Page Updated 11.09.23
Curriculum
Curriculum Intent
Our Curriculum meets the legal requirements of the Early Years Foundation Stage Curriculum and the Primary National Curriculum. It is delivered through high quality sequential, subject specific learning. The themes of Community, Global Learning and Christian Values weave throughout our curriculum. Each child’s unique gifts are recognised and nurtured in order to prepare them to be educated with the knowledge to become successful citizens in a global world.
Curriculum Implementation
The principle of our curriculum is to teach all pupils through a mastery approach. This provides them with the opportunity to keep up with the pace of learning and gaps are addressed immediately. Teaching for mastery means that all pupils are taught together as a whole class through a high quality, inclusive teaching approach.
Our curriculum:
- Meets the needs of individual pupils.
- Ensures all our pupils are exposed to the whole curriculum.
- Is scaffolded and resourced in a way to make it accessible for all to learn.
- Allows retrieval of prior learning, exposure, production, then lots of practice.
- Allows our children the opportunity to record their work and externalise their thinking.
- Encourages the development of fluency over time.
- Encourages independence and resilience to deal with complexity and new contexts.
- Teaches all pupils the same objective through scaffolding and challenge.
- Allows all children to achieve some degree of mastery.
- Ensures children will work at broadly the same pace, with gaps being plugged immediately.
- Ensures oracy is key.
- Exposes pupils to an environment enriched with subject specific vocabulary.
- Ensures formative assessment is key.
Curriculum Impact
The impact of the curriculum is monitored though triangulation of outcomes: pupil voice, test/data outcomes, planning, monitoring of books and displays, learning visits, discussions with teaching staff, pupils and parents.
Pupils leave Stanford in the Vale CE Primary School with a secure understanding of the academic content; with the understanding of how to be socially, morally, spiritually and culturally responsible and aware; how to make positive contributions to the local community and how to endeavour to be the best that they can be. We aim for all of our children to leave Stanford respectful, knowledgeable, ambitious and with a thirst for life and all it has to offer.
Equality Duty Statement
The curriculum complies with the duties outlined in the Equality Act 2010. We are committed to ensuring that the approaches and methods used to teach a range of issues do not subject individual pupils to discrimination.
Our curriculum also complies with the Special Educational Needs and Disabilities Regulations 2014. Information about the school’s policies for making provision for pupils with special educational needs (whether or not pupils have EHC Plans) is explained in more detail in the SEND Information report.
Curriculum Overviews 2023-2024
Click links in blue to read the Curriculum Overviews
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
|
Foundation Stage | All About Me | Let's Celebrate How do people celebrate at this time of year? | Now and Then What toys did my family have when they grew up? | Growing What grows in our garden? | Amazing Animals What happens to caterpillars and tadpoles? | Welcome to Our World How is life different for children around the world? |
Year 1 | Seasons / Weather | Stanford in the Vale What is in our village? | Our School I wonder if I would have liked Stanford School a long time ago? | Transport How has transport changed over time? | Castles – Kings and Queens Who is the monarch and where do they live? | The Seaside Why isn't there a beach in Stanford? |
Year 2 | Hot and Cold (Deserts and Antarctica) & Continents | Our Village Church How is St Denys important to the history of the village? | The United Kingdom How are the countries of the UK different from each other? | Kenya I wonder what Nairobi has in common with Stanford? | Brunel How did Isambard Kingdom Brunel change the lives of other people? | Great Fire of London Who was to blame for the Great Fire of London? |
Year 3 | Stone Age-Iron Age | From Normandy to Oxfordshire Would I rather live in Oxfordshire or Normandy? | The Romans How successful were the Romans with invading Britain? | Plants How do plants thrive? | London Why would you want to live in London? | Light & Shadows How are shadows useful? |
Year 4 | Anglo-Saxons | Electricity How does flipping a switch turn on a light bulb? | Volcanoes & Earthquakes How do volcanoes and earthquakes impact the settlements of humans? | Countries in Europe -Traditional Foods Where does our food really come from? | Rivers and the Water Cycle (focus on the River Thames) Where does our water come from? | Vikings Were the Vikings ruthless killers or peaceful settlers? |
Year 5 | Ancient Egypt | Earth and Space Why is the Earth's position in the solar system important? | Our Changing World –Environmental Are our actions damaging the World we share? | Properties and changes of Materials Are all changes reversible? | Ancient Greece What did the Ancient Greeks do for us today? | Greece - today – trade links / economic activity I wonder why Greece is a popular tourist destination? |
Year 6 | WWII | North America Where would you visit on an American road trip? | Evolution and Inheritance What links Mary Anning and Charles Darwin? | The Ancient Maya Savages or Civilised? What were the Ancient Maya really like? | South America Why are the South American rainforests key to earth's survival? | Reach for the Stars What makes a good performance great? |
Curriculum Overviews 2022-2023
Click links in blue to read the Curriculum Overviews
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
|
Foundation Stage |
All About Me |
Let's Celebrate |
Now and Then |
Growing |
Amazing Animals |
Welcome to Our World |
Year 1 |
Stanford in the Vale |
Our School I wonder if I would have liked Stanford School a long time ago? |
Communication |
Castles – Kings and Queens |
Seasons / Weather |
The Seaside |
Year 2 |
The United Kingdom |
Our Village Church |
The Story of Swindon – Brunel |
Kenya |
Great Fire of London |
Hot and Cold (Deserts and Antarctica) & Continents |
Year 3 |
Stone Age-Iron Age |
From Normandy to Oxfordshire |
Plants |
The Romans |
London |
Light & Shadows |
Year 4 |
Anglo-Saxons |
Electricity |
Volcanoes & Earthquakes How do volcanoes and earthquakes impact the settlements of humans? |
Countries in Europe -Traditional Foods |
Rivers and the Water Cycle (focus on the River Thames) |
Vikings |
Year 5 |
Ancient Egypt |
Earth and Space |
Our Changing World –Environmental |
Properties and changes of Materials |
Greece - today – trade links / economic activity |
Ancient Greece |
Year 6 |
WWII |
North America |
Evolution and Inheritance |
The Ancient Maya Savages or Civilised? What were the Ancient Maya really like? |
South America Why are the South American rainforests key to Earth's survival? |
Reach for the Stars |
In our phonics teaching, we follow the accredited SSP programme: Twinkl Phonics.
We use a range of reading schemes which we have aligned with Twinkl Phonics including: Oxford Reading Tree, Songbirds and Floppy's Phonics.
Early Years Foundation StageFollows the 2021 Early Years Foundation Stage, which is a statutory framework that sets standards for development, learning and care of children from birth to five.
There are seven areas of learning and development, three prime areas and four specific areas:
Three Prime Areas
- Personal, social and emotional development
- Communication and language
- Physical Development
- Literacy
- Mathematics
- Understanding the World
- Expressive Arts and Design
Children engage in a range of 'child initiated activities' (things they have chosen to do) and 'focused practical tasks' (activities undertaken with an adult). During these activities and tasks, children are observed and these inform staff judgements and next steps.
Children always have access to the inside and outside classroom.
The children are assessed against the Early Learning Goals at the end of their time in Sunflower Class. See these Goals HERE...