The Shakespeare Curriculum
Shakespeare Primary School provides a full, rich, broad and deep curriculum that is taught with the consideration of the needs of all learners. We aim for our curriculum to be exciting and to inspire children to nurture a passion for learning, encouraging inquisitiveness and confidence in our pupils. We are proud that our curriculum promotes preparation for, and an appreciation of life in modern Britain.
We ensure equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of race, gender, disability, religion or socio-economic background. We have a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life.
At Shakespeare Primary School, we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.
Intent - What are we trying to achieve?
- Ensure that children’s attainment in core and foundation subjects are in line with or exceeding their potential
- Ensure that children’s oracy skills are in line with or exceeding their potential
- Ensure that children are given the opportunities to be immersed in first hand experiences they may not have access to
- Ensure that children understand their role as good citizens in school and in their locality (within Leeds and Britain)
- Ensure that children have an understanding and respect for the diverse nature of the community they live in
- Ensure that children are successful learners who enjoy learning, make progress and achieve
- Ensure that children are encouraged to be successful in their individual talents and creativity
- Ensure that children are confident individuals who can lead healthy and safe lives
Implementation – How do we organise learning?
Throughout our curriculum we teach skills, knowledge and creativity. Children are given first hand learning experiences through a thematic curriculum that is delivered through Imaginative Learning Projects.
Over the course of each project, four areas are covered. These are:
- Engage (Hook learners in with a memorable experience, set the scene and provide the context for learning, ask questions to find out children's interests and spark children's curiosity using interesting starting points).
- Develop, (Teach facts and information for deeper understanding and knowledge, demonstrate new skills and allow time for consolidation, provide creative opportunities for making and doing).
- Innovate (Provide imaginative scenarios that encourage creative thinking, enable children to apply previously learned skills, encourage enterprise and independent thinking and provide opportunities for collaborative working and problem solving.
- Express (provide environments for reflective talk, create opportunities for shared evaluation, celebrate and share children's success and identify next steps for learning) are used for the teaching narrative.
Statutory expectations across Early Years Foundation Stage – Prime and specific area
- In Reception, children's learning is based on their own interests and projects developed around these. Key themes in the Early Learning Goals are addressed in provision areas and focus activities throughout the year depending on the project. Click here >> for the Development Matters guidance. For information on how we teach phonics please click here>> for the Letters and Sounds document.
Statutory expectations across Key Stage 1 and Key Stage 2 – National Curriculum subjects
- Across Key Stage 1 and 2 we have designed our English curriculum to meet the needs of our children. Reading skills are explicitly taught with a focus on oral rehearsal. The teaching of vocabulary is planned in across curriculum subjects to ensure maximum understanding. Writing is linked to our Imaginative Learning Projects so that children have a purpose for writing.
- Across Key Stage 1 and 2 we follow the White Rose Maths hub as a framework to teach the National Curriculum with additional focus around arithmetic to meet the needs of our children.
- Science is taught as a discrete subject and Science teaching is further supplemented by a scientific investigation each half term focussing on “Working Scientifically”.
- Computing is taught discreetly but applied in many areas of the curriculum.
- Other National Curriculum subjects are taught through a knowledge and skills based curriculum that is linked to the Imaginative Learning Project.
Additional subjects – RE (Religious Eduction), PSHE (Personal, Social, Health Education), SRE (Sex and Relationship Education), e-safety
- RE is taught through the Leeds Agreed Syllabus, PSHE and SRE have been adapted for our children and families and taught in a sequence determined by us. E-safety is taught through PSHE and also through computing lessons.
We have worked hard to enhance our curriculum with as many trips and visitors as possible. We believe that children learn best through experience and an enhanced curriculum is a quality curriculum. Examples of our enhancement are listed below.
- A memorable experience to start the project every half term.
- Regular opportunities to share his/her achievements in assemblies and other whole school events.
- Regular opportunities to contribute towards his/her learning and be involved in decision-making that effects the whole school through pupil voice groups (School Council, Art Ambassadors, Reading Ambassadors, Sport Ambassadors, IT Ambassadors, and Playground Friends).
- Opportunities to represent the school through sporting events and musical/dramatic performances.
- Opportunities to join a wide range of clubs and extra-curricular activities both after school and during lunchtimes.
- The opportunity to play the guitar.
- Regular opportunities to work with the local community e.g. Bridge Community Church, Leeds Grand Theatre, Leeds Rhinos, Class Dynamix.
- The opportunity to undertake Bikeability and scooter training.
- The opportunity to undertake Road Safety training.
- Opportunities to perform in plays and other dramatic and musical performances.
- On-going opportunities to learn through practical, hands-on, investigative activities e.g. growing fruit and vegetables, cooking, etc
- Opportunities for residential visits in Year 4 and Year 6
Impact – How do we know we are achieving our aims?
We evaluate the impact of our curriuculum on children through the following accountability measures:
- Attainment and progress of children are at least good
- Good behaviour for learning is seen throughout school
- Children attend school regulary and are on time for learning
- Healthy lifestyle choices (physical and mental) are adopted by children
- Children are fully prepared for secondary education
- Children are fully prepared for positive involvement in society
2018 -2019 Curriculum Overviews