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New Curriculum

Snape Wood Curriculum

 

Our curriculum is based on the National Curriculum which can be found by clicking the link below. We are continually improving our curriculum to ensure we not only meet but exceed the requirements of the national curriculum in providing our pupils with a knowledge-rich education to ensure their success as they move into KS3. The National Curriculum document shows the statutory objectives for the knowledge, skills and understanding that we teach at Snape Wood from Year 1 to Year 6. 

 

Our curriculum is designed with knowledge at its heart to ensure that children develop a strong vocabulary base and understanding of the world.  The curriculum promotes long-term learning and we believe that progress means knowing more and remembering more.  We are developing a curriculum built on current research regarding how memory works to ensure that children not only have access to 'the best that has been thought and said' but are taught this in a way that ensures children can remember the curriculum content in future years. 

 

 

At Snape Wood we recognise that knowledge alone is not enough to equip children with what they need to thrive and achieve their potential. Therefore, weaved and threaded in each subject are opportunities to develop their skills by applying the knowledge that is taught, with respect to each subject discipline.

 

One of the central aims of our curriculum is to ensure that our pupils develop their character through Snape Wood’s PRIDE values: Positive, Respect, Inquisitive, Determination and Empathy. These are weaved into our curriculum so that the children are taught the values we wish them to have in later life.

For example, we want the children to be inquisitive and want to learn a great deal about the world both at school and at home. Therefore, in History, each year group will study local history as well as historical periods from around the world.

 

We understand that knowledge is 'sticky', in other words, the more pupils know the easier it is for them to know more.  This is why we are placing particular emphasis on children knowing by heart and building rich webs of knowledge as they progress through the curriculum.  Parents can support this work through completing the topic homework and by looking at each topic overview. These are sent out at the beginning of each half term.

 

The document below shows an overview of the curriculum at Snape Wood for each subject and each year group.

 

English

Mathematics

 

At Snape Wood, we follow the White Rose Maths schemes of learning. The schemes of learning are broken down into a yearly overview of blocks detailing which maths blocks are taught over the course of the year. This is then broken down further for each block into a small steps overview with more detailed guidance for each small step. Each small step builds on the previous step and at the beginning of a block time is spent recapping learning from the previous year. Each small step provides details of previous learning, key teaching points and manipulatives to use, things to look out for (misconceptions), key questions, sentence stems and links to the national curriculum.

 

White Rose maths also details a progression document for year 1-6 on each area of maths and how each concept progresses through the school building on content year- by- year. It also shows how each year builds on the statutory national curriculum objectives in maths.

Phonics

 

At Snape Wood Primary School, we follow The No-Nonsense Phonics SSP.  This is a research-based method of learning centred around teaching the multi-skills of handwriting, spelling (encoding) and decoding alongside vocabulary, fluency and comprehension. Through daily, systematic and consistent high- quality phonics teaching, children learn to segment words to support their spelling ability and blend sounds to read words. We believe that as the children learn to read fluently they can put all their energy into comprehending what they read. We passionately believe that teaching children to read is one of the core purposes of a primary school enabling them to access a broad and exciting curriculum and ensuring they flourish as learners throughout their time at our school. The programme is validated by the Dfe and is based on the Five Pillars of Literacy model informed by research:

 

History, Geography and Science

We are developing a bespoke knowledge-rich curriculum which gives children access to broad knowledge in subjects such as History, Geography and Science. We have a well sequenced programme that builds knowledge and vocabulary in a well thought out way and ensures that learning is remembered for the long term.  We ensure content meets and exceeds the national curriculum. Content is planned so that more difficult abstract concepts are covered in different contexts over time. For example in History children develop an understanding of Monarchy by learning about different Kings and Queens throughout KS1 and 2 to understand hereditary monarchy.  Pupils use their studies in these subjects to develop their writing and many units of work contain  opportunities for the children to write based on what they have learned. 
We have high expectations for what children will know and remember in each subject.

Languages

When the children enter Year 3 they undertake a four-year programme of Classics education which incorporates the Latin language. We use the Maximum Classics Scheme. We are supported in our Classics education programme by the charity Classics For All.  We believe that learning Latin gives our children a strong foundation to move to secondary school and study other languages. The study of Latin also support children's understanding of English and, in particular, grammar and etymology (where words come from). Because this is the first year we have undertaken Latin, we have a progressive four-year curriculum.
 

RE

At Snape Wood we follow Nottingham Agreed Syllabus. The aim is to develop an understanding of different religions and promote tolerance of others. Our teaching often focuses on the key stories from different religions.  If parents have any questions about our RE teaching please ring the school to make an appointment with our RE lead.

 

Art and Design

At Snape Wood Primary School, we use the Kapow Art and Design scheme. In art, pupils will learn about some of the most significant pieces of art that have been created and the artists that created them. They will also learn how to produce their own pieces of art in a range of different forms.  We place great emphasis on teaching pupils to draw in KS2 so that their skills build up over time. We ensure pupils have lots of chance to practice the basics so that they are able to use their knowledge to create their own pieces of art at the end of a unit of study.

 

Design and Technology

 

Our Design Technology curriculum is based on the planning provided The Design and Technology Association. We use their projects on a page resources to form the basis of our DT curriculum. Pupils take part in designing, making and evaluating a range of different projects and learn about some of the great engineers of the past. Projects involve making mechanisms such as levers, learning to sew and food technology where pupils learn to bake bread and amongst other things. In addition to the Design and Technology Association, school also use the Kapow Design and Technology scheme.

 

Computing

We base our Computing curriculum on Kapow computing scheme of work which ensures pupils gain a solid grasp of the knowledge, skills and understanding needed to move onto further study at KS3. At Snape Wood, Computing lessons are also taught by Junior Jam and is available to see in the curriculum overview document.

 

Music

Our children take part in a programme of music tuition provided by Junior Jam, Music Hub - Guitar sessions for Y4 and Y5. At Snape Wood Primary School, we also use Kapow Music to supplement areas of the music curriculum that is not covered within Junior Jam. For more information on their lessons please see the curriculum overview.

Physical Education

Our PE curriculum is based around the Twinkl Move-It Scheme of work covering Athletics, Games, Dance, Gymnastics and Ball Skills. We are supported by Junior Jam in providing high quality PE for all year groups. Pupils in years 4, 5 and six also undertake an intensive block of swimming instruction.

 

PSHE/RSE

 

 

Intent


Relationships, Sex and Health Education (RSHE) is lifelong learning about physical, moral and emotional development.  At Snape Wood Primary School, we want all of our pupils to;

 

  • Understand the characteristics of safe, positive and healthy relationships, which might be with friends, family or other adults. 
  • We want our pupils to learn how to be happier, healthier and safer, with a good understanding of contributing factors to their personal, social, emotional and economic well-being and the impact that they can have on others, both locally and globally.

 

  • We wish to give pupils the opportunity to learn about how to assess risks and keep themselves safe from harm. 
  • We want our pupils to develop the knowledge, skills and attributes they need to manage their lives, now and in the future in order to stay healthy, safe and prepare them for life and work in the modern world.

 

  • We want our pupils to achieve their academic potential, and leave school equipped with skills they will need throughout later life.

 

  • Pupils will be prepared for the changes of adolescence to ensure they are equipped to manage these effectively.  All of this is set within and compliments the morals and PRIDE values of our school.

 

Personal, Social, Health and Economic Education (PSHE) curriculum also incorporates money and work, media literacy, digital resilience and belonging to a community.  We understand that for children to achieve academically they need to be able to recognise and manage their own physical and mental health. To support this;

 

  • We provide pupils with opportunities to reflect on their own well-being and development within PSHE lessons and across our wider curriculum. 

 

  • We are passionate about our community and use whole school/class assembly and PSHE time to explicitly teach our pupils what it means to be a part of a community and how we can help ourselves and others. 

 

  • We want our children to be ambitious and develop an understanding of money and employment future.  

 

Our key aims are to teach our pupils the key skills to keep themselves safe and for them to be respectful to themselves and recognize the equality of all.

 

 

Implementation

 

At Snape Wood Primary School, we use the SCARF (Safety, Caring, Achievement, Resilience, Friendship) scheme of work to plan and support our PSHE and RHE (RSE). It is centred on a values-based and ‘Growth Mindset’ approach. SCARF lessons promote positive behaviour, mental health, wellbeing, resilience, and achievement. SCARF provides us with a comprehensive scheme of work for PSHE and RHE (RSE) with over 350 lesson plans, which are mapped to the National Curriculum and cover all of the DfE’s statutory requirements for Relationships Education and Health Education, and the PSHE Association’s Programme of Study recommended learning opportunities. PSHE learning is also supplemented by special events such as Anti-Bullying Week, Children’s Mental Health Week, Healthy School Week, and Safer Internet Day.

 

 

Each year group covers the same six core themes:


1. Me and My Relationships
2. Valuing Difference
3. Keeping Myself Safe
4. Rights and Responsibilities
5. Being at My Best
6. Growing and Changing.

 

SCARF is a spiral curriculum, which means that the children cover these same six themes every year, and each time they encounter a theme, it increases in complexity and reinforces previous learning. This continual revisiting with a changing focus ensures that learning becomes embedded and children continue to build upon and deepen their knowledge and understanding in all PSHE and SRE areas.

Long-term and medium-term planning for SCARF half-termly units

Long-term plan

 

A one-page overview of the key themes and topics covered in SCARF's spiral curriculum from Nursery to Y6. This plan is based on our suggested half-termly units, which have the same themes across all year groups.

 

Medium-term plan

 

This document maps the SCARF lesson plans for Reception to Y6 to the DfE statutory requirements for both Relationships and Health Education (RSHE).

Lessons that are not part of the DfE’s statutory requirements are also included in this mapping; they ensure that we provide comprehensive PSHE education, some elements of which are not included by the DfE's guidance.

The learning outcomes on the medium-term plan document help to evidence progression of knowledge and understanding, values and attitudes and skills; these are the three key elements of effective PSHE education.

SCARF and Knowledge Organisers

Knowledge is an important part of any subject area, but for PSHE (including RSHE) we believe that children also need to develop key skills, attitudes and values to enable them to make informed choices about their health and wellbeing. 

Our approach to knowledge organisers reflects this three-strand approach of knowledge, skills, attitudes and values that work together to help children develop healthy behaviours. 

 

There are knowledge organisers for each of the six half-termly units for Y1 to Y6 and these are divided into three sections:

Key questions

These are designed to challenge children's critical thinking skills and focus on the key themes within the unit. 

 

Key vocabulary

These lists include words that you might need to write up or display as an aid to children's independent work. Our aim was to create a tool that is accessible, useful and also appropriately challenging. 

The words are mostly drawn from the Vocabulary builder that's mapped to SCARF's half-termly units. In line with our spiral-curriculum approach, some words may appear more than once across the year groups. Some words appear several times in different year groups and units.

 

Key learning outcomes

This section brings together the 'I can...' statements from the expected learning of the SCARF summative assessments. These statements don't cover all the learning outcomes of the unit, but instead focus on key elements from it. 

Learning journeys

The SCARF Learning Journeys show how the topic Growing and Changing develops from Nursery to Y6 , in age and developmentally-appropriate ways.

 

Our Growing and Changing Unit covers the DfE statutory RSHE requirements listed within the Changing Adolescent Body topic under statutory Health Education. As schools are expected to deliver a spiral curriculum, content is introduced in the early years; for example, the difference between girls' and boys' bodies and the correct words for external body parts is covered before later content about how and why bodies change.

 

Lesson content grows in complexity and maturity, in line with children's development, supporting them every step of the way.

For further information about how we developed an evidence-based age-appropriate curriculum please see our answer to question 4.3 of our FAQ page.

Relationships and Health Education (RHE)

Some aspects of RHE overlap with the national curriculum for Science, such as the main external body parts, the human body as it grows from birth to old age (including puberty), and birth and reproduction. Therefore, children cannot be withdrawn from these lessons. Conception is the only part of RHE which isn’t part of the Science curriculum, and so the only small amount of non-statutory sex education that is included in SCARF is covered in a Year 6 ‘Making Babies’ lesson

Impact

As with all curriculum areas, there will be assessment in RSHE/PSHE to ensure that pupils are achieving the intended learning outcomes.  Teachers will assess pupils’ learning at the end of each half term. 

 

SCARF summative assessment ‘I can…’ statements.

These can also be used to evidence progression. There is a set for each year group from Y1-6.  The ‘I can ‘statements are a summary of the key learning outcomes for the whole of the related half-termly units. These statements are at three levels – emerging, expected and exceeding. They assess the key learning outcomes for each half-termly unit.

 

Ofsted state in their EIF handbook that assessment should not be overly complicated or onerous to implement; assessing learning outcomes for each lesson would be too much.

 

SCARF assessment tools will help you to implement best practice in assessment, as set out by the PSHE Association's guidance: that:

 

"Assessment in PSHE education should not be about levels or grades, passing or failing. The model of assessment that is most meaningful is ipsative assessment. This compares the pupil’s results against his or her previous results in a similar way to an athlete measuring today’s performance against their previous performance. So the benchmark against which progress is measured is the pupil’s own starting point; not the performance of others or the requirements of an exam syllabus. "

(PSHE Association's Guidance to Assessment for Learning and Progression)

 

At Snape Wood Primary, we record 'I can...' statement assessments as a whole class level on the one sheet, rather than producing one for each child; teachers then record children who are performing above or below the expected level. 

As well as using the ‘I can ..’ statements, teachers may use different forms of  assessments in order to measure progress.  These may involve quizzes, work samples, observation of role-play, pictures, and so on.

 

Intended Impact:

  • RSHE and PSHE is accessible for all pupils
  • Pupils develop a positive view of themselves and to respect others
  • Pupils understand that they have rights over their bodies 
  • Pupils can recognise pressure in all its forms and have strategies to resist this
  • Pupils have the knowledge and skills to recognise and manage risks and keep themselves safe, in real life and online
  • Pupils understand what helps to keep their bodies and minds healthy and things they can do to improve their health and wellbeing
  • Pupils have the knowledge and skills to recognise and manage their mental and emotional well-being. 
  • Pupils understand their changing bodies before the changes occur.  
  • Pupils understand what it means to be part of a community
  • Pupils begin to develop an understanding of money and employment
  • To provide opportunities for all students to learn appropriate to their needs

 

SCARF at Home

What is SCARF?

SCARF was created by the specialist children's health and wellbeing charity, Coram Life Education.

It's designed to help children be their best – physically, mentally, emotionally and academically – through the SCARF values of Safety, Caring, Achievement, Resilience and Friendship.

Over 2000 schools throughout the UK now chose SCARF for their children's Personal, Social, Health and Economic (PSHE) education, which helps children to keep healthy and happy.

How can SCARF at Home help my child?

SCARF at Home – part of the Family SCARF resources – gives you tried and tested activities to help children keep happy and healthy and supports your child's work at school, whether or not they use SCARF.

SCARF helps children to learn valuable life skills needed to keep them happy, healthy and safe. With SCARF at Home, you can continue the learning and have fun together!

The SCARF at Home activities are designed to match children's needs and skills at different ages.  Just click on the link below that matches your child's age. 

 

https://www.coramlifeeducation.org.uk/family-scarf/scarf-at-home

Protected Characteristics across SCARF

Subjects and Issues

How SCARF supports teaching and learning about protected characteristics

The UK government recognises how important it is that "All children gain an understanding of the world they are growing up in, and learn how to live alongside, and show respect for, a diverse range of people. When we inspect schools, we assess how well they equip children to do this." 

Ofsted guidance states that inspectors will gather evidence of how schools promote equality and pupils’ understanding of the protected characteristics.

 

This will be mainly through the Personal Development judgement:

Schools are not required to teach about all the protected characteristics in every year group; that is a matter for the school to decide, and how it plans its curriculum. However, the curriculum should be planned and delivered so that children develop age-appropriate knowledge and understanding during their time at the school.

 

Crucially, the guidance goes on to state that: 

There is a range of ways schools can choose to teach about these issues in an age-appropriate way. Primary schools could, for example, teach pupils about the different types of family groups that exist within society... As stated in the DfE’s statutory guidance, teaching on these matters should be integrated appropriately into the curriculum, rather than addressed separately or in one-off lessons.

 

Teaching and learning about protected characteristics is therefore fully integrated into SCARF, through age-appropriate content across the SCARF spiral curriculum.

 

However, some protected characteristics benefit from the in-depth coverage that will give children time to explore the knowledge and attitudes that will help them develop an appreciation of them. We've mapped the SCARF lessons that provide this greater depth to the relevant protected characteristics, but it's important to understand that teaching and learning about them threads through the vast majority of SCARF lesson plans.

Age

N Me and my friends

R/P1 Life stages - plant, animals, humans

Y3/P4 Our friends and neighbours

Y3/P4 Let’s celebrate our differences

Y4/P5 Together

Y5/P6 Happy being me

Y6/P7 We have more in common than not

Y6/P7 Democracy in Britain 1 – Elections

Y6/P7 Democracy in Britain 2 – How (most) laws are made

Y6/P7 Don’t force me

Y6/P7 Think before you click!

Y6/P7 To share or not to share?

Disability

Y3/P4 Let’s celebrate our differences

Y3/P4 Zeb

Y3/P4 I am fantastic!

Y6/P7 We have more in common than not

Y6/P7 Media manipulation

Gender reassignment

Y3/P4 I am fantastic!

Y6/P7 Media manipulation

Marriage and civil partnership

R/P1 Life stages – human life stage – who will I be?

Y4/P5 Together

Y6/P7 Don’t force me

Pregnancy and maternity

R/P1 Life stages – human life stage – who will I be?

R/P1 Where do babies come from?

Y6/P7 Making babies

Race

N Marvellous Me

N I’m special

N People who are special to me

Y2/P3 What makes us who we are?

Y3/P4 Our friends and neighbours

Y3/P4 Zeb

Y5/P6 The land of the red people

Y5/P6 Happy being me

Y6/P7 We have more in common than not

Y6/P7 Tolerance and respect for others

Religion or belief

N Me and my friends

N I’m special

N People who are special to me

R/P1 Same and different families

R/P1 All about me

Y1/P2 Who are our special people?

Y2/P3 What makes us who we are?

Y3/P4 Our friends and neighbours

Y3/P4 Let’s celebrate our differences

Y4/P5 Together

Y4/P5 The people we share our world with

Y5/P6 The land of the red people

Y5/P6 Happy being me

Y6/P7 We have more in common than not

Y6/P7 Don’t force me

Y6/P7 Is this normal?

Y6/P7 Acting appropriately

Sex

N Girls, boys and families

R/P1 Me and my body – girls and boys

Y3/P4 Let’s celebrate our differences

Y3/P4 Zeb

Y3/P4 I am fantastic!

Y4/P5 Together

Y5/P6 Stop, start, stereotypes

Y5/P6 Growing up and changing bodies

Y5/P6 The land of the red people

Y5/P6 Happy being me

Y6/P7 We have more in common than not

Y6/P7 Don’t force me

Y6/P7 Media manipulation

Y6/P7 Making babies

Y6/P7 Tolerance and respect for others

Y6/P7 Is this normal?

Y6/P7 Acting appropriately

Sexual orientation

N People who are special to me

R/P1 Same and different families

R/P1 Where do babies come from?

Y3/P4 Our friends and neighbours

Y3/P4 Zeb

Y3/P4 Family and friends

Y4/P5 Together

Y5/P6 Is it true?

Y5/P6 Stop, start, stereotypes

Y6/P7 We have more in common than not

Y6/P7 Don’t force me

Y6/P7 Media manipulation

 

Preparing for SATs

Children in Year 2 and Year 6 take SAT tests in the Summer term to check how they are progressing with their learning. SATs include tests of reading, grammar and mathematics. At Snape Wood we want all our children to achieve good results in these tests as they are good indicators of their general ability in maths and English. While we value the tests, we believe that a broad curriculum helps children to succeed rather than narrowing teaching to focus on English and Maths. We pride ourselves on ensuring that Year 6 children have access to the full range of subjects in the lead up to the tests in May. 

 

Trips

At Snape Wood, we provide enrichment activities within school and off site visits are planned carefully to enhance curriculum subjects covered. 

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