Curriculum

The development of the whole child is our top priority and with this in mind we have created a curriculum which is constantly changing and which inspires moral, spiritual and creative growth as well as academic growth. Excellent relationships are central and staff aim to know every child well and to recognise their talents and uniqueness.  Within this framework we maintain a tradition of high attainment and progress.  

The curriculumn is a framework within which learning and teaching takes place.  All children at Shirley Infants have access to a broad and balanced curriculum, regardless of gender, race, religion, age or ability.  We believe learning should be fun, relevant and motivating.  We firmly believe in the importance of providing meaningful learning experiences.  We launch each topic with a 'HOOK'.  This is designed to make the topic come to life instantly for the children.  Some of our current HOOKS have been:

Year R discovered dinosaur footprints.  They followed these to discover the dinosaurs had left them some Harry and the Bucketful of dinosaur books. These underpinned their amazing topic making clay dinosaurs, naming them and writing a label for them, learning how to paint a dinosaur, counting and sorting dinosaurs, finding out about their habitats for their home learning.

Year 1 went to Manor Farm to hook into their Victorian topic.  They discovered what it was like to live as a Victorian child. They had a fabulous topic exploring how to wash clothes on wash day. The children came to school dressed as a Victorian child for a typical school day.  All three class then perfromed an assembly to their parents at the end of day on all the things they had learnt. For their home learning they researched about their families school life in the past to make comparisons.

Year 2 went to the Sea City museum to launch their Titanic topic.  They explored what it would have been like to have been on the Titanic or watch it sail on its maiden voyage writing letters back home.  They re-created being on the Titanic for the day coming in dressed as a member of staff, 1st class passenger or third class passenger.  They danced in the ball room, ate in the restaurant and sat on the deck drawing pictures of the ship.  They even made their own models of the Titanic for their home learning.

Key Stage One Assessment

As a result of the government removing the use of levels, whilst also changing the English and Maths end of year expectations in all year groups, we are continuing to develop our system for tracking children's progress and achievement against these new expectations.  We will discuss your child's achievement at parents evenings and report on their end of year progress in the summer term.  Your child will be assessed whether they are 'working towards age expectations,' 'working at age expectations' or 'working above age expectations.'  Remember that children learn at different rates; some children may make lots of progress in a short period of time, and then not for a while – nobody can learn at a consistently steady pace.

Early Years Assessment

Children in the Foundation Stage experience the EYFS framework.  This comprises of seven areas of learning and development.  All areas of learning and development are important and inter-connected.  Three areas are particularly crucial for igniting children's curiosity and enthusiasm for learning, and building capacity to learn, form relationships and thrive.  These are developed within the pre-school years and built upon within Year R.  These are:

Communication and Language

Physical Development

Personal, Social and Emotional Development

The children are also taught within four specific areas, through which the three prime areas are strengthened.  These are:

Literacy

Mathematics

Understanding the world

Expressive art and design

The children are then assessed in June on the Early Learning Goal for each aspect of learning. The Early learning Goal is a summation of the strands within the age bands the children are assessed against throughout the year.  This assessment will be reported to you in their summer term report.

Spring

In year reception this term the children will be learning how to perform a simple sequence with a balance. They will explore different balances on and off different pieces of equipment. In games they will be developing their coordination to roll, catch and throw a ball.

In year one they will be building on their knowledge of the 5 basic shapes in gymnastics to extend their sequences. In dance they will be learning a set sequence and then exploring different movements to portray different feelings. In games they will be dribbling and kicking a ball and then using a racket to strike a ball. They will be developing their coordination throughout this unit.

In year two the children will be learning a set sequence based on the great fire of London. They will learn how to perform movements in unison with their partner. In games they will be improving their speed, agility and quickness. They will look at ways to improve their technique. In gymnastics they will be creating sequences with defined starting and finishing positions.