Intent and Implementation 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...
We tailor the curriculum to ensure that each individual has every opportunity to achieve their full potential.
We employ a knowledge and skills based approach to the curriculum and make links between the subjects (where appropriate), ensuring that learning is set in a meaningful context for the children.
Topics change regularly and are planned to provide progression of skills and challenge for all children.
We are committed to using engaging and creative approaches to teaching and learning. We strive to develop motivating and exciting techniques and strategies that inspire children and provide opportunities for them to develop their independent thinking and problem solving skills.
At Spring Gardens Primary School, we teach children to write using the Talk for Writing approach which was developed by Pie Corbett. The Talk for Writing method enables children to imitate orally the language they need for a particular topic, before reading and analysing it, and then writing their own version. Talk for Writing has three stages - Imitation, Innovation and Independent Application. The approach moves from dependence towards independence, with teachers using shared and guided teaching to develop children’s ability to write creatively and powerfully.
Below are the Literacy Overviews for each year group...
The following documents outline how we approach teaching children to read.
The documents below outline how children are taught to carry out maths calculations in school.
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.
These areas of the curriculum are all underpinned by four guiding principles outlined in the Early Years Foundation Stage framework. These are:-
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.
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.
We follow the National Curriculum, within this 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 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.
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.
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.