A Dynamically crafted School - Our Curriculum Design.
At Stephenson Memorial Primary School we have carefully crafted a curriculum that embeds an innovative teaching and learning pedagogy, steeped in research, which reflects how the working world has changed in becoming an evermore interconnected global society. It is our moral imperative to prepare our community for this. The world we live in requires innovators, problem solvers, critical and creative thinkers and culturally aware citizens. it is our drive to prepare our children for a life unimaginable.
We are proud advocates of a project based learning approach, one that weaves subjects together in order to make learning REAL and authentic for our children. We challenge the view that deep knowledge can be gained from teaching subjects in isolation. Through our integrated curriculum we foster a deep love of learning through curiosity, research, investigations and links. Learning is driven by questions and the urge to seek for answers, in the quest to produce beautiful work. It is on the basis that we build the foundations of life long learning.
Please click on the model below, that shows how our unique school features intrinsically link together to provide your child with the very best education.
At Stephenson Memorial Primary we are dedicated to inspiring our children in Literacy. We aim for our children to develop a love for reading and writing different forms of literature. We have a progressive curriculum to help equip our children with the relevant skills to communicate effectively and apply their skills in speaking and listening, reading and writing. Our Literacy curriculum is inclusive and ensures all children are challenged and can experience success in their work.
Each medium term plan for a project details the objectives that will be covered in reading and writing. In Key Stage 1, our phonics is delivered using a blend of the Letters and Sounds programme and Read, Write, Inc. Click below to see how we have organised the objectives for reading and writing and to see our phonics delivery. We work in partnership with parents to develop reading at home through a home reading scheme (Bug Club, Phonics Bug, which is supplemented with Ginn Pocket Tales).
Current medium term plans are included in project plans which can be found here. Autumn plans found in this section are for reference only.
As ICT underpins today’s modern society it is essential that all students gain the confidence and ability that they need in this subject to prepare them for the challenge of a rapidly developing and changing technological world.
Stephenson’s revolutionary iPad@myPad project provides a stimulating and enjoyable set of tools to enable outstanding teaching and learning to take place. Each area of the curriculum is supported and enhanced by ICT through the use of iPads and netbooks. The iPad@myPad scheme facilitates children to learn both at school and home, enabling the increased participation of parents and carers in their children’s learning.
We endeavour to teach skills and knowledge by fuelling their natural curiosity and developing their sense of place.
At Stephenson Memorial Primary School we strongly believe that science should not be taught in isolation, but should reflect the world around us. Science should be taught as part of real projects, and where appropriate should be taught in combination with technology, engineering and maths. Science is closely linked to forest school and we encourage outdoor learning.
Children learn through exciting and creative projects that require them to collaborate, investigate, articulate, reflect and evaluate. We understand the importance of visits and visitors and these take place regularly throughout the year. Lessons include the wow moment, and leave children wondering and wanting to find out more.
This theme focuses on developing children’s knowledge, understanding and skills in four key social and emotional aspects of learning: empathy, self-awareness, social skills and motivation.
The theme offers children the opportunity to see themselves as valued individuals within a community, and to contribute to shaping a welcoming, safe and fair learning community for all. Throughout the theme, children explore feelings of happiness and excitement, sadness, anxiety and fearfulness, while learning (and putting into practice) shared models for ‘calming down’ and ‘problem solving’.
Getting on and falling out
This theme focuses on developing children’s knowledge, understanding and skills in three key social and emotional aspects of learning: empathy, managing feelings (with a focus on anger) and social skills. Each colour-coded set is organised around developing the ethos of the classroom – extending the work of Theme 1 New beginnings on cooperation and valuing diversity, and focusing on four key content areas: developing the social skills of friendship, working well together in a group, managing anger and resolving conflict.
Say no to bullying
This theme aims to develop and revisit four of the key social and emotional aspects of learning covered in previous themes, through a focus on bullying – what it is; how it feels; why people bully; how we can prevent and respond to it; and how children can use their social, emotional and behavioural skills to tackle this crucial problem. The four aspects of learning in which knowledge, skills and understanding are developed are self-awareness, empathy, managing feelings and social skills. This theme is structured differently from previous themes. It is intended that the work will
take place over a period of a week or so – perhaps to fit in with national anti-bullying week in November – and that, during this period, work in each subject area will be focused on the aims of the Bullying theme, as well as subject-related objectives.
Going for goals!
This theme focuses primarily on the key aspect of motivation, with a subsidiary focus on self-awareness. It gives an important opportunity for all children’s abilities, qualities and strengths to be valued. The theme provides opportunities for children to reflect on themselves as individuals, particularly their strengths as learners and how they learn most effectively. Each set of activities focuses on the underlying prerequisites for successful goal-directed learning and behaviour: for example, taking responsibility and building feelings of confidence and self-efficacy – the belief that what you do makes a difference. Goal directed behaviour is only valuable if we are able to make wise and balanced choices about our goals, so this theme provides opportunities for children to consider this and to practise problem-solving strategies.
Good to be me
This theme is the first of two focusing specifically on feelings. It explores feelings in the context of the child as an individual, developing self-awareness and helping the child to realise that it really is ‘Good to be me'. The theme is about understanding our feelings as well as considering our strengths and weaknesses as learners. It aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: self-awareness, managing feelings and empathy.
This theme is the second of two focusing specifically on feelings. It explores feelings within the context of our important relationships including family and friends. The theme aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: self-awareness, managing feelings and empathy. In addition, there is a focus throughout the theme on helping children understand the feelings associated with an experience that we all need to cope with at some time: that of loss – whether of a favourite possession, a friend, a family home, or a loved one.
This theme tackles the issue of change and aims to equip children with an understanding of different types of change, positive and negative, and common human responses to it. The theme seeks to develop children’s ability to understand and manage the feelings associated with change. It aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: motivation, social skills and managing feelings.
In History, we aim to fire pupil's curiosity about the past in Britain and the wider world.
Art & Design
The Arts at Stephenson are celebrated in everything we do. We aim to bring out the creativity in every aspect of the curriculum. The children are inspired through first hand experiences and work collaboratively to explore all the Arts.
Teaching and learning in RE at Stephenson promotes a celebration of different religions, cultures, beliefs and traditions. We are developing and encouraging community links to support learning and encourage acceptance and understanding of others. It compliments our PHSE work and contributes to the social, moral, cultural and spiritual development at Stephenson.
We have a holistic approach to PHSE at Stephenson. Teaching and learning in PHSE is constant throughout the school at all times; it unpins everything we do and features highly in the ethos of our school. Through our programme we promote respect, diversity and develop the ability to take ownership for children's own actions, choices and behaviour. We develop and promote resilience to support every child in and out of school.
Teaching and learning in PE at Stephenson promotes health and fitness for all. We aim to promote the importance of exercise in staying healthy and develop knowledge of making healthy choices. At Stephenson we provide a diverse range of activities that are fun. We provide activities out of school for children to engage in and offer a residential visit to children in Key Stage 2. We engage in competition, promoting participation and encouraging a supportive and inclusive environment.
PE Primary Funding
The Government have allocated funding to Primary schools to spend on making additional and sustainable improvements to the provision of PE and sports for the benefit of all pupils to encourage the development of healthy, active lifestyles.
There are two types of competition that our children take part in; intra-competition and inter-competition. Intra-competition is the competition that the children participate in within school with other children in our school (their own class, another class or another year group). Inter-competition is the competition that we participate in competing with children from other schools.