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 organised into blocks of work with the following key focuses:
- Understanding and investigating with number
- Developing and applying calculation – addition and subtraction
- Developing and applying calculation – multiplication and division
The descriptions below provide a broad outline of the mathematical development that will take place in each block over the course of Key Stage 1 and 2. Mathematics is an interconnected subject and the block overviews identify how links within and beyond mathematics might be made through these blocks. The descriptions also identify how mathematical ways of thinking can be promoted through developing the skills associated with problem solving and reasoning alongside the fluent recall of facts and use of written procedures.
Understanding and investigating within number
In units associated with this block pupils develop their understanding of numbers and the number system, encompassing positive and negative integers, decimals and fractions and the notation systems associated with them. They start to understand how number systems have developed over time and in different cultures and appreciate the importance of our place value system. How numbers can be represented in different ways using a range of practical materials or manipulatives, including virtual manipulatives, is explored. Pupils learn how to compare and order numbers, to place them on number lines with reference to other numbers and to particular benchmarks or landmarks. They gain a growing understanding of relationships between numbers, the properties that can be associated with numbers and how these attributes can support efficient methods of calculation. Relationships between numbers and quantities are developed to give an appreciation of different ways to express a proportion, including percentages, and to develop an understanding of ratio.
Pupils apply their number knowledge in these units and beyond; to calculate, to read and interpret scales in statistical and measurement contexts, to solve routine and non-routine problems, often in cross curricular contexts. They also investigate within the number system itself, reasoning about number, conjecturing relationships and generalisations and learning to develop arguments, justifications and proofs using mathematical language and other forms of communication such as diagrams. They lay the foundations for and develop algebraic thinking through the exploration of pattern and the identification and expression of relationships.
Developing and applying calculation: addition and subtraction / multiplication and division
In units associated with these blocks pupils develop their understanding of how the number operations are related to practical situations. They learn about the laws of arithmetic that govern number operations and appreciate how the different operations are related to each other. Increasingly sophisticated and efficient methods of calculation are developed based on understanding of number, including place value; recall and rapid derivation of key number facts; an appreciation of efficient mental calculation strategies and, by the end of Key Stage 2, fluent use and understanding of a formal written procedure for each of the operations. Pupils develop the skills to use a calculator effectively and have opportunities to identify and explain whether, a mental, written or calculator method is the most efficient choice, giving reasons to support their choice.
Children develop their calculation skills with whole numbers and with fractions and decimals as appropriate for their stage of development.
Calculation skills are applied to the solution of a wide range of routine and non-routine problems within these units, in other units and beyond mathematics lessons in other subjects. Pupils calculate to solve number based puzzles and contextualised problems including those involving measures or shapes. They often have to perform calculations using information presented as tables, charts and graphs. When solving problems pupils choose appropriate calculation strategies, explain their problem solving approach and the reasoning behind it to others and have opportunities to compare their different approaches. Children represent their work using number sentences, written statements or diagrams and can interpret their solutions in the context of the problem. Opportunities are provided for pupils to develop their own lines of enquiry.
Algebraic thinking is developed in these units through the formation, interpretation and solving of equations with one or more unknown numbers, represented by symbols. Gaining a good understanding of inverse operations is important to this development and is a strong feature of these units.
In units associated with this block children develop an understanding of the nature and use of a range of measurements including those for money, time, length, mass, volume, capacity, perimeter and area. They appreciate the need for standard units of measurement and become increasingly familiar with these units and the relationships between them, using this understanding to order, compare and convert between different measures. An understanding of how units of measure have changed over time and between different cultures is developed, often through cross curricular links. Pupils learn to measure using a range of equipment with increasing accuracy and appreciate the need for appropriate levels of accuracy.
Children apply their measuring skills to solve problems, including practical problems such as the construction of shapes and artefacts. They apply their understanding of the number system and their calculation skills in measures contexts and make strong connections between number, measurement and geometry. Children may learn to express some of the relationships they explore in measurement using algebraic expressions. They encounter statistical data about measurements to interpret and apply, which may be information from other subject areas or from an enquiry of interest to the children and suggested by them.
In units associated with this block children develop an increasing understanding of the properties and 2-D and 3-D shapes and use this to describe, identify and classify shapes using appropriate mathematical vocabulary. Pupils draw and construct shapes with increasing accuracy often for a practical purpose and sometimes as part of a cross curricular project.
Children also learn to describe and record position, direction and movement, including turns or rotations, reflection and translations using appropriate vocabulary. They develop an understanding of the coordinate plane in up to 4 quadrants and can use coordinates to describe position and movement between positions.
Pupils use their growing knowledge and understanding of geometry to solve puzzles and contextualised problems which require them to reason and make conjectures. They explain their thinking and communicate their ideas to others in words, writing, through the use of diagrams and later through using dynamic geometry ICT tools.
Through solving problems pupils develop their geometry skills in conjunction those of calculation and measurement. They understand the connections between geometry and other aspects of maths and appreciate its significance for subjects outside of mathematics.
In units derived from this block children learn to collect information and to construct and interpret a range of tables, charts and graphs. They use the information to solve problems involving comparisons, sums and differences in a range of contexts. These skills will be applied regularly in other units and in cross curricular contexts. Statistical information will often be collected, presented and interpreted in response to questions of interest to the children that they have posed. Children might use Venn and Carroll diagrams or branching tree diagrams to support reasoning about numbers, shapes or measures.
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 Personal, Social, Health and Economic (PSHE) Curriculum
During Key Stages 1 and 2, PSHE education offers both explicit and implicit learning opportunities and experiences which reflect pupils’ increasing independence and physical and social awareness as they move through the primary phase. It builds on the skills that pupils started to acquire during the Early Years Foundation stage (EYFS) to develop effective relationships, assume greater personal responsibility and manage personal safety, including online. PSHE education helps pupils to cope with the changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communities.
Our curriculum consists of three core themes from which we have identified key learning opportunities for each year group. These learning opportunities, provide the context through which teachers plan units of work to develop the essential skills and attributes set out above. The learning opportunities are used flexibly according to pupils’ development, readiness and needs, and taking account of prior learning, experience and understanding.
Health and Well-being
This core theme focuses on:
- what is meant by a healthy lifestyle
- how to maintain physical, mental and emotional health and wellbeing
- how to manage risks to physical and emotional health and wellbeing
- ways of keeping physically and emotionally safe
- about managing change, including puberty, transition and loss
- how to make informed choices about health and wellbeing and to recognise sources of help with this
- how to respond in an emergency
- to identify different influences on health and wellbeing
This core theme focuses on:
- how to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts
- how to recognise and manage emotions within a range of relationships
- how to recognise risky or negative relationships including all forms of bullying and abuse
- how to respond to risky or negative relationships and ask for help
- how to respect equality and diversity in relationships
Living in the Wider World: Economic Wellbeing and Being a Responsible Citizen
This core theme focuses on:
- about respect for self and others and the importance of responsible behaviours and actions
- about rights and responsibilities as members of families, other groups and ultimately as citizens
- about different groups and communities
- to respect diversity and equality and how to be a productive member of a diverse community
- about the importance of respecting and protecting the environment
- about where money comes from, keeping it safe and the importance of managing it effectively
- the part that money plays in people’s lives
- a basic understanding of enterprise
Aims of our PSHE Curriculum
It is not enough to simply teach pupils about the issues covered in the core themes. It is vital they have the opportunity to explore their attitudes, values and beliefs about them and to develop the skills, language and strategies necessary to manage these issues should they encounter them in their lives. The following concepts are routinely explored in our programmes of study in order that pupils have the opportunity to self-reflect, make links, explore contexts and form opinions.
- Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these; understanding and maintaining boundaries around their personal privacy, including online)
- Relationships (including different types and in different settings, including online)
- A healthy (including physically, emotionally and socially), balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and lifestyle choices)
- Risk (identification, assessment and how to manage risk, rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings, including online in an increasingly connected world
- Diversity and equality (in all its forms, with due regard to the protected characteristics set out in the Equality Act 2010)
- Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts)
- Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance)
- Power (how it is used and encountered in a variety of contexts including online; how it manifests through behaviours including bullying, persuasion, coercion and how it can be challenged or managed through negotiation and ‘win-win’ outcomes)
- Career (including enterprise, employability and economic understanding)
Curriculum Links: Science curriculum, SRE policy, RE curriculum; Computing (safety) curriculum; British Values
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?
In addition to curriculum learning which embraces several world religions, we take a whole school approach to teaching the key Christian festivals of Harvest, Christmas and Easter. This means that at pertinent points in the school year, all RE teaching centres around these celebrations of the Christian faith.
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’.
The national curriculum for languages aims to ensure that all pupils:
- understand and respond to spoken and written language from a variety of authentic sources
- speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
- can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
- discover and develop an appreciation of a range of writing in the language studied.
At Fellside, children are introduced to French in an informal way during Key Stage 1, leading to a more formal study in Years 3 to 6 inclusive.
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’.