The Curriculum at Shiney Row Primary School
Our curriculum contains all the knowledge, concepts, skills and contexts, necessary to shape learning so that children can develop into independent thinkers and learners. Our curriculum is engaging, exciting, innovative and inclusive. It provides our children with opportunities to develop the knowledge and skills they need to excel, and become creative and curious individuals. The structure, sequencing and organisation of each subject has been carefully planned so that new learning builds on prior learning, with opportunities to revisit and apply learning to new contexts, deepening understanding and strengthening memory and recall of important information. With clearly identified end-points in each subject, learners’ progress towards their next stage of education can be accurately assessed.
The curriculum includes knowledge and understanding of the world in which we live, and the events that have shaped it in the past to make it what it is today. It is organised to identify and celebrate clear links to our locality and region as well as national and global contexts.
Our curriculum has a clear emphasis on securing strong literacy and numeracy outcomes for all learners. The development of confident, fluent readers able to read with understanding and enjoyment is prioritised at every stage of learning. Books that are chosen as class reading texts are selected to engage, motivate and challenge learners with their writing as well as their comprehension. Books chosen for story time provide opportunities for learners to become engaged with the enjoyment of reading, stories and books.
The reasoning behind our curriculum.
Research has confirmed the need for a curriculum that identifies the knowledge, that has to be learned and retained, and the skills that have to be practised and developed, that are essential to a deep understanding of the subjects studied.
Cognitive scientists have found that our brain works at different speeds, depending on whether we have learned something already, or whether we are relying on "working memory". Working memory is new information you can keep in your head and is very limited (holding between three and seven pieces of new information). That is why learning your times tables by heart is useful. Completing more complex calculations is easier if you can recall your times tables without having to place demands on your working memory. This is why we place an emphasis on phonics and early reading so that reading becomes fluent and second nature. This makes understanding what is being read so much easier.
The way in which the brain stores new information, and makes inferences and discoveries, is by connecting it to existing stored knowledge (schema). You cannot have skills without knowledge, because you cannot evaluate something you do not know anything about. You also cannot come up with new ideas without jumping off existing ones.
Because learning is a change in long-term memory, we support this by the way the curriculum is structured and lessons sequenced. Leaners are supported to develop their memory and retrieval skills by repeated practice, retrieval and the application of what they have learned to new contexts. Key themes run through subjects, which learners revisit repeatedly, gradually building and deepening their understanding of them.
To view any of the Curriculum Guidance Documents shown below simply click on the relevant link.
Whole school Maths Programme of Study (pdf)
At Shiney Row Primary School, we believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school. We want them to write clearly, accurately, coherently, and creatively - adapting their language and style for a range of meaningful contexts, purposes and audiences.
Handwriting, spelling and grammar will be explicitly taught to ensure that children are able to understand the conventions of writing and manipulate language to create effects for the reader.
We believe that all pupils should be encouraged to take pride in the presentation of their writing. Children will learn the cursive script and will present their writing in variety of ways and write for a variety of genres. Through the stimulus of high quality fiction and non-fiction texts, children will acquire and learn the skills to plan, draft and refine their written work over time. They are encouraged to develop independence in being able to identify their own areas for improvement in all pieces of writing and our progressive curriculum allows them to continually build upon taught skills.
At Shiney Row Primary School, we believe that the teaching of reading is integral to a child’s understanding and appreciation of the world around them; a platform that allows our children to see beyond what they know, share in cultural experiences and develop the vocabulary they need to effectively express themselves. Our reading curriculum strives to foster a lifelong love of reading. We cultivate the behaviours that they will need to be discerning readers as they read frequently and widely using self-regulation strategies and discuss what they read. This curriculum is delivered through synthetic phonics (Read, Write, Inc.), reading fluency, explicit comprehension teaching, home reading, reading across the curriculum, regular opportunities for independent reading and using and hearing high quality texts in writing lessons and at the end of each day for story time. All of these are essential components as they offer the range of opportunities needed to develop fluent, enthusiastic and critical readers.
It is important that children are motivated to read at home regularly; when their reading opportunities increase, so does their fluency and stamina which in turn increases their enjoyment of reading. Therefore, the link between children’s motivation to read and reading for pleasure is reciprocal. Furthermore, we know that reading pleasure is beneficial not only for not only reading outcomes, but for wider learning enjoyment and mental wellbeing. Thus, we work hard to foster a love of independent reading and build communities of engaged readers. We understand the significance of parents and carers in supporting their children to develop both word reading and comprehension skills so we endeavour to build a home-school partnership which enables parents and carers to have the confidence to support their children with reading at home.
Reading is at the very heart of our curriculum. We are committed to promoting a love for reading and not only giving children opportunities to read in English lessons, but in the wider curriculum too.
Whole school English Programme of Study (pdf)
Our science curriculum is structured so that children build on their substantive subject knowledge each year, providing opportunities to think and work scientifically at the same time. Acquiring and using scientific vocabulary is prioritised and opportunities are provided for children to use technically correct vocabulary when discussing and recording their work. As they progress through school, children are encouraged to see how science, as a way of thinking about and explaining natural phenomena, can explain what is being observed, predict how things will behave and identify reasons and causes. The programmes of study outlined in the National Curriculum describe the sequence of knowledge and concepts which children are supported to develop a secure understanding of. Working scientifically is not taught separately, it is taught within the content of each aspect of science so that children have the opportunity to tackle a variety of scientific enquiries. This supports a secure understanding at each stage and prevents superficially learning and the opportunity for misconceptions to develop unchallenged.
Science Overview (pdf)
We have structured our geography curriculum so that children can experience diverse places, people, natural and human environments as well as the physical and human processes that form how and where we live. The places, locations and scale of contexts studied have a clear local focus, celebrating where we live as well as national and global studies. Progressing through our curriculum provides children with the opportunity to deepen their knowledge and understanding of the relationship between physical and human processes and the impact on the landscape, environments and planet. Combined with relevant fieldwork, our curriculum provides children with the learning, knowledge and skills to explain how the human and physical features of the Earth at different scales, affect each other and are constantly changing.
We offer a high-quality history education that helps children gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We have a clear focus on our own locality to ensure our rich history and heritage is at the forefront of everything we do. It inspires children’ curiosity to know more about the past, as well as equipping them with the skills to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. We help children to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. This prepares them well for the next stages in the education.
History Overview (pdf)
Our RE curriculum is based on the Sunderland Agreed Syllabus and has the following key elements:
-Knowledge and Understanding of Religion, Critical Thinking and Personal Reflection
Knowledge and Understanding of Religion
This is about what religion is and the impact it has for individuals and communities. It involves investigation of and enquiry into the nature of religion and belief through the four RE concepts: Belief, Authority, Expressions of Belief and Impact of Belief
Pupils will develop their knowledge and understanding of individual religions and distinctive religious traditions, and apply this to considering ways in which religions are similar to and different from each other. Older students will be able to connect significant features of religion together in a coherent pattern. All pupils will enquire into ultimate questions and ethical issues through their study of religious traditions.
Critical thinking requires pupils to use reason to analyse and evaluate the claims that religions make. Through learning in this way pupils have the opportunity to give opinions, support their ideas with reason, consider alternative arguments, weigh up evidence and listen to and respond to the views of others, so developing the ability to articulate their own views and form their own opinions.
Critical thinking requires pupils to be open minded and to value different types of reasoning including intuition e.g. the many differing reasons why people might hold onto a religious faith.
Pupils can demonstrate progress through the quality of their ability to analyse various viewpoints, explain or justify their opinion and evaluate the opinions of others. It is not the opinion itself that is assessable but the process of developing and justifying opinions. This is at the heart of Philosophy for Children.
This develops pupils’ ability to reflect on religion in relation to their own beliefs, values and experiences and the influence of these on their daily life, attitudes and actions. Personal evaluation is introspective, subjective and private.
Religious Education (pdf)
Each year children are provided with opportunities to develop skills in drawing, textiles, sculpture, painting, print making and collage. These areas are developed throughout school from foundation stage to year six. The children have the opportunity to revisit skills from previous years before tackling new ones, practice drawing skills in other curriculum areas and explore creativity and expression. We help children think critically, gain a wide range of well-developed art skills so that they can build on and develop further as they continue their education
Design and technology
We encourage children to use their creativity and imagination and combine it with critical thinking. The products they will design and make will be informed by their understanding of the design process, elements of other subjects such as science, art and mathematics and the evaluation of past and present design technology. The process of designing, making and evaluating continues through school, providing children with opportunities to practice and revisit what they have learned and apply it to new contexts and problems.
Design and Technology National Curriculum (pdf)
As children progress through school, our music curriculum provides opportunities to develop a critical engagement with music, to compose, listen to and respond to a range of music from a range of musicians and cultures. The Charanga Musical School Scheme provides teachers with week-by-week lesson support for each year group in the school. Each Unit of Work comprises the strands of musical learning which correspond with the national curriculum for music:
Our physical education curriculum aims to motivate and inspire children to be physically active and to develop competence in a range of challenging physical activities. It promotes competition, an enjoyment of winning and ability to face defeat graciously. Fairness, respect and an appreciation of other’s performances are important themes in the PE curriculum. The curriculum reinforces aspects of our science curriculum, in promoting the importance of engaging in physical activity for extended periods of time. It supports the understanding that sustained cardiovascular exercise is essential for long-term health. It provides the opportunity to practice, build on prior learning and progress from overall body management to competing in inter-school and regional competitions
Our curriculum is structured so that children are supported in becoming digitally literate in that they are able to use, express themselves and develop their own ideas through information and communication technology. We provide children with the skills and tools to stay safe online including the knowledge and understanding to identify reliable facts and information and that which is not.
Modern foreign language
At key stage 2 children have the opportunity to study French as a modern foreign language, covering reading, writing, and speaking the language. This study of a language supports children as they transition to secondary school where they will focus on French too.
Underpinning our PSHCE curriculum, which promotes positive behaviour, mental health, wellbeing, resilience and achievement is SCARF: Safety, Caring, Achievement, Resilience, Friendship, which is a supported coherent, sequential curriculum that meets the Relationships Education and Health Education statutory requirements