Our Curriculum

Our Curriculum Statement

Curriculum Intent

We believe in our children and children are at the heart of everything we do.  This defines the learning that is important for our children and our school.  We believe there should be a greater emphasis on teaching the basic skills of reading, phonics, writing and maths and our curriculum reflects this belief.

It ensures that academic success, creativity and problem solving, reliability, responsibility and resilience, as well as physical development, well-being and mental health are key elements that support the development of the whole child and promote a positive attitude to learning.

The curriculum celebrates the diversity and utilises the skills, knowledge and cultural wealth of the community while supporting the pupils’ spiritual, moral, social and cultural development.  We expect all our children to be good Stanbridge citizens who understand the values of honesty, and trust and know how important it is to contribute to the community.

We have developed Programmes of Study which contain essential learning for each year group.  Objectives are repeated so learning is deep rooted in everything we do.  These are combined with the objectives for our school curriculum where we recognise and value the individuality of each child. The curriculum is also adapted to  support SEND, vulnerable and disadvantaged groups of children as they progress through school making our curriculum accessible to all.

 

The Implementation of our Curriculum at Stanbridge

Early Years Foundation Stage
Children in Pre-school and Reception follow the Early Years Foundation Stage Curriculum.   All areas of the Early Years Foundation Stage Curriculum are taught across the week through directed activities (taught by a teacher), supported activities( teacher/LSA asks questions to probe understanding, extending thinking,  extend play, helping to develop key skills eg holding a pencil) and independent activities  (children practise and rehearse skills through chosen activity). New vocabulary is introduced, modelled, rehearsed and extended through the Hygge Curriculum Themes.   The Early Years classrooms environments and ethos are designed to provide learning activities across the seven areas of learning listed below

Our Early Years Foundation Stage curriculum is based on seven areas of learning:
•    Communication and Language
•    Personal, Social and Emotional Development
•    Physical Development
•    Maths
•    Literacy
•    Understanding of the World
•    Expressive Arts and Design

Children in the Pre-school and Reception classes follow the Hygge approach to learning.

Hygge (pronounced hue-guh not hoo-gah) is a Danish approach to living well that focuses on being in the moment and embracing the feelings of warmth, simplicity and togetherness.

It’s about a space that promotes emotional well-being, togetherness and friendship. It’s a place children, can feel comfortable to snuggle down or explore with confidence and learn.

Miss Hughes the Reception teacher has worked hard to bring this approach into our school and take learning from the outside inside and vice versa. Our environment is a calming, cosy space for children to feel comfortable, secure and happy.  We have strong links to nature where children are nurtured to learn and explore the world around them.  Miss Hughes says “”Our provision is thoughtful and inspiring as we help children learn through their play”

 

Reception:  Hygge in Early Years Theory and Development Plan

Pre-school:   Hygge in Early Years Theory and Development Plan

Within a Hygge setting, there will be a calm relaxed feel to the play space with areas for children to retreat and get comfortable or cosy.

Children have opportunities to explore, enquire and to take risks through practical, hands-on learning experiences. Wander Lust planning engages the children in the outside world through topics, discussions and themes and allows the children to explore learning that interests them.  At Stanbridge we have a high quality outside learning environment which the children are able to use throughout the day to take part in activities that are self initiated or directed by the teacher.

Phonics is taught  daily and is repeated across the day in short intervals to help children master the letter names, letter sounds and formation of letters quickly.  Phase 1-4 are taught across the Reception Year.

Our Early Years Curriculum

Pre-school Hygge Curriculum Themes

Reception Hygge Curriculum Themes with Linked Literacy Books

Reception Phonics Progression Sheet

English Progression Planner inc Pre-School and  Yr R

Maths Skills Progression Map inc Yr R

Computing and E Safety Year R

Art and Design Progression in Skills Map inc Yr R

Structure of Cooking at Stanbridge Lower School

DT Progression in Skills Chart inc Yr R

PE Skills Progression Map inc Yr R

Progression-of-skills-Music inc Yr R

Progression in history skills inc Yr 1

Implementation – Year 1: 

The maps listed below show how the curriculum is implemented in Year 1.  In addition to this phonics is taught daily and is repeated across the day in short intervals to help children master the different phases of phonics.  Revision of the Reception Phases and Phase 5/6 are taught across Year 1. Homework supports learning:  reading, maths and spelling homework is set weekly.  English, Maths, RE, PE, PSHCE and Digital Computing are taught as stand alone subjects, all others are taught through creative topics.

Mini topics, celebrations and  enrichment days are used to bring the topics to life.

Whole School Curriculum Overview

English Progression Planner

English-Yr-1 (1)

Year 1 Phonics Progression Sheet

Maths-Yr-1

Maths Skills Progression Map

Foundation Subjects Year 1

Computing and E Safety Year 1

Progression in history skills

Art and Design Progression in Skills Map

Science Progression Grid (Stanbridge)

DT progression in skills chart

Structure of Cooking at Stanbridge Lower School

PE Skills Progression Map (1)

Music Progression Map

Implementation – Year 2

The maps listed below show how the curriculum is implemented in Year 2.  In addition to this phonics is taught daily and is repeated across the day in short intervals to help children master the different phases of phonics.   Phase 5/6 are reinforced across Year 2.  Homework supports learning:  reading, maths and spelling homework is set weekly.  English, Maths, RE, PE, PSHCE and Digital Computing are taught as stand alone subjects, all others are taught through creative topics.

Mini topics, celebrations and  enrichment days are used to bring the topics to life.

Whole School Curriculum Overview

English Progression Planner

English-Yr-2

Year 2 Phonics Progression Sheet

Maths-Yr-2

Maths Skills Progression Map

Foundation Subjects Year 2

Computing and E Safety Year 2

Progression in history skills

Art and Design Progression in Skills Map

Science Progression Grid (Stanbridge)

DT progression in skills chart

Structure of Cooking at Stanbridge Lower School

PE Skills Progression Map (1)

Music Progression Map

Implementation – Year 3: 

The maps listed below show how the curriculum is implemented in Year 3.  Homework supports learning:  reading, maths and spelling homework is set weekly. English, Maths, RE, PE, PSHCE and Digital Computing are taught as stand alone subjects, all others are taught through creative topics.

Mini topics, celebrations and  enrichment days are used to bring the topics to life.  Children in Year 3 receive swimming lessons at the local pool.  Children in Year 3 are taught French.  Children have specialist cookery lessons from a cookery teacher, as well as singing and ukulele lessons.

Whole School Curriculum Overview

English Progression Planner

English-Yr-3

Maths-Yr-3

Maths Skills Progression Map

Foundation Subjects Year 3

Progression in history skills

Art and Design Progression in Skills Map

Science Progression Grid (Stanbridge)

DT progression in skills chart

Structure of Cooking at Stanbridge Lower School

French KS2

Computing and E Safety Year 3

PE Skills Progression Map (1)

Music Progression Map

Implementation – Year 4: 

The maps listed below show how the curriculum is implemented in Year 4.  Homework supports learning:  reading, maths and spelling homework is set weekly. English, Maths, RE, PE, PSHCE and Digital Computing are taught as stand alone subjects, all others are taught through creative topics.

Mini topics, celebrations and  enrichment days are used to bring the topics to life.  Children in Year 4 receive swimming lessons at the local pool.  Children in Year 4 are taught French.  Children have specialist cookery lessons from a cookery teacher, as well as singing and ukulele lessons.

Whole School Curriculum Overview

English Progression Planner

English-Yr-4

Maths-Yr-4

Maths Skills Progression Map

Foundation Subjects Year 4

Progression in history skills

Art and Design Progression in Skills Map

Science Progression Grid (Stanbridge)

DT progression in skills chart

Structure of Cooking at Stanbridge Lower School

French KS2

Computing and E Safety Year 4

PE Skills Progression Map (1)

Music Progression Map

Calculation Policy

LC2 Calculation Policy V3 2018-2019

Schemes in Use at Stanbridge

Phonics:  Letters and Sounds

Reading:  Oxford Reading Tree and Ginn

RE Curriculum

Our RE Curriculum follows the Bedfordshire Agreed Syllabus for RE 2018.  The place of Religious Education in the lives of children and young people keeps changing. Some things are constant and every person, growing up, finds their own values and beliefs by which to live. The tensions of our differences are creative and fascinating for most of us, but occasionally they cause conflict. The place of religion in the modern world can be challenging. It is vital for our schools to help children and young people to develop their own ideas and ways of living, to learn to be reasonable about belief and religions and to be respectful to those who see the world differently. If everyone finds their own path in life, then the great religions of the world can act as guides.  The daily assembly supports this learning through discussions relating to world religions, values, festivals and celebrations.  For example – themes explored across the year are:

RE Long Term Plan

Stanbridge School Creed

 Teaching British Values

We give pupils ‘first-hand experience of the diverse make-up of modern British society’ by teaching them respect for other faiths and developing their awareness and knowledge of communities different than their own.

We value the diverse ethnic backgrounds of all our pupils and throughout the year we hold a variety of events to celebrate these.

Teaching-British-Values-At-Stanbridge

Music and Singing

Music and singing are an important aspect of life at our school.  |It’s good for the soul and for our emotional wellbeing.   It creates happy children.  A great variety of music is played and celebrated in school each day.  Children sing across all areas of the curriculum, at every opportunity.  In lessons the children are given every opportunity to develop their musical skills and knowledge by studying the musical elements, looking at different types of music, performing, listening and appraising, singing, composing and playing instruments both tuned and untuned.  Games and exploration make learning about music fun and enjoyable for the children.    Children have the opportunity to receive musical tuition and can learn to play the piano, recorder, violin or flute.  We are a Sing Up Play Out school and the children are given many opportunities in Yr 3 and 4 to sing and have drumming or ukulele lessons through trained music and singing teachers.  Look out for our new choir….this is being launched in 2021.

Physical Education

We are very fortunate to have a large school field, a marked hard court, all weather area, as well as playground space, and all this space is used to encourage a positive attitude towards PE and sport.  All children are taught skills and competencies in the five core areas of gym, dance, athletics, swimming and games.  Coaches from different sports give children expert tuition across the year.

We are part of the School Sports Partnership which is purchased using our Sports Premium Funding and because of this the children from all key stages have access to many sporting competitions and festivals such as

Staff receive expert coaching from the School Sports Partnership and so do the children.  Annually our older children take part in a residential field trip where children can participate in more adventurous activities such as rock climbing, boating, sailing, orienteering, archery and low/high ropes.  Swimming takes place in the autumn term for children in Yr 3/4. Lunchtime clubs run across the year for all children to take part in.

PSHCE

We believe the children should be educated to live in today’s society and they need to be able to make informed decisions on many issues, becoming citizens in their own right.  We aim to teach them how to become socially aware about the needs of themselves and of others, be aware of personal safety, to be able to start to manage their finances, have a greater awareness of how to keep safe when working online, be part of a community, and to adopt healthy lifestyles.  Sessions in PSHCE are presented at a level of understanding appropriate for the age of the children and circle times are used as discussion forums.  This area links closely to RE and the teaching of British values.  See above to view the PSHCE Curriculum Map.

Curriculum Map for Relationships and Health Education 2020

Emotional Well Being

At Stanbridge Lower School, we place a great deal of importance to the emotional well being of our pupils.  We have an Emotional Well being Lead teacher and a Family Liaison Officer who ensure children are supported well across their time at Stanbridge Lower School.  All children are taught to “scale” their emotions and score their well being.  This occurs at register time where the children will indicate on a scale of 1-10 how they are feeling.  If they are feeling less than 5 children are given the opportunity to talk to someone about their thoughts and feelings.  These discrete sessions are supported and complemented by a wealth of enrichment activities and the school’s comprehensive system of pastoral support.  Lunchtime Club and our Nurture group, as well as interventions to support learning are all organised to support learning, as well as the emotional well being of our pupils.

Relationship Education

This is taught within context during PSHCE and from September 2020 through Relationships Education and Science lessons.   Relationships Education describes the teaching and learning we offer to the young people in our school, helping them to understand their own and others feelings and changes in their bodies and to develop skills for relationships and informed decision making. We believe that PSHCE and Relationships Education is the entitlement of all young people and we are committed to deliver it within the context of a broad and balanced programme of education.   Please see our policy and the curriculum map for PSHCE and Relationships Education which shows further detail.  From September 2020 parents do not have the right to withdraw their children from Relationships Education.

All Other Subjects and Extra Curricular Activities

All other subjects are taught through topics.  We believe this is the best way to inspire and motivate children to learn and for teachers to teach.  We use this approach so that children can make connections in their learning and make the learning relevant for the children.  This  enriches and extends their learning.  We call this their Creative Learning Journey.  All the plans for this can be viewed in the parents section of this website.  Please click on Termly Plans.

We are extremely fortunate that many staff value the contribution made by other activities beyond the classroom. As a result a range of extra-curricular clubs and activities are offered all year round.  These range from

 Pegasus Award for Year 3 and 4 children.   Pegasus can remove barriers to learning and offer opportunities to people regardless of their age and ability.  It provides a vehicle through which teachers, can reward effort and attainment in line with existing target-setting approaches.  The children create their own targets to work towards and demonstrate their ability to persevere at a task, seeing it through to completion.  This is a brilliant award for children to demonstrate their commitment towards learning, progressing and achieving and enables the children to become independent, good learners and build on their successes.

 

 Assessment

Achievements and progress are tracked in all curriculum subjects.  Termly tests and teacher assessments are used to assess progress in reading, writing, grammar, phonics and maths. This ensures the teachers know who is making good progress towards their targets and who needs some extra support.  Progress and attainment in foundation subjects are also tracked using our assessment systems.  Children are encouraged to assess their own work through identifying what elements need improving and what elements they have achieved well at.  From Year 3 they  comment on what went well (www) and even better if (ebi). This enables the children to reflect on their own learning and know what they need to do to improve their work, especially in writing.

Reporting to Parents

Parent Consultations are held in the autumn and spring terms.  In the summer term parents receive a full written report summarising their child’s achievements and progress across the year.  An open afternoon is held in the summer term for parents to meet with their class teacher to discuss reports.  Parents are able to come into school to  look at their children’s work.  This is a lovely occasion which we all look forward to.

Curriculum Impact – What do we want for our children?

At Stanbridge Lower School we have designed our curriculum for it to have the following impact on children…..

Finding Out More About Our Curriculum

If parents have any unanswered questions about the school curriculum they can contact their class teacher on 01525 210328.