Curriculum
Curriculum Intent
What is it we want our children to get from our curriculum from Nursery through to Year 6?
Our curriculums at Fawbert and Barnard Infants’ and Reedings’ Junior School give the children the opportunity to learn through a variety of exciting and memorable contexts. From Fawbert and Barnard’s integrated Montessori approach in the Early Years and ‘Cornerstones’ cross curricular curriculum in Key Stage 1, through to Reedings’ bespoke curriculum, it is our intent that children at our schools…
• Have high aspirations, resilience and perseverance
• Are problem solvers, with a thirst for knowledge who are confident to take risks
• Become active citizens in a diverse global and digital society
• Are happy and secure within themselves and their pursuit for truth
• Are excited and motived with a deep-rooted love of learning.
We believe our curriculums are progressive and support children in their pathway towards adulthood.
Whole School Subject Overview
Subjects
Curriculum Gallery (ID 1018)
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Art
Art
“Creativity is contagious, pass it on” – Albert Einstein
At Reedings Junior School, we value Art, Craft and Design as an important part of the children’s entitlement to a broad and balanced curriculum. We believe that Art Craft and Design provides significant opportunities to develop our children’s ability to explore their own self, their creativity as well as express their interests, thoughts, ideas and emotions
The teaching and implementation of the Art and Design Curriculum at Reedings Junior School is based on the National Curriculum and is monitored to ensure a well-structured approach to this creative subject. It is taught by class teachers weekly as a discrete subject but it is often linked to another areas of the curriculum.
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Computing
Computing
We believe that students deserve an engaging and ambitious Computing curriculum, rich in skills and knowledge, which ensures they are prepared to be competent, active participants in a digital world.
Computing At Reedings, we follow the National Computing Curriculum for Education (NCCE) by Teach Computing, which provides a creative and challenging approach that is fully aligned with the 2014 National Curriculum for Computing. The curriculum has been built around an innovative progressive framework. It is our hope that the children at Reedings will be inspired by the different areas of the Computing world and enhance their skills and career choices as they grow and develop. As interactions and relationships are increasing online, teaching the safe and respectful use of technology is paramount and is embedded across the curriculum. Children currently have one hour of dedicated Computing teaching time a week, and their skills are also used across the curriculum in different areas. It is our aim that all children will be digitally literate and able to use and develop their ideas through technology – we want to ensure they are all active participants in a digital world.
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English
English
English is an essential part of children’s learning. It enables children to understand, express ideas and convey information effectively, both in spoken and written forms. The widening of children’s understanding of language and communications supports empowering children, exciting their imagination, and widening their worlds.
The teaching of English includes: spoken language, reading and writing.
Reading
Reading feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.
Reedings is committed to improving our children’s literacy and understands the importance of reading for pleasure. It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their secondary education.
There is good evidence to suggest that children who read for pleasure daily perform better in reading tests than those who never do. We aim to encourage children to enjoy reading and to read a wide range of good quality literature. Each class has their own class library which contains a range of high quality literature.
Phonics
Reading with Read Write Inc Phonics:
Children learn the English alphabetic code: first they learn one way to read the 40+ sounds and blend these sounds into words, then learn to read the same sounds with alternative graphemes.
They experience success from the very beginning. Lively phonic books are closely matched to their increasing knowledge of phonics and ‘tricky’ words and, as children re-read the stories, their fluency increases.
Along with a thought-provoking introduction, prompts for thinking out loud and discussion, children are helped to read with a storyteller’s voice.
To visit the parent pages on the Ruth Miskin Training website go to: https://ruthmiskin.com/en/find-out-more/parents/
Writing
The teaching of writing consists of two dimensions:
transcription (spelling and handwriting)
composition (articulating ideas and structuring them in speech and writing).
Throughout the children’s time at Reedings, they are introduced and taught a wide variety of genres and texts. The document below outlines the genres and main texts taught each year.
Spelling
To teach spelling, we use the highly successful Spelling Shed programme. This programme has been created to meet the more demanding spelling requirements of the 2014 National Curriculum.
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French
French
Through the learning of another language, we aim to foster our children’s curiosity about the world around them and the cultures of other people.
The learning of French language at our school, begins with speaking, reading and writing of basic greetings and vocabulary, such as colours and animals. This knowledge is built upon as children move into upper Key Stage two, looking at various themes such as food and drink, shopping and weather. -
Geography
Geography
Geography is key to helping the children understand their place in the world and how they are part of not just their local community but also a much wider global community.
Our children come to us with knowledge of their local area and how physical geography impacts their lives – for example weather.
During their time at Reedings, they will begin to broaden their understanding of the local area by comparing it with other places in the UK, Europe and around the world. They will explore the similarities and differences of both physical and human geography of a wide range of area.
At Reedings, we also explore the environmental impact of human activity on our planet and how this affects us at a local, national and international level. The children have the opportunity to visit both local areas (Sawbridgeworth, River Stort) and wider areas including Cambridge and the Natural History Museum.
Geography links with many other subjects and children are encouraged to explore maps and atlases to develop their knowledge of the world through other subjects. For example, identifying where ancient civilisations were or places in France during French lessons.
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History
History
Children at Reedings are encouraged to work as historians through a well-balanced, bespoke curriculum, which covers the requirements of the National Curriculum and aims to ignite in the children a passion for the past, and to help them to develop an understanding of how the past has shaped the present.
History at Reedings focuses on the skills children need to be confident young historians; enquiry, investigation and comparison, whilst developing their knowledge of the past and understanding of chronology.
We aim to support the children as they work as young archaeologists, finding and examining sources, history detectives who look for clues and evidence in those sources and, finally, young historians who consider the evidence, make links back to earlier learning, ask and answer questions, and draw conclusions.Our aim is for the children to develop a life-long love of history and to understand their own place within it. It is an exciting place to be!
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Mathematics
Mathematics
We believe that students deserve an engaging and ambitious mathematics curriculum, rich in skills and knowledge, which ignites curiosity and readies them for everyday life and employment in a global and digital society.
Our mathematics curriculum will give students the opportunity to:
- become fluent in the fundamentals of mathematics, through varied and frequent practice, so that pupils rehearse conceptual understanding and become confident in recalling and applying knowledge rapidly and accurately.
- use age-appropriate mathematical vocabulary to reason effectively, and solve problems by applying their skills to a variety of problems with increasing challenge.
- communicate, justify, argue and prove using mathematical vocabulary through discussion.
- develop their character, including resilience, confidence and independence, so that they contribute positively to the life of the school, their local, national and international community.
We aspire for each child to be confident in each objective, and develop their ability to use this knowledge to develop understanding and solve varied fluency problems as well as problem solving and reasoning questions.
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Music
Music
“The power of music to change lives”
“…an opportunity [for children] to express themselves, to explore their creativity, to work hard at something, persevere and shine. These experiences and achievements stay with them and shape their lives. That is why music is an essential part of a broad and ambitious curriculum for all pupils.” The National Music Plan for Music Education
At Reedings, children are immersed in a wide range of musical genres and have the opportunity to learn to play several instruments during their time with us. We follow the National Curriculum for Music using Charanga Music School app and the Model Music Curriculum, supported by Herts Music Services to deliver a broad, exciting and ambitious teaching programme.
Additionally, Reedings offers a wide range of one-to-one or small group music lessons; woodwind, violin, brass, piano, drums and singing. If your child has ambitions to be a rock star then ‘RockSteady’ provides music lessons where they will be able to play and perform in a band using vocals, electric guitars, bass, keyboard and drum kits.
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Physical Education
Physical Education
At Reedings, we believe that Physical Education develops the pupils’ physical competence, their knowledge, skills and understanding, so that they can perform with increasing confidence in a range of physical activities for enjoyment and success.
These include dance, gymnastics, games, swimming and water safety, athletics and outdoor activities. Physical Education promotes an understanding in pupils of their bodies in action. It involves thinking, selecting and applying skills and promotes positive attitudes towards a healthy lifestyle. Thus we enable them to make informed choices about physical activity throughout their lives.
Extra-Curricular opportunities
We also provide a wide range of extra-curricular clubs as well as taking children to a range of partnership competitions throughout the year. Within school, children have opportunities to compete on sports day, during house matches and at the swimming gala in years 5 and 6.
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PSHE
PSHE
Children at Reedings are encouraged to work as kind and empathetic human beings through a broad and memorable spiral curriculum which aims to build upon the prior years’ learning and provide children with the knowledge and skills to keep themselves happy, healthy and safe, as well as to prepare them for future life and work.
We know there is a proven link between pupils' health and wellbeing, and their academic progress. Crucial skills and positive attitudes developed through comprehensive PSHE teaching are critical to ensuring children are effective learners.
The school has a powerful combination of a planned thematic PSHE program, built around a spiral curriculum of recurring themes, designed to:
1. Give pupils the knowledge and develop the self-esteem, confidence and self-awareness to make informed choices and decisions;
2. Encourage and support the development of social skills and social awareness;
3. Enable pupils to make sense of their own personal and social experiences;
4. Promote responsible attitudes towards the maintenance of good physical and mental health, supported by a safe and healthy lifestyle;
5. Enable effective interpersonal relationships and develop a caring attitude towards others;
6. Encourage a caring attitude towards and responsibility for the environment;
7. Help our pupils understand and manage their feelings, build resilience and be independent, curious problem solvers;
8. Understand how society works and the laws, rights and responsibilities involved. -
Religious Studies
Religious Studies
The exciting RE curriculum at Reedings enables all children to develop a deeper knowledge and understanding of a range of world religions and their beliefs and practices.
Each year progressively studies Christianity alongside another world religion, which include Islam, Hinduism, Sikhism, Judaism, Humanism and Buddhism.
By exploring sacred texts, artefacts, viewpoints from believers, practical activities and first-hand experiences, the children will be able to evaluate the differences and similarities between religions and develop their own personal and critical responses to them. We successfully utilise our strong links to outside agencies and regularly visit our local churches, Bhaktivedanta Manor and the Jewish Museum. A wide range of opportunities are also given to the children to explore ultimate human questions and as a result, develop their own ideas and values. We feel that by learning about and understanding different peoples’ views and ways of living, learners are taking the first steps to appreciating diversity both locally and internationally.
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Science
Science
Children at Reedings are encouraged to work as scientists through a broad and exciting curriculum which aims to develop children’s understanding of the world around them, nurture their curiosity and teach essential skills, including enquiry, observation, prediction, analysis, reasoning and explanation.
The Science curriculum at Reedings Junior School aims to prepare all children for the ever-increasing scientific world through exploration and enquiry. Learning environments are created to foster curiosity; engaging children in practical investigations in order that they ask relevant questions and further their own knowledge. Linking learning to real-life contexts allows children to develop their concepts of the world around them. We provide access to extra-curricular activities, as well as people with specialist expertise, as part of the school’s commitment to learning outside the classroom, giving children the opportunity to see Science in action, developing their cultural capital, and promoting Science as a core subject for the future.
To complement our science lessons, children are offered a wide range of extra-curricular activities, such as trips and STEM ambassadors to visit our school, to broaden the curriculum and give children access to Science in the real world. These are purposeful and link with the knowledge being learned in class. Regular events such as our STEM week also allow children to apply skills and knowledge they have learned to broader contexts and provide engaging contexts for science learning.
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Design & Technology
Design & Technology
Every child at Reedings is encouraged to develop their imagination, creativity and innovation to solve real and relevant problems, whilst they investigate, design, make and evaluate products.
At Reedings Junior School, we value the importance of Design and Technology as part of our broad and balanced curriculum. We follow the National Curriculum and provide opportunities to investigate, design, create and evaluate a range of products. It encourages problem solving, critical thinking, creativity, innovation and understanding of how products and materials work.
It is our intent to provide opportunities for children to develop their skills and knowledge in design, structures, mechanisms, electrical systems and a range of materials, including food and textiles.
Children at Reedings Junior School will be encouraged to use these skills to develop their imagination, creativity and innovation to solve real and relevant problems in a variety of contexts.
Assemblies
Assemblies at Reedings are a time when the whole school community comes together to reinforce the school’s values and positive attitudes towards learning, to celebrate success and to expose children to a carefully selected range of topics.
Assemblies take place on Monday Morning to begin the week and last thing on a Friday to celebrate the week’s successes.
As the year progresses the assembly plan changes and develops based on current affairs and the emerging needs and interests of the children.
Assemblies 2022-23Assemblies Remainder of 2021-22
British Values and SMSC
British ValuesAt Reedings, we have embedded British Values throughout our school and within our curriculum. We ensure that the British Values are introduced, discussed and lived out through the ethos and work throughout school. All curriculum areas provide an opportunity for furthering understanding of these concepts and, in particular, RE, PSHE and Assemblies provide opportunities to deepen and develop understanding.
British Values:
- The Rule of Law
- Democracy
- Individual Liberty
- Mutual Respect
- Tolerance for those of different faiths and beliefs
Through the British Values children will develop:
- an understanding of how citizens can influence decision-making through the democratic process
- an understanding that the freedom to hold other faiths and beliefs is protected in law
- an acceptance that people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour
- an understanding of the importance of identifying and combatting discrimination
At Reedings, we aim to nurture our children so they can grow into safe, caring, democratic, responsible and tolerant citizens who make a positive difference to British society and to the world. We encourage our children to be creative, unique, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world.
SMSC
SMSC is the Spiritual, Moral, Social and Cultural development of the children in our school and is embedded throughout our school life and within our curriculum. Throughout the curriculum, children are given opportunities to develop and explore social, moral, spiritual and cultural issues areas and in particular in RE, PHSE and assemblies children can deepen their thinking and understanding. SMSC gives children the opportunity to think about the kind of people they aspire to be, the kind of world they aspire to create
Pupils’ spiritual development is shown by their:
- ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
- sense of enjoyment and fascination in learning about themselves, others and the world around them
- use of imagination and creativity in their learning willingness to reflect on their experiences.
Pupils’ moral development is shown by their:
- ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
- understanding of the consequences of their behaviour and actions
- interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.
Pupils’ social development is shown by their:
- use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
- willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
- acceptance and engagement with the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
Pupils’ cultural development is shown by their:
- understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
- understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
- knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
- willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
- interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.