Our Curriculum

Children of primary age are organised into year groups that fall into Key Stages. The Foundation Stage consists of our Reception class (4 and 5 year olds), Key Stage 1 of Year 1 and 2 children (5-7 year olds) and Key Stage 2 of Years 3, 4, 5 and 6. (7-11 year olds)

Currently, mathematics is taught as a seperate subject. Children are grouped according to the level at which they are working, allowing our staff to plan specifically for their needs. This means that some children are taught by a teacher other than their class teacher and, in some cases, alongside pupils from a different year group.

Our curriculum focuses on six main areas of learning, addressing the children's physical, intellectual, emotional and social development.

These areas are:

  • Personal, Social and Emotional Development
  • Communication, Language and Literacy
  • Mathematical Development
  • Knowledge and Understanding of the World
  • Creative Development
  • Physical Development

At Shire Oak, we firmly believe that a cross-curricular approach to learning enables a child to make links, learn new skills and gain insights into the world in which we live. Rather than teach each subject as a discrete unit where no links are made, we aim to give children the ability to apply skills and knowledge they have gained in one area, to other areas of the curriculum and to apply those skills in the activities that they carry out.

Each planning team (Y1/2, Y3/4 and Y5/6) have designed their curriculum around either termly or half termly topics. Each topic covers a range of curriculum areas and, using detailed long term plans that span two academic years, full National Curriculum coverage is achieved. Within these topics, subjects are linked and activities are planned in such a way that children learn practical skills in an enjoyable and diverse way.

For example, instead of teaching a child how to write a poem on a given random subject in English lessons and then study the life of a famous person from history separately, the children might be asked to express their knowledge of that famous person through poetry. In working this way, the children see a real purpose for learning how to compose a poem as the finished product that they are working towards develops their knowledge within the history element of the topic.

Within each topic, there may be opportunities for the children to go on educational visits in the local area and beyond. These provide a fantastic opportunity for the children to learn outside of the classroom and provides an exciting stimulus from which to extend and consolidate their work in school.