At Stanley Grove we are very pleased to offer a rich and varied curriculum throughout each key stage, both in and out of the classroom. To support each child’s individual learning style and needs, we actively encourage the children to look for links between subjects, to help them to practise the skills they have learned. This associative learning model enables children to learn with a purpose, as we do in everyday life. To develop our pupils’ communication and collaboration skills, lessons encourage interaction and project based learning. This social learning model supports our belief that children learn best when doing so with others. It also ensures there are daily opportunities for children to develop skills of listening, leadership and reflection. As a Unicef Rights Respecting School, we promote children’s rights and the British values of democracy, rule of law, individual liberty, mutual respect and tolerance of others. All topics are led by high quality children’s book, such as ‘The Gingerbread Man’ in Nursery, ‘Lost and Found’ in Year 1, ‘The Iron Man’ in Year 4 and ‘The Boy in the Stripped Pyjamas’ in Year 6. As a Bright Futures Primary Academy, our curriculum is designed to flow through the following steps:
Inspiring the child’s interests and developing a passion.
The children ‘Know Why’… they are doing this.
The subject knowledge that will be explored, developing an understanding.
‘Know That’ … specific pieces of information.
Engaging the child in the subject, asking; ‘what do they want to know more about?’ Developing an ownership.
Know What … they will be doing.
Taken from the inquiry, this aspect looks at what aspects of the topic the children will explore. Developing specific skills.
Know How … to use real world skills.
Exploring deeper and further aspects of subject knowledge and skills, led by children and facilitated by the teacher.
We are also proud of our close relationships with City in the Community, Lancashire Cricket Club and The Youth Sports Trust. Together we provide our pupils with a rich choice of sporting enrichment activities. Ours teams have been successfully competing in city wide finals and have brought home many trophies! Early Years Foundation Stage (EYFS) In Nursery and Reception each topic has a theme, such as ‘Animals’ in Nursery and ‘Healthy Us’ in Reception. Throughout EYFS the children engage in focus activities led by an adult that is linked to the theme. The children are also given additional learning opportunities through activities build into continuous provision. In Nursery, all children are engaged in a daily ‘Stories for Talking’ session, where the topic linked book is used as a teaching tool to introduce new vocabulary and language structures to support and develop spoken language. This is delivered using a highly structured and systematic approach. In Reception, ‘Stories for Talking’ continues for those children who continue to need support with their spoken language.
English Each half term Ks1 and Ks2 focus on one ‘Purpose for Writing’. There area four ‘Purposes for Writing’, which are:
- Writing to Entertain
- Writing to Inform
- Writing to Persuade
- Writing to Discuss
Each ‘Purpose for Writing’ includes a range of writing outcomes. Examples of these are:
- a character description
- a letter
- a recount
Each English Unit teaches for one writing outcome. It follows a teaching sequence that follows over three phases. Phase 1- immerses the children in reading and also provides opportunities to explore a range of texts, identify language features and collect writer hints and vocabulary. Phase 2- gives opportunities for children to gather their ideas, orally rehearse and plan their writing. Phase 3- gives opportunities for shared writing, modelling, guided and independent writing and also for drafting, revising and editing.
Paws.b Mindfulness Curriculum In Years 4, 5 and 6 pupils are taught mindfulness as part of our Physical Development, Health and Wellbeing curriculum. Mindfulness is all about
Philosophy is a method of thinking, reasoning and making sense of arguments and counter arguments. We want to know about our existence, our relationships and our place within society and the wider world. The Philosophy for Children (p4c) movement started in the 60’s with Matthew Lipman, a university professor from Columbia University. The aims of introducing P4C to very young children is to create a climate where independent thinking becomes the norm. We want our parents to be asking not just what did you do at school today but what did you hear? What did you talk about? What did you think about?
At Stanley Grove primary Academy, we use the Philosophy for Children (P4C) approach, to help our pupils to develop into effective, critical and creative thinkers and to take responsibility for their own learning in a caring and collaborative environment. We do this by providing practical ways of developing good thinking, questioning and communications skills. During philosophy time, children and their teacher share some reading or listening, they then take thinking time to devise their own questions and to discuss them. The group meets regularly and the questions get deeper and more thoughtful. The pupils’ discussions become more disciplined and focused yet, at the same time, more imaginative. They care more about what others say but don’t accept easy answers, developing the ability to recognise differences and explore these constructively. Our aim is to help our pupils to develop the basic skills and dispositions that will enable them to contribute as responsible citizens of the future. Throughout school, we create caring classroom situations where children learn to listen to and respect each other. We make links between matters of personal concern such as love, growing up, friendship, bullying and fairness and more general philosophical issues such as change, personal identity, free will, space, time and truth. We are keen to create the conditions where a child’s questioning can flourish, developing children’s abilities to ask their own thoughtful questions, P4C helps to enhance the quality of learning and raise standards of attainment and achievement. P4C P4C Explanation