CURRICULUM BY SUBJECT/YEAR
If you need further information about the curriculum at Fellside please contact us and we’ll be pleased to assist you.
The National Curriculum – Years 1 to 6
The National Curriculum consists of three core subjects (English, Mathematics and Science) and seven non-core foundation subjects (Computing, Design & Technology, History, Geography, Art & Design, Music and Physical Education). In addition to this there is a legal requirement that Religious Education, Personal, Social and Health Education are taught. French is also taught in Key Stage 2
The National Curriculum applies to all pupils of compulsory school age and is organised on the basis of four key stages:
A daily maths lesson is a feature of life in Years 1 to 6 at Fellside where the National Curriculum is delivered with reference to the following key areas of study:
- Number- number and place value
- Number – addition and subtraction, multiplication and division
- Number – fractions, decimals, percentages
- Geometry- properties of shapes, position and direction
Our maths curriculum is structured to facilitate pupils becoming fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
We help pupils to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations. We seeks to ensure children can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
The overarching aim for English in our curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.
The daily English lesson includes references to 4 overarching and inter-related themes:
- Speaking and listening
- Reading (including comprehension of texts, as well as decoding)
- Writing (across a wide-range of genres and for a range of different purposes and audiences)
- Spelling, punctuation and grammar
These skills are not, of course, limited to the explicitly taught literacy/English lesson – they pervade all areas of the curriculum, and are strengthened through cross-curricular learning opportunities.
Our school has a purpose built computing suite with 31 networked computers. In addition, classes have access to a PC in their classrooms. All classes have broadband internet access; computer and video linked data projectors, interactive whiteboards and a visualiser as teaching and learning resources. We also have a class-set of iPads to support learning in classrooms across the school.
We are committed to an ongoing programme of development and training in computing to ensure our children have the best opportunities now and in the future. Computing is taught both as a specific timetabled subject area but also with considerable cross-curricular application.
From September 2014, the Computing element of the National Curriculum has made the teaching of programming statutory, as well as how to remain safe when working on-line through specific e-safety lessons.
The science curriculum is based on the National Curriculum. Broadly, it includes these key areas:
- Working Scientifically
- Life Processes & Living Things
- Materials and their Properties
- Physical Processes
Our curriculum for science aims to ensure that all pupils:
- Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
- Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
- Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
We know that effective science learning occurs in our school when:
- Children enjoy science.
- Children use scientific vocabulary accurately and confidently.
- Children work collaboratively.
- Children can use a range of equipment.
- Children have the opportunity to conduct hands-on investigations in a real life context and are given time to explore and solve problems.
- Children ask questions and make choices during their investigations.
- Children can make links between the areas of science they have studied.
Our geography curriculum equips pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.
Specific aspects of this subject which are taught across KS1 and KS2 include the following:
- Locational knowledge
- Place knowledge
- Human and Physical Geography
- Geographical Skills and Fieldwork
Curriculum Map (Key Stage 1) 2017/2018
Our history curriculum helps pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It seeks to inspire pupils’ curiosity to know more about the past; to ask questions and think critically about it; to weigh up evidence, sift arguments and develop perspective and judgement. History helps pupils to understanding the complexity of people’s lives and the process of change.
Specific aspects of this subject that are taught across KS1 and KS2 include the following:
- Chronological Understanding
- Knowledge and Understanding of Events, People and Changes in the Past
- Historical Interpretation
- Historical Enquiry and Language
History Curriculum Map Key Stage 2: Programmes of study in history for children in Years 3 to 6
History Curriculum Map Key Stage 1: Programmes of study in history for children in Years 3 to 6
We assess children’s knowledge, skills and understanding in history learning against a series of key skills and objectives that are progressive across each of the school years 1 to 6.
Our curriculum for PE aims to ensure that all pupils:
- develop competence to excel in a broad range of physical activities
- are physically active for sustained periods of time
- engage in competitive sports and activities
- lead healthy, active lives.
Fellside children are timetabled for x2 PE lessons per week, led by their class teacher, and/or (sometimes) and experienced coach – especially for specific sports such as tennis, dance, basketball and gymnastics.
Our Year 4 children undertake weekly swimming lessons at Dunston Pool.
In Year 6, a residential visit to Robinwood incorporates some outdoor and adventurous activities.
We benefit enormously from our close affiliation with Gateshead School Sports Partnership. We use some of our government funding from the PE and Sports Premium to buy into services provided by the SSP, which include many opportunities for Fellside children to participate in competitive (and non-competitive) activities led by colleagues at Whickham School, many of which also include involvement of other primary schools in the Whickham Cluster.
Our curriculum provision includes opportunities for children to be taught games, gymnastics, dance, athletics and physical literacy.
Design and Technology
Children work with a range of materials on topics that involve them in designing, making and evaluating a product. Very often, these products are chosen because their effective construction solves real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. (For example, designing an egg-cosy, choosing appropriate materials).
Pupils are taught how to use tools safely and how to select appropriate materials for the task they are completing. In this area of the curriculum, children are develop their understanding of the principles of nutrition, to apply these and to begin to learn to cook.
Children’s use of technical knowledge is extended in this subject area, for example they will consider use of pulleys, wheels, axels and levers when constructing.
Art and Design
Children are given the opportunity to use a range of materials creatively to design and make products. Lessons include development of the skills of drawing, painting and sculpture, whilst sharing their ideas, experiences and imagination. Children are given instruction to develop a wide range of art and design techniques using colour, pattern, texture, line, shape, form and space. They learn about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. In Key Stage 2, children use their sketch-books to record their observations, and use them to review and revisit their ideas.
Fellside has a strong music tradition. As well as music learning through the National Curriculum, we also offer instrumental tuition from our peripatetic music teachers for violin, flute, clarinet, guitar and piano. For these lessons we ask for a parental contribution to supplement the substantial contribution made from the school’s budget. Currently over a quarter of our children play a musical instrument.
There are many opportunities for children to perform in our Friday assemblies; our annual traditional carol service at St. Mary’s Church; and at our major music event in June – the ‘Strawberries and Wine’ concert. In class, we use a website called ‘Charanga’ which also supports and influences our music provision in school. In Year 3, children are given the opportunity to participate in whole class recorder sessions with one of our peripatetic music teachers, Mr Crinson. Similarly, in 2014 we introduced whole class music tuition in violin in Year 2 and were delighted when many children chose to continue their study of this instrument in Year 3. Indeed, such has been the success of the introduction of Year 2 to violin that this is now a regular feature of our curriculum entitlement, and in 2016 another 30 children in this year group began lessons with Mr Lee.
Personal, Social and Health Education (PSHE)
Our curriculum for PSHE education aims to develop skills and attributes such as resilience, self-esteem, risk-management, team working and critical thinking in the context of learning grouped into three core themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing and aspects of careers education)
Children are given experiences that enable them to develop as individuals, appreciate social issues and take responsibility for themselves and others. They learn how to live a healthy life and develop the ability to make sensible choices.
Children in Year 5 and 6 have planned activities based on the physical and emotional changes they will experience at puberty.
These lessons are led by the school nurse and supported by the class teacher. Parents have the right to withdraw their children from these lessons apart from those elements taught as National Curriculum Science.
- Key Stage 1 – Health and Wellbeing
- Key Stage 1 – Living in the Wider World
- Key Key Stage 1 – Relationships
- Lower Key Stage 2 – Health and Wellbeing
- Lower Key Stage 2 – Living in the Wider World
- Lower Key Stage 2 – Relationships
- Upper Key Stage 2 – Health and Wellbeing
- Upper Key Stage 2 – Living in the Wider World
- Upper Key Stage 2 – Relationships
The Teaching of Religious Education, Collective Worship and Assemblies
Our school has no affiliation to any particular religious denomination. The teaching of RE is based on the Gateshead Authority Agreed Syllabus. Parents have the right to ask for their child to be withdrawn from Religious Education lessons. Such requests should be made in writing to the Head Teacher.
The role of our Religious Education curriculum is to help prepare and equip all pupils for life in contemporary Britain by enabling them to acquire a good level of religious literacy. This means to gain an understanding of the diverse beliefs and religious practices of our faith communities; to understand the secular world held by a number of people in our society; and to respect the rights of all people to make these very personal choices. We believe that every pupil should have the opportunity to develop their skill, knowledge and understanding in religious education through exploration, engagement and reflection.
To explore the teachings, beliefs and practices of the principal faiths and belief systems in our society. This means that for each of the faiths we teach as part of our syllabus, children should be helped to acquire a core knowledge and understanding of the key elements of the faith narrative, the principal stories, the sacred texts, rituals, symbolism and lifestyles relating to them.
To engage with the big questions about our life in the world, our value as people, our identity and our responsibilities. This means that pupils should be helped to respond to the big questions that their experience of life raises and to be able to express their thoughts relating their experiences and responses to those of other individuals and groups.
To reflect on the challenges that are presented by living in a diverse world and to develop the skills and attitudes that enable people to live well by successfully accommodating difference. This means developing the ability to recognise bias, prejudice and discrimination in ourselves and others and to develop the ability to make informed judgements and responsible choices.
Section 375 of the Education Act 1996 requires that the Agreed Syllabus must reflect the fact that religious traditions in Great Britain are, for the most part, Christian, but that the teaching and practices of the other religions represented in Britain must be taken into account. The other religions that are specified in the Gateshead Agreed Syllabus (and are therefore taught at Fellside) include Judaism, Hinduism and Islam. Within each of these four faiths there is a focus on key aspects of learning which are used as a means of ensuring children meet the curriculum aims. These aspects include: origins; narratives; principal beliefs; the calendar; people, places and practices; artefacts and symbols. For each faith, we are ask a series of key questions in order to promote children’s insight, reasoning and their ability to make connections between them. These key questions include:
What do followers of this religion believe?
Why are some people important to followers of this religion?
What does this religion teach?
How do followers of this religion worship?
How do followers of this religion live?
What do followers of this religion celebrate?
Collective Worship is planned round a weekly assembly theme. Broadly-speaking, these are either spiritual, moral, social or cultural themes that encourage the children to reflect on their own experiences and opinions. Children meet daily for collective worship, sometimes as a whole school, sometimes as a Key Stage. On Fridays, we hold a special ‘Gold Book’ achievement assembly where we celebrate the work and conduct of children who are nominated to receive a ‘golden certificate’.
We are a busy school! Children don’t just have the opportunity to access the curriculum during school hours.
Many of them choose to extend their learning by attending one of our many before and after-school clubs, some of which are run by school staff, whilst others are operated by external providers (for which there is a small charge).
Currently, we offer the following extra-curricular provision:
- Karate (including Karate Games for Reception/Year 1 children)
- Little Kickers (KS1)
- Little Rugby (KS1)
- Piano, violin, guitar, flute/clarinet
At different times of the year, we also offer the following:
- Art club
- Gardening club
- Computer Coding
Our extra-curricular provision also includes opportunities for family learning sessions
As well as core curriculum homework (Maths and English), we set Creative Homework challenges each term. These are thematic, and closely linked to subject areas being taught in the classroom, though the tasks set are designed to offer children flexibility and foster creativity in their learning.
We encourage a strong link between home and school and homework plays its part in this. Every child has a reading book to take home and should be heard to read frequently. Weekly spellings are set too.
Visits and Visitors
We further strengthen our curriculum learning through a wide-variety of pertinent visits and visitors to our school, helping children to make links and draw from real-life contexts.
We have recently worked with colleagues at Hall Hill Farm, the Discovery Museum, Hall Hill Farm, Beamish, Laing Art Gallery, Newcastle Central Mosque, Tyne Rivers Trust and the Royal Forestry Society (to name but a few!)
We are always delighted to welcome visitors to Fellside to share their experiences and aid the children’s learning. Recently, we were delighted to welcome Paralympian, Matt Wylie, for example, as part of our work on ‘inspiration’.