Subjects
Our curriculum is organised into the different subject areas. For each subject we have established our curriculum intent and how this will be implemented progressively across school, whilst carefully monitoring the impact of our actions.
This is how our different subjects contribute to the overall curriculum.
Our maths curriculum follows the statutory National Curriculum for Maths. At Red Rose Primary School we believe Maths is a beautiful and awe-inspiring subject which has the ability to excite, empower and amaze. We want all children to think deeply about Maths, use their numerical skills to problem solve, develop conceptual understanding and communicate their ideas confidently. At Red Rose Primary School, we want our children to: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. have a broad range of skills in using and applying mathematics, including formal written methods and have the ability to show initiative in solving problems in a wide range of contexts, including the new or unusual; have a deep conceptual understanding of mathematical concepts and be flexible and resourceful problem solvers. These aims will be delivered by: Whole class - teaching all children in class, together, most of the time. Covering topics in detail over time – ‘step by step approach’ Spending longer on one idea – space and time to experience and apply. CPA approach all year groups - (concrete, pictorial, abstract.) Questions to probe understanding. Use of misconceptions to further understanding of key concepts. Precise mathematical language – blue vocabulary and use of ‘stem sentences’ to help pupils to communicate their reasoning and thinking effectively. Teachers help students make, refine, and explore conjectures on the basis of evidence and use a variety of reasoning and proof techniques to confirm or disprove those conjectures. Pupils engage fully as learners who reason and seek to make connections. Development of pupil resilience and ‘can do’ attitude. At Red Rose Primary School, we teach maths using a mastery approach. Our classes are grouped in year groups and based on the child’s individual need. Basic maths skills and arithmetic form part of our daily practice across the school. This work is carried out as quick rapid recall at the beginning of each maths lesson. Maths lessons are designed to form a sequence of learning that builds upon prior knowledge, recaps and revisits previously taught concepts and continues to develop crucial skills. We follow the National Curriculum and support our mastery approach with guidance from the White Rose Maths Hub and other mastery resources in our teaching. It is important for children to develop their fluency skills through different variation and representations, thus allowing them to problem solve and reason with their thinking. Children are exposed to real life maths problems which are incorporated into each unit of work and through our character education programme Commando Jo and also Newcastle United Foundation Real Life Maths Skills Programme. Our children problem solve using NRICH problems and challenges from NCETM to develop their reasoning and problem solving skills, helping to develop resilience with challenges. At the beginning of each maths lesson, children revisit their previous learning through a ‘review’ session. This is to complete any corrections or to further develop mathematical practice through challenges or problem solving exercises. Lessons are then taught in an episodic style to continually build on prior knowledge. Use of questioning and live marking, with a focus on verbal feedback, are carried out during the lesson to have maximum impact on children. At the end of each term, children are summatively assessed using a mixture of teacher assessment based on end of unit quizzes, formal arithmetic and problem solving papers and their daily work. Our English curriculum follows the statutory National Curriculum for English. Red Rose Primary School Writing Genre Coverage A reading curriculum that develops: We develop pupils’ communication skills through promoting: Our science curriculum follows the statutory National Curriculum for Science. Science will be delivered through a number of routes: As a result of our science curriculum, we expect to see our pupils' knowledge and understanding of science improve. Also, pupils will be able to use higher level thinking skills to name, then describe, then explain ideas and concepts in science. Pupils will also be able to make links between different key ideas to explain the real world in terms of scientific understanding. Pupils will also be able to work scientifically - carrying out investigative processes to find out what will affect the outcome of science processes. They should be able to recognise how science makes an impact on us as citizens and also how it makes an impact on communities across the world through inventions, discoveries and developments. Our history curriculum follows the statutory National Curriculum for History. Our history curriculum allows our pupils to learn about the past and make connections between different periods of history. The methods used to study sources, and draw conclusions, helps pupils to understand the world in which they live. EYFS / KS1 Curriculum KS2 Each history lesson identifies key skills from the following list to ensure skills are clear and progressively taught: Our Geography curriculum follows the statutory National Curriculum for Geography. At Red Rose Primary School the Geography curriculum includes all the essential skills needed to investigate places, patterns and to communicate geographically. It is progressively sequenced from EYFS to Year 6 through the four main areas of the National Curriculum (Locational Knowledge, Place Knowledge, Human and Physical Geography and Geographical Skills and Fieldwork). All learners will revisit strands and links through a variety of well thought out topics across the key stages. As a result of the high-quality teaching of Geography in Red Rose our pupils should become curious and have a fascination about the world and its people that will remain with them for the rest of their lives. Pupils will become equipped with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress through each year, their knowledge will grow about the world which in turn deepens their understanding of the interaction between physical and human processes and of the formation and use of landscapes and environments. Their new geographical knowledge, understanding and skills provide the framework for pupils to explain how the Earth’s features are interconnected and change over time. Our Art curriculum follows the statutory National Curriculum for Art. Teaching of Art and Design in EYFS In the early years, Art and Design plays a very important role in the children’s development. Children are taught to represent their own ideas, thoughts and feelings through their art work. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Teaching of Art in Key Stage 1 Pupils should be taught: Teaching of Art in Key Stage 2 Pupils should be taught: Our PE curriculum follows the statutory National Curriculum for PE. PE at Red Rose aims to develop the knowledge, skills and capabilities necessary for mental, emotional, social and physical wellbeing in our children now and for their future. We want to develop successful learners, confident individuals and active lifestyles through a high quality, safe and challenging physical education programme. We want our children to appreciate the health benefits of an active life to both their physical and mental well being. Pupils at Red Rose participate in weekly high quality PE and sporting activities. Our PE programme uses the progression of skills to underpin the components of the National Curriculum. Through teaching the skills needed to play and participate, encouraging high activity levels and making lessons fun we hope to instil a love of being fit and active for life. We provide opportunities for children to engage in extra-curricular activities during and after school, in addition to competitive intra and inter-school sporting events. The implementation of our PE curriculum is also supported by the local School Sports Partnership, providing additional expertise, mentoring and practical coaching CPD sessions. Children will be confident, healthy and be able to access a variety of sports and activities. It is our aim that a love of movement, and understanding of the benefits to our health and wellbeing, will lead to active adults of the future. Our impact is measured through various ways including assessment against progression of skills, participation surveys which then feed into future plans and support programmes. Our computing curriculum follows the statutory National Curriculum for Computing. Computing will be delivered through: As a result of the computing curriculum, our pupils will be able to Our music curriculum follows the statutory National Curriculum for Music. Children at Red Rose perform throughout the year at various church services, concerts and in class assemblies. Singing skills are taught through regular singing assemblies and also through skills-based singing lessons taken from the Charanga Musical School resource. Children grasp how music is transcribed as they are taught the meaning of different musical symbols during their time at Red Rose. Children are also taught to able to read and place the notes EFGABCD on a musical stave. Different notes are introduced at different points and are revisited regularly. These skills are taught mainly through recorder lessons in Year 3 and 4 that are delivered by specialist music teachers and also through specific skills-based lessons taken from Charanga Music School. Compositions are created firstly by clapping rhythms and experimenting with different sounds. As children’s understanding and skills base grows, they then begin to compose melodies using musical instruments. Children also have the opportunity to write lyrics and enter competitions to create songs for Red Rose Primary School. Introducing children to lots of new and varied styles of music enables them to discuss and describe pieces they hear. Furthermore, the teaching of the dimensions of music using interactive resources from the Charanga Musical Schools allows children to describe pieces in great detail. Every week a new piece of music is introduced during assembly also: questions are asked about the piece reinforcing children's understanding of the dimensions of music and various ways to describe different pieces. As a result of our music curriculum children, will be able to: Our PSHCE curriculum follows the statutory Statutory guidance for PSHCE. The intent of our PSHE curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. Our school value of Respect, Excellence, Determination, Responsibility, Opportunity, Support for Others and Equality underpin our school life and therefore are at the heart of our PSHE programme. Alongside these values, we develop British Values and also the character education features of Resilience, Empathy, Self-Awareness, Passion, Excellence, Communication and Teamwork. Our aspiration is that our children will become healthy, independent and responsible members of a society who understand how they are developing personally, culturally and socially. It will give them confidence to tackle many of the moral, social and cultural issues that are part of growing up. As a Rights respecting School we provide our children with opportunities for them to learn about their rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. Our PSHE Curriculum is delivered in a number of strategic ways, but the most important way that the values of the PSHE curriculum is developed is through the everyday life of the school. The school values are shared, encouraged and celebrated through all aspects of our work in school. Discrete PSHE lessons take place weekly in class to each year group however some of the content will be addressed through: Our curriculum plan is as follows: Each half term we follow a 'Jigsaw puzzle'. Please click on the hyperlink to access the content taught. Relationships and Sex Education (RSE) Relationships and Sex Education (RSE) is delivered through our PSHE curriculum, supported by the relevant science curriculum. In developing our Red Rose RSE policy and curriculum we conducted a year long consultation with all stakeholders (pupils, staff, parents and governors) to ensure our RSE curriculum was appropriate for our children today. Whilst we predominantly follow the 'Jigsaw Curriculum plan', we have made changes to some of the content and progression to ensure it meets the needs of our pupils. Please see the Relationships and Changing Me maps above to access the specific content taught. Character Education At Red Rose we place a strong emphasis on character education. Whilst a significant aspect of this is developed through everyday life we also dedicate a 45 minute session each week to developing character education through our Commando Joe programme. The programme helps to develop: Resilience, Empathy, Self-Awareness, Passion, Excellence, Communication and Teamwork. This is led by Ryan Blake from the NUFC Foundation using some funding from our Sports Premium spend. The programme focuses on the lives of real-life adventurers and explorers, for example: Sir Ranulph Fiennes and Tim Peake. Over the course of the academic year the children will learn about a different hero or heroine each term, within these lessons the children will participate in both practical and mental tasks based on their adventures. The lessons are delivered weekly by a trained Commando Joe specialist from the NUFC foundation. The primary aim of the programme is to improve the educational outcomes for children and young people. Each lesson is carefully structured to enable children to develop life skills, character traits, attributes and behaviours which have a positive impact on their educational attainment, engagement, employability and well-being. For more information about the positive impacts of the ‘Commando Joe’ programme please use the following link. Our Modern language curriculum follows the statutory National Curriculum for Modern Foreign Language.. At Red Rose Primary School all children learn Spanish as part of the curriculum, from the start of year 3. As a school, we chose to focus on Spanish as a lot of our children visit a Spanish speaking country when on holiday. However, children are introduced to a range of different languages and cultures, through the celebration of events. At Red Rose we use the Language Angels scheme of work and resources to ensure we offer a relevant, broad, vibrant and ambitious foreign languages curriculum that will inspire and excite our pupils using a wide variety of topics and themes. All pupils will be expected to achieve their full potential by encouraging high expectations and excellent standards in their foreign language learning - the ultimate aim being that pupils will feel willing and able to continue studying languages beyond key stage 2. The four key language learning skills; listening, speaking, reading and writing will be taught and all necessary grammar will be covered in an age-appropriate way across the primary phase. This will enable pupils to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning and also helping the children improve overall attainment in other subject areas. In addition, the children will be taught how to look up and research language they are unsure of and they will have a bank of reference materials to help them with their spoken and written tasks going forward. This bank of reference materials will develop into a reference library to help pupils recall and build on previous knowledge throughout their primary school language learning journey. The intent is that all pupils will develop a genuine interest and positive curiosity about foreign languages, finding them enjoyable and stimulating. Learning a second language will also offer pupils the opportunity to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences. The intention is that they will be working towards becoming life-long language learners. Our Design and technology curriculum follows the statutory National Curriculum for Design adn technology. Technology will be delivered through a number of routes Our RE curriculum follows the statutory Non-statutory guuidance for RE. At Red Rose, we deliver Religious Education through the approved Durham Syllabus, revised in 2020. We believe children need to be equipped with the ability to understand the faith or belief of individuals and communities, and how these may shape their culture and behaviour, is an invaluable asset for children in modern day Britain. Explaining religious and non-religious world views in an academic way, allows young people to engage with the complexities of belief, avoid stereotyping and contribute to an informed debate. Throughout their primary education, they will learn about Christianity, Buddhism, Hinduism, Islam and Judaism. The children discover the knowledge and beliefs of these religions and develop their own critical thinking skills. They are also able to develop and investigate their own opinions and beliefs, whilst learning to be respectful of others.Aims
At Red Rose Primary School we have the intent to provide pupils with a writing curriculum that ensures:
At Red Rose Primary School we provide pupils with a science curriculum that
Long Term Planning
The EYFS & KS1 history curriculum focuses primarily on our locality and the introduction of skills. In EYFS, history is introduced through looking first at their own family and then linking further historical events and significant indivduals to their own experiences. In KS1 the curriculum follows a two year cycle. In cycle A, the children look at the history of our town and how inventions have impacted on our daily lives, comparing life today to The Great Fire of London and what we have learnt from this diaster. In cycle B, there is a focus on toys and our school before looking at Lumley castle and asking: Why can we see a castle from our school field?
In years 3 & 4 history is taught on a two year cycle. Periods of history have been carefully selected to allow pupils to build on previous knowledge whilst building a chronological understanding of our history. Within each topic, specific identified themes, such as food, housing, religion etc. are taught to allow our pupils to make links between new learning and what has previously been taught. History in Y5 and Y6 continues to compare and contrast historical periods making the same explicit links to themes whilst developing their historical skills.
At Red Rose we want the children to:
At Red Rose Primary School our Art and Design curriculum:
As a result of our Art and Design curriculum children will:
At Red Rose Primary School we provide pupils with a computing curriculum that:
At Red Rose Primary School we provide pupils with a Music curriculum that:
We teach Music through four specific musical concepts: Perform, Transcribe, Compose and Describe.
‘No Child Left Behind’ is the founding ethos of ‘Commando Joe’, a character education programme we have embedded throughout our school.
At Red Rose Primary School we provide pupils with a Design Technology curriculum that:
