Stoneferry Primary Curriculum
Our curriculum leads to confident, independent learners, who have a passion for learning and are adaptable to the needs of the world once they leave the school. Through our curriculum, we will ensure that pupils are aware of their strengths and see success regularly, whilst also ensuring they are resilient, well rounded people who possess the necessary attributes to cope when they face challenges. Developing children who can learn for themselves and who want to find out more is an essential part in the work we do, and that positive behaviour for learning is fundamental.
At Stoneferry Primary School we will:
- Promote positivity, happiness and self-esteem amongst the children we teach.
- Meet the needs of every child.
- Provide a caring and supportive environment in which children will flourish.
- Provide a broad, engaging and relevant curriculum.
- Be a prominent and active part of our local community.
Our curriculum will ensure that children reflect positively on their primary school years. Learning should be deep and meaningful and experiences and knowledge that the children gain in lessons will be fully embedded. We expect the children to recognise the importance of taking pride in presentation, in developing personal standards.
At Stoneferry, we want the children to learn with their “heads up,” aware of the what the local community has to offer and understanding their position in its future success. For this reason, drawing on the expertise, knowledge and industry which surrounds the school also plays an important part in the planning of activities and opportunities we are offering the children.
At Stoneferry, we have used the National Curriculum alongside specific year group topics to allow our children to gain the necessary knowledge and skills to succeed. We recognise that the curriculum encompasses all areas of learning and we provide learning which makes links across all subjects to give children a clear rationale for completing their work.
In order to allow children to remember key skills, children revisit them over the course of a key stage. Wherever possible, reading, writing and Maths activities are linked across lessons and reading is used continuously to discover and explore. The same quality of work is expected across all subjects which leads to higher standards and outcomes.
For some subjects, outcomes are recorded through large topic presentation books. These represent the children’s best work but also demonstrate the independence of learning which we expect from our pupils. These best books act as a hook and give learning purpose ensuring the work carried out is memorable and meaningful links are made between different areas of the curriculum.
Lesson may take various formats. These may include:
– Independent research, information gathering and summarising
– Direct teacher led lessons, teaching new skills and knowledge
– Presentation lessons, where children apply their basic skills
– Challenge and deepening activities which add depth to learning. The children recognise these as “Stoneferry Stretchers.”
We require the children to work in these ways so that they build their resilience and can then independently apply their skills and knowledge once a topic is complete.
At regular points, pupil voice is conducted which allows children to have their say in the how the topic has progressed and what they would change if they were to study the same topic again.
At the end of a block of work, opportunities for assessment are taken through the use of “big questions” which demonstrate what has been learnt and can be applied. Teachers use the responses to these questions to address misconceptions or to extend learning further through use of ‘Stoneferry Stretchers.’ Children do not move on until misconceptions have been addressed, so that learning is embedded.
On the first day of a new topic, each class has a “Launch” day. These act as a hook for the children and invigorate the children’s curiosity about what is to come.
Towards the end of a topic, staff plan “Landing” days for the children which engage the parents and local community. These are an opportunity for the children to show pride in what they have achieved and to reflect and consolidate on their learning through discussion of what they have learnt and achieved.
Trips booked for the children will be of high quality. The intention of such trips is to provide the children with cultural capital and to give them experiences that enhance their learning.
The impact of the school’s curriculum can be seen in the books they produce and the outcomes for all groups of pupils within the school. Everything we do is with the child at mind, and strong relationships are built between pupils and staff which create an atmosphere for learning which is conducive to success.
Pupil progress through ongoing assessment and through three key assessment points during the year. Work is planned to address misconceptions and gaps in learning identified through assessments to ensure that the curriculum effectively meets the needs of all pupils.