Curriculum Intent
Elliston Primary Academy is an enquiry driven school; there is a belief that learning is about retaining knowledge and developing life -long skills that enable learning for the 21st Century.
Our children are very well prepared for the next stages in their education as we work hard give them a secure grounding in basic skills, including reading, writing, spelling, grammar, secure mathematical understanding and confidence in the use of ICT. We firmly believe in furnishing our young people with a set of learning tools, attitudes and habits that they will be able to use throughout their lives, even when faced with unfamiliar challenges. We believe in delivering a curriculum that is designed to meet the needs of OUR children and serves to challenge them to reach their full potential academically, socially and emotionally.
Developing Respectful Thinkers and Learners
There is an emphasis on quality across the curriculum. ‘Fewer things in better quality’ is a focus in classrooms and allows us to develop a depth of learning.
The theory behind ‘Austin’s Butterfly’ is our mantra when it comes to improving performance; pupils support each other with clear and precise guidance for improvement through Critique. We believe in developing a ‘mastery of learning’ approach so every child is challenged and supported to a secure foundation of understanding. Strategies are used to ensure they are given a chance to practise and perfect performance; Critique and Collaboration are key. We recognise children grasp learning in different ways and at different speeds and our practice reflects this.
We also ensure they are respectful and tolerant members of society, by developing an understanding of different beliefs and cultures; this is reflected in our spiritual, moral, social and cultural curriculum and support by the academy drivers.
Curriculum Content
We have chosen to devise a knowledge-based curriculum in line with the skills promoted in both, the National Curriculum and the Early Years Foundation Stage Framework as this suits the needs of our pupils. We identify non-negotiable facts to learn, which contributes to their general knowledge. This enables pupils to grow on a personal and academic level, allowing them to perceive, understand and analyse situations effectively. We focus on planning an academic grounding for children that meets their needs in the world they live in and allows them to make progress with us and beyond in the next stage of their education. Four subjects drive our curriculum: history, geography, science and design and technology. Geography ensures pupils develop key knowledge of the local area and the wider world, while history teaches how significant individuals and events from the past have helped shape it. Science and DT provide essential knowledge and skills necessary for future careers in the 21st century, in industries along the Humber Bank.
In addition to the academic curriculum, we provide children with an Elliston Experience that ensures they know their place in the world and that this is built on the belief that key activities, visits and experiences are key to childhood enjoyment and learning. Please see the document detailing this.
A People Day, where each phase learns about a significant individual linked to the driving subject, is used to start each topic. This ensures the children develop knowledge of key individuals, who have shaped the world they live in.
Curriculum Approach
We have a whole school themed approach to the curriculum, which is driven by enquiry questions, specific to each cohort. The curriculum is organised on a two-year cycle. We ensure that all learning is purposeful and every cohort uses a quality text as the stimulus for each theme. In addition to this, the school uses the Enquire Computing Curriculum and follows the North East Lincolnshire Locally Agreed Syllabus for Religious Education.
Curriculum Planning
The timing of each topic, and the length of time each topic lasts for, is driven by the needs of the children. Learning teams work together to plan the curriculum for the term. Topics are sequential in content and allow for knowledge and key concepts to be revisited and built upon.
Curriculum Monitoring
Areas of the Curriculum are monitored by teams of staff. They use a variety of Curriculum Monitoring processes to ensure coverage, progression and high standards in their areas. Standards attained in the core subjects are demanded in cross curricular work.
Details of individual National Curriculum subjects for each academic year group can be found at: https://www.gov.uk/government/collections/national-curriculum
Yearly Overviews
2023/2024
Autumn 1 - Megastructures
Autumn 2/Spring 1 - Remember Remember
2024/2025
Autumn 1 - Our Place In The World
Reading
Writing
Oracy
What is oracy?
Oracy is the ability to articulate ideas, develop understanding and engage with others through spoken language.
In school, oracy is a powerful tool for learning; by teaching students to become more effective speakers and listeners we empower them to better understand themselves, each other and the world around them. It is also a route to social mobility, empowering all students, not just some, to find their voice to succeed in school and life.
The Oracy Framework
Elliston Primary Academy is working with the Voice 21 project and using The Oracy Framework, devised by Voice 21 and Oracy Cambridge. This provides a structure through which we can understand what constitutes good speaking and listening in different contexts. It breaks down the skills within oracy into four distinct but interlinked strands: physical, linguistic, cognitive and social & emotional.
Oracy Learning Showcase
Curriculum Overview
EYFS
Curriculum Maps
Software and Apps within the Computing Curriculum
Promoting British Values at Elliston Primary Academy.
The DfE have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”
The government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister. In our school these values are reinforced regularly and in the following ways:
Democracy:
We listen to child and parent voice. Children and parents are regularly consulted regarding aspects of our school. Our Pupil Council team are appointed by vote and recommendation and they make suggestions, walk the school and share ideas on behalf of all children (including; the re-design of the Year 6 common room, use of learning equipment to support learning and have worked co-operatively with children from other primary schools.) They regularly lead assemblies. Our school behaviour policy is clear that children are expected to contribute and co-operate, taking into account the views of others.
The Rule of Law:
We consistently reinforce our high expectations of children. We have whole school ‘Diamond Rules’ and classes may set their own class rules. They are taught the value and reasons behind our expectations that they are there to protect us, that everyone has a responsibility and that there are consequences when rules are broken.
Individual Liberty:
Within school, pupils are actively encouraged to make choices, knowing that they are in a safe, caring and supportive environment. From our youngest pupils we encourage our children to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our E-Safety and SMSC lessons. Whether it be through choice of challenge, plan do and review, how they record work, selection of lunches or participation in our developing extra-curricular clubs- pupils are given the freedom to make choices.
Mutual Respect:
Our school ethos and behaviour policy stems from Core Values such as ‘Respect’ and ‘Teamwork’, and children are encouraged in this by caring, sharing and listening to others. Adults help children to understand how to respect by talking about how actions/words can affect others.
Tolerance of those of Different Faiths and Beliefs:
This is achieved through activities aimed at developing our young pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Class work involves discussions and activities to celebrate our diverse community of different faiths and different cultural heritage. Using age appropriate language we aim to educate our children about prejudices and prejudice-based issues by learning in about these issues in RE and SMSC. Members of different faiths or religions are encouraged to share their knowledge to enhance learning. Children have the opportunity to dress up in clothes and try foods from different cultures and we encourage parents/carers to participate and support our multi-cultural events which this year has included our Olympic Opening Ceremony.
We aim thatall learnerswillstriveto achieve their potential through developing:
- Spirituality = be caring, empathetic and open to learn newthings
- Teamwork = be willing to share knowledge, skills andexperiences
- Risk Taking = be prepared to have ago
- Independence = be confident, safe and happyindividuals
- Vision = be creative, imaginative andresourceful
- Endeavour = be the best that you canbe
At Elliston we believe that it’s not just what you learn but how you learn; children need to become learners for life to reach their full potential.