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Curriculum

Objectives of the School Curriculum

At Spring Gardens Primary School we aim to provide a curriculum that encompasses the school’s principle ethos of Caring, Learning and Achieving.
Our curriculum will...

  • Broaden children’s horizons
  • Provide children with essential skills for lifelong learning
  • Nurture high aspirations
  • Develop rounded individuals who are valued and valuable members of our modern society.
  • Ensure that children have healthy minds and bodies.
Each child’s different rate of intellectual development and learning will determine the extent of the knowledge, skills, concepts and attitudes acquired.

Rather than studying each subject separately, we employ a creative, topic-based approach to the curriculum.
This means that we make links between the subjects and ensure that learning is meaningful and set in a real life context.

Topics change regularly and are planned to provide progression and challenge for each year group
We are committed to using innovative and creative approaches to teaching and learning. We strive to develop new and exciting techniques and strategies that engage children and provide opportunities for them to develop their thinking and problem solving skills.
 

Foundation Stage

The curriculum

Children in the Foundation Stage (from Nursery to Reception) work towards the Early Learning Goals set out in the statutory document from the Department of Education: Framework for the Early Years Foundation Stage 2012 (EYFS).

There are three prime areas of the curriculum and four specific areas.

Prime

  • Communication and language
  • Physical development
  • Personal social and emotional development

Specific

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

These areas of the curriculum are all underpinned by four guiding principles outlined in the Early Years Foundation Stage framework. These are:-

  • A unique child – every child is a unique child who is constantly learning and can be resilient, capable, confident and self assured.
  • Positive relationships – children learn to be strong and independent through positive relationships.
  • Enabling environments – the environment plays a key role in supporting and extending children’s development and learning. Experiences should respond to a child’s individual needs and there is a strong partnership between practitioners and parents / carers.
  • Learning and Development – children develop and learn in different ways and at different rates and all areas of learning and development are equally important and inter-connected.

At Spring Gardens Primary School, we aim to ensure that these themes underpin all our work with children. When planning the curriculum, teachers refer to the framework guidance to identify the steps children need, to develop the knowledge, skills, understanding and attitudes required to achieve the early learning goals, at the end of the Foundation Stage. We recognise that every child is unique and we aim to deliver a curriculum that meets each child’s stage of development at all times. Throughout all curriculum delivery we ensure that our children’s spiritual, moral, social and cultural development are planned for and supported.

Method and delivery

The statutory guidance for the EYFS states that there are three characteristics of effective teaching and learning:-

The learning characteristics:

• playing and exploring

• active learning

• creating and thinking critically

At Spring Gardens Primary School, we believe that playing and exploring, active learning and thinking skills are all important to the developmental process and can be achieved through planned curricular activities where the emphasis is on play. At Spring Gardens Primary School, children are motivated and challenged through play. They are encouraged to work collaboratively and co-operatively. Throughout the Foundation Stage, staff ensure that the play is challenging and structured. Staff implement play based activities across the curriculum to ensure a variety of learning experiences for children. In both Nursery and Reception children have the opportunities to initiate their own play alongside planned and structured activities led by staff. However, when the children are ready, more structured activities are introduced particularly in reading, writing and maths to prepare for the national curriculum in year one. We aim to enable children to be equipped in the basic skills necessary for year one.

Planning the curriculum

The foundation stage staff meet as a team to plan medium term and weekly plans following the statutory framework for the EYFS. Children’s interests and fascinations are used to inform both medium and weekly plans.

The medium term planning takes place on a termly basis and links to topics. Learning objectives are identified according to the stage of development that the children are at. Each week teaching staff complete weekly plans, outlining child initiated, adult directed and adult led activities across the curriculum. Activities are differentiated to support and challenge children’s learning according to their needs and abilities. As part of the daily routine children chose where they would like to work (play), work in both large and small groups and complete adult /directed led tasks. Staff closely observe individual’s likes, dislikes, personal interests and strengths and use this to inform future planning.

Key Stage 1 and 2

There are nine subjects that must be taught. These are identified as ‘Core subjects’ or ‘Foundation subjects’. The ‘Core subjects’ are English, Mathematics, Science and ICT.

The ‘Foundation subjects’ are History, Geography, Art and Design, Physical Education, Music, RE, PSHE & C and Design Technology.

All children have daily literacy and numeracy sessions and we consider it to be one of our highest priorities that children leave school with secure basic skills which will serve them well in the future.

The documents below lay out our curriculum for each year group.

Learning To Read

The following document outlines how we approach teaching children to read.

Maths Calculation Policy

The documents below outline how children are taught to carry out maths calculations in school.

Religious Education and Assemblies

The school is not affiliated to any particular religious denomination. We follow the Agreed Syllabus of North Tyneside Local Education Authority. Each day there is a non-denominational act of corporate worship, where emphasis on religious worship, moral and social development is stressed. Exemption from any periods of religious worship or instructions can be obtained by contacting the Head teacher. Celebration assemblies are held every Friday in school. During these certificates of achievement are handed out, and we celebrate birthdays and achievements both in and out of school.

Sex Education

Aspects of Sex Education may be covered incidentally within the context of the general curriculum. In addition, Sex Education relating to body changes will be taught to children in Years 5 and 6. The School Nurse will talk to boys and girls separately, and parents will be forwarded a consent form prior to each talk. Parents have the right to withdraw their child from all parts of Sex Education offered, except for those elements taught as part of National Curriculum Science.

Enrichment Weeks

One of the excellent features of Spring Gardens is the variety of opportunities that children are given during our termly enrichment weeks.

A whole school theme determines the focus of each week and enables our normal curriculum to be adapted and the structure of lessons changed to fit planned activities and events. Since the introduction we’ve had literacy and numeracy weeks, creativity weeks and an environmental week. We usually open the school to parents in the form of workshops, visits and other events. These have proved to be incredibly popular with parents and children alike and we aim to develop these weeks further in the future.

 

PHSE

 

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