  In lower KS2 children will be introduced to Hindu people in more depth and in upper KS2 Muslim people will be covered more exclusively in the units covered.  However, some units of work will give children the opportunity to explore beliefs of Christian, Jewish, Hindu, and Muslim people to provide knowledge progression as the children journey through school. 

    The North Yorkshire Agreed syllabus helps to promote SMSC within school by supporting the school’s overall ethos through the planned RE activities as well as promoting a sense of self-knowledge, moral courage, and a capacity for promoting sympathy for others.  Despite this, we as a school have a duty to ensure that SMSC is developed through every area of school life.

    Within RE, ‘spiritual’ should not be confused with ‘religious’. Spiritual development refers to the aspects of the child’s spirit which are enhanced by school life and learning, and may describe the ‘spirit’ of determination, sharing or open-mindedness. Spiritual development describes the ideal spirit of the school. RE can support this by promoting: 

    • Self-awareness
    • Curiosity
    • Collaboration
    • Reflection 
    • Resilience
    • Response
    • Values
    • Appreciation

    Activities for moral development in RE 

    Moral development is about exploring and developing pupils’ own moral outlook and understanding of right and wrong. It is also about learning to navigate the fact of moral diversity in the world. RE is extremely well-suited to exploring social and personal morality in significant ways, it can do this by: 

    1) Valuing others

    2) Moral character development 

    3) Moral diversity

    Activities for social development in RE 

    Social development refers to the ways young people are shaped in schools with an eye on the sort of society we wish to create in the future. Developing children and young people socially means giving them the opportunities to explore and understand social situations and contexts they may encounter in school or outside. In the RE classroom, such social situations may include exploring: 

    • Shared values 

    • Idealised concepts: focusing on the abstract concepts our society is built on, such as justice, fairness, honesty and truth

    • Moral sources: a chance to reflect on where ideas about how we should behave come from, whether religious or non-religious texts

    • Influences

    • Social insight

    • Role models

    • Experiential learning: pupils should have opportunities to embody for themselves expected behavioural and social norms, whether through class discussions, group work, or ongoing behaviour expectations.

    There are two meanings associated with ‘cultural’ development, and RE embodies them both. Firstly, the term refers to the pupils’ own home culture and background, whether religious or not and secondly, the term describes our national culture. Schooling should prepare all young people to participate in Britain’s wider cultural life, whatever their own background. 

    RE and British values 

    RE can make a key educational contribution to pupils’ explorations of British values, and through teaching of RE it can enable pupils to learn to think for themselves about them. The subject offers opportunities to build an accurate knowledge base about religions and beliefs in relation to values. This in turn supports children so that they are able to move beyond attitudes of tolerance towards increasing respect so that they can celebrate diversity. 

  • Relationships and Sex Education (RSE)

    The school governors following consultation with parents and staff established our Relationships and Sex Education policy (RSE). Sex education should be complementary to that given at home. The purpose is to prepare pupils to cope with the physical and emotional challenges of growing up, and to give them an understanding of human reproduction. We aim to present the facts in an objective, balanced and sensitive manner. The school nurse works alongside teaching staff for some lessons.

    In Years 4, information is given to girls about managing their periods. In years 5 and 6 information is given about puberty, conception, pregnancy and birth. It is taught in the context of a carefully planned science and health education programme, with particular regard to moral considerations and the value of family life. Parents are always given prior notification of these lessons and invited to preview the video material that is used.

    All parents have the right to withdraw their children from RSE lessons. All lessons are structured within our wider PSHE curriculum plans.

    Please click here to see what children should know by the end of primary school.

  • Spiritual, Moral, Social & Cultural Education

    We have explored the concept of “curriculum entitlements” - the idea that there are certain experiences that all children should have the opportunity to have during their childhood. We are taking part in a LA project to explore how schools promote SMSC (spiritual, moral, social and cultural) across the curriculum involving our Year 2 children. These activities will span many of our curriculum dimensions and also give an insight into SMSC which threads through all aspects of the curriculum.


    The strands of SMSC within Pannal School are not treated in isolation, but rather seen as inter-connected through every area of school life.  It has a very strong link within the work covered in Personal, Social, Health and Cultural Education (PSHCE)  and Religious Education (RE).  To break it down:

    Pupils’ spiritual development is shown by their:

    • beliefs, religious or otherwise, which inform their perspective on life
    • sense of enjoyment and fascination in learning about themselves, others and the world around them.
    • use of imagination and creativity in their learning
    • willingness to reflect on their experiences.

    Pupils’ moral development is shown by their:

    • ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives
    • understanding of the consequences of their actions
    • interest in investigating, and offering reasoned views about, moral and ethical issues.

    Pupils’ social development is shown by their:

    • use of a range of social skills in different contexts
    • willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively

    Pupils’ cultural development is shown by their:

    • willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities
    • interest in exploring, understanding of, and respect for cultural diversity

    This is evident in school through strong values which are apparent in the day to day life of the school.  Pupils and all adults are respectful of each other and their environment.  They are reflective about beliefs, values and more profound aspects of human experience, using their imagination and creativity, and developing curiosity in their learning.   There are many opportunities for pupils to further develop their social skills, an appreciation of theatre, music, art and literature.  They are encouraged to develop skills and attitudes to enable them to participate fully and positively in modern Britain.  Pupils respond positively to a range of artistic, sporting activities within the active and arts dimensions. 

  • PSHE

    We have adopted the Qusetion- Based model from the PHSE Assocation and adapted it to match the needs of our cohorts. The overview of this can be found here. Focusing on our well-being and the well-being of others is a thread that can be seen running throughout everything we do at Pannal school. To be ‘Pannal-shaped’, is to demonstrate both the Olympic values of self-belief, passion, respect, determination, teamwork, honesty; as well as make good choices from the 5 Ways to Well-being; connect, give, keep learning, take notice and be active. Pupils are celebrated when they demonstrate these values and choices and encouraged to work on those that they find hardest to achieve.

    Pupils at Pannal, also, work on their own personal ‘toolkit’ every year to  record activities, experiences and strategies that aid their ability to remain calm, stay focused and be happy i.e. to nurture their mental health. They also reflect on how this changes as the years progress; which methods still work for them and which no longer do. We hope this reflection will, in time, be invaluable in creating life-long strategies to maintain wellbeing.

    Staff are encouraged to share their own strategies for keeping mentally and physically healthy with pupils as well as each other. This could be spending time outdoors, appreciating nature, cooking, doodling or a physical activity like joining our running club etc. This supports everyone at Pannal to find techniques that work for them but also encourages them to see activities from a different angle, one which highlights the effect on their mental health.

    Finally, we aim for all our community members at Pannal School to embrace well-being and be able to cope with life’s ups and downs. On offer to pupils, parents and staff are a variety of external and internal programmes that can be used to support the well-being of all, both at home and at school. We value everyone’s mental and physical health and aim for everyone at Pannal school to thrive.

    Within school, Mrs Dent is employed to offer pastoral support to pupils and also provides home visits for supporting with parenting issues.

    Every Monday, we have a counsellor in school from JustB. 

    Just B Emotional Wellbeing Support

    Just ‘B’ provides emotional wellbeing support to primary and secondary schools in our area. This service aims to provide children and young people with a space to share, explore and develop an understanding of their lives and emotional responses.


    Additional Emotional Support

    The Go-to

    The Go-to is a new mental health website for supporting children and young people in North Yorkshire.

    Please see the attached guidance and link to access this resource.


    Elsa Support

    The link below offers free emotional support resources.


    Compass Phoenix (formerly Compass Buzz and Reach)

    Compass Phoenix is a free, confidential health and wellbeing service for children and young people between the ages of 5-19.

    It’s also available for young people with Special Educational Needs and Disabilities (SEND) and an Education Health and Care Plan (EHCP) up to the age of 25.

    The Compass Phoenix service is for those children and young people who may benefit from receiving early help and prevention of harm work in relation to mild to moderate emotional wellbeing and mental health issues.

    The aim of the service is to improve outcomes for children and young people’s mental health by strengthening the range of mental health support available to children and young people.



    Growing Healthy North Yorkshire – Healthy Child Team

    The Healthy Child Team promote and protect the health and wellbeing of all children and young people aged 5 to 19. They work with children, young people and families to empower and enable them to make informed decisions about health, and to support them in transitioning safely and happily into adult life.  On their website they provide useful information for children and their families including sleep, e-safety and emotional health.