Curriculum-Gallery (ID 1053)

• Art
  Art

  We recognise that an excellent art curriculum should engage, inspire and challenge pupils, whilst equipping them with the knowledge and skills needed to experiment, invent and create their own works of art, craft and design. Our curriculum design purposefully drives towards ensuring that each child leaves Skylark Federation with an enduring passion for the subject. The deeply held belief of, ‘Every child an artist,’ is central to planning, ensuring that the curriculum is accessible and ambitious for all learners, including those who have additional needs. A progressive art curriculum enables children to build on prior skills and techniques with increasing mastery and confidence.

  Threaded through the whole curriculum, is the belief that children should recognise how art and design both reflect and shape our history, and contribute to the culture and creativity of the society and world in which they live.As children progress, there are rich opportunities for them to reflect, think critically and express views informed by their increasing artistic knowledge and confidence.

  Schemes of learning/Planned Medias

  We have created schemes of learning to ensure that our art and design curriculum is effectively planned and sequenced. Schemes are based on our progression in skills and knowledge. They provide teachers with the key objectives, prior learning, future learning, key vocabulary, assessment indicators, common misconceptions, and ideas for teaching and gathering evidence of learning they need to help us ensure that our art and design curriculum is implemented effectively and produces students who can demonstrate proficiency in the subject. Learning is driven by key skills and media and will be taught as a cross-curricular theme where appropriate.

  Further detail and information can be found on our Art Curriculum page: Our Art Curriculum

• Computing
  Computing

  Link to main curriculum page: Our Computing Curriculum

  Aims

  Our aim is to provide a high-quality computing education, which equips students to use computational thinking and creativity to understand their ever changing world. The curriculum will teach children key knowledge about how computers and computer systems work, and how they are designed and programmed. In their time at the Skylark Federation, students will have gained key knowledge and skills in the three main areas of the computing curriculum: computer science (programming and understanding how digital systems work), information technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully).

  Computing skills are a major factor in enabling students to be confident, creative and independent learners. Our intention is that pupils have every opportunity available to enjoy the subject area and to be challenged in this key, fast-growing area of life.

  Our ambition is for students to leave us with advanced personal skills, in order to be able to safely use technology and use it as an educational vehicle to apply to their entire education and future life.

  Schemes of learning

  We use the curriculum provider KAPOW to teach computing. The produced schemes of learning to ensure that our computing curriculum is effectively planned and sequenced. Schemes are based on a clear progression in skills and knowledge. Online safety is taught throughout the curriculum with all classes receiving teaching during every unit. . They provide teachers with the key objectives, prior learning, future learning, key vocabulary, assessment indicators, common misconceptions, and ideas for teaching and gathering evidence of learning they need to help us ensure that our computing curriculum is implemented effectively and produces students who can demonstrate proficiency in the subject.

• Design and Technology
  Design and Technology

  Link to main curriculum page: Our Design & Technology Curriculum

  Our ambition for Design Technology education:
  At the Skylark Federation, we consider our children to have limitless imagination and design and technology is a subject that helps children to develop their creativity and resilience in practical ways.

  Design and technology encourages children to be curious, responsible and reflective learners whilst solving problems both as individuals and as members of a team.We are committed to delivering a curriculum accessible to all which provides the broadest possible range of opportunities for children. One which will allow the children to become self-motivated and confident communicators. Our main priority is for our children to be ambitious problem solvers who are not afraid of making mistakes. The design technology curriculum promotes curiosity and a love and thirst for learning. It is ambitious and empowers our children to become independent and resilient.

  Schemes of learning

  We use the curriculum provider KAPOW to teach Design Technology. The produced schemes of learning to ensure that our computing curriculum is effectively planned and sequenced. Schemes are based on a clear progression in skills and knowledge. They provide teachers with the key objectives, prior learning, future learning, key vocabulary, assessment indicators, common misconceptions, and ideas for teaching and gathering evidence of learning they need to help us ensure that our computing curriculum is implemented effectively and produces students who can demonstrate proficiency in the subject.

• Geography
  Geography

  Link to main curriculum page: Our Geography Curriculum

  Our ambition for geography education:

  We want our students to think and act like geographers. We want all students to have a level of competence that will enable them to succeed in the subject at secondary school and beyond and instil in them a love and curiosity of history. Our curriculum is sequenced to ensure that geographical skills are revisited regularly and these are built on and developed. We use a cross-curricular themed approach to fully immerse students in their learning.

  Schemes of learning

  Schemes of learning are planned according to their position within the curriculum sequence. End points and the progression in skills and knowledge ensure that the curriculum is sequenced to develop and build upon students’ prior learning

  We have created schemes of learning to ensure that our geography curriculum is effectively planned and sequenced. Schemes are based on our progression in skills and knowledge.. They provide teachers with the key objectives, prior learning, future learning, key vocabulary, assessment indicators, common misconceptions, and ideas for teaching and gathering evidence of learning they need to help us ensure that our geography curriculum is implemented effectively and produces students who can demonstrate proficiency in the subject. Learning is driven by key questions and will be taught as a cross-curricular theme. Teachers are responsible for the integration of other subjects. However, they should make clear the subject focus in each lesson.

• History
  History

  Our ambition for history education:

  We want our students to think and act like historians. We want all students to have a level of competence that will enable them to succeed in the subject at secondary school and beyond and instill in them a love and curiosity of history. Our curriculum is sequenced to ensure that historical skills are revisited regularly and these are built on and developed. We use a cross-curricular themed approach to fully immerse students in their learning.

  How our local context is weaved into the curriculum

  We are fortunate to be able to make historical links to the local area. We carry out studies of the village and Andover which has history linked to a range of eras.

  Schemes of Learning

  We have created schemes of learning to ensure that our history curriculum is effectively planned and sequenced. Schemes are based on our progression in skills and knowledge.. They provide teachers with the key objectives, prior learning, future learning, key vocabulary, assessment indicators, common misconceptions, and ideas for teaching and gathering evidence of learning they need to help us ensure that our history curriculum is implemented effectively and produces students who can demonstrate proficiency in the subject. Learning is driven by key questions and will be taught as a cross-curricular theme. Teachers are responsible for the integration of other subjects. However, they should make clear the subject focus in each lesson.

  For further information and links please see our main History Curriculum page: Our History Curriculum

• Languages
  Languages

  Link to main curriculum page: Our Languages Curriculum

  Our ambition for French education:
  At the Skylark Federation we pride ourselves on giving our children the opportunity to have a broad and balanced curriculum. We believe learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing.

  It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

  Schemes of Learning

  We use the curriculum provider KAPOW to teach French The produced schemes of learning to ensure that our computing curriculum is effectively planned and sequenced. Schemes are based on a clear progression in skills and knowledge. They provide teachers with the key objectives, prior learning, future learning, key vocabulary, assessment indicators, common misconceptions, and ideas for teaching and gathering evidence of learning they need to help us ensure that our French curriculum is implemented effectively and produces students who can demonstrate proficiency in the subject.

• Mathematics
  Mathematics

  Link to our main maths page: Our Mathematics Curriculum

  Our ambition for maths education:

  We want our students to develop a love of maths, to appreciate the beauty of mathematics as Richard Feynman put it. Being fluent and proficient in maths provides a gateway to understanding in many aspects of the curriculum and offers students exciting career pathways. We want our students to enjoy working with number and shape. We want them to see the relevance of maths to other areas of the curriculum and develop confidence in applying their subject knowledge.

  Our aims are closely aligned with those of the National Curriculum, which aims to ensure that: ‘all pupils 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; reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language; can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

  Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects’.

  White Rose Maths

  Our core scheme for the teaching of mathematics across the school is White Rose Maths. The White Rose curriculum provides us with a coherent and carefully sequenced scheme that builds in the regular revisiting of curriculum content and breaks down learning into small steps.

  The units of learning can be found here: Free and premium Maths resources for teachers | White Rose Maths

• Music
  Music

  Link to main curriculum page: Our Music Curriculum

  Our ambition for Music education:
  At the Skylark Federation, our music curriculum intends to inspire creativity, self-expression and encourages our students on their musical journeys as well as giving them opportunities to connect with others. We hope to foster a lifelong love of music by exposing them to diverse musical experiences and igniting a passion for music. By listening and responding to different musical styles, finding their voices as singers and performers and as composers, all will be enabled to become confident, reflective musicians.

  Schemes of learning

  We use the curriculum provider KAPOW to teach music. The produced schemes of learning to ensure that our music curriculum is effectively planned and sequenced. Schemes are based on a clear progression in skills and knowledge. They provide teachers with the key objectives, prior learning, future learning, key vocabulary, assessment indicators, common misconceptions, and ideas for teaching and gathering evidence of learning they need to help us ensure that our music curriculum is implemented effectively and produces students who can demonstrate proficiency in the subject.

• Personal, Social & Health Education
  Personal, Social & Health Education

• Phonics & Spelling
  Phonics & Spelling

  Ambitions for Phonics Teaching

  We aim to provide high-quality phonics sessions to ensure that all children become competent and confident readers and writers. We aim to secure skills of word recognition and decoding which will enable children to read fluently.

  Our Phonics curriculum ensures that all children make good, or better, progress in phonics regardless of their age, gender, ability or background.

  Our pupils will:

  • get off to a good start in the EYFS completed phase 4 phonics by the end of the Reception year.

  • develop into skilled readers who develop a comprehensive understanding of words, language and texts

  • make good progress in phonics and ready progress regardless of their ability & background

  • develop a love of reading so that they can read for purpose and for pleasure

  Pearson Bug Club Phonics

  Bug Club Phonics is one of the DfE’s approved phonics teaching programmes and aims to help the children in our schools learn to read by the age of six in a fun and accessible way. Following its own proven progression, the whole school programme matches the National Curriculum and Early Learning Goals.

  Effective Learning

  We acknowledge that children learn in many different ways and we recognise the need to develop strategies that allow all children to learn most effectively. We take into account the different ways that children learn when planning and teaching in order to ensure all children access a full and varied curriculum.

  Planning and delivery

  There are 4 elements to a Bug Club Phonics session: review, teach, practise and apply.

  Introduction and Revision - Flashcards can be used daily to recap graphemes previously taught,then a brief review of the previous week/days learning. This section should be very fast paced and allow children to apply their prior learning quickly.

  Teach – This section should have some new learning and teach reading or writing skills using the GPC being taught.

  Practise and apply – This section should allow children to practise their reading/writing skills. This could be done with words, phrases or sentences. Children should be supported where necessary and work amongst peers e.g. playing games together to apply their teach section.

  Review - A recap of the GPC that has been taught. Books/online homework task can be set as extra consolidation.

• Physical Education
  Physical Education

  Our ambition for PE and Sport education:

  Our ambitions for PE and Sport are aligned with the key indicators that underpin the PE and Sport Premium. We want all children to be engaged in regular physical activity every day. We want PE and sport to have high profile and for our staff to have confidence to teach it effectively. We aim to offer a broad experience in a range of sports and activities and to compete with confidence both in intra- and inter-school competitions.

  The Curriculum for PE

  We use the Get Set for PE Schemes of Work and Lesson Plans to help structure and sequence our curriculum.
  

  https://getset4education.co.uk/

• Reading
  Reading

  At Skylark Federation, we believe that reading is a vital skill for all children, and so we strive to provide a rich and varied reading diet for all pupils. Following the teaching of Phonics in Reception and Year 1, all children will be exposed to a range of high quality texts and will be taught to not only decode, but to develop fluency, comprehension and ultimately a love of reading.

  By the time pupils leave us in Year 6, we want them to:

  • Be able to fluently read, explore and enjoy a wide range of texts.

  • To find pleasure in the act of reading and writing.

  • To have been exposed to texts written by a variety of authors from a diverse range of ethnicities, backgrounds, religions and communities.

• Religious Education
  Religious Education

  Link to the main curriculum page: Our Religious Education Curriculum

  The RE Curriculum

  We follow the Agreed Syllabus for Hampshire (Living Difference) and the Church of England publication 'Understanding Christianity' to structure our RE curriculum.

  Schemes of learning

  We have created schemes of learning to ensure that Religious Education is effectively planned and sequenced. Schemes are based on our progression in skills and knowledge using Understanding Christianity and Living Difference. Schemes of learning are designed using Love, Special, Belonging, Community, Journeys and Symbols. as ‘Golden Threads’ that bind the learnign together,

  The Schemes of Learning provide teachers with the key objectives, prior learning, future learning, key vocabulary, assessment indicators and ideas for teaching and gathering evidence of learning they need to help us ensure that our Religious Education curriculum is implemented effectively and produces students who can demonstrate proficiency in the subject. Teachers are responsible for the integration of the ‘golden thread’ and making links with other subjects, where possible.

  Living Difference IV

  Understanding Christianity

• Science
  ,
  Science

  Please click here for our main science page: Science (Curriculum - Our Curriculum menu tab)

  Our ambition for science education:

  We want our students to think and act like scientists. We want all students to have a level of competence that will enable them to succeed in the subject at secondary school and beyond and instil in them a love and curiosity of the natural world. Our curriculum is sequenced to ensure that topics are revisited regularly so that previous knowledge can be built on and developed. We will use a mixture of discrete and themed units to provide the best approach to each science topic. We will use cross-curricular approaches where we feel it will benefit the students and enrich their learning.

  How our local context is woven into the curriculum

  We are fortunate to be surrounded by natural beauty. We make visits to the local area to explore such places as Ramridge Copse and Anton Lakes. We have been core group members of the Andover Trees United group for many years and visit Harmony Woods - a local community woodland created by the group in conjunction with local schools, where 10,000 trees have been planted. We have good links with Thruxton Race circuit who support us with aspects of science linked to engineering.

  Support for Parents

  STEM has produced some very helpful resources for parents if you would like to offer further support for your child at home. See here: https://www.stem.org.uk/home-learning#curriculum-linked-resources

  The British Science Association have produced a booklet to support parents with science education. The Royal Society also has some lovely resources and ideas for further exploration at home: https://royalsociety.org/topics-policy/education-skills/teacher-resources-and-opportunities/resources-for-teachers/science-at-home/primary/

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• Writing
  Writing

  English is at the centre of the curriculum at Skylark Federation, enabling our students to access all other learning. At Skylark Federation, writing is taught through the use of a high quality text as a stimulus. Students are taught to write purposefully and clearly to express their thoughts, ideas and feelings.

  Students will be exposed to high quality examples and models upon which to base their own pieces. They will craft their writing for effect and impact, with opportunities for planning, drafting and reviewing throughout the process, as well as being given opportunities to publish their work, giving it meaning and purpose.