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Stivichall Primary School

Stivichall Primary School

Learning at Stivichall is a passport for life

Our curriculum philosophy

Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviour and attitudes.

Our aim is to provide a rich and purposeful curriculum that puts children at the centre and harnesses the unique local history and facilities available to us.  Through creative and inspirational learning opportunities our curriculum will excite the imagination of our pupils, extend their horizons, meet their individual needs and provide them with a passport for life..

All  Autumn 1 Curriculum Overviews & Home School Learning Projects are now available to view below.

Reception 

Year 1
 

Year 2
 

Year 3
 

Year 4
 

Year 5
 

Year 6
 

 

Subject Specific Information

English
 

English at Stivichall – Our Vision

Learning at Stivichall is a passport for life. Our aim is to nurture and develop our children to be confident to use and apply their English skills, inside and outside of the classroom, thus developing their confidence in and enjoyment of the subject.

About our Curriculum

Stivichall Primary School's curriculum is all the planned activities that we organise in order to promote learning, and personal growth and development inside and outside of the classroom. We offer children an exciting, broad, balanced and engaging curriculum which takes account of National Curriculum requirements and recognises the individual developmental needs of our children. At Stivichall, we have developed age related expectations and programmes of study for Years 1 to 6 in line with increased expectations for all, to comply with changes that were made to the National Curriculum in 2014. Children in Reception learn English skills as part of communication and language, and Literacy as set out in the Framework for the Early Years Foundation Stage 2014.

The English Curriculum

Key points:

  • Children throughout EYFS, KS1 and KS2 have a daily English lesson.
  • Children will regularly take their learning outside the classroom onto the school grounds or on trips as part of Learning Outside the Classroom (LOtC)
  • Children in Reception classes learn English skills through directed play and small group work in a literacy rich environment inside and outside the classroom.
  • English lessons incorporate: reading, writing, phonics, spelling, speaking and listening, handwriting and grammar.
  • Understanding English provides access to the whole curriculum. It is crucial that children apply their English skills to all areas of learning and not just during English lessons.
  • We aim to develop a love for reading where pupils choose to read frequently for enjoyment and information.
  • Children are provided with many opportunities to write for a range of purposes such as summaries, narratives, descriptions and explanations.
  • It is important that children are able to communicate clearly and confidently, justifying their ideas and evaluating the ideas of others. Children are given frequent opportunities to participate in drama activities, build on ideas through discussion and rehearse before writing.

Throughout the year children are provided with opportunities, inside and outside of the classroom, to use and apply their English skills through our theme based curriculum. Additionally, we organise many inspiring whole school events where children can use their English skills in a range of contexts. For example, on National Poetry Day the children may be visited by a poet and carry out poetry based workshops where they will read, write and recite poetry. This may be followed by a celebration of their work as they share what they have learnt with different classes while practising their speaking and listening skills. When children can use and apply their English skills in a real situation, they are more engaged, excited and motivated to learn and develop.

Support at home

Regular reading at home is crucial from reception to year 6. It is important that parents listen to children read and ask them about texts in order to develop comprehension skills. Sharing books is just as important as listening to a child read; this promotes a love of reading and shows the people around them as readers too. Alongside their school reading book, children should be encouraged to read other texts such as a library book, a magazine or a book on the kindle. Any reading at home should be recorded in the child’s reading record. We thank you for your support in this.

Linked POWer Projects provide children and parents with opportunities for independent learning outside of school; choices that require the children to use the English skills that they have learnt in class. This practice of using and applying English skills, including outside trips or visits, is key to embedding and consolidating learning. Whilst completing these projects, as with any written homework, children should practise their handwriting skills.

Developing ‘fluency’ in reading and writing is one of our key drivers that we focus on in school. Children will learn spelling skills in class and practise these in a variety of ways. Regular practice of spellings will help your child to become faster and more accurate when writing – helping them in every area of the curriculum. Again, we thank you for your support in this.

Please do contact your child’s class teacher should you require any further information, or have any questions about how you can help support your child. 

Mathematics
 

Mathematics at Stivichall – Our Vision

Learning at Stivichall is a passport for life. Our aim is to nurture and develop our children to be confident to use and apply their written and mental maths skills, inside and outside the classroom, thus developing their confidence in and enjoyment of the subject.

About our Curriculum

Stivichall Primary School's curriculum is all the planned activities that we organise in order to promote learning, and personal growth and development inside and outside of the classroom. We offer children an exciting, broad, balanced and engaging curriculum which takes account of National Curriculum requirements and recognises the individual developmental needs of our children. At Stivichall, we have developed age related expectations (for what children are expected to know and be able to do at certain ages) and programmes of study for Reception and Years 1 to 6 in line with increased expectations for all. This complies with changes that were made to the National Curriculum in 2014.

The Mathematics Curriculum

Key points:

  • Children throughout KS1 and KS2 have a daily maths lesson 
  • Children will regularly take their learning outside the classroom onto the school grounds or on trips as part of Learning Outside the Classroom (LOtC) 
  • Children in Reception classes learn number skills through directed play and small group work in a number rich environment inside and outside the classroom. 
  • Our aim is to ensure that children become mathematicians, rather than just ‘doing’ maths. 
  • It is important that children develop mathematical skills through lots of practical experience, especially when they are younger. 
  • As children learn mathematical skills, these are further developed by ensuring that children can develop good mental calculation and problem solving approaches. 
  • It is also important that children are given plenty of opportunities to apply these skills to a wide range of situations. 

As part of our Theme Based Curriculum, we endeavour to learn new, and practise existing, maths skills within a range of practical contexts, including outside. When children can use and apply their maths skills in a real situation, they are more engaged, excited and motivated to learn and develop as mathematicians. For example, in learning about the Fire of London, children may use their maths skills in determining how many years ago this happened. We also use Maths 'Quests' that provide clear, meaningful links between these core areas of learning and the topic theme - enabling children to contextualise learning in these key areas.

Support at home

Please do ask your child what they have learnt in maths that day. They should be able to explain what they did and how they did it – ‘Reasoning’ is one of the key drivers in our teaching and learning in maths. Please do also have a look at the school ‘Routeways through Calculations’ to see where this method fits into the ‘progression’ of written maths that we teach (often the method that we use as adults, can be further along the development ‘route’ and may only confuse your child if you ask them to use it too early).

Linked POWer Projects provide children and parents with opportunities for independent learning outside of school and in them are often choices that require the children to use the maths skills that they have learnt in class. This practice of using and applying maths skills to practical situations, including outside trips or visits is key to embedding and consolidating learning. Younger children may benefit from further practice at home of writing digits correctly (forming the numbers the right way around) – at school, children in Reception do this with pencils, crayons, paint, in sand and sometimes in mud outside! We thank you for your support in any practice you can help give your child at home.

Developing ‘Fluency’ in number work is one of our key drivers that we focus on in school. Children will learn mental methods in class teaching and practise these in a variety of ways. Regular practice of number facts, such as the ‘times tables’ and ‘number bonds’ (e.g. 34 + 66 = 100) will help your child to become faster and faster at mental maths – helping them in every area of their maths and giving them confidence that will stay with them for the rest of their lives. Again, we thank you for your support in this.

Please do contact your child’s class teacher should you require any further information, or have any questions about how you can help support your child.

Science
 

Science at Stivichall – Our Vision

Learning at Stivichall is a passport for life. Our aim is to nurture and develop our children’s interest and curiosity in the world around them, thus developing their confidence in and enjoyment of the science.

About our Curriculum

Stivichall Primary School's curriculum is all the planned activities that we organise in order to promote learning, and personal growth and development inside and outside of the classroom. We offer children an exciting, broad, balanced, differentiated and engaging curriculum which takes account of National Curriculum requirements and recognises the individual developmental needs of our children. At Stivichall, we have developed age related expectations and programmes of study for Years 1 to 6 in line with increased expectations for all, to comply with changes that were made to the National Curriculum in 2014.

The Science Curriculum

Key points:

  • Children throughout KS1 and KS2 have weekly science lessons.
  • Our aim is to develop children’s excitement and curiosity in the world around them.
  • Children will regularly take their learning outside the classroom onto the school grounds or on trips as part of Learning Outside the Classroom (LOtC)
  • Children in Reception classes learn scientific skills through directed play and small group work both inside and outside the classroom.
  • It is important that children understand how science can be used to explain why things will behave, as science plays a vital role in our world and lives today.
  • Working scientifically is a key part of our curriculum and it is embedded within our themes. It focuses on the key features of enquiry, which includes observing over time, pattern seeking, identifying, classifying and grouping, fait testing and researching.
  • It is also important that children are given opportunities to apply their literacy and mathematical skills during science lessons.

As part of our Theme Based Curriculum, we teach the skills of Biology, Chemistry and Physics through a wide range of practical contexts, including outside. These practical and investigative activities enable children to develop their scientific knowledge, conceptual understanding and skills through first hand experiences, allowing children to develop as scientists. We are extremely luck with our outdoor space; field, dell, pond and forest school area which provide opportunities to develop the children’s excitement in the natural world around them. For example, Year 2 children explore habitats and life cycles by investigating the wildlife around our school pond. Our whole school science week also aims to promote the importance of science in our everyday lives.

Support at home

Please ask your child what they have been learning about in their science lessons. The children are taught scientific language from KS1 and they are encouraged to use this language to talk about what they have found out and communicate their ideas. Our year group curriculum overviews, which can be found on our school website, will also provide you with information regarding themes and topics.

Linked Projects provide children and parents with opportunities for independent learning outside of school and in them are often choices that require the children to use the science skills that they have learnt in class. This practice of using and applying science skills to practical situations, including outside trips or visits is key to embedding and consolidating learning.

Should you require any further information or have any questions about how you can help support your child, please contact your child’s class teacher. 

Reading and Phonics
 

All teachers are required to ensure that they provide a rich reading environment, enabling the children access to a variety of texts. This includes the teacher using high quality texts within their teaching across the curriculum. Reading is taught systematically across the school. All classrooms have a current, good quality class library and ‘reading corner’ to enhance our reading environment.

Reading in EYFS

In the Foundation Stage, literacy development involves the encouragement of children to link sounds and letters to begin to read. We develop their recognition of familiar words through stories, poems and a range of other texts in our teaching. We use the Letters and Sounds materials along with other tailored resources, such as, Jolly Phonics to teach phonics daily to develop early reading skills and confidence, all set within a broad and rich language curriculum. Children initially take home key words and when ready a book from our reading scheme the Oxford Reading Tree to share. Children are heard to read and read to by teachers and other adults in school throughout the day.

Reading in KS1

In Key Stage 1, we further develop the children’s interest and pleasure in reading within a context where children are taught to read confidently and independently. Children are immersed in a rich reading environment, exploring a wide range of quality texts to support both word recognition, comprehension and vocabulary development. Throughout Key Stage 1 and into lower Key Stage 2 (if necessary) we teach a programme of systematic synthetic phonics, in discrete daily sessions. We use a multi-sensory approach in order to secure knowledge, understanding and skills. Our teaching is based around the Letters and Sounds programme along with supplementary materials from other sources as required. The Oxford Reading Scheme is our core reading scheme, supplemented by a further range of quality texts which build upon Floppy’s Phonics, Letters and Sounds and supports a systematic approach to developing skills. Children are heard to read and read to by teachers and other adults throughout the week. As part of home learning, children take their reading books home daily and are encouraged to share with adults outside of school. Weekly guided reading sessions develop language comprehension skills as the children move through the key stage.

Reading in Key Stage 2

In Key Stage 2, we continue to encourage children to read enthusiastically from a range of materials and to use their knowledge of words, sentences and texts to understand and respond to meaning. We endeavour to promote a real love of reading for older children through offering good quality, up-to-date, age and gender appropriate literature. As children move through the key stage, language comprehension skills are developed and deepened through shared and guided reading and in reading across the curriculum. We teach a range of reading comprehension strategies to help our children go beyond literal interpretation and recall to explore the complex meanings of a text using inference and deduction. In guided reading sessions, we explicitly teach strategies for reading comprehension, for example, vocabulary development and vocabulary instruction. Learning about words plays an important role in understanding what has been read. Children are encouraged to interact with the text through thoughtful discussion, role play and drama. As part of home learning, children take their reading books home daily and are encouraged to read outside of school at every opportunity. All classrooms have a current, good quality class library and ‘reading corner’ to enhance our reading environment. Stivichall has a well-stocked and inviting Library where children are able to go and spend time enjoying the books, magazines and newspapers available. 

Cued Articulation

Here at Stivichall we use Cued Articulation to support the teaching of phonics. Cued Articulation is a series of logical hand gestures that help a child to see a sound.

The method consists of a series of hand gestures which show how and where each sound is made, and also if the sound is voiced or voiceless.

The position of the hand indicates where the sound is made, the shape and movement of the hand shows how the sound is made, and the use of one or two fingers indicates whether the sound is voiced or voiceless. Thus all the features of each phoneme can be shown with one cue.

Please visit our Frog VLE to find out more. 

Physical Education
 

2017/2018 Overview - 
 

 

Forest School 

FOREST SCHOOL

Forest School is an inspirational process that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees.

At Stivhcall, Forest School is a specialised learning approach that sits within and compliments the school’s wider curriculum including promoting children’s personal development and welfare.

The ethos is shared by thousands of trained practitioners across the UK and beyond. Its roots reach back to early years pioneers in outdoor learning and across the sea to Scandinavia.


At Forest School all participants are viewed as:

  • equal, unique and valuable
  • competent to explore & discover
  • entitled to experience appropriate risk and challenge
  • entitled to choose, and to initiate and drive their own learning and development
  • entitled to experience regular success
  • entitled to develop positive relationships with themselves and other people
  • entitled to develop a strong, positive relationship with their natural world

This learner-centred approach interweaves with the ever-changing moods and marvels, potential and challenges of the natural world through the seasons to fill every Forest School session and programme with discovery and difference. Yet each programme does also share a common set of principles, aimed at ensuring that all learners experience the cumulative and lasting benefits that quality Forest School offers.

Principles of Forest School
 

Currently at Stivichall, children have an experience of Forest Schools during one term in each academic year – often this takes the form of one session per week for one half term (Year 6 have a Forest School ‘Graduation’ experience)

  • Forest School takes place within the natural environment of the extensive school grounds to support the development of a relationship between the learner and the natural world and to develop children’s awareness and appreciation of their natural surroundings
  • Forest School uses a range of learner-centred processes to create a community for being, development and learning
  • Forest School aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners
  • Forest School offers learners the opportunity to take supported risks appropriate to the environment and to themselves
  • Forest School is run by qualified Forest School practitioners at Stivichall Primary School who continuously maintain and develop their professional practice.

Spiritual, Moral, Social and Cultural Development (SMSC)
 

Members of the school community gathered together to form a shared vision for the Values we wanted to instil and see lived out in the learners at Stivichall. These values are displayed on our Stivichall Tree.

We work together as a school community to embed a 'values based' focus in our day to day school life and throughout the curriculum. 

We continue to enjoy a journey of exploration of these values, through assemblies and PSHE lessons, focussing on a specific Value each half term.

The Values for this year are:

Positivity

Peace

Hope

Determination

Pride

Self-belief

British Values
 

Promoting British Values at Stivichall Primary School

The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs.”

The Government set out its definition of British values in the 2011 Prevent Strategy, and these values were reiterated in 2014. At Stivichall these values are reinforced regularly and in the following ways:

Democracy

We have a school council which meets every half term. to discuss issues raised within school. Every child on the school council is voted in by their class. The council make decisions about a range of things including which charities to raise money for and how to do this. Children are taught about the voting system in our country in PSHE lessons.

The Rule of Law

The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced at Stivichall.

Pupils are taught from an early age the rules of the school. These are our ‘Golden Rules’, Playground Rules and Safety Rules. Pupils are taught the value and reasons behind rules and laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service help reinforce this message.

Individual Liberty

At Stivichall, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make informed choices. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our Online Safety and PSHE lessons.

Children are able to make choices about joining extra-curricular clubs, what to present in class assemblies and the level of challenge in some lessons.

Mutual Respect

Mutual respect is at the heart of our values. Through assemblies, PSHE and day to day incidental opportunities, children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect. One of our Golden Rules reads: I will be kind and caring to others.

Tolerance of those of Different Faiths and Beliefs

At Stivichall we promote diversity through our celebrations of different faiths and cultures. Religious Education lessons, assemblies and PSHE lessons reinforce messages of tolerance and respect for others. Members of different faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school. The children visit places of worship that are important to different faiths and denominations.
 

Religious Education
 

MFL