A Curriculum of Opportunities
Focus for 2019-2020: The development and acquisition of knowledge and skills based vocabulary.
The curriculum at St Mary Redcliffe Primary will;
- Prepare our children to be responsible global citizens who understand their rights and responsibilities in their local and wider community.
- Enable our children to master basic skills in reading, writing and maths.
- Give opportunities for children to apply skills, knowledge and understanding to all curriculum areas.
- Ensure breadth, depth and progression in our curriculum through carefully sequenced planning.
- Revisit and build on previous knowledge and understanding.
- Provide targeted support for our disadvantaged pupils to reduce the gap in skills, knowledge, understanding and vocabulary.
- Expect children to correctly use and apply the vocabulary taught.
- Provide extra curricular activities, educational visits and visitors for all to enhance their learning experiences.
- Challenge our pupils and prepare them for their futures.
The curriculum is knowledge, language and culturally rich reflecting the needs of our diverse community and our Christian distinctiveness. It will prepare our children effectively for their future, allowing them to flourish in everything they do.
Our 12 school Christian values are intrinsic throughout our whole curriculum and are evident in the ethos of our school- ‘Rooted in Love’.
Our aim this year will be to embed a mathematics mastery approach whilst using the White Rose schemes of work and planning materials.
This approach has mathematical problem solving at its heart and has three key principles, we teach children to:
1. Use spoken and written language with confidence and clarity to explain and justify mathematical reasoning.
2. Have a deep conceptual understanding of mathematical concepts.
3. Develop mathematical thinking, including generalising, classifying and comparing, and modifying.
We aim to engage our children by using a range of high quality texts as the stimulus. We value the importance of talk therefore children will begin by orally retelling and exploring language in EYFS. By the end of year 6 we aim for the children to have become confident, creative writers who can write coherently for a range of purposes and audiences. The children will follow our Handwriting Policy whereby they begin with mark marking and then progress to develop a cursive handwriting script (see handwriting policy).
Reading is very important to us and we work hard to create a love of and passion for reading in every child. We use the Letters and Sounds Scheme which aims to build children's speaking and listening skills as well as to prepare children for learning to read by developing their phonic knowledge and skills. We have a levelled reading scheme (Oxford Reading Tree) where by children start with picture books, Floppy’s Phonics Books then children progress through the scheme until they become "free readers. Children in year 2-6 have regular guided reading sessions where they are taught comprehension skills. Children have opportunities to read and talk about books regularly to teachers, teaching assistants and volunteers. The children are very proud of their new library and love to spend lunchtimes and class sessions choosing new books and developing their passion for reading.
We aim to give our children the basic skills in spelling, grammar and punctuation to enable them to read and write confidently across the curriculum and apply their knowledge.
We provide a progressive curriculum that builds upon previous learning and enables our children to understand the main ideas and concepts of science as set out in National Curriculum. Through scientific enquiry the children are given an opportunity to explain and apply scientific information to solve problems. Our science curriculum is supplemented by our Forest School and work on climate change and sustainability which encourages our children to develop a love for nature and have an awareness of environmental issues which impact our lives.
We follow the Understanding Christianity and South Gloucester schemes of work. These allow our children to develop a deeper understanding of Christianity and other religions through exploring a range of faith related questions. Our lessons support children to develop creativity, discussion and thinking skills and time for reflection.
Every year the children will have the opportunity to take part in fieldwork, which will include: questionnaires, field sketching, photos, video/audio recording and measurement. The map work skills include using and interpreting, position and orientation, drawing, symbols, perspectives/scale and digital map making. They will explore the human and physical features of the planet and how to act for a sustainable future.
Each history theme will have a focus on chronology where children will understand where the civilisation they are studying fits in time. They will also have opportunities to find out about the past and to interpret it by using a range of historical resources including: museums, portraits, historical maps, artefacts, diaries/letters, graves, local landmarks and buildings, newspaper reports, audit books, log books, recipes, film clips and visitors.
Throughout the school children will have the opportunity to study in all seven art forms; painting, collage, digital media, textiles, printing, 3D design and drawing through a range of artists including local inspirational artists.
Children will develop the skills of design, make and evaluation linked to the key themes in our curriculum. Examples include; cooking food from different cultures, sewing bookmarks and pottery making.
Throughout the school children will have opportunities to appreciate, compose and perform a range of genres from our locality, across the world and throughout time. Every child will have the opportunity to learn a tuned instrument during their time at our school.
To inspire and develop children’s’ expertise we have strong links with local sports specialists. Children will participate in a range of sports including Frisbee, dogeball, hockey, tag rugby and gymnastics. We are part of the Ashton Park Sports Partnership, which enables us to compete in a range of festivals and competitions. Year 3 children have the opportunity to regularly go swimming.
We follow the Switched-on computing scheme, which develops children’s skills across a range of areas including coding, publishing and research.
Children in Key Stage 2 learn Spanish. By the time children leave the school they have a basic conversational language and understand basic vocabulary.
Throughout the school we follow a scheme called Jigsaw. It is a mindful approach to personal, social, health and economic education and includes emotional literacy, social skills and spiritual development.
All children will experience environmental education through forest school. They will have hands on experiences to develop self-esteem, confidence and an opportunity to achieve and thrive in the outdoors.
As an important part of our integrated approach to Spiritual, Moral, Social & Cultural education at St Mary Redcliffe Primary, we promote children’s understanding of British values by embedding them across the school curriculum so that they permeate children’s learning as well as influence the values and ethos of the school.
2018-2019 was the launch of our unique curriculum for the children at SMR. The curriculum incorporates the statutory requirements of the National Curriculum 2014 and other experiences and opportunities which best meet the learning and developmental needs of the children in our school. Whole school themes drive our curriculum with each year group focusing on a specific area. Children will experience some teaching of the foundation subjects in blocks; this allows purposeful links to be made, opportunities to explore deeper into topics and a chance for children to develop their curiosity.
A yearly overview is planned for each year group and from this teachers plan using subject specific progressions. This ensures skills, knowledge and vocabulary is built upon each year and the children have opportunities to revisit and make links across all their learning. Vocabulary is a focus for us as a school so this year we have introduced vocabulary progressions.
Subject leaders will play an important part in the success of the curriculum by leading training, monitoring and evaluating their subjects. This will feed into a review of the curriculum alongside feedback from children and parents to continue to improve and engage our children in their learning.
Impact so far…2019-2020
- Children are excited, enthusiastic and confident to talk about their topics and demonstrate that they know more and can do more from their learning. For example, the year 3 children shared their learning on different rock types (ingenious, metaphoric and sedimentary) they then talked about the properties and applied this in a letter to Rocky to suggesting what he should use for his roof tiles. The children reasoned using vocabulary including permeable and impermeable.
- All children could talk about the Life Skills Day and explain why it was important to learn these new skills.
- Our curriculum design has enabled our children to make links in their learning and apply skills across the curriculum. Staff are collaborating to make meaningful links. For example: Year 5 learnt about space in science, made space buggies in D+T and then programmed them in computing.
- When discussing their learning children were using more subject specific vocabulary. This showed that vocabulary have been explicitly taught and therefore the vocabulary focus and progressions are having an impact. One of our reception children who was learning all about dinosaurs went to ASDA and spoke to the manager about the lost dinosaur who had escaped from school! She then applied her vocabulary and said ‘you might find the dinosaur in the meat section because it’s a carnivore.’
- Classroom environments all had vocabulary displayed to support the children. Word pots were being used as tool to support the retention and recall of vocabulary. We will be monitoring the impact of vocabulary retention in T5 and T6.
- We have introduced knowledge organisers for Yr1-6 to share key objectives and vocabulary with families. This has sparked excitement and engagement in topics, more children bringing in home learning to share.
Evidence from: Book looks, pupil interviews, planning, learning walks.
Impact so far...2019-2020
The curriculum has had a positive impact in its first year, 2018-2019. Throughout the year SLT completed pupil interviews, regular book looks and lesson observations. Feedback from this and teachers enabled us to make adaptions to our curriculum to ensure the very best for our children. Cross-curricular learning has meant a broad and balanced curriculum for the children at SMR. The children have opportunities to apply their learning and it has given them more purpose, particularly purpose to write. We are closing gaps in knowledge, understanding and skills across the curriculum, as demonstrated by our EYFS and KS1 results. Thereby preparing our children for the challenges of KS2 learning and beyond. Sequenced planning, monitoring and feedback will ensure that the knowledge and skills learned in the EYs and KS1 are transferred and applied in KS2. Feedback from our parents has been extremely positive; children are far more engaged and excited by their learning. Throughout the year we have seen children actively promoting our school ethos ‘Rooted in love’. We have had groups of children leading charity events and assemblies on well-being. Our children are excited to come to school and becoming more responsible global citizens.
What the children say:
‘’I know what to do in an emergency now.’’ Year 2
‘’We learnt how to write a CV. I wrote an application to be a mini-cop and had an interview.’’ Year 5
‘’I want to go camping with family now and have my own campfire.’’ Year 2
‘’Before I had no idea what deforestation meant. Now I want to raise money for a charity to stop it.’’ Year 4
‘’I’m more aware of prices in shops now. My parents pay a lot, it’s made be way more grateful.’’ Year 6.