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The Curriculum at Shakespeare Infant School

The curriculum at Shakespeare Infant School is fully inclusive and enables all children to leave our school confident, self- assured, know their opinions and ideas matter and have the knowledge and skills to be independent. We help them to learn to understand their emotions and feelings of others, become creative thinkers and can work collaboratively with others to achieve better outcomes. Year 2 Zen Doodles artworkIt provides opportunities for all children to have rich, memorable, awe inspiring experiences which they will take with them for the rest of their lives. The mental health and well-being of the children is of high importance in this ever changing and challenging world, this is supported throughout the curriculum and how it is delivered, for example making good use of our extensive grounds and woodlands.

 

The academic curriculum and wider curriculum we offer enables the children to achieve high outcomes as well as understanding and demonstrating our learning values in order to be ready for the next stage of their educational career academically, socially and emotionally. It promotes positive behaviours, good manners and positive relationships and an enjoyment of learning new knowledge and skills and the importance of reading widely. Our curriculum takes account of all of the experiences the children have from the moment they arrive at school to the end of the school day and beyond. Our accessibility plan and SEN Information report fully details how we make our curriculum  accessible for those with disabilities or special  educational needs.                                                           

Year 2 Zen Doodles Artwork

 

                              

                               

Taking the curriculum outside into our wonderful woodlands

 

 

Our lovely pond area

 

                      

Year 1 Artwork in the style of Andy Goldsworthy.

 

 

                     

 

Year R enjoying practical maths and small world play and playdough

 

The curriculum is carefully planned, regularly reviewed and developed to challenge all children in exciting ways in order to develop their cultural capital.  It is dynamic and inspirational with a clear balance between knowledge acquisition and learning the relevant skills. It is planned to be ambitious with high expectations for all of our children in order to achieve expected outcomes or beyond.

 

 

Our curriculum is underpinned by our learning values which are : independence, creativity, collaboration, spirituality, thinking and creativity. We believe that our curriculum develops crucial life skills thus enabling our children to grow in confidence and take on more responsibility as they progress through the school. They learn to be independent, to work effectively with each other, appreciate the wonder of the world and learn about their emotions and how to respond to others. They develop their thinking in order to think deeply and create their own ideas as they take on the challenges of life with growing resilience and self -knowledge.

 

 

 

 

Year 1 mixed media art.

 

The National Curriculum is fully implemented thus ensuring all programmes of study are taught fully and are embedded in our integrated curriculum. The curriculum is planned through projects which integrate subjects to ensure it is meaningful and contextual with first hand experiences. This gives meaning to the learning for our young children. Some subjects are taught discretely eg maths, RE, PE, phonics, however we endeavour to integrate knowledge and skills where possible for example integrating maths skills within our science activities. We also plan a variety of longitudinal studies for the children for example daily weather observations and reports and observing seasonal changes for plants and animals.

 

 

Our projects are carefully planned and have rigour, enabling children to make connections whilst learning in depth. Dormant knowledge is revised and revisited.

Our learning values are carefully planned into these projects. Thinking is an essential core learning value and is always a focus learning value within each project. We then plan another key learning value for a particular project. The corresponding puppet and story are shared with the children at the start and possibly again within the project. So just like our children are developing the knowledge and skills to become, for example, an historian, they are also developing the skills needed to become, for example, a collaborative learner like Horace Hedgehog!  We have mapped the key skills for the core learning values from Year R to Year 2+ so that the children can keep developing the skills in a progressive way.

 

 

 

Every integrated project has an engaging hook to inspire the children and really wow them at the start of the project. Each project also has an outcome which is reflected within the hook for example an astronaut may send a message via a webcam for the children to encourage them to learn all about space because he is developing space travel for the holiday industry! The outcome may include a fantastic exhibition for parents to come along and share facts and information all about space with the children. Home learning is also linked to the project and encourages children and their parents / carers to work together on a project at home. A variety of rich learning experiences are planned using our wonderful grounds as well as off site visits and visitors to the school.

 

      Year 1 classes ready for the Space Expo

 

 

Our wonderful Year 1 Titanic model. The children worked together to create historically correct rooms and areas on Titanic. It looked amazing at our Titanic Museum for parents and carers.

 

Children are involved in the planning and assessment process. They discuss with their teacher what they already know and what they would like to find out. They are actively involved in assessing and improving their own learning and helping others to improve too. We use quizzes to assess what the children have remembered and can revisit these at other times.

 

Each project is evaluated to identify where it has been successful and where improvements can be made. Parents are often invited to the outcome and have the opportunity to feedback which supports the planning and review process. Projects are altered and improved and sometimes replaced depending upon the review process and as a need to respond to national changes to the curriculum.

Example of parental feedback from our Year 1 space project outcomes.

 

 

Email from a parent in the Summer term 2019 having attended the expo at the end of the Titanic Tragedy project :

Dear Year 1 team

 

I just want to write to say thank you! I was hugely impressed with so many things I saw yesterday- I don't know where to start!

 

The children's manners were impeccable as always. It is such an important skill for them to be able to present their own learning to other people. They did brilliantly! All of the children I spoke with were very friendly.

 

I was particularly impressed with how much the children have learned. ******** has clearly enjoyed the topic and has been very keen to extend his learning at home but it was evident just how much learning has taken place by all children. The knowledge shared by the children was very good and they showed great excitement too! The trip to the Sea City Museum clearly added to this and the children who were presenting the photographs of this trip described their day fondly.

 

The range of presentations too was impressive. The dancing in the hall had me grinning from ear-to-ear- they were incredibly endearing! Then to see the Titanic diorama... WOW!

 

You clearly work very hard to make the learning incredibly exciting and relevant, and for that, I am truly thankful.

 

What a wonderful way to end the school year! Well done all!

 

 

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