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This page gives an Overiew of our Curriculum

(including Cultural Capital and British Values).

Please Click on our Curriculum Tab (at the Top) to find out more.

Our Christian Vision

Our school is a Safe, welcoming place where everyone, including the vulnerable, is valued, nurtured and encouraged.  Enquiring minds grow ‘a Love of learning’; become fluent readers; and appreciate the world, themselves and others.  Our rich, creative curriculum provides time and space for the mind to grow, and spirit to Flourish. 


Markington is a happy school with children very firmly as its centre.  We know our children and families well, and our skilled and caring staff strongly value the firm partnership between children, staff, parents, church, governors and the wider school community.  

We offer a wide range of opportunities and approaches to enhance learning, and children of all ages have opportunities to work, play and learn together.  Our teachers and support staff are highly skilled and we value the opportunities offered by the strong partnerships we have with local cluster schools and the wider teaching community—which enhances the opportunities we are able to offer our children and makes learning exciting, varied and engaging.  

Our curriculum is carefully designed to provide all children with a good education which enables them to thrive and flourish spiritually, academically and sociably.   We encourage children to strive for their best and take pride in their achievements.  Markington School gives all children strong foundations to develop into self-confident, polite and caring young people with ‘a love of learning’ and the academic and social skills to succeed.  We are determined to provide the very best start to a young person’s life.

The National Curriculum for England; the North Yorkshire Agreed Syllabus for RE; and the DFE Statutory Framework for the Early Years; inform the subject-specific outcomes for individual topics.  We build our lessons on this, planning over-arching topics in order to provide a broad and balanced education which enagages and motivates each of our children to succeed. 

We relish the diversity in our community and celebrate the rich tapestry of personalities, skills and knowedge this brings.  We plan our curriulum with our school community in mind, integrating local events, our school context and the uniqueness of our children, with the statutory requirements of the DFE.

Classes throughout school are in mixed year groups and as a small school with varying cohort sizes, this class organisation can change, but we always prioritise small class sizes and high quality provision.  This enables us to regularly reveiw our curriculum and match planning and excellent teaching bespokely, to individual and cohort requirements and interests.   

Parents are given detailed guidance on the curriculum that their child is following at the beginning of each term. More information can be found on each class page or please contact school if you would like further details. 

Markington School Curriculum Documents

Our curriculum is carefully constructed and planned.  For KS1&2 this is rooted in the National Curriculum, whilst for the Early Years Foundation Stage, this is line with the EYFS Framework.  The over-arching topic is usually humanities-based, with other subject areas dove-tailing in, to enable the children to build knowledge progressively; make meaningful links between subjects; and access a broad and balanced curriculum.

Please see the individual subjects below to see how the NC objectives apply to each unit of work.

British Values

At Markington School, we develop and promote British Values throughout our school and within our curriculum so that our children become valuable and rounded members of society, and to prepare them for life in modern Britain.

We teach children to value and respect our differences, but to cherish what we have in common. Alongside this, we value and celebrate living in, and being part of, Britain, through our daily interactions and the promotion of:

  • The Rule of Law
  • Democracy
  • Individual LIberty
  • Mutual Respect and Tolerance for those of different faiths or beliefs.

To do this our children will develop;

  • An understanding of how citizens can influence decision-making through the democratic process

  • An understanding that the freedom to hold other faiths and beliefs is protected in law

  • An acceptance that people having different faiths and beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of discriminatory behaviour

  • An understanding of the importance or identifying and combating discrimination.

'A couple of weeks ago, we had Lockdown practice.  We all followed the rules when we heard three blasts on the whistle.  Knowing what to do, and following rules, helps to keep us safe'.  Lily 

'We often vote for which story to read at the end of the day.'  Class 1

'The whole school voted for the children who wanted to be in the School Council.'                   Verity

'I used to live in Zimbabwe where you had to be careful about what you said.  In the UK you have rights to speak up for yourself - whoever you are.'                         Alanna

'Our teachers encourage us to ask questions.'                       Amelie

'Playing nicely shows respect to others...that's very important.'                                               Abbie

 'During phonics, we are patient with each other, showing tolerance.'                                        Sophie

'We all have different opinions.  They may be right or they may be wrong....but it is ok to have different opinions'.                      Alexander

Being Part of Britain

We celebrate traditions and customs in the course of the year - Harvest Festival, Rememberance Day, Christingle, Nativity Performance, Easter service etc.

We also value and celebrate national events, such as royal celebrations and general elections.

Children learn about the geography of Britain and its relation to the rest of Europe and the World, as well as key moments in British history - The Great Fire of London,  the abolition of slavery, The Empire Windrush, and significant historical individuals, such as Guy Fawkes, The Royal Family and William Wilberforce.

Rule of Law

The importance of rules and laws are referred to and reinforced often, such as in assemblies and when reflecting on behavioural choices.  Our school behaviour policy can be summarised as 'Ready, Respectful, Safe', and we belive that if everyone follows these simple rules, then the enivoment will not only be a lovely place to be, but children will thrive and be able to do their 'best learning'. We also teach children the value and reasons behind laws, and these are reinforced in different ways - visits from our local Police Community Support Officers, the fire service; through the curriculum;  participation in workshops (e.g. Virtual Parliament).

We encourage and reward children's behaviour, attitude and work through a variety of approaches and platforms.

Mutual Respect and Tolerance of those with different faiths and beliefs

Markington School serves an area which is not extensively culturally diverse so we are proud to promote and celebrate different backgrounds and beliefs.  Tolerance, politeness and mutaul respect are at the heart of our aims and ethos. 

Our curriculum teaches children an awareness and appreciation of other cultures including learning about different faiths in RE, art, music and literature from different countries and cultures, as well as teaching chidlren how to argue and discuss points of view.


Children, parents and staff have many opportunities for thier voices to be heard at our school.  Children are involved with staff recruitment, discussion in class, suggestions for special events, and through our School Council representatives.

Pupils are always listened to by adults, and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard.  We encourage children to take ownership of not only their school, but also their learning, through our school 'Learning Powers'. 

Individual Liberty

Through the provision of a safe, secure environment, we provide a culture where children feel able to respectfully express their views and beliefs.  They are involved in appropriate decision making and are taught how to exercise their rights and personal freedoms safely, whilst recognising that with rights come responsibilities.


Our PSHE curricuum is based on resources provided by Coram Scarf, and the teaching of British Values is specifically taught as aspects of this curriculum, for all year groups at an age-appropriate level. 


Cultural Capital

'... the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said, and helping to engender an appreciation of human creativity and achievement.'

School Inspection Handbook

Our curriculum is broad and balanced, providing pupils with rich knowledge, through our curriculum and planned experiences to develop their cultural capital.  At Markington School, we plan specifically for additional opportunitites to support this.

Markington is in area which is predominatlely White/British, and so promoting the rich diversity of Britain is important in building an inclusive culture and ethos which is built upon respect and consideration of all others.  It enables pupils to develop the cultural capital required to engage with society and understand the importance of being a good UK and global citizen.

We plan 'hands-on' events, which widen children's knowledge and perspective, over each year of their time in school, from Nursery to Year 6. 

Such as providing opportunities for children to experience:

  • Different Religions and Places of Worship 
  • Wider range of sports, e.g. fencing, archery
  • Opportunities to participate in school, local and county-wide competitions
  • Opportunity to visit the theatre, museums & art galleries
  • Opportinuties to see live theatre/ hear live music
  • Try foods from different countries
  • Knowledge of different localities - their own community, a city, the seaside, the Lake District etc.
  • Perform in front of an audience
  • Engage with fund-raising

Cultural Capital Map - generic example (this is individualised annually in response to the curriculum, the cohort, and local, national and international events.

2021-2022 Cultural Capital Map - (events still limited due to Covid)

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