Through our curriculum, our children will develop an increasing repertoire of skills and explore concepts via enquiry-based questioning. There will be strong emphasis on knowledge and vocabulary acquisition in each aspect of learning. This increasingly sophisticated knowledge base will enable children to make connections across individual subjects and the whole curriculum to lead future learning. We will promote imagination, communication, creativity, ingenuity. We will install acceptance of making mistakes as a means of developing resilience - all inventive ideas failed numerous times until they didn't.
In addition to the formal curriculum, we provide extensive opportunities for extra-curricular activities to enable our children to enhance their existing skills and interests, whilst giving them new experiences and encouraging competition and good sportsmanship. Pupils are regularly encouraged to think about the importance of leading active and healthy lifestyles and the school endeavours to facilitate this.
Our core curriculum design will enable pupils to:
Our technology curriculum design will enable pupils to:
aspire to be future scientists, engineers, entrepreneurs by demonstrating a passion for science and its application in past, present and future technologies
Our humanities and creative curriculum design will enable pupils to:
Our community action curriculum design will enable pupils to:
Further information about the curriculum we follow may be obtained by contacting the school office.
We want our children to be confident, creative and reflective young artists. Art is taught through cross curricular and topic based lessons, allowing our pupils to gain a broader view of the topic being studied. Children are taught about great artists and designers through history which allows them to explore the techniques of artists such as Van Gogh, Cezanne and Kandinsky. Pupils in KS1 and KS2 also have the opportunity to take part in art exhibitions where their artwork is displayed and celebrated. We are very proud of our Artsmark Silver Award which shows our dedication to teaching the arts.
As part of art lessons, pupils draw, paint and sculpt as well as having the opportunity to use and develop other art and craft techniques. We want our pupils to develop and master their techniques so we encourage children to practise a particular skill over a series a lessons. This gives children the opportunity to critique and evaluate their work with their peers thus increasing not only artistic, but also personal progression.
Computing within Athelstan teaches pupils to use computational thinking and creativity in order to understand and change the world. Each pupil builds upon and develops their confidence, knowledge and expertise with a wide variety of technology. Pupils are taught the fundamental principles of how computers work and how to put this knowledge to use through programming. They build upon their knowledge and understanding to create programs, systems and a range of content. Computing ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology. Our aim is to provide pupils with a level of expertise which forms the foundation of furthering their computing knowledge at secondary school. Our scheme of work combines the traditional elements of using technology to communicate with text/images and data handling, while also delivering the newer aspects of the new computing national curriculum, involving computational thinking and programming. These key areas run through each year group with prior learning built on, applied and extended in the subsequent years.
DT allows our pupils to use their creativity and imagination to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We teach our pupils to take risks, in order to become resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. The skills required for DT are spread across each year group ensuring that children experience and gain knowledge in a variety of skills, techniques and exciting projects throughout their time at school. DT is taught as a theme day once a term, where throughout the day, children have the opportunity to design a product, make the product and evaluate its performance.
It is important as children enter a global world that they have an understanding of the world around them. Our geography lessons aim to promote the understanding of the physical world and the impact humans have on the environment. Children develop an understanding of different places and locations around the world as well as developing their field work skills through outside investigations, both within the locality and further afield. We use the 'Connected Geography' scheme of work.
All children are encouraged to take pride in their handwriting and presentation of their work. Pupils are taught handwriting discretely at specific times throughout the week to ensure that they learn to join their writing neatly and consistently. In Foundation Stage and KS1, it also forms part of the daily RWInc lesson. There is an opportunity to gain a pen licence when the class teacher is satisfied that all writing work is of a high standard.
We use the Historical Association's scheme of work for primary history.
In Key Stage 1, we teach children the basics of history put into the context of their own lives, including changes within living memory and those which are not. Pupils are also taught to be aware of the history of their local surrounding as well as finding out about different important figures in history.
In Key Stage 2, we look further back in history, right back to the stone-age and the foundations of different civilisations, including those in different parts of the world such as ancient Egypt and Greece. Our history topics begin with hooks for learning to grip the children, as well as trips at different points in the year to develop a deeper understanding of their topics.
Writing is an important part of our daily curriculum, from Reception to Year 6. All children are encouraged to develop a love for writing and are taught to write in a variety of different ways. Children have the opportunity to write in a wide variety of genres and are encouraged to plan, draft, re-draft and 'publish' their writing. By the end of Year 6, pupils will have studied a great variety of different genres and will be able to write in a range of different ways. In addition to literacy lessons, children are also taught discrete spelling, punctuation and grammar to support and enhance their writing. Spelling is taught using Read Write Inc.
Every child takes part in a daily Maths lesson which follows the new Primary Curriculum; this is taught using the AET scheme of work. In KS2, we deliver this scheme of work through a process called A-Maths. Here, the children practise and apply a mathematical skill, before having the opportunity to solve problems using reasoning. Click below to see the AET scheme of work.
In addition to this, times tables and mental arithmetic is practised daily. Hands on resources are available for children to use to support their learning, particularly with the more formal methods of calculation now being taught.
We use PiXL methodology and resources to address any gaps in learning in Years 2 to 6, which often involves short adult-led interventions in the afternoon.
Throughout the school the children are learning to speak Spanish. These lessons take place weekly, during which the children learn to count and exchange simple phrases. We also celebrate Spanish as a community by learning simple manners to use within of our everyday lives and by holding Spanish-themed days. We employ a dedicated Spanish Teacher who works alongside our own teachers in various year groups each half term.
As a school, we use Charanga Musical School Scheme which provides teachers with week by week lesson support for each year group. It is ideal for specialist and non-specialist teachers and provides lesson plans, assessment , clear progression, and engagin and exciting whiteboard resources to support every lesson. The scheme supports all of the requirements of the new National Curriculum. It moves aways from the previous levels and learning objectives/outcome concepts to an integrated, practical, exploratory and child-led approach to musical teaching.
Our school choir have taken part in Young Voices for the past two years and Y4 have attended Spring Sing. The annual Y6 musical production at the Montgomery Theatre is a highlight of our school year.
Children also have the opportunity to take up private music tuition in guitar and piano if they wish.
At Athelstan, PE is taught discretely throughout the school from Year 1 to Year 6. Children have two timetabled PE sessions each week – one indoor and one outdoor. In reception, children access PE as part of their continuous provision.
In years 1 to 6, children build on the core skills developed in reception and are taught gymnastics, dance, outdoor games, sports and athletics. The Val Sabin schemes of work are used to support teachers in their delivery of PE.
We use the Jigsaw scheme of work for PSHE. The scheme has a mindful approach to PSHE, and is an integrated scheme of learning for Personal, Social, Health Education, with a strong emphasis on emotional literacy, mental health, SMSC and spiritual development. The 6 Jigsaw Puzzles (half-termly units) are designed so the whole school can study the same learning themes at the same time, each year group at its own level. The Puzzles are sequential and developmental throughout each academic year. Our aim is to teach the children the skills to become successful members of a global community which celebrates diversity and recognises the foundations of British Values. Towards the end of Key Stage 2, the children are offered the opportunity to attend a residential visit at Manor Adventure, developing their independence and social skills. They are also able to take part in a Crucial Crew trip which explores morality with sessions including drugs and alcohol awareness, run by members of the emergency services and councillors. Within school, children are also given the opportunity to participate in team-building and social skills groups with our Pupil Support Assistant.
R.E. is taught across the school using the recently released Sheffield SACRE syllabus. In line with the Agreed Syllabus, 51% of the R.E. curriculum content is Christian based and the rest is devoted to learning about the other main world faiths (Judaism, Sikhism, Buddhism, Islam and Hinduism).
In some year groups, R.E. is taught as a weekly lesson whereas in others, it is taught as a mini topic.
In R.E. the children learn about the stories, customs, practices and festivals relating to the religion being studied. This can take the form of discussion, drama, role play and writing. The children are encouraged to use their knowledge and understanding of the R.E. studied to have a positive impact on their own lives.
In Y1, children also participate in ‘Open the Book’ assemblies run by our local church, during which time, they are told bible stories in an interactive and accessible way.
In our school, we believe that children become better scientists through investigation, which stimulates and excites children to develop a love for the subject. We use an enquiry-based curriculum with a strong focus on scientific vocabulary and skills. The children are encouraged to explore their theories and predictions, recording them in a variety of ways. We also have a number of Upper KS2 Science Ambassadors who support one of our teachers to run a weekly after-school Science Club.