Our Curriculum Statement
St. George’s Curriculum English The English Curriculum is delivered using the National Curriculum 2014 and the Early learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum.
SPEAKING AND LISTENING
The Four Strands of Speaking and Listening: Speaking; Listening; Group Discussion and Interaction, and Drama permeate the whole curriculum. Interactive teaching strategies are used to engage all pupils in order to raise reading and writing standards. Children are encouraged to develop effective communication skills in readiness for later life.
The opportunities, organisation and provision for the teaching and learning of reading are as follows: • Shared reading; - an opportunity for a class or group to share a common text together with an adult • Star reading; where children work as individuals or in a small group with an adult on specific reading objectives • Independent reading; children have an individual reading book. In Key Stage 1 we use Oxford reading tree as a basis for acquiring the skills of a reader which progresses into independent reading as and when children are ready. We value the input of parents both at home and in school from reading volunteers from Beanstalk readers to help our children in their reading development. • Phonics is taught through the letters and sounds structured phonic acquisition approach. Teachers also take time to read class novels and model reading for pleasure. It is important that children enjoy reading and also have the opportunity to experience books from classic and modern classic authors. Phonics workshops are led by Reception class staff each year. • Resources – Every class has a range of books within their library which is freely available to all children. • Class books: Stories are read to the children regularly throughout the school. • Reading at home: Children are encouraged to read at home every day. Workshops led by our year 6 and Year 2 teachers support parents in their understanding of SATS and what they can do to support their children. .
Opportunities, organisation and provision for the teaching and learning of writing are as follows: • Phonics and spelling: Daily Phonic sessions in Key stage 1 and Reception. This is used flexibly in year 3 where children may still need support in phonics acquisition. • At St George’s we approach writing from the use of a quality text. From this key elements are drawn out to develop reading, grammatical and writing skills. These are include; planning, drafting, editing and proofreading our work before a final written piece is completed. This is then assessed by the teacher and new objectives set for our children.
Guided Writing/Independent Writing: Each teaching sequence builds towards sustained
narrative/non-narrative writing where children can show the skills they are acquiring in their independent work. It is important that children have a regular opportunity to wrote in a variety of ways • Handwriting: The school has adopted a cursive handwriting script ( Nelson Handwriting ) and this is taught and reinforced regularly in Key Stage 1. As children move through the school opportunities to practice handwriting continue and when the class teacher feels a child is able to join fluently they are encouraged to write in pen though the awarding of a pen licence. • Spelling: Children from Years 1 to 6 are given lists of spellings each week to learn at home. Children are tested on these words weekly. Throughout the school we use Twinkle spelling as a core spelling spine, which allows children to develop as confident and accurate spellers. • Grammar and reading comprehension are taught through the Literacy Arc from their shared text. Children are then encouraged to show their emerging skills through their independent writing Teachers provide personalised targets for reading and writing and the children work to achieve these over the course of a term. These targets are shared with parents on a regular basis. Work is marked and assessed in line with the marking and Assessment policies and work is regularly moderated either in phase groups or as a whole school. We are supported in our moderation by our academy trust, BDMAT where teacher and subject leaders regularly meet with other professionals to moderate our work and set next steps improvement targets. Work is assessed, using National Curriculum Age Related expectations criteria. The findings of the assessment are used to inform planning to help the teaching and learning process. In line with the New National curriculum requirements and the raised expectations that this document requires teachers also assess half termly whether a child is working at/below or above the level expected for their age. Literacy is led by Mrs Anderson who both supports staff in planning, delivery and assessment of reading and writing as well as working with children across the academy. Maths We believe that mathematics teaches us how to make sense of the world around us through developing a child's ability to calculate, to reason and to solve problems. In St George’s we want to help children to understand and appreciate the pattern in both number and space in their everyday lives in and out of school. We encourage the children to develop these key and fundamental skills through their growing knowledge and understanding of the world.
The Maths Curriculum is delivered using the National Curriculum 2014 and the Early Learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum. We follow White Rose scheme for our long and medium term planning. We supplement our resources with the Collins Busy Ant materials amongst others. Maths is taught using concrete apparatus (including Numicon and Dienes), pictorial representations and using numbers. This ensures that children have the opportunity to gain a firm understanding conceptually before moving on to more abstract concepts. In developing children's skills through enhancing their factual, conceptual and procedural knowledge, we allow them to deepen their mathematical understanding and be able to apply what they know to help them to solve problems. The use of mathematical equipment is used throughout the school across the Maths curriculum, helping our children develop into confident mathematicians. Maths is taught across a range of areas including but not limited to: Data Handling; Shape, Space and Measure; Number; Calculation and Using and Applying. We provide a daily maths sessions that seeks to reinforce previous learning and allow children to take on new skills and apply these in a range of contexts. The progression and development of mental calculations and efficiency in strategies will provide children with the skills which will allow them to communicate and present their
findings effectively using appropriate mathematical language. Each class also has a daily arithmetic session focusing upon fluency and accuracy of key maths skills focused around the four operations. It is crucial in a child’s maths development that they are able to manipulate number through reasoning and problem solving activities which are integral to every maths lesson. Children represent problems using bar models or whole-part models so they can identify what they already know and what their next step should be.At St George’s , Mathematics is integral to all aspects of life and it is with this in mind that we endeavour to ensure that children develop self-confidence in their ability to approach a range of mathematical problems. By providing opportunities to apply their mathematical skills in different contexts and across a range of subject areas, children will be able to work systematically to organise information, find patterns and ultimately solutions through independent and collaborative learning. Long-term assessments are undertaken through a combination of ongoing teacher assessments, half termly pupil progress meetings, termly testing with NFER tests and end of year tests. The tests used are the national tests at the end of Year 2 and 6 and the optional tests for Years 3, 4 and 5. Maths in led by Ms Abdullahi ,who regularly supports staff in the planning, delivery and assessment of maths.
Science stimulates and excites pupils’ curiosity about the world around them. The practical nature of science engages learners at many levels. At St George’s children are encouraged to work scientifically by observing, asking questions, classifying, noticing patterns, gathering data and testing. Pupils discuss science-based issues that may affect their own lives, for example, ocean pollution and climate change. At Key Stage 1 pupils observe, explore and ask questions about animals, plants and everyday materials. They collect evidence to help them answer questions and develop simple scientific ideas. They use books and the internet to research their topics. They share ideas and communicate them using scientific language, drawings, charts, tables and ICT. At Key Stage 2 pupils learn about a wider range of subjects and broaden their understanding within the subject areas of living things, materials and physical processes. Practical activities continue to develop skills of enquiry and prediction and pupils learn to plan simple tests and comparisons to answer questions. Accurate measurement and more systematic recording is developed, using conventional diagrams, charts, graphs and ICT. In Upper Key Stage 2 children understand more abstract concepts and later find out about evolution and inheritance. Children learn about the work and significance of famous historical and modern day scientists. Every classroom has a class scientist who they learn about particularly. This to raise their understanding of chemistry, biology and physics. Lessons make effective links with other curriculum areas and subjects, especially literacy, art, numeracy and ICT. We work with Mad Science, an innovative and interactive science group who run clubs twice a year for our children.Science is currently led by Miss White.
Religious Education is a curriculum entitlement for all children and the school follows the Sandwell Agreed Syllabus for Religious Education, supported by the teaching resource ‘Faith makes a Difference’, which is integral and planned within the agreed syllabus. Our aim is to develop an understanding and respect for the beliefs, values and practices of other people and for pupils to reflect upon their own beliefs, values and developing spirituality. Religious Education does not seek to urge religious beliefs on children or to compromise the integrity of beliefs by promoting one religion over another. Parents have the right to withdraw their children
from Religious Education lessons and assemblies and school will provide alternative provision. We celebrate the different faith backgrounds of our pupils and encourage confidence and affirmation of these beliefs in all areas of school life. We have a wide range of visits to places of worship for all of the major world religions, Islam, Sikhism, Judaism and Christianity. We have a special relationship with St George’s Church of England Church in Newtown. Our children visit there twice a year to celebrate St George’s day and to understand more about Christianity. Children are invited and encouraged to attend, but as with Religious Education, if permission is not given to attend, alternative provision will be made for any child. Religious Education is currently led by Mrs A Anderson.
SMSC A key part of our SMSC teaching is to use PSHE lessons, collective worship and circle time.activities , to develop our children’s understanding of themselves and the world around them. As a school we welcome children from all backgrounds and are proud of how children and their families from other cultures are welcomed by our children and the rest of the school community. In all teaching the teachers look to inspire and enthuse children. Teachers look to develop a love of learning and a working atmosphere where children enjoy learning. Children are given opportunities to take on responsibility around the school. These roles and responsibilities include: school council, librarians, peer readers, playground buddies, office assistants and house captains and vice-captains The school has a clear behaviour policy that sets high expectations and promotes a good moral understanding, mutual respect, and understanding. We work towards children developing an understanding of the key British Values: Democracy, Rule of Law, Mutual Respect, Personal Liberty and Tolerance of other faiths and cultures.
SMSC is led by Mrs Howell. Music Teachers deliver lively music lessons supported by Birmingham Music Service. Children are taught the elements of music, and are encouraged to compose and perform, as well as to listen to and comment on different styles of music. Throughout the year children are given opportunities to perform in front of an audience through class assemblies and key stage productions. Weekly singing practice offers children the opportunity to learn new songs and enjoy singing together. This is incorporated into weekly assemblies so children have a context for singing. Visiting peripatetic teacher for percussion and Jembe drumming offer the opportunity to work with a professional musician. Music is currently Les by Mr Grist.
In the most part History and Geography are the key drivers behind termly topics; Greeks, Vikings, Countries and Cultures and other areas, such as literacy, will be utilised as a vehicle to explore these areas. We are keen to provide children with opportunities to experience geography and history first hand and as such teachers organise regular school trips to help inspire the children. We choose to explore Birmingham as our home city; the canals, the museum and art gallery, the Mailbox, Black Country Museum, and Sutton Park in order that our children have a sense of belonging and an understanding of Birmingham. History In Key Stage 1 children learn about the lives and lifestyles of familiar people in the recent past and about famous people and events in the more distant past, including those from British history.
In Key Stage 2 children learn about people and important events and developments from recent and more distant times in the locality, in Britain and in other parts of the world. Children will learn about historical enquiry by looking at as many real sources as possible and by recreating events from the past. History is currently led by Miss Whiston. Geography Geography is concerned with the study of places, the human and physical processes that shape them and the people who live in them. In the Early Years, children learn about their immediate environment and how to read and draw simple maps using invented and conventional symbols. In Key Stage 2, the children develop this knowledge into a wider area and study transport, weather and landscapes, both in their local area and in many other countries.
Art Children have opportunities to draw, paint, print, make collages, use fabrics and threads and use clay. They are taught the skills and techniques and then given the opportunity to practise them to produce individual and group pieces of work. Children are encouraged to critically evaluate their own work and that of others in order to learn from their experiences. Design Technology DT’ incorporates many traditional skills – cooking, model making, drawing and sketching, problem solving, observation and discussion – putting them together in an approach which encourages the children to become designers and inventors. The children are taught how to use tools and materials safely and economically.Design Technology is currently Les by Ms Abdullahi.
Physical Education The aim of physical education is to promote physical activity and healthy lifestyles. Children are taught to observe the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators. We work with a specialist sports coach from SportsPlus, an accredited sports provider, who support is 2 days per week. Our coach, Mr Franklin , delivers 1 lesson per week for children from Year 1 to Year 6 whilst their teacher delivers a second lesson per week. Children take part in games, gymnastic movement, dance and athletic activities using indoor and outdoor environments where appropriate. Children can take part in after school clubs and have the opportunity to compete against other schools. Children have swimming lessons in in year 3,4,5 and 6. It is our aim that all children are able to swim 25m by the time they leave us, and so we target those children who are weaker swimmers with extra swimming sessions. These sessions are delivered in Newtown Baths by our teachers and other accredited swimming staff.
Information Technology (Computing) Our approach to computing is to out it into context through the delivery of our Cornerstones Topic curriculum. Children are given the opportunity to develop research, presentation and delivery skills through the use of internet programs, word and PowerPoint.