Links are made across the curriculum to make the children’s learning more meaningful and inspiring. The curriculum provides the children with the opportunity to develop a range of skills during their time at primary school.
Each term, parents and carers are given a curriculum newsletter for the coming term. The newsletter shows the themes and skills which will be covered during the term. This is to help parents and carers follow and support their child’s learning from home.
For more information about the curriculum; please do not hesitate to make an appointment to see your child’s class teacher.
English covers the development of a child’s speaking, listening, reading, and writing skills. In our school, children are encouraged to express themselves and their ideas in speech, and we provide them with the opportunities to do so throughout the curriculum. We believe it is as important for a child to be able to listen as it is for them to be able to talk. We try to set an example by listening to the children and encouraging them to listen to others. Children also listen to rhymes, poetry, stories, and music. Our pupils are given lots of opportunities to speak in front of different audiences, and drama is used to develop confidence, expression, and intonation.
Children learn to become enthusiastic and critical readers of stories, poetry, and drama as well as non-fiction and media texts. We aim to provide children with interesting and exciting opportunities to develop both their interest and skills in reading. Most importantly, we want children to regard reading as something which is enjoyable for them.
In our school, the skills of writing are taught through a wide range of activities, and all genres are covered. Pupils are given a wide experience of reading and then analysing the language and textual features of a particular type or genre of writing. Handwriting, grammar, and spelling are all given equal importance. The study of English helps children understand how language works by looking at its patterns, structures, and origins.
Mathematics stimulates and excites children’s curiosity about the world in which they live. Mathematics is essential for everyday life and for understanding our world. It is also essential to science, technology, and engineering, and the advances in these fields on which our economic future depends. Through practical experiences and ideas, maths enables children to develop their knowledge and understanding of their world and events that take place within it. Children need opportunities to meet mathematical challenges in different settings in order to develop the skills they need to tackle every day mathematical problems and challenges and in order to apply their knowledge to a multitude of situations. It is therefore fundamentally important to ensure that all pupils have the best possible mathematics education they need to understand the mathematics they learn so that they can be creative in solving problems, as well as being confident and fluent in developing and using the mathematical skills.
During key stage 1, pupils develop their knowledge and understanding of mathematics through practical activity, exploration, and discussion. They learn to count, read, write, and order numbers to 100 and beyond. They develop a range of mental calculation skills and use these confidently in different settings. They learn about shape and space though practical activity, which builds on their understanding of their immediate environment. They begin to grasp mathematical language, using it to talk about their methods and explain their reasoning when solving problems.
During key stage 2, pupils use the number system more confidently. They move from counting reliably to calculating fluently with all four number operations. They always try to tackle a problem with mental methods before using any other approach. Pupils explore features of shape and space and develop their measuring skills in a range of contexts. They discuss and present their methods and reasoning using a wider range of mathematical language, diagrams, and charts.
The school aims to create a secure environment where co-operation, care, understanding, honesty, and love of one another are all encouraged in everyday life at school. We supplement this work with specific religious studies. While most of this work is based on the Christian faith, we encourage children to realise that we are part of a multi-cultural society, and we look at a range of festivals and celebrations. An assembly is held every day and the vicar of the local church visits us regularly.
Religious education is taught both as a discrete subject and in conjunction with other curricular areas, in PSHEE for example. It introduces pupils to Christianity, assisting them in their search for meaning and purpose in life by examining those aspects of human experiences which give rise to fundamental questions about beliefs and values. We aim to provide pupils with knowledge and understanding of Christianity and other religions though the eyes of children from each faith community.
Through our science teaching at St George’s, we encourage learning through the children’s direct experiences, whether it be from investigating their own surroundings or exploring and collecting evidence to support and develop scientific skills. Children learn and support each other in a variety of ways, giving them the opportunities they need to hypothesise, investigate, or share observations. They work together, individually. or in pairs to provide a mix of learning opportunities suited to every individual. Science engages through practical experience and is able to engage learners at all levels, enabling pupils to recognise the cultural, worldwide significance of science and provide a secure basis for all future learning and experimentation.
Throughout key stage 1, pupils study a variety of plants and animals (including humans), materials, and physical processes. They do this by working scientifically, working practically, and using a variety of research methods including books and ICT. The children explore and ask questions by observing, performing tests, identifying and classifying, and recording their findings in various formats. The children are encouraged to read and write scientific vocabulary consistent with their phonic knowledge at key stage 1.
During key stage 2, pupils study a variety of plants and animals (including humans), materials, and everyday phenomena. They do this by working scientifically, including the teaching of substantive subject content, working practically, and using a wide range of research materials including books and ICT. In key stage 2, the children plan investigations, including controlling variables, and are able to take measurements with increased accuracy while being able to display findings in both written, mathematical, and presentation formats.
Computing is ever increasingly used in today’s society. All children at St George’s are given opportunities to explore these uses. Our children need to develop confidence in computing in many different ways and in different circumstances for different purposes.
Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which children are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming.
Children are also equipped to use information technology to create programs, systems, and a range of content. The children will become digitally literate and therefore will be able to use, express themselves, and develop their ideas through information and communication technology. This will help prepare our children for their adult life. We believe that effective use of information and communication technology (ICT) is a life skill that will be part of the learner’s future both at work and home. The constant innovations in technology mean that we are equipping children for a future where technology will be hugely different in both form and application. To that end, we strive to embed computing and ICT so that it allows learners to be creative, to work collaboratively, and to solve problems.
Computing is embedded into curriculum teaching and learning. We ensure it is taught and applied within contexts that allow purpose and application. Children are taught to choose and use hardware and software to meet their needs and enhance their learning experience. Resources are available for wherever and whenever they are appropriate within any area of the curriculum.
During key stage 1, children explore computing and ICT and learn to use it confidently and with purpose to achieve specific outcomes. The children will write and test simple programs. They start to use computing to develop their ideas and record their creative work. They become familiar with hardware and software.
During key stage 2, children design and write programs that accomplish specific goals, including controlling or simulating physical systems. The children use a wider range of ICT tools and information sources to support their work in other subjects. They develop their research skills and decide what information is appropriate for their work. They begin to question the plausibility and quality of information. They learn how to amend their work and present it in a way that is suitable for its audience.
At St George’s, we aim to promote physical development. However, we also value the importance of developing the whole child, which is why their personal, social, and creative skills are taught throughout our physical education (PE) curriculum. PE can challenge and promote self-esteem (through the development of physical confidence and problem solving), teach children to cope with both success and failure in competitive, individual, and team-based physical activities, and, within dance, allow children to explore their personal identity. We believe that pupils should learn the value of healthy exercise and learn about themselves, their capabilities, and their potential through an active PE curriculum. We provide opportunities for pupils to be imaginative, competitive, and face up to different challenges as individuals, groups, and teams.
During key stage 1, the children participate in team games, developing simple tactics for attacking and defending. They will perform dances using simple movement patterns.
During key stage 2, the children play competitive games, modified where appropriate, such as football, netball, rounders, cricket, hockey, basketball, badminton, and tennis. The children apply basic principles suitable for attacking and defending. The children also take part in gymnastics and perform dances.
The children at St George’s also have the opportunity to go swimming at the local swimming pool.
Geography provokes and answers questions about the natural and human worlds, using different scales of enquiry to view them from different perspectives. The children carry out geographical enquiry inside and outside the classroom. In doing this, they ask geographical questions and use geographical skills and resources such as maps, atlases, aerial photographs, and ICT. At St George’s, geography is taught through a skills-based curriculum within topics.
During key stage 1, pupils investigate their local area and a contrasting area in the United Kingdom or abroad, finding out about the environment in both areas and the people who live there. They also begin to learn about the wider world. They carry out geographical enquiry inside and outside the classroom. In doing this, they ask geographical questions about people, places, and environments, and use geographical skills and resources such as maps and photographs.
During key stage 2, pupils investigate a variety of people, places, and environments at different scales in the United Kingdom and abroad and start to make links between different places in the world. They find out how people affect the environment and how they are affected by it.
History fires pupils’ curiosity about the past in Britain and the wider world. Pupils consider how the past influences the present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced people’s actions. At St George’s, history is taught through a skills-based curriculum within topics.
During key stage 1, pupils learn about people’s lives and lifestyles. They find out about significant men, women, and children, and about events from the recent and more distant past, including those from both Britain and the wider world. They listen and respond to stories and use sources of information to help them ask and answer questions. They learn how the past is different from the present.
During key stage 2, pupils learn about significant people, events, and places from both the recent and more distant past. They learn about change and continuity in their own area, in Britain, and in other parts of the world. They look at history in a variety of ways, for example from political, economic, technological and scientific, social, religious, cultural, or aesthetic perspectives. They use different sources of information to help them investigate the past, both in depth and in overview, using dates and historical vocabulary to describe events, people, and developments. They also learn that the past can be represented and interpreted in different ways.
Art & Design
Children are given opportunities to develop their creative imagination. Art and design provides visual, tactile, and sensory experiences. It enables children to communicate what they see, feel, and think through the use of colour, texture, form, pattern, and different materials and processes. Children become involved in shaping their environments through art and design activities. They learn to make informed judgements and aesthetic and practical decisions. They explore ideas and meanings through the work of artists and designers. Through learning about the roles and functions of art, they can explore the impact it has had on contemporary life and that of different times and cultures. The appreciation and enjoyment of the visual arts enriches all our lives.
At all times, we aim to provide a rich environment in which we encourage and value creativity. Our children experience a wide range of activities that they respond to using the various senses. Children use a range of tools and media and explore the work of artists and designers. In doing so, they begin to appreciate the different forms art can take and the function art has on contemporary life and that of different times and cultures.
During key stage 1, the children use their own experiences and ideas as the inspiration for artwork. They share ideas using drawing, painting, and sculpture and explore a variety of techniques. The children learn about the work of a range of artists, artisans, and designers.
During key stage 2, the children use experiences, other subjects across the curriculum, and ideas as inspiration for artwork. They develop and share ideas in a sketchbook and in finished pieces of artwork. The children build on and improve a variety of artistic techniques. They will learn about the great artists, architects, and designers in history.
Design & Technology
We believe children should have the experience to exercise their creativity through designing and making. The children are taught to combine their designing and making skills with knowledge and understanding in order to design and make a product. Children are encouraged to generate initial ideas by using words, labelled sketches, and models. A variety of materials and components are available for children to use. Opportunities are given to the children to improve their learning and the quality of their finished product through careful and sensitive evaluation. It is important that they are taught to handle and use tools with care and with awareness of health and safety issues.
During key stage 1, the children, through a variety of creative and practical activities, are taught the knowledge, understanding, and skills needed to engage in a process of designing and making. They will learn the skills of design, making, and evaluating. The children will also gain greater technical knowledge as well as understanding the importance of nutrition.
During key stage 2, the children extend their learning from key stage 1. They continue the process of design, making, and evaluating. The children further their technical knowledge when working with structures, mechanical, and electrical systems, and they apply their understanding of computing to programme, monitor, and control their products.
In music, the children are able to be creative, perform, and listen. Music is taught in class groups, smaller groups, pairs, and individually. We have a good variety of percussion instruments both tuned and un-tuned. Children are given the opportunity to learn a range of instruments in small groups or individually with tuition from visiting specialists. The children enjoy singing and are able to share their enjoyment during performances both in school and in the wider community through performances, musicals, and church services.
Throughout key stage 1, children listen carefully and respond physically to a wide range of music. They play musical instruments and sing a variety of songs from memory, adding accompaniments and creating short compositions, with increasing confidence, imagination, and control. They explore and enjoy how sounds and silence can create different moods and effects.
During key stage 2, children sing songs and play instruments with increasing confidence, skill, expression, and awareness of their own contribution to a group or class performance. They improvise and develop their own musical compositions in response to a variety of different stimuli with increasing personal involvement, independence, and creativity. They explore their thoughts and feelings through responding physically, intellectually, and emotionally to a variety of music from different times and cultures.
Throughout both key stages, it is wonderful to see music being used as a tool by which the children can express themselves and grow in creativity and confidence.
Modern Foreign Languages
Learning a foreign language provides a valuable educational, social, and cultural experience. Children develop communication and literacy skills that lay the foundation for future language learning. They develop linguistic competence, extend their knowledge of how language works, and explore differences and similarities between the foreign language and English.
Learning another language raises awareness of the multi-lingual and multi-cultural world and introduces an international dimension to children’s learning, giving them an insight into their own culture and those of others. The learning of a foreign language provides a medium for cross-curricular links and for reinforcement of knowledge, skills, and understanding developed in other subjects. At St George’s, the children learn French from KS1. We work closely with our Melksham area schools, using the same scheme of work: ‘La Grande Ecole’. We also have a link with a school in the Dordogne region of France.
PSHEE (personal, social, health, and economic education) enables our children to become independent, confident, healthy, and responsible members of society. We encourage our children to play a positive role in contributing to the school and the wider community. We teach them how society is organised and governed. We ensure that they experience the process of democracy in school including through the school council. We teach them about rights and responsibilities. They also learn to appreciate what it means to be a positive member of a diverse, multicultural society.