Curriculum

At Strand Primary Academy, we work hard to make links in different curriculum areas and strive to ensure that our lessons are fun and engaging for the children. 

We provide a skills and knowledge based curriculum that is taught through engaging, creative topics. It is important that our classrooms represent the children’s experiences and learning. Therefore, where possible we create immersive learning spaces that enrich the learning experience across key stages 1 & 2.

These environments grow and develop throughout a topic; demonstrating the children’s learning journey. These environments grow and develop throughout a topic; demonstrating the children's learning journey. This helps our children develop core skills in reading, writing, the spoken word, maths and science.

With a variety of creative spaces in which work and learn children are focused and display excellent behaviours to learn. This pedagogy enables the social, moral, spiritual and cultural development of our children to be interwoven into the very fabric of school life and their daily learning.

To ‘hook’ our children into their learning we deliver unlocking events. These events raise the engagement of our leaners. Where possible we aim to provide a real project, which relates to the world in which we live in today.  Our projects aim to enable children to present their learning in a meaningful manner, often to an audience or our wider school community. This curriculum facilitates a variety of ways to interact and experience a myriad of lessons presented in an engaging and simulating way –ensuring the very best outcomes for all of our children.

To ensure that outcomes in reading, writing and maths continue to improve across the academy, our broader curriculum builds on the core subjects, ensuring many cross-curricular opportunities for reading, writing, oracy, maths and science are created. Where possible, we use texts that link to our topic as a way of developing English skills further. This allows us to consolidate the core skills, embed them and practice them in a range of contexts.

Our new ‘Mission curriculum’ is due to be launched in January 2019. Although, Year 2 and Year 6 are already trialling the essential elements. We have six drivers for the new curriculum to ensure our children are best equipped for their world in the 21st century. The aim is to create forward thinkers, independent researchers and inquiring minds. The planners, creators, organisers and presenters of this new innovative curriculum are the children themselves. 

We want our children to be;

  • Global Guardians
  • Community Ambassadors
  • Technical Trail-Blazers
  • Researchers
  • Questioners
  • Presenters

The children will study ‘Missions’ based on the content of the national curriculum where these essential elements will be woven into their learning and experiences. These missions are presented as questions. It is for our children to plan their learning journey to best answer the question and present their learning. We, as teachers, are facilitators and guides. Their independence and personal development is key.

Foundation Stage

Exploring and using media and materials:

Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative:

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

More Information about the Early Years Foundation Stage is available through the link below.

http://www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/early-years-foundation-stage-eyfs

Making relationships:

Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

Self-confidence and self-awareness:

Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Managing feelings and behaviour:

Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Speaking:

Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Listening and attention:

Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

Reading:

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Writing:

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Numbers:

Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Shape, space and measures:

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

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