Curriculum Leaders

Please see below for documents relating to each curriculum subject.

Art

DT

Design Technology is a practical and fun session where all children are given the independence to complete their own products. Design Technology has a sequence which is followed before children can complete their product.

Firstly, children have a design brief they have to follow. They then have to create their own specification; this is a list of features they want their product to include, then they have to complete research on their product before completing 4 designs. Children then have to choose a final design which they complete in great detail. This is normally a labelled diagram.

Children then create a flowchart of the process for creating their product.

Their final design is then created.

Finally, children evaluate how effective their product is and what they would like to do to improve their product.

Design Technology at Springbank is topic based and links to all other areas of the curriculum. It is a subject where children are able to evaluate, design and make their products.

Miss Leonard

English

At Springbank Academy, we aim to provide a comprehensive writing curriculum that allows children to develop their writing skills in a systematic and engaging way. Our approach is divided into the following steps:1. Hook: At the beginning of each writing unit, we provide children with a hook that engages them with the topic and motivates them to write. The hook can take many forms, such as a video, a picture, or a story and it is designed to generate interest and curiosity among the children.2. Saturation: Once the children are hooked, we move to the saturation phase where they are exposed to different examples of the genre they will be writing. During this phase, children will read and analyse different texts that showcase the features of the genre, such as structure, language, and tone. Children will then discuss and share their findings, identifying the key features of the genre and making connections between different texts.3. Dabble: After the saturation phase, children will be given opportunities to write their own examples of features. This is called the 'Dabble' phase, where they experiment with the genre and its features. This phase allows children to build their confidence, generate ideas and explore different ways of expressing themselves.4. Drafting: Once children have a solid understanding of the genre and have written their own examples of features, they move on to the drafting phase. They will create their own writing, applying the key features of the genre they have learned. During this phase, children will be supported by their teachers, who will provide feedback and guidance to help them improve and refine their writing.5. Editing and Reviewing: At this point, children will edit and review their writing, checking for mistakes and uplevelling their work. They will also work collaboratively in pairs or small groups to peer edit and review each other’s work. This is a crucial phase that allows children to improve their writing, take ownership of their work and build their resilience.6. Publishing: Finally, children will publish their writing. This is a celebration of their hard work and a chance to show off their achievements. Children will be encouraged to share their writing with their peers, parents, and the wider community, using a range of platforms such as books, displays, or digital media.

Mr Waller and Mrs Clarke

Geography

At Springbank, we aim to provide an in-depth curriculum with engaging learning topics that give full coverage of the National Curriculum and Early Years Foundation Stage. Spring term is our ‘Explore’ term where there is a whole school focus on Geography. Each year group is given an enquiry question or questions to answer at the end of their topic. These questions also provide opportunities for assessment and are designed for children to display the skills and knowledge they have gained.

The structure of our Geography lessons provides children with opportunities to revisit and consolidate their learning before the main input of the lesson deepens their knowledge further.

We want children to develop a natural curiosity about the world we live in, to ask questions and consider the effect and impact geographical issues have on the environment around them and wider world. This quote from Barack Obama sums up our view on Geography ‘The study of Geography is about more than just memorising places on a map. It’s about understanding the complexity of our world.’

Miss Underwood

History

At Springbank, we aim to provide an in-depth curriculum with engaging learning topics that give full coverage of the National Curriculum and Early Years Foundation Stage. Autumn term is our ‘Discover’ term where there is a whole school focus on History. Each year group is given an enquiry question or questions to answer at the end of their topic. These questions also provide opportunities for assessment and are designed for children to display the skills and knowledge they have gained.

The structure of our history lessons provides children with opportunities to revisit and consolidate their learning before the main input of the lesson deepens their knowledge further.

We want children to develop a lifelong love of history, to question the past and be able to be make links from the past and the world today.

‘We study history so we can know the past, engage in the present and impact the future.’

Miss Underwood

Mathematics

Springbank Academy believe in a high-quality mathematics education. Maths is essential to everyday life. Children need to be able to apply mathematical skills effectively in everyday situations, in their future learning and in the workplace. Maths plays a key role in most forms of employment, particularly in areas of science, technology and engineering. Through high quality learning and teaching, children will have the building blocks in place to provide a solid foundation to lead onto the next phase in their education and further on into the wider world.

Mrs James

Modern Foreign Languages

At Springbank, we are determined to ensure each KS2 child receives high-quality MFL teaching. We chose to teach the children French as this supports their transition into our local high schools that also teach French. Lessons should teach children the skills needed to communicate confidently in French. Children should also be able to express their thoughts and ideas both in speech and writing. We follow the Rising Stars French scheme of work across Key Stage 2. The children enjoy using the resources including video stories, songs and games. The children have the opportunity to learn French vocabulary linked to a range of topics including money, animals and school.

Miss Walters

Music

Music is a universal language, regardless of our culture or the country we come from, music has shaped our world and is understood by all, therefore it is one of the greatest gifts we can teach, express, and enjoy.

Much research has been carried out on the huge benefits of singing and playing music on children’s brains. Science has shown that when children learn to play music, their brains develop in such a way that the right and left-hand side of their brains are able to communicate more effectively, therefore enhancing memory, creativity, mathematical and literacy ability. It sharpens concentration levels, teaches endurance, fosters self-expression, and gives children a sense of real achievement. Music also provides a full holistic experience for our souls and wellbeing.

For these reasons and many more, Springbank aims to provide a high level of music education for all students. Music gives children and young people an opportunity to express themselves, to explore their creativity, to work hard at something, persevere and shine. These experiences and achievements stay with them and shape their lives. That is why music is an essential part of a broad and ambitious curriculum for all pupils, including SEN.

Mrs Salloway

RE

We aim to celebrate diversity and offer a welcoming and inclusive environment for all our pupils. We believe that Religious Education (RE) provides an opportunity to celebrate and foster awareness of these differences at the academy and in the wider world. We are very grateful to our families who support their children’s learning of other faiths, as this is the way we can bring tolerance, respect and understanding to our future world.

The right to withdraw from religious education and/or collective worship

Parents have the right to withdraw their children from religious education and/or collective worship.

From age 16, pupils can choose for themselves to opt out of collective worship if they wish. However, they cannot opt out of receiving religious education without parental consent until they are 18.

Mrs Williams

RHE/Citizenship

At Springbank, we want all children to grow up healthy, happy, safe, and able to manage the challenges and opportunities of living in modern Britain. RHE and Citizenship puts in place the building blocks needed for children to form and maintain positive and safe relationships, including with family, friends and online. That is why the Relationships and Health Education (RHE) curriculum forms a core part of our wider curriculum provision. We also use the HeartSmart programme alongside the RHE curriculum we have designed to ensure there is a vast variety of coverage. This also supports our Citizenship curriculum, which we have created to run with both elements of the RHE curriculum we use.

By the end of primary school, it is mandatory for pupils to have been taught content on:

· Families and people who care for me
· Caring friendships
· Respectful relationships
· Online relationships
· Being safe
· Mental wellbeing
· Internet safety and harms
· Physical health and fitness
· Healthy eating
· Drugs, alcohol and tobacco
· Health and prevention
· Basic first aid
· The changing adolescent body

Please see the relevant statutory content for our RHE programme below and the information for Citizenship curriculum.

Miss Walters

Science

Science is a core subject in the curriculum. It is taught for 2 hours weekly. It's an excellent way for children to express themselves in a practical way.Science is split into two main areas- disciplinary and substantive. Substantive- is the teacher led side of science. This will involve the teacher focusing on a particular scientific concept. This is taught for normally an hour a week. Disciplinary knowledge is the working scientifically part of Science.These are all the practical skills that children need to complete experiments including classifying and grouping, performing simple tests and making predictions.The sequence of science has recently changed with children now completing a flashback 4 at the start of every lesson. This helps the children to revisit their prior learning.At the end of each topic there is an assessment focus where children have a mini quiz to showcase their understanding.

Miss Leonard