We organise our curriculum into half termly topics. Each topic has a lead subject area which acts as the key driver. The key drivers are historical, scientific or geographical because we recognise that our children demonstrate high levels of engagement in these areas of the curriculum. Other subjects are creatively placed to link learning rather than being equally spread across terms. We do not teach every subject in a half termly period and subjects are blocked together within a topic where appropriate (for example, 5 RE lessons may be taught over a 3 day period rather than weekly).
Whilst we are determined that the children know the associated facts for each curriculum area, our emphasis is on building the skills required to apply knowledge. This is to create both aspirational and resilient learners.
English is mostly linked to topic themes and key texts are carefully selected in order to drive the learning. We recognise that outcomes for our children are stronger when the link between English text and topic are clear. Maths, PE and Spanish are taught separately. We endeavour to fill each topic with rich first-hand purposeful experiences and we make meaningful links between subjects. An emphasis on understanding vocabulary is key in all subjects. Environments and expertise beyond the classroom are actively encouraged and within topics we are both flexible and responsive to individual needs and interests. Below you can download our curriculum map.
RE and SMSC
We are proud to have strong SMSC education in school. Our caring school ethos is built upon integrated opportunities for SMSC throughout the school day as well as within the curriculum. Some of the ways in which we achieve this are:
Every class undertakes a unit of RE work each half term following the Hampshire Living Difference III curriculum. We organise the Living Difference framework as follows:
|1.1.||Sharing - Harvest||Special Books -Bible and Torah||God - God talk (HIAS RE)||Ritual - Prayer and the church||Divinity - Miracles of Jesus||Good / Evil and Avatars - The festival of Holi|
|1.2.||Celebration - Birthdays||Light as a symbol - Hannukah and Advent||Special Journeys - Christmas||Angels||Prophecy - Magi||Interpretation - Birth narratives|
|2.1.||Storytelling - Stories Jesus told||Creation -Creation stories||*Remembering - Passover||Submission - Muhammed and the 5 pillars of Islam||Ritual - Reflection / prayer||Salvation - Christian story|
|2.2.||Celebration - Celebrating new life||Darkness to Light - Easter Paschal Candle||Welcoming - Palm Sunday||Remembering - Easter||Symbol - Eucharist Easter||Resurrection - The Empty Cross|
|3.1.||Special - Special clothes||Bread a s a symbol - Harvest pack||Celebration - Sukkot||Worship - Christian and Muslim||God||Devotion - Mahashivratri|
|3.2.||Specialness - Special Things||Change - People Jesus met||Specialness - Special places Church / Synagogue||Authority - Sacred books - Bible / Qu'ran||Devotion - Hindu Mandir||Ritual - Rites of passage|
Parents have the right to withdraw their children from both collective worship and also RE lessons although our school does not recommend this. Requests for withdrawal must be made in writing and addressed to the Headteacher.
We teach non-core subjects by ensuring we teach key information (knowledge) then plan for pupils to use subject specific skills to apply this learnt knowledge. We plan these subject specific skills at an age appropriate level so that pupils can develop them as they progress through our school. The poster below demonstrates how we get our pupils to think deeper and make our curriculum richer and more engaging for the pupils.
Here are the skills matrices for our non-core subjects, this is an example of the year 1 computing skills matrix.
We aim for each year group to have visits that are carefully interwoven with their topic. We choose experiences that are not only linked to our topics and are enjoyable for the children, but most importantly, will enhance and extend learning. Trips and may change and develop as we explore our children's interests and each topic.