Leaders and governors have have developed a broad and rich curriculum, which is ambitious for all pupils. – Ofsted, November 2022
Our Vision:
Why? We believe in preparing our children for life in the modern world, becoming resilient adults with integrity, radiating creativity, able to take responsibility for their actions, and shape their future.
How? We have a holistic philosophy to each child through providing a truly broad and balanced curriculum, nurturing creativity and one that fosters independence in both learning and thought.
What? In partnership with our parents and the community we serve, we provide high quality learning of the national curriculum subjects, alongside encouraging children to develop their individual talents and gifts through both curricular and extra-curricular experiences.
Curriculum Intent:
At Springcroft, our curriculum prepares our children for a constantly changing world, giving them the necessary skills to both appreciate and contribute to British society and lead happy, healthy lives. Our Values; Resilience, Creativity, Integrity and Collective Responsibility, are quite simply ‘The way we do things around here’ and they form our foundation and provide the justification of our behaviours in everything we do
Our Curriculum Design
General principles
Our curriculum will give children the opportunity to:
At Springcroft Primary School, we believe that all schools should be a safe, exciting, challenging and wonderful place where children and staff want to learn and develop, and extend thus learning to enable all to flourish beyond the classroom. Through our values, we believe in preparing our children for life in the modern world, becoming resilient adults with integrity, radiating creativity, able to take responsibility for their actions, and shape their future and foster a love of lifelong learning. In partnership with our parents, our children are encouraged to be curious, use thinking skills to innovate, be creative and problem solve and to develop the first understandings of employment and entrepreneurship.
Our Curriculum Structure (Implementation) is built around consistent drivers for learning:
Engage
Develop
Innovate
Express
With a successful leadership model embedded in the school, all staff are committed to their role in ensuring our children make progress and achieve. Our curriculum is carefully crafted to ensure all children have equal access to all areas of the curriculum, enrichment activities and extra-curricular learning too. We have devised our curriculum to ensure breadth and balance for all.
SMSC
Our curriculum will give children the opportunity to:
Throughout Springcroft Primary School, individuality is actively encouraged and celebrated. Pupils are encouraged to make their own decisions about all aspects of school life based on their own personal interests, strengths and values. We believe that our curriculum is inspiring; encouraging pupils to quickly develop a love of learning and to develop a sense of wonder. We learn from those who think differently to ourselves, and foster challenge of the status quo. Pupils have a strong sense of right and wrong which underpins the outstanding behaviour evident in the school. All stakeholders are proud to be part of our school and enthusiastically join in with teaching learning, school performances and extra curricular activities.
Children understand that they can bring change to make the world a better place and Be part of a system where everyone plays an equal part
Well-being
Our curriculum will give children the opportunity to:
All children, young people and adults have their ups and downs and experience all kinds of thoughts and feelings as they move through life.
There are many different kinds of problems and worries that get in the way of us all growing with enjoyment, happiness and confidence; this is what we mean by emotional well-being.
Problems vary in how serious they can be. For some children and young people the problems may pass quickly, for others their everyday lives are greatly affected and they may need extra help over and above what can ordinarily be provided by their families, relatives and friends.
At Springcroft, we use Hope Project; a school emotional wellbeing service which supports children, young people and their families. The project offers signposting, self-help guidance, early intervention and also promotes a whole school approach for emotional wellbeing.
A child or young person may need someone to talk to about emotional, behavioural, social difficulties or need some advice. Hope is aiming to provide this support.
At our school there is a team who support children and young people, which includes the Head Teacher, Special Education Needs Coordinator (SENDCO), Well-being Lead and Year 6 Pupil Hope Mentors. There will be other people that help the service such as School Nurse, Parent or Family Support Worker and Child & Adolescent Mental Health Service (CAMHS). The number of sessions required depends on the problem. Typically, 5-8 sessions are enough to resolve difficulties in the early stage. The sessions will be reviewed and any decisions made will be shared and agreed with the people concerned. Drop-ins are also be available for parents and young people for one-off advice.
All information relating to support sessions are protected and treated with the greatest respect. As this is a school service, the Head Teacher and Class Teacher are normally consulted for further information relating to the child/young person’s difficulties, unless permission is refused for this contact. Parent/carers with parental responsibility will be informed of the service provided to their child/young person. At times, and in exceptional circumstances, it may be necessary for certain information to be shared with other agencies, for example, if there are child safety or safeguarding concerns.
Show resilience and develop their self esteem so that they recognise that people are good at different things.
Pupil Voice
Our curriculum will give children the opportunity to:
The School council is made up of two children from each year group in Key Stage One and Key Stage Two. They are elected at the beginning of each school year after presenting an election speech to the rest of their class. We have also formed links with our local Rotary Club. This has fostered an exciting and practical approach to supporting the citizenship element to the national curriculum - allowing children to enjoy and boost their confidence and self-esteem, and develop and understanding of how their actions can impact on others.
The School Council meet once a fortnight to discuss the cares and concerns from the children across the school. These include many aspects of school life, including school rules, how to improve our school environment and pupil activities.
All the representatives report back to their class after the meetings to let everyone know about any decisions that have been made.
Pedagogy
Our curriculum will be taught through a pedagogy that:
The aim of our curriculum is to provide opportunities for children to develop as independent, confident, successful learners with high aspirations who know how to make a positive contribution to their community and the wider society. There is a high focus on developing children’s moral, spiritual, social and cultural understanding. Our broad and balanced curriculum has been carefully designed and mapped out to ensure coverage and progression. It has a project-based, thematic approach and provides children with a range of rich and memorable learning experiences.
Springcroft Primary School employs a consistent pedagogic method across the curriculum starting with valued prior knowledge, the experiences children bring to the classroom and making personal connections.
Our pedagogy is based on four distinct stages. These stages are: Engage – Develop – Innovate – Express, also known as the Four Cornerstones. These four distinct stages give clear direction for both teaching and learning. While the Four Cornerstones provide us with a basis on which to deliver the curriculum, the beauty is that the finer details of content can be adapted to meet our school’s context and any research they have undertaken.
Personal achievement whether it be in academic, artistic, sporting or spiritual areas, and recognising each child’s potential, strengths and areas for extra support through an individualised approach, are central to our approach to teaching and learning. This will be dependent on our commitment to excellence in instruction, the professional development of teaching staff, strong partnerships with families, assessment for teaching, meeting the needs of every child in an inclusive way and a reflective and supportive approach to evaluating, reviewing and researching the performance of both students and staff. We base our work on the joy of the intrinsic reward that comes from achievement and mastery, and from participating in enjoyable, varied, exciting and challenging projects and learning experiences
Enrichment
We will enrich our curriculum by:
In every class, every term, we begin with a memorable experience that stimulates children’s curiosity and prepares them for a new theme. These memorable experiences often involve an educational visit out of school or a visitor coming into school to share their expertise with the children. We supplement this with residential stays from Year 2 upwards, with children in upper Key Stage 2 having the opportunity to visit Europe for a week's residential trip.
Every academic year, children in Key Stage 2 visit a local theatre to watch a performance one of the literary classics. Additionally, the whole school undertakes learning on a Shakespeare novel and we welcome a theatre group into school to perform and participate in drama workshops.
Subject leaders have a clear understanding of what is working well in their subjects. They have thought carefully about what pupils will learn and when. From the early years through to Year 6, leaders have planned opportunities to revisit key concepts.
For example, in art and design, when pupils explore collage, they apply their knowledge of techniques used by artists such as Picasso. This prompts them to use and embed what they have learned before, and to make connections with new learning. It also ensures that pupils’ knowledge and skills build over time. – Ofsted, November 2022
Springcroft Primary School Wider Curriculum Long Term Basic Overview
Autumn Term |
Spring Term |
Summer Term |
*NB Science units in KS1 may run across/through the terms. See Y1/Y2 medium term plans.
|
| Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | ||||||||||
Science
| Seasonal Changes
| Everyday Materials | Materials | Light
| Animals, including humans
| Forces
| Living things & their habitats
| ||||||||||
Forces & Magnets | Sound
| Earth and Space | Evolution and Inheritance
| ||||||||||||||
Animals, including humans | Animals, including humans
| Rocks
| States of Matter
| Properties and changes of materials | Electricity | ||||||||||||
Plants | Plants | Electricity | Animals, including humans | ||||||||||||||
Plants | Plants
Living Things and their Habitats | Plants ctd | Electricity ctd | Living things & their habitats | Animals, including humans | ||||||||||||
Animals, including Humans | Living things and their habitats | Animals, including humans | Light | ||||||||||||||
Geography | The UK & local area | Seas & oceans The Equator The Poles Non-EU country (Somalia) | Counties and cities of the UK | North & South America | Time zones Ordnance Survey Map Skills
| Global Trade Natural Resources
| |||||||||||
The UK & London | The coast
| Earthquakes and volcanoes
| River Study Mountains Water Cycle | Types of land use (farming)
| Biomes Climate Change | ||||||||||||
Our school (Fieldwork) & Seven Continents
| Our locality (Fieldwork)
Physical /Human Features | Italy (Human & Physical Geography)
| Energy Transport links (Interconnected World UK)
| Greece (Human & Physical Geography)
| Geographical Skills: Road Traffic Survey | ||||||||||||
History | Childhood & families | Explorers
| Stone Age, Bronze Age, Iron Age
| The Anglo Saxons & Vikings
| Shang Dynasty
| The Slave Trade
| |||||||||||
Great Fire of London & Samuel Pepys
| Grace O’Malley
| Pompeii | Local History: Transport | Local History: Mining
| Titanic
| ||||||||||||
School
| Queen Elizabeth 2nd | The Romans | Egyptians
| Ancient Greeks
| World War 2
| ||||||||||||
Art | Colour theory - Colour wheel; Primary and secondary colours.
Portraiture; Collage
Significant Artists- Pablo Picasso, Andy Warhol, Frida Kahlo and Ernst Ludwig Kirchner. | Mix It - Colour theory; Colour wheel; Primary and secondary colours.
Still Life - Still life; Colour study; Compositions. | Contrast and Complement - Colour theory; Colour wheel; Tertiary colours; Warm and cool colours; Complementary colours; Analogous colours.
Prehistoric Pots - Sketching; Clay techniques; Making Bell Beaker-style pots.
| Contrast and Complement - Colour theory; Colour wheel; Tertiary colours; Warm and cool colours; Complementary colours; Analogous colours. | Tints, Tones and Shades - Colour theory; Colour wheel; Mixing tints, shades and tones; Landscapes
Taotie motifs - Casting methods; Watercolour.
| Using sketchbooks- observational drawing, mixed media collage and Pop Art.
Significant black artists - Analysing artwork; Creating artwork with meaning.
| |||||||||||
Collagraph- Transient Art. - Motifs; Line and shape; Texture; Collagraph Printing. | Materials and techniques-Flower head - Analysing artwork; Exploring visual elements – colour, shape, form, texture and pattern; Significant artist – Yayoi Kusama; Drawing; Printmaking; 3-D forms | Ammonite - Artistic techniques. sketching, printmaking and sculpture. Figure drawing; Urban landscapes; Significant artist – LS Lowry | Landscape - Atmospheric Perspective.
Animal - Significance of animals in art; Drawing; Printing, Clay sculpture | Still life - Line, Light and Shadows: Continuous line drawing; Significant artists – Pablo Picasso and Rembrandt; Shading techniques; Drawing on black paper; Black and white photography.
Nature's Art - Land art; Natural materials; Relief sculpture; Installations | Inuit art - Printmaking; Carving. Environmental Artists - Environmental art; Recycled, reused and repurposed materials
| ||||||||||||
Buildings - 3-D murals; Urban landscapes, Painting, drawing, collage-using colour, pattern, texture, line, shape, form and space. Significant people – James Rizzi
| Portraiture - Royal portraits; Sketching; Digital artwork | History of mosaics - Sketching; Mosaics. Botanicals- Weaving with natural materials; Botanical art and illustration; Observational drawing; Unit and lino printing; Botanical study | Statues, Statuettes and Figurines - Figure drawing; Statues, statuettes and figurines; Sculptures from ancient civilisations and local pottery works – Royal Doulton: Clay work and sculpting. | Mixed Media - Paper crafts; Papermaking; Paper, fabric, mixed media and surreal photo collage; Mixed media artwork.
| Distortion and Abstraction - Abstract art; Abstraction by line, colour and shape; Significant artists – Pablo Picasso, Robert Delaunay and Sonia Delaunay; Orphism
| ||||||||||||
Design Technology: Food Structures/Materials Electrical & Mechanical Components Textiles
| 1)Make a shelter
| 1) Design and make a supermarket sandwich (Use ‘Chop, Slice, Mash’ unit) | 1) Make a slow cooker stew
| 1) Purse
| 1)Pneumatics
| 1)Healthy Meal (2 courses)
| |||||||||||
2) Make a moving vehicle (axle) | 2)Beach hut | 2) Cam mechanism toy | 2)Healthy Snack & Packaging | 2)Seasonal soup | 2) Electrical System (Fairground ride or motorised vehicle)
| ||||||||||||
3)Fruit salad kebabs
| 3) Bag tag | 3) Greenhouse | 3) Tomb Builders – design & make a machine to move heavy loads | 3) Bridge (Y6 Engineer unit)
| 3) Make Do and Mend - upcycling
| ||||||||||||
One week of sessions to be taught in Autumn or Spring Term (mini project) | Christmas Decoration | Christmas or Easter card with a moving part (Push and Pull) |
|
|
|
| |||||||||||
Physical Education
Evaluation of self and peer performance and focus on a healthy lifestyle should be threaded throughout each unit. | Aut 1 - Net and wall Aut 2 - Dance
| Aut 1- Net and Wall Aut 2- Dance
| Aut 1- Net and Wall Aut 2- Dance
| Aut 1- Net and Wall Aut 2- Dance
| Aut 1- Net and Wall Aut 2- Dance
| Aut 1- Net and Wall Aut 2- Dance
| |||||||||||
Spring 1- Gymnastics Spring 2- Invasion games | Spring 1- Gymnastics Spring 2 – Invasion Games | Spring 1- Gymnastics Spring 2- Invasion Games | Spring 1- Gymnastics Spring 2- Invasion Games | Spring 1- Gymnastics Spring 2- Invasion Games | Spring 1- Gymnastics Spring 2- Invasion Games | ||||||||||||
Sum 1- Athletics Sum 2- Striking and fielding | Sum 1- Athletics Sum 2- Striking and Fielding | Sum 1- Athletics Sum 2- Striking and Fielding | Sum 1- Athletics Sum 2- Striking and fielding | Sum 1 – Athletics Sum 2- Striking and Fielding | Sum1- Athletics Sum 2- Striking and Fielding | ||||||||||||
Music | Listening - Reggae, blues, baroque, latin, bhangra, folk, funk, bossa nova, pop, classical, hip-hop | Listening - Afropop, south African, rock, reggae, pop, classical, Christmas songs | Listening - RnB, reggae, pop, classical, disco | Listening – Grime, Gospel, pop, classical, mixed styles
| Listening – rock, bossa nova, swing, pop ballards, hip-hop, motown, classical
| Listening - pop, neo soul, Bacharach and blues, 70’s ballard, urban gospel, classical
| |||||||||||
| Instrumental - Singing and Performing *Pulse, rhythm, pitch, rapping, dancing and singing
Whole class choral
| Instrumental - Singing and Performing *South African Music. *Playing together in a band using voices and instruments. *Reggae.
Whole class choral | Instrumental - Singing and Performing *RnB, reggae, music from around the world, *Playing together in a band using voices and instruments. *Reggae.
Whole class Ukulele & Cornet lessons | Instrumental - Singing and Performing *Exploring and developing playing skills using a glockenspiel. *ABBA’s music. *The Beatles, equality and civil rights.
Whole class Ukulele lessons | Instrumental - Singing and Performing *Jazz and improvisation *Playing together in a band using voices and instruments. *Jazz genre
Whole class Guitar lessons | Instrumental - Singing and Performing *Playing together in a band using voices and instruments. * Jazz genre *Benjamin Britten’s music and cover versions *Carole King
Whole class Guitar lessons | |||||||||||
| Improvisation – Singing and Performing *Finding the groove within different musical styles. *Pulse, rhythm and pitch in different styles of music | Improvisation – Singing and Performing *Festivals and Christmas (rapping and improvisation). *Songs with repeated patterns.
| Improvisation – Singing, playing instruments and Performing *Listen, respond with own question and answer (listen and improvise).
| Improvisation – Singing, playing instruments and Performing *Listen, respond with own question and answer (listen and improvise) using an instrument.
| Improvisation – Singing, playing instruments and Performing *Listen, respond with own question and answer (listen and improvise) using an instrument (jazz genre)
| Improvisation – Singing, playing instruments and Performing Listen, respond with own question and answer (listen and improvise) using an instrument (jazz genre)
| |||||||||||
| Composing – Singing and Performing *Using your imagination. *History of Black music, learn some of the language of music (notation). | Composing – Singing and Performing *Listen, respond with same rhythm, compose own rhythm. *History of music, learn some of the language of music (notation).
| Composing – Singing and Performing *Listen, respond with own question and answer (listen and copy). *History of music from around the world, learn some of the language of music (notation).
| Composing – Singing and Performing using an instrument *Writing lyrics linked to a theme. *History of music from around the world, learn some of the language of music (notation).
| Composing – Singing and Performing using an instrument *Listen, respond with own question and answer (listen and copy) using an instrument (jazz genre). *History of music from around the world, learn some of the language of music (notation).
| Composing – Singing and Performing using an instrument Listen, respond with own question and answer (listen and copy) using an instrument (jazz genre) History of music from around the world, learn some of the language of music (notation).
| |||||||||||
RE | Caring
| Caring for the natural world
| Exploring living by rules
| Environment: Harvest
| Sacred writings: Hinduism
| Commitment Coming of age ceremonies
| |||||||||||
Belonging
| Valuing new life | Religion in the home | Landmarks in life | Peace | Words of wisdom | ||||||||||||
Celebrations
| Worship & ceremonies
| Symbols of worship
| Commitment: Lent
| Religious diversity | Taking part
| ||||||||||||
Families
| Belonging to a group | Sharing special food in religious festivals | Hinduism | Easter: Suffering & hardship | Belief in action
| ||||||||||||
Answers
| Storytelling through sacred writings
| The beginning of the world
| Thinking about God
| Wise words
| The importance of hope
| ||||||||||||
Worship
| Showing kindness and goodness | Religious leaders | Features and patterns of worship | Values and beliefs | Justice: Rich and poor | ||||||||||||
Spanish |
|
| Phonetics 1 & 2 I’m Learning Spanish
| Phonetics 1 & 2 Fruits | Phonetics 1,2,3 Core Vocab: Los Números, Los Comandos En Clase | Phonetics 1,2 3, 4 Core Vocab: Los Números, Los Comandos En Clase | |||||||||||
Animals Los Animales
| Vegetables Las Verduras | Vegetables Las Verduras | Presenting Myself Me Presento | ||||||||||||||
Musical Instruments Los Instrumentos
| Ancient Britain La historia de la antigua Gran Bretana | Presenting Myself Me Presento | Do you have a pet? ¿Tienes una mascota? | ||||||||||||||
Fruits La Fruta
| Presenting Myself Me Presento | Family La Familia | What is the date? La Fecha (new) | ||||||||||||||
Ancient Britain La historia de la antigua Gran Bretana
| Classroom La Clase | Weather ¿Qué Tiempo Hace? | My House Mi Casa | ||||||||||||||
I can… Puedo
| My House Mi Casa | Clothes La Ropa | School En El Colegio | ||||||||||||||
Computing | E-safety
Programming toys- Beebots
Computer Skills | E-safety
Computer Art
Preparing for Turtle Logo
| E-safety
Internet research and communication
Word Processing | E-safety
Word processing
Scratch | E-safety
Controlling devices
| E-safety
Programming- Kodu
Scratch | |||||||||||
E-safety
Computer Painting
Word Processing
| E-safety
Using the Internet
Programming Turtle Logo and Scratch | E-safety
Drawing and desktop publishing
Presentation skills | E-safety
Animation
Turtle Logo | E-safety
Using and applying
3D Modelling | E-safety
Spreadsheets | ||||||||||||
E-safety
Programming- Scratch Junior
Using and Applying | E-safety
Presentation skills
Using and Applying
| E-safety
Programming Turtle Logo and Scratch
Using and applying
| E-safety
Using and applying | E-safety
Scratch
Radio stations
| E-safety
Film making
Using and applying
| ||||||||||||
Please click on the subjects below to view our curriculum Intent, Implementation and Impact statements:
Leaders provide staff with regular training, so they know how to teach different subjects effectively. As a result, staff are confident in delivering the curriculum across a range of subjects. – Ofsted, November 2022
At Springcroft Primary School, all class teachers are responsible for providing a curriculum that is suitable for all pupils in the class, including those with Special Educational Needs or Disabilities (SEND) with support from the SENCO. We have high expectations for all pupils and are committed to ensuring our curriculum complies with the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014. Our inclusion statement emphasises the importance of providing an inclusive learning environment for all pupils including those with SEND. Additional information on this can be found in our Special Education Needs Information for Parents and Equalities Policy.
At Springcroft, Phonics is taught through Little Wandle Letters and Sounds.
The reading scheme we use at Springcroft is Collins Big Cat and Person's Phonic Bug.
For further information on how we teach phonics, reading, grammer, punctuation and spelling, and mathematics, please click on our resources page. There is a suite of resources on this page to support learning learning, with additional information to support learning at home found here.
Individual class overviews our available on individual class pages here. Should you wish to find out more information about our curriculum, or ask any questions, please do not hesitate to contact the school office.
Unfortunately not the ones with chocolate chips.
Our cookies ensure you get the best experience on our website.
Please make your choice!
Some cookies are necessary in order to make this website function correctly. These are set by default and whilst you can block or delete them by changing your browser settings, some functionality such as being able to log in to the website will not work if you do this. The necessary cookies set on this website are as follows:
A 'sessionid' token is required for logging in to the website and a 'crfstoken' token is
used to prevent cross site request forgery.
An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have
been dismissed.
An 'awsUploads' object is used to facilitate file uploads.
We use Matomo cookies to improve the website performance by capturing information such as browser and device types. The data from this cookie is anonymised.
Cookies are used to help distinguish between humans and bots on contact forms on this website.
A cookie is used to store your cookie preferences for this website.
Cookies that are not necessary to make the website work, but which enable additional functionality, can also be set. By default these cookies are disabled, but you can choose to enable them below: