Our Curriculum
Take a look at our curriculum which is designed to equip students with the knowledge and skills they need to succeed.
Our curriculum is much more than just textbooks and lectures. Students have access to an extensive image gallery featuring examples of success stories, field trips, and other educational opportunities. They can use these images to further their understanding of the material and gain a deeper appreciation for the topics they are studying.
To help our pupils to become confident and competent artists and designers, we teach pupils the knowledge they require and give them opportunities to experience a range of different artists, designers and craftsmen. We intend for our pupils to develop a knowledge of practical, theoretical and disciplinary artistry where they gain a deeper understanding and more in-depth knowledge when recognising high quality works of art through differing medium; the ability to confidently articulate art and artists. We hope that pupils will learn to discuss, emulate and evolve as part of their own developing knowledge of art.
At Glebe Primary School and Nursery, we aim to provide a knowledge rich curriculum for Art and Design that inspires and engages our pupils. The curriculum coverage is in line with the National Curriculum, and is delivered in a way that gives pupils a range of exciting opportunities to experience Art through being creative. Our Art and Design curriculum will enable all learners to progress in the concepts of: Knowledge of artists and designers: (factual knowledge), Exploring and developing ideas:(conceptual knowledge), Making skills and Formal elements: (procedural knowledge) and Evaluating: (metacognitive knowledge).
To help our pupils to become confident and competent artists and designers, we teach pupils the knowledge they require and give them opportunities to experience a range of different artists, designers and craftsmen. We intend for our pupils to develop a knowledge of practical, theoretical and disciplinary artistry where they gain a deeper understanding and more in-depth knowledge when recognising high quality works of art through differing medium; the ability to confidently articulate art and artists. We hope that pupils will learn to discuss, emulate and evolve as part of their own developing knowledge of art.
The Primary National Curriculum for Computing explains that children are entitled to high-quality computing teaching which equips pupils to use computational thinking and creativity to understand and change the world of computing. The core teaching in Computing is computing science where pupils are taught the principles of information and computation, how digital systems work and how to implement this through the use of programming. Building on this, pupils are encouraged to use information technology to create programs, system and a range of content. Computing ensures that pupils become digitally literate, to enable them to play an active part in their future workplace and endeavours.
At Glebe Primary, we use ‘Teach Computing’ as the basis of our weekly computing lessons. This is then adapted based on the needs and interests of our pupils within each cohort. Each half term has a different focus, shared by all the year groups but with progressively more complex outcomes and contexts.
E-safety
E-safety is an integral part of children’s education in today’s digital world and is embedded in their learning at school. We also want to help our parents and children improve their own understanding of e-safety issues so they can learn to use the internet and all digital media in a safe and secure way.
You can download the DfE advice for parents on e-safety here.
You can access the DfE online parents support website called Parent Info here
At Home
As a parent you’ll know how important the internet is to children – they use it to learn, play, socialise and express themselves. It’s a highly creative place of amazing opportunities. But the technology children use every day can seem a bit daunting and you might worry about the risks your child can face online – such as bullying, contact from strangers or the possibility of them seeing illegal or inappropriate content.
You can download a simple checklist below that may help you start to protect your children online and decrease the risks they face. Or you can engage with your children regarding their use of the internet while at home. Here are some conversation starter ideas from www.childnet.com
At the start of the school year, each class discusses how we can all stay safe online and the dangers we may face on the internet. For more information you can download our E-safety policy and see additional resources below.
At Glebe Primary School and Nursery, our curriculum is knowledge rich with our values of: Leadership, Excellence, Ambition, Resilience and Norms underpinning and enhancing the culture of our learning. Our pupils are brave, curious and respectful who take pride in achieving exceptional outcomes. Their thirst for learning is exemplified through their ability to make links between, and build upon, prior learning. They have an unrelenting passion for knowledge and support each other with compassion, kindness and an overall sense of belonging to our community. We aim for them to have a depth of understanding across the curriculum by broadening horizons and improving their life chances. Life-long learning habits form the foundation on which our curriculum is built. We achieve this by creating a culture of every subject that is learnt, exposing pupils to real life opportunities and concepts; exposing them to wide ranging and knowledge specific vocabulary.
At Glebe Primary School, we grow the next generation of Scientists, Historians, Mathematicians and more. We believe that within our community lives the next Doctor Maggie Aderin-Pocock; Tom Daly or JK Rowling!
Design and Technology is an inspiring, rigorous and practical subject using creativity and imagination to design and make products. This will happen using a variety of contexts. The children will be required to consider their own and others’ needs, wants and values. This subject allows, and should be used, in a cross curricular way e.g., in mathematics, science, engineering, computing and art. This supports the development of children understanding the purpose and application of the subject in the everyday environment. Pupils will learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present Design and Technology, they develop a critical understanding of its impact on daily life and the wider world.
Design and Technology becomes a natural, embedded element of the school curriculum linking well to half termly topics in each year group. Design and Technology will provide children with inspiring opportunities to use creativity and imagination to design, make and evaluate their own products.
Through our English curriculum we aim 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.
We have a rigorous and well organised English curriculum that provides many purposeful opportunities for reading, writing and discussion. Our curriculum closely follows the aims of the National Curriculum for English 2014 to enable all children to: read easily, fluently and with good understanding; develop the habit of reading widely and often for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas; are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
These aims are embedded across our literacy lessons and the wider curriculum. We will provide the means for children to develop a secure knowledge-base in Literacy, which follows a clear pathway of progression as they advance through the primary curriculum. Rigorous assessment and review will ensure that we are able to provide targeted support so that all children experience success in literacy; we believe that a secure basis in literacy skills is crucial to a high-quality education and will give our children the tools they need to participate fully as a member of society.
All adults encourage children to use new vocabulary in a range of contexts. Adults model reading with fluency, pace and expression. Adults encourage choral reading and echo reading to engage the less confident. Adults use frequent questioning, especially open-ended to encourage verbal answers.
In Spoken Language
Well-presented work becomes embedded and pupils take genuine pride in their work. Fantastic examples are shared throughout the school to motivate and inspire. Poetry and drama are seen as an integral part of writing. Sharing stories, poems, rhymes and non-fiction forms the foundation of children’s language comprehension and application.
View Statement of intent PDF here
Pupils support each other to critique and improve their writing. Clear, repetitive modelling by teachers of what is required and adaptations to learning
to enable the less confident to fully participate. Sharing good practise across the school. Opportunities for adults to see English being taught in other classrooms. Development of a knowledge-based curriculum. Opportunities are developed for pupils to write for purposes outside of school, for example writing competitions.
In Writing
Well-presented work becomes embedded and pupils take genuine pride in their work. Fantastic examples are shared throughout the school to motivate and inspire. Poetry and drama are seen as an integral part of writing. Sharing stories, poems, rhymes and non-fiction forms the foundation of children’s language comprehension and application.
View Statement of intent PDF here
Pupils work together either in pairs, small groups, or even across year groups to help each other develop a love for reading, but also to model good reading. Adults throughout the school model good reading and engage pupils with a range of strategies, for example, choral reading and echo reading.
In Reading
Reading becomes a natural, embedded element of the school day, not something that is bolted on ‘if we have time’. Pupils have time and space (where possible in classrooms) dedicated to reading throughout the week. Reading is an exciting thing to do that pupils look forward to doing – it is not seen as a ‘chore’, but something that pupils actively engage in.
At Glebe Primary School we are passionate about ensuring all children become confident and enthusiastic readers and writers. We believe that phonics provides the foundations of learning to make the development into fluent reading and writing easier. 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. To allow our children to develop a strong phonological awareness and effective blending and decoding skills, we have chosen to use a synthetic phonics programme of Twinkl Phonics. Twinkl Phonics is a method of learning centred around letter sounds and phonics, blending sounds together to read and spell words. Using Twinkl Phonics the children learn to read fluently so that they can put all their energy into comprehending what they read. We passionately believe that teaching children to read and write independently 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. These fundamental skills not only hold the keys to the rest of the curriculum but also have a huge impact on children’s self-esteem and future life chances.
Whole School training in the Twinkl Phonics Programme. Bespoke training for any members of staff who need it. Regular monitoring of delivery and assessment of high quality phonics sessions. Regular and robust tracking of pupil progress through the Phonics programme.
Deliver an ambitious phonics curriculum that has it’s foundations in Nursery, where children learn environmental sounds etc and then build upon discreet letter sounds/digraphs and trigraphs in Lower school. The children will use their skills of blending and segmenting as they enter Upper School as a strategy for reading and spelling.
Learners will persevere and progress through the levels of the phonics programme.
The lowest 20% will receive daily reading opportunities and will have interventions to try and bridge gaps.
Consistently implemented systems; embracing the protected characteristics; A mentally healthy school;
A culture of TPP (Compassion, Kindness, connection, belonging, Hope); positive relationships between staff, pupils and parents; Development of character; Inclusion and adaptation regardless of disability or disadvantage.
At Glebe Primary School and Nursery, we use the Language Angels Scheme of Work to deliver an ambitious French curriculum that inspires and excites our pupils (from the Early Years Foundation Stage through to Key Stage 2). A range of topics are studied throughout their primary journey, some of which have been selected in conjunction with subject specialists within The Rayleigh Schools Trust to ensure consistency from Key Stage 2 to Key Stage 3. Our aim is for pupils to deepen their understanding of both the French language, and French culture, and be able to recognise how this compares to their own language and culture. During lessons, pupils are encouraged to step outside their comfort zone and challenge themselves when developing their reading, writing, speaking and listening skills. As a result, a respectful learning environment is essential, whereby pupils encourage each other and are not scared to make mistakes – instead recognising this as part of the process of learning.
Learners:
Learners:
At Glebe Primary, our intention in Geography is to provide all pupils with a secure knowledge of the world around them through investigative thinking. We want pupils to have the knowledge, understanding, confidence, attitudes, and values they need in order to reach their potential as individuals applying geography to their local community and the wider world. Our aim is to promote a curiosity and interest of the world around them, to encourage children to become responsible, global citizens and provide them with skills and knowledge to navigate and explore. This is taught through the National Curriculum and is broken down into 4 strands: Locational knowledge, place knowledge, human and physical geography, geographical skills and field work.
Pupils will be taught to think about the world they live in and develop an appreciation for the diversity of our world and develop their knowledge about different places, people, resources and natural and human environments together with a greater understanding of the Earth’s key physical and human processes. Pupils’ knowledge about the world will help them to develop their understanding of the interaction between physical and human processes and of the formation and use of landscapes and environments. Pupils will be encouraged to gain confidence and enjoy practical experiences through local fieldwork studies and in the wider community. Our intention is to create confident geographers who can use and apply their key geographical skills, including the gathering and analysis of data information.
Through the curriculum, pupils will be encouraged to think, ask questions and to discover their answers to their own questions through exploration and research to enable them to gain a greater understanding and knowledge of the world and their place in it.
Pupil will be encouraged to take risks and think differently and innovate becoming independent learners. Pupils will reflect and learn from their own knowledge and skills. Pupils will be resilient and persevere, becoming good communicators while developing their problem-solving skills. Pupils will show respect to other cultures and others
Pupils will show respect for other cultures and locations and seek to expand their knowledge of the world. Pupils will recognise and celebrate diverse cultures, peoples and places and understand how it connects and relates to their own culture and country. Pupils will have a greater knowledge of the world and their place in it.
Every Glebe child is a historian. They will begin a firm footing of what it is to have a past. Their journey begins holistically through the Early Years Framework, learning about chronology through understanding of measure and numbers in maths; immersion of settings, events and language through literacy; motivations of people through role-play, music and art from the past in Expressive Arts and Design; diversity through looking at differences between themselves and others in their class in Personal, Social and Emotional Development; beginning to listen and ask questions in Communication and Language; and building a record of personal experiences during their time in their class in Understanding the World.
This richly interconnected framework forms a solid foundation upon which children can build as they move into Key Stage One and beyond. Glebe’s curriculum is built upon knowledge gleaned from research; organisations such as the History Association, National Archives and Key Stage History as well as practicing historians and experts.
Our curriculum is designed to develop substantive knowledge as well as inspire a love of the subject through personal experiences, visitors (oral history), trips, artefacts, stories, maps, pictures and documents. Glebe children learn perseverance, ambition and excellence through the subject; disciplinary knowledge is delivered via visits from historians and archaeologists as well as giving children the opportunity to use tools typical to these disciplines. We take advantage of local connections at the Rayleigh Town Museum and children are given opportunities to learn about historical periods in context through local places of interest which are studied alongside national and worldwide topics.
Exposure to rich language occurs through stories, and a vocabulary bank built for each history topic. Where required, this is pre-taught to support our deaf, SEND and disadvantaged communities within the school. All children are given regular opportunities to rehearse their oracy skills through collaboration, debates, assemblies and questioning of visitors through oral history sessions.
History shapes who we are, and, in turn, the teaching of this subject helps the children at Glebe develop a better understanding of themselves, places and people. By the time they leave Year 6, they will have developed a broad spectrum of skills from empathy, inquisitiveness, a confidence in drawing their own conclusions to the ability to challenge others respectfully by understanding diversity having and respect for different religions, cultures, needs and viewpoints.
History at Glebe is inclusive- children understand diversity through their knowledge of history and how new cultures were introduced through invasion. They are respectful of religion, cultures, needs and views throughout history. The rights of others is understood through kind, positive and respectful behaviour, because we have learned what it is like to be disregarded, disrespected and excluded throughout history. Respect for others is shown through remembrance.
At Glebe Primary School and Nursery, our curriculum for mathematics aims to enable all children to achieve their true potential in order to become confident mathematicians for now – and the future! We want our students to have a wide range of mathematical knowledge, including key concepts and calculation methods. The lessons promote reasoning so that this knowledge can be applied to range of real and imagined mathematical situations. It is also our intent to equip children with a range of vocabulary so they can explain their thinking when they are calculating, solving problems or completing investigations. Central to our learning process are use of concrete equipment, pictorial representations and knowledge of abstract concepts. It is through this that we can achieve our aim of deepening the understanding of pupils so they can master their learning in maths.
At Glebe Primary School, we grow the next generation of Mathematicians. We believe that within our community lives the next Dorothy Vaughan, Pythagoras or Ada Lovelace.
Approach all mathematical activities with focus and enthusiasm.
Select and use equipment, representations and methods that will support them the most effectively.
At Glebe Primary School, we want to ensure children have a lifelong love of music and inspire children to develop their talents as musicians, and increase their self-confidence, creativity, teamwork and sense of achievement. We believe all children should perform, listen to, review, and evaluate music, be taught to sing, create, and compose music and understand and explore how music is created, produced, and communicated.
At Glebe Primary the intention in Music is that children gain a firm understanding of music through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. We intend to provide a knowledge rich Music curriculum in line with the National Curriculum and ensure the progressive development of musical concepts and skills.
The Charanga scheme of work is used from EYFS to Year 6 to ensure a wide exposure to different genres of music, with lots of practical opportunities to explore and develop as musicians and singers. The aims of our music curriculum are to develop pupils who:
Pupil will be encouraged to stay positive all times – Pupils will learn to always find a way to solve problems – Pupils will learn to accept positive feedback and learn from criticism – Pupils will be resilient and persevere, becoming good communicators while developing their problem-solving skills -Pupils will show respect to others, admit their mistakes and be good listeners.
At Glebe Primary School all pupils will:
At Glebe Primary School we want our children to love Music!
We want them to be able to:
At Glebe Primary School we want all pupils:
Pupils will show respect for other cultures and locations and seek to expand their knowledge of the world. Pupils will recognise and celebrate diverse cultures, peoples and places and understand how it connects and relates to their own culture and country. Pupils will have a greater knowledge of the world and their place in it.
In PSHE, we follow the PSHE programme of study to guide our planning. The aim of the programme is to develop identity, relationships, a healthy balanced lifestyle, diversity and equality, right, responsibility and consent, power and understanding of risk and how to stay safe.
Each year group studies three core themes each year:
Health and Wellbeing, Relationships and Living in the wider world.
Throughout their time at school, children will begin learning about these themes in relation to themselves e.g. healthy eating, communicating feelings and classroom rules. Later on in the school the children will learn about how their bodies will change during puberty, to recognise healthy, positive relationships and about economic sustainability.
At Glebe Primary School and Nursery, our PE curriculum is knowledge rich with our values of: Leadership, Excellence, Ambition, Resilience and Norms underpinning and enhancing the culture of our learning. We aim to inspire all children and for each child to fulfil their potential. We want the children’s experience of PE to be positive and motivating. PE enables pupils to become physically confident. This supports their health, wellbeing and fitness and provides the foundations for lifelong activity. We want the children to succeed and excel in competitive sport and physical activities. We offer all children chances to compete in sport and other activities. This helps them build character and learn values such as fairness and respect. Through PE, we develop the children’s knowledge, skills and understanding. They build confidence and competence in a range of activities.
At Glebe Primary School, we grow the next generation of Sports people. We believe that within our community lives the next Harry Kane, Tom Daly, Lewis Hamilton, Dina Asher-Smith, Keely Hodgkinson or Tanni Grey-Thompson.
At Glebe Primary School and Nursery, our RE curriculum is knowledge rich. Children develop their religious literacy in order to foster a solid understanding of, and respect for, a variety of cultural beliefs and world views. Pupils develop the ability to hold balanced and well-informed conversations about religion and world views. In the long term, they will be able to make sense of and begin to understand the complex world in which they live.
To do this they will need to:
New curriculum designed, introduced and implemented, ensuring staff are confident to teach it.
Children can communicate their views and understanding through discussion with, and presentations to their peers.
At Glebe Primary School and Nursery, our curriculum is knowledge rich with our values of: Leadership, Excellence, Ambition, Resilience and Norms underpinning and enhancing the culture of our learning. Our intent for Science is to provide our students with an awe and wonder of the world around them. Science is a vital subject that promotes the acquisition of knowledge, curiosity, and enquiry skills. We aim to inspire, engage and excite students with hands-on experiments, investigative explorations, and observations that stimulate their senses and imagination. Our intent is to enable students to learn about the world by asking questions, researching, hypothesising, experimenting, and evaluating their findings. By doing so, we nurture our students’ natural ability to be inquisitive and develop analytical and logical reasoning. Our Science curriculum is well balanced, coherent, and progressively sequenced, providing students with a solid foundation of scientific knowledge, vocabulary, and skills across the primary years.
Take risks – Be reflective – Persevere – Be independent learners – Show respect towards others and their work – Inspire others
Our Science curriculum is implemented by a team of teachers who are passionate about inspiring and motivating children. We follow a balanced and sequential curriculum that incorporates knowledge, skills, and enquiry-based learning. Our lessons are carefully planned and differentiated to meet the needs of all learners, including SEND and EAL students. Our approach to teaching Science is exploratory and creative, providing opportunities for experimenting, investigating, and evaluating hypotheses. Teachers use a variety of resources, including technology, scientific equipment, and outdoor learning to enhance their lessons. Our assessment of Science is regular and ongoing, informing teachers of student’s prior knowledge, misconceptions, and progress. This ensures that teachers adapt their planning and teaching to the individual needs of their students.