Spires Federation Curriculum Statement
Our Core Values are: Success, Happiness, Inspiration, Nuture for Everyone
Our Mission:
To provide an aspirational education, which inspires all in our community so that they are happy, confident and equipped for life in all its fullness.
‘Opening Door, Opening Minds.’
As schools we want to provide our pupils with the academic knowledge and skills that will provide the foundations for their future lives. We want to give our pupils the opportunity to be the best that they can be, ensuring that they have the best possible start to their education so that they are well prepared for secondary school, university and life.
But we know that education is so much more than being able to read, write and count. It's about becoming more rounded, developing skills and abilities that are not measurable in tests, it's about developing relationships, respect for themselves, others, their communities. Opening Minds is all of this and more. It's about giving our children greater cultural capital so that they can appreciate the work of great musicians and artists, experience sporting opportunities, grow in confidence and raise their aspirations.
Please click on the link below to access details about the National Curriculum that we follow in our school and the Curriculum Intent for our school:
As we have mixed-age classes, we have a three year rolling curriculum for Flamingo Class, and a four year rolling programme for Panther Class. Our curriculum is constantly evolving, is progressive, inclusive, and revisits knowledge to enable the children to build on existing learning.
For the academic year 2021-22, we are on 'Cycle C' of our curriculum. We ensure that high quality texts are weaved throughout, including all genres of fiction, non-fiction, poetry and playscripts:
Flamingo Class:
|
EYFS & KS1 |
|||
|
Year |
A |
B |
C |
|
Autumn |
‘CASTLES’
Home and Away – Geography Local Study – Lincoln – Castles Monarch Study
|
‘INTREPID EXPLORERS’
The space race-Neil Armstrong/Christopher Columbus |
‘THE GREAT FIRE OF LONDON’ Geography-Place knowledge/environments, human and physical features-start local and expand to contrasting area. Locational knowledge - name and locate the world’s seven continents and five oceans - name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Human and physical geography - Identify seasonal / daily weather patterns in the UK and the location of hot and cold areas of the/world - Use basic geographical vocabulary to refer to local & familiar features - Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment
History-events beyond living memory that are significant nationally or globally (for example, the Great Fire of London)
Science/UW-Materials-What material is the house built of?
|
|
Spring |
‘THROUGH THE KEYHOLE’
History Local Study – On our Doorstep
|
‘PICKING THROUGH THE ICE’
Polar Regions - Shackleton
|
'TERRIFIC TRAVEL' Science/History-Transport/Weather based
Key individual study-The Wright brothers/Henry Ford/George Stephenson -Events beyond living memory that are significant nationally or globally eg. first flights, events commemorated through festivals or anniversaries)
The lives of significant individuals in the past who have contributed to national and international achievements.
|
|
Summer |
‘AROUND THE WORLD IN 80 DAYS!’
Africa – small study of a particular area
|
‘SAND & BONES’
Seaside - Dinosaurs
|
‘A World of Gardens' (Lake District v area in Australia )
Geography/Science based
Place Knowledge - understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country (Term 1 eg Lake District/Term 2 Australia)
Geographical skills and fieldwork - Use world maps, atlases and globes to identify places. - Use four compass directions & simple vocabulary Science-Plants/seasonal change: Identify seasonal and daily weather patterns in the UK and location of hot/cold areas in relation to Equator and North/South Pole / Life cycles Can seeds grow anywhere? What is the lifecycle of a ladybird? |
Panther Class:
|
KS2 |
||||
|
Cycle |
A – 2019/20 |
B – 2020/2021 |
C – 2021/2022 |
D – 2018/19 |
|
Autumn |
‘LOCATION, LOCATION’
(Rainforests, Economic activities. Trade links, climate zones, biomes and vegetation belts)
|
‘LEST WE FORGET’
|
Saxons (Britain’s settlements by Saxons and Scott)
‘VISCIOUS VIKINGS’ (Viking and Anglo-Saxon struggle
|
‘HAIL CAESAR’
(Roman Empire and Local history)
|
|
Spring |
‘THE MARVELLOUS MAYANS!’
(A non-European Society that provide contrasts with British History.
|
‘RIVERS DEEP, MOUNTAINS HIGH!’
UK vs Europe –
|
UK vs City (Leicester)
‘OUR COOL COUNTRY’
|
‘EXTREME EARTH!’
(Volcanoes, Earthquakes and Distribution of natural resources)
|
|
Summer |
‘GLORIOUS GREEKS!’
|
‘AWESOME EGYPTIANS’
(Ancient Egypt- Early Civilizations)
- |
‘STONES N’BONES’
Stone Age to Iron Age
|
‘CRIME & PUNISHMENT’
|
