Yearly Overview of Subjects
By clicking on each King Edwin icon, you will be able to view the subjects our children will be studying in 2019-2020 (broken down in to the six half terms). The exception is Religious Education, which follows the Nottinghamshire Agreed Syllabus and can be found briefly outlined below.
At King Edwin Primary School, the aim of our English curriculum is to provide thoroughly engaging experiences for children throughout the school so that they can read, write and speak fluently, communicating their ideas and emotions to others. Learning to read fluently, to write confidently and express oneself well orally are essential skills, which underpin all other learning. Children at King Edwin will use their English skills to communicate and work effectively with others and to develop as independent learners. We hope that through their literacy skills, they will be able to become active participants in society beyond the school community.
We take every opportunity in our teaching to immerse the children in engaging, high quality texts in order to raise attainment in reading and writing. By using Power of Reading and other quality children’s literature, we can utilise creative teaching approaches to support and develop a whole school love of reading and writing.
As part of our teaching, grammar is also given considerable importance, along with the formal skills of spelling and punctuation. Learning to understand the structure of language is seen as integral to the development of reading and writing skills.
At King Edwin Primary School, we believe the basic skills of mathematics are vital for the future life opportunities of our children. Our aim is for all children to think mathematically, enabling them to execute basic skills fluently, reason critically and solve problems confidently. In order to do this, we access a range of resources, planning and activities to give children a broad maths curriculum.
Maths is taught through our own unique way of teaching, known as our ‘Stages of Learning’. These stages include the Teaching stage, Practise and Consolidation, Problem Solving, Reasoning, Hybrid and NRICH. Our Stages of Learning in maths have been designed and implemented to support children in becoming competent mathematicians across all areas of a broad curriculum, whilst at the same time challenging and enabling them to do so at their own pace.
Finally, at King Edwin we are NRICH ambassadors. By using NRICH in school, we enhance the experience of the mathematics curriculum for all learners, develop mathematical thinking and problem-solving skills, offer challenging, inspiring and engaging activities; and show rich mathematics in meaningful contexts.
Below are each year group’s medium terms plans as well as a progression document which shows how maths develops throughout the school:
At King Edwin, our vision is to give children a Science curriculum which enables them to explore and discover the world around them. We provide children with exciting, practical hands on experiences that nurture children’s natural curiosity and encourage questioning.
Through a hands-on, inquiry-based curriculum, children experience the joy of exploration and investigation – that is, the joy of finding out. Our aim is that these stimulating and challenging experiences help children secure and extend their scientific knowledge and vocabulary. We believe that these opportunities will ensure that our children are confident, life-long learners.
Science is the deep vein running through our entire curriculum as it is not always taught as a discrete subject but is entwined throughout our topics, which gives the children even more purpose. In addition to our lessons, Science is also offered to the children through other exciting avenues, such as STEM weeks and extra-curricular activities.
STEM stands for ‘Science,Technology, Engineering and Maths’. All of these subjects apart from Engineering are taught as discreet lessons within school and are creatively planned, resourced, taught and monitored. During one week out of the academic year, usually in March, we take part in STEM week. The whole school gets on board with this and it is popular with our children. We dedicate each day of the week to each of the subject areas plus a few more fun activities thrown in for good measure. We liaise with outside companies, businesses and people within our community to help support the learning during this week which not only makes it a fun experience for the children but it brings their learning to life.
We offer further opportunities for the children to participate in after school clubs, such as, ‘Science Tots’ and ‘Gizmo Science’ to enrich the curriculum further.
Our teaching of Religious Education follows the guidance given in the latest Agreed Syllabus: Religious Education for All 2021-2026.
Using this Agreed Syllabus for Religious Education, we will enable our pupils to discover more about religion as well as other world views as we assist them to apply their learning to a range of topics. Our pupils are encouraged to express ideas and insights into key questions which face all human beings as we travel through life. They will take part varied experiences in order to gain insights and knowledge to help equip them as responsible citizens, ready to contribute positively to our society and the wider world.
The three-fold aims of RE in Nottingham City and the County will ensure that our pupils:
1. Know and understand a range of religions and world views which will allow them to recognise the diversity which exists in our city and wider society.
2. Can express ideas and insights about the nature, significance and the impact of religions and world views as they develop their own personal views on a range of issues
3. Develop and use skills which will assist them to engage seriously with religions and world views
By following the Agreed Syllabus, RE will also contribute to a whole range of school priorities. Study of religious and world views will also promote spiritual, cultural, social and moral development, and will support pupils’ understanding of British Values such as acceptance and respect for others who hold different world views.
Appendix – Curriculum for Religious Education – Years 1 – 6
At King Edwin Primary School, we believe that learning a foreign language is necessary to have a global awareness, respect of other cultures and be a valued member of a multi-cultural society. A languages education fosters children’s curiosity and deepens their understanding of the world. We aim to inspire the children with a love for languages and develop their listening, speaking, reading and writing skills to communicate effectively, for practical purposes and to enable them to express their ideas and thoughts in other languages. This also lays foundations for future learning at KS3 and beyond that, engages and prepares them for travel and work in other countries throughout their lives.
At KEPs, children have weekly lessons in French from years 3 – 5 using the ‘La Jolie Ronde’ programme of study to ensure curriculum coverage and progression across school, in addition to other resources. Children progressively acquire, use and apply a growing bank of vocabulary organised around topics including: greetings, numbers, colours, food and drink, in town, home and family, the classroom, clothes and hobbies.
In year 6 through the Maximum Classics programme, together with resources from Hands Up Education, the children learn the ancient classical language of Latin, with references also to Ancient Greek. The course includes segments on classical culture (mythology and everyday life) and on the Latin language which is designed specifically to support the grammar and syntax learning required at KS2, whilst bolstering literacy through the origin and historical development of words and their meanings. The lessons enrich the children’s vocabularies, help them draw connections between other languages and their own and hone the skills required when learning a new language.
Children at King Edwin Primary School are also exposed to other languages during a range of after school clubs including Key Stage 1. And not to forget our bi-annual Jet Setter Days which ensure all the children at KEPs from FS1 to Year 6 experience a virtual visit to 2 foreign countries every year when they learn about different languages, cultures and traditions.
We believe at KEPs that all our children will embrace their love of learning languages to enhance their own lives and those of others. As Nelson Mandela once said “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.”
At King Edwin Primary School, we believe that personal, social and health education (PSHE) education is a vital part of primary education, therefore this is an embedded part of our broad and balanced curriculum. The pupils’ spiritual, moral, social and cultural (SMSC) development is at the heart of our school values and ethos. Whilst British Values are promoted through the aims and objectives of PSHE by supporting our children to become healthy, independent and responsible members of society – as well as preparing them for life and work in modern Britain.
The intent of our PSHE curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child. At King Edwin, PSHE aims to help our children understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community.
We follow the SCARF scheme of work, which provides a whole-school approach to building these essential foundations – crucial for children to achieve their best, academically and socially. However, we are aware that the delivered curriculum must reflect the needs of our pupils therefore teachers will always adapt the scheme to meet the needs of their class and individuals when needed.