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Southery Curriculum – developing knowledge and vocabulary.

Our Intent

Our curriculum is designed to empower, engage and to encourage children to be in control of their own learning. Our ultimate aim is that learners will feel motivated to continue their learning outside of the class room and will have developed the perseverance, resilience and love of learning required for the next phase of their education. The curriculum is based upon an integrated thematic approach which links to the wider world – hence the importance placed upon ‘cultural capital’. We intend to raise aspirations of the children through an innovative and creative curriculum and continuously celebrate their success. We have an obligation to start to transform the future opportunities and progress of the children, as well as encouraging them to embrace and appreciate the opportunities that they can experience at Southery Academy.

Within all our teaching and learning, we want the children to display certain learning behaviours and it is essential that the curriculum supports this.

The behaviours are:

  • Perseverance
  • Resilience
  • Independence
  • Joy of learning.
  • Engagement
  • Co-operation.

For all our subject areas, we have designed  clear Intent, Implementation and Impact statements that we feel are important for the children at Southery and ensure they have a broad, balanced and interesting curriculum. These statements are below:

Our Implementation

At Southery Academy we have developed a curriculum that is personalised to the children of Southery Academy, as well as ensuring that the curriculum meets the requirements of the National Curriculum.

The curriculum focusses on 3 key areas that we feel are important for all children at Southery Academy:

  • Knowledge and Understanding.
  • Key Vocabulary.
  • Cultural capital.

Each teaching and learning unit encompasses these areas, with vocabulary being an important part of learning for all children. Partnerships with outside groups, as well as Educational visits, help to enhance the delivery of the curriculum. Educational visits are encouraged and we aim for 1 visit per term for each class. This is our ‘cultural capital’..

All classes have a ‘topic’ theme and within the topics, the children will experience all other subjects, including Languages at Key stage 2 and opportunities for Technology and ICT in both Key stage 1 and 2.

Each class provides an overview for their topic and these can be found below:

Kingfishers Curriculum overview (Yr5 & 6)

Wrens Curriculum overviews (Reception):

Integral to this is ensuring that we provide a balance with the ‘essentials’ of Maths, Reading and Writing, alongside other subjects in the National curriculum, life skills and opportunities that will instil a love of learning new knowledge that goes beyond the Academy.

Core Subjects.

The Maths curriculum follows the National Curriculum with teachers using the White Rose curriculum and Power maths, introduced this academic year, to support their planning. Mastery of maths is at the heart of teacher planning with the aim that pupils master key concepts and methodology in maths, as well as providing opportunities for ‘greater depth’ learning. We will ensure that there are additional opportunities for numeracy within topic. The Academy has also adopted the EMAT Maths teaching policy to ensure an effective and consistent approach to raise the quality of teaching and learning, and therefore standards. The policy is below:

The English curriculum and lessons focus on both writing and reading, with reading being a whole school focus at the Academy. As with maths, the curriculum follows the National Curriculum and there are opportunities for English within  topics and all other subjects. Key vocabulary in all subjects is essential, with not just the spelling but the understanding and therefore use of language in writing.

The Science curriculum has been developed with key knowledge and understanding, vocabulary and essential skills needed for Science. Each class has a 2 year programme, with planning, observing and evaluating key skills the children are developing in Science. The overview for each class is below:

The documents below outline the curriculum intents for each subject at Southery Academy. Over the course of each child’s time at Southery it is the intent that they will be taught all of the objectives within these documents and will be able to apply these skills to other areas of their learning. Each class is taught the knowledge curriculum over a two year rolling programme due to mixed age classes.

Parents may find the documents on Grammar, Punctuation and Spelling particularly useful in supporting their child’s home learning.

We consider PSHE to have an important role as part of the curriculum for the children at Southery Academy. We have designed a programme for PSHE that is both relevant to the children, as well as meeting the criteria of the National curriculum. PSHE is not only embedded within the curriculum, but is also taught as a stand alone lesson once a week during the class assembly time. 

Below are overviews for PSHE for Key Stage 1 and Key Stage 2. In the information section are details on the RSE curriculum.

In the Early Years and Key Stage 1 we use Letters and Sounds to teach phonics. We use different reading schemes to ensure we have a breadth of interests and topics for teaching reading skills to children and they have reading material that is suited to their level of interest and development.

We also feel that handwriting is an important skill, and this is developed as children move through the school from reception to year 6.

The school organises regular enhancement opportunities for the curriculum, alongside ‘cultural capital’ events and this year will include:

  • World book week.
  • A multicultural week, including British values.
  • Healthy Living week, including PSHE themes.

Extra-curricular opportunities are also important to us here at the Academy, with clubs running most evenings after school. The clubs include Just dance, various sports clubs, Spy club, Archery and after school support!

Our Impact

We measure the impact of our curriculum by doing the following:

  • By making informal judgements as we observe Teaching & Learning during lessons.
  • The class teacher comments and feedback on completed work as necessary.
  • At the end of a unit a judgement is made about the knowledge and understanding of Science for each pupil, as well as their use and understanding of key vocabulary
  • Regular reviews of the curriculum.
  • The subject leader also speaks with the children about their learning to ensure the curriculum remains relevant and teaching and learning activities are continuing to provide the right level of challenge and interest for the children.

Ultimately, our aim is to work together in our learning. We want to create a happy, supportive and productive working environment, where we can support each other and achieve together.