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.

Art
Computing
D&T
English
Phonics
French
Geography
History
Maths
Music
PSHE
PE
RE
Science

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.

LEADERSHIP
  • Take risks, Be reflective, Persevere, Be independent learners, Show respect towards others and their work, Inspire others
EXCELLENCE
  • Teaching and Learning
  • Outstanding attitudes about Art
  • Curiosity about Art
  • Opportunities to experience Art & Design
  • Pupil Knowledge of Artists
  • Long-term memory of knowledge and vocabulary
  • Expectation for all to have access to a broad and balanced curriculum
AMBITION
  • Children given opportunities to see art/Artists  from the local and wider community
  • Children given opportunities to celebrate their own artwork and encourage others too
  • Children encouraged to reflect on their own strengths and realise for themselves areas they need to develop
  • Breadth and Depth of curriculum prepares all pupils for next steps in their learning journey and early insights into their careers.
RESILIENCE
  • Children to gain confidence in their own abilities
  • Opportunities given for children to receive feedback on their creations and be able to accept constructive criticism.
  • Children encouraged to take risks, try new approaches in Art which are maybe out of their comfort zone.
  • Children learning from their mistakes.
NORMS (Culture)
HIGH QUALITY OUTCOMES FOR ALL (from Day 1)/ – SUBJECTS ARE A CULTURE
  • 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 – Demonstrate an understanding of the rights of others through kind, positive and respectful behaviour. Demonstrate a thirst for knowledge. Uphold British Values.
  • Understand and respect their fundamental rights as a child as outlined in UN conventions rights of the child.

View Statement of intent PDF here

Computing and E-safety

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

  • Ask your children to tell you about the sites they like to visit and what they enjoy doing online.
  • Ask them about how they stay safe online. What tips do they have for you, and where did they learn them? What is OK and not OK to share?
  • Ask them if they know where to go for help, where to find the safety advice, privacy settings and how to report or block on the services they use.
  • Encourage them to help. Perhaps they can show you how to do something better online or they might have a friend who would benefit from their help and support.
  • Think about how you use the internet as a family. What could you do to get more out of the internet together and further enjoy your lives online

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. 

Useful Links

D&T

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.

LEADERSHIP
  • Pupils work together either in pairs or in small groups to critique, evaluate and test their ideas and products and the work of others.
  • Adults model correct technical skills safely in Design and Technology and allow pupils to experience a range of materials, resources and tools to design and make their own products.
EXCELLENCE
  • Pupils develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
  • Pupils build and apply their knowledge, year by year, understanding and using more complex skills to design and make high-quality prototypes and products.
  • Pupils can use their skills and expertise in other subjects, including mathematics, science, computing and art. This enables the children to become more confident and independent in their own projects.
AMBITION
  • Pupils understand and apply the principles of nutrition and gain a real interest in learning how to cook.
  • Pupils become designers, inventors and problem solvers and relish the opportunities they have to plan, make and evaluate their own products.
  • Pupils use their own initiative and imagination to create their own unique designs and products using their understanding of ‘Design and Technology’ in the wider world.
RESILIENCE
  • Pupils will learn new skills and techniques throughout the different key stages in school and develop these in Design and Technology projects.
  • Pupils will become resourceful, innovative, enterprising and capable citizens.
  • Pupils, through evaluation of past and present design and technology, will develop a critical understanding of its impact on daily life and the wider world. They will also understand that all technology has improved over time and that this success has come from the ‘evaluating and improving’ process.
NORMS (Culture)
HIGH QUALITY OUTCOMES FOR ALL (from Day 1)/ – SUBJECTS ARE A CULTURE

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.

View Statement of intent PDF here

English

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.

Spoken Language House

LEADERSHIP

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.

EXCELLENCE

In Spoken Language

  • The curriculum enables pupils to learn competent and confident spoken language
  • Pupils consistently hear and read high-quality language and become consistent users of Standard English
  • Pupils are guided to understand how to use this language
  • Pupils are given frequent opportunities to develop their spoken language through presentations, debates, discussions etc.
  • Pupils will have opportunities to improvise, devise and script drama as well as presenting it to an audience
  • Engaging stimuli are provided to enthuse pupils in writing and clear links are made between reading material, acquisition of knowledge and the ability to apply their knowledge in their writing
  • Speech and Language support is provided in school for identified pupils
AMBITION
  • Pupils are happy to share/present their work with/to others
  • All children, regardless of ability, have opportunities to share their work
  • Pupils apply their increasingly broad vocabulary to great effect in their spoken language
  • Pupils become aware that there are different ‘registers’ for spoken communication and learn to use the appropriate one
  • As a school, we explore the opportunities for debating in the local area
  • Breadth and Depth of curriculum prepares all pupils for next steps in their learning journey and early insights into their careers.
RESILIENCE
  • Pupils are encouraged to read out either their work or that of others wherever possible so it loses its ability to ‘scare’ pupils
  • Pupils develop confidence in learning texts, especially poetry, by heart
  • Pupils will practice, practice and practice again key elements, such as punctuation, to over learn and develop automaticity
NORMS (Culture)

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

Writing House

LEADERSHIP

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.

EXCELLENCE

In Writing

  • A robust re-designed curriculum based on knowledge rather than outcomes
  • Knowledge is acquired through small steps with pupils given time to practise and develop fluency in their writing
  • Crucial content is identified, emphasised and repeated
  • Clear links between phonics and spelling application
  • Spelling and letter formation are key in lower school to enable pupils to develop fluency in writing
  • Engaging stimuli are provided to enthuse pupils in writing and clear links are made between reading material, acquisition of knowledge and the ability to apply their knowledge in their writing
  • Pupils have opportunities to watch live performances to both inform their writing and expose them to the ways literature can be adapted
AMBITION
  • All pupils take pride in their written work and presentation
  • Pupils are happy to share/present their work with/to others
  • All children, regardless of ability, access all English lessons
  • Pupils apply their increasingly broad vocabulary to great effect in their writing
  • Breadth and Depth of curriculum prepares all pupils for next steps in their learning journey and early insights into their careers.
RESILIENCE
  • Pupils are not afraid to make mistakes in their writing and are both comfortable and confident in improving their own work based on feedback
  • Pupils understand how to suggest improvements to others and equally, how to take that feedback on board and use it to improve
  • Pupils will practice, practice and practice again key elements, such as punctuation, to over learn and develop automaticity
NORMS (Culture)

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

Reading House

LEADERSHIP

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.

EXCELLENCE

In Reading

  • Phonics taught daily with rigour and consistency in lower school
  • Pupils supported to gain speedy decoding and recognition of unfamiliar words
  • Pupils are quickly identified as needing extra phonic support in all year groups and systems in place to help them ’catch up’.
  • Providing appropriate reading material to match a pupil’s phonic stage.
  • Pupils are assessed half termly to monitor both comprehension and fluency
  • Pupils provided with a wide diet of quality reading material through a reading spine.
  • Pupils have quality texts read to them, texts they may not be able to access individually, but expose them to a wide-range of vocabulary and different ‘world views’
  • Reading material in Glebe reflects the diverse nature of the world we live in, encouraging pupils to think beyond their own life experiences
AMBITION
  • Pupils throughout the school leave Glebe as fluent readers
  • Pupils are able to draw on knowledge they have acquired through studying a broad range of subjects and from being exposed to a wide range of books and make links to seemingly unrelated topics
  • Pupils express a genuine desire and passion for reading, both to acquire knowledge and just for pleasure
  • Pupils become active readers, not just passive listeners
  • Pupils want to ‘get better’ at reading for their own sake, not just because adults tell them it’s a good thing
RESILIENCE
  • Pupils are prepared to challenge themselves in their reading material, but work out for themselves what is an ‘appropriate’ level of challenge for them individually
  • Pupils are not afraid to mis-read or misunderstand. They are prepared to ask questions to secure their understanding
NORMS (Culture)

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.

View Statement of intent PDF here

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.

LEADERSHIP

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.

EXCELLENCE
  • Opportunities to apply phonic knowledge through decodable reading books and books for enjoyment.
  • Opportunities to apply phonic knowledge in reading and writing.
  • Learners will be confident when blending and segmenting words for reading and spelling.
  • 85% of Yr1 pass their Phonics Screening Check in June.

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.

AMBITION
  • Bespoke CPD offer for all staff/ all levels
  • Deliver high quality phonics sessions that follow the Twinkl Scheme.
  • Provide challenging reading material that is linked to the phonic knowledge of learners.
RESILIENCE

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.

NORMS (Culture)
HIGH QUALITY OUTCOMES FOR ALL (from Day 1)/ – SUBJECTS ARE A CULTURE

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.

French

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.

LEADERSHIP
  • Amongst staff and learners, the MFL lead will encourage risk-taking, promote confidence and inspire.
  • Regular communication will occur between the MFL lead and teaching staff, to ensure that staff feel well supported and are clear on the expectations of the curriculum.
  • A robust assessment framework is developed, to assess learners’ retention of the knowledge covered within the curriculum and identify any gaps.
EXCELLENCE
  • The curriculum was designed in conjunction with subject specialists within Rayleigh Schools Trust, to ensure consistency from KS2 to KS3.
  • Learners demonstrate respect towards the French culture and towards one another.
  • Learners have the opportunity to explore and celebrate the French language and French culture.
  • The assessment framework assesses the knowledge covered within each unit so that gaps can be identified and addressed accordingly.
  • Content is revisited throughout the curriculum to maximise the opportunities for learners to commit knowledge to their long-term memory.
  • Learners are always willing to embrace challenge.
AMBITION
  • Limits are not applied to learners by either themselves or staff. Instead, learners have a desire to challenge themselves and acknowledge that hard work is one of the steps to success.

Learners:

  • Encourage one another and congratulate their successes.
  • Recognise their own strengths and areas of improvements and use these as motivation to achieve.
  • Have an understanding of the future opportunities that studying MFL can facilitate.
RESILIENCE

Learners:

  • Are confident in their ability and persevere in the face of adversity.
  • Step outside their comfort zone, are willing to embrace challenge and learn from their mistakes.
  • Take an active role within lessons, without fear of peer feedback.
  • Accept constructive feedback and use this as motivation to achieve.
NORMS (Culture)
HIGH QUALITY OUTCOMES FOR ALL (from Day 1)/ – SUBJECTS ARE A CULTURE
  • French is the chosen language across Rayleigh Schools Trust, facilitating a seamless transition.
  • Inclusivity: Learners understand the culture within France and recognise that there are differences in comparison to England.
  • Respect: Learners demonstrate respect towards the French culture and also towards one another (kindness and encouragement).
  • Learners feel confident and are willing to participate within lessons and challenge themselves, without fear of making mistakes.

View Statement of intent PDF here

Geography

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.

LEADERSHIP

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

EXCELLENCE
  • Pupils will have an interest and curiosity regarding other countries and their people
  • Pupils will gain geographical skills and knowledge
  • Pupils to have opportunities to experience geographical field work and exploration
  • Pupil Knowledge of explorers and geographers
  • Long-term memory of knowledge and vocabulary
  • Expectation for all to have access to a broad and balanced geography curriculum with local and international locations.
AMBITION
  • Pupils given opportunities to explore local and worldwide cultures and countries
  • Pupils encouraged to reflect on their own strengths and realise for themselves areas they need to develop
  • Pupils to be aware of different ways they can apply their geographical skills
  • Pupils to celebrate and encourage their own understanding and skills
  • Pupils to have high aspirations and goals to prepare them for the next steps in their learning journey and into future careers
RESILIENCE
  • Pupils to gain confidence in their own abilities and to not be afraid to learn from errors or mistakes
  • Pupils to become independent resilient learners
  • Pupils to learn from constructive criticism
  • Pupils encouraged to learn to take risks and use different strategies or ways of thinking
  • Pupils to become problem solvers and gain perseverance when solving problems
NORMS (Culture)
HIGH QUALITY OUTCOMES FOR ALL (from Day 1)/ – SUBJECTS ARE A CULTURE

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. 

View Statement of intent PDF here

History

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.

LEADERSHIP
  • Listening attentively to other in group work; working collaboratively; working independently; using negotiation strategies; using problem-solving skills; inspiring others through making use of previous knowledge; taking responsibility for their own learning; having a sense of self-worth as a ‘historian’.
EXCELLENCE
  • Commit to long-term memory, 5 key pieces of knowledge from each history unit. (I know that)
  • Remaining focussed on the task at hand
  • Understanding why they are learning history
  • Understanding of key vocabulary
  • Developing an understanding of why people through history behaved the way they did
  • Using trips and visits as a way to deepen their knowledge
  • Completing work to a high standard
  • Communicating with their peers and adults respectfully
  • Children have been exposed to a breadth of exciting and varied learning opportunities
  • Being able to explain why something occurred in history through written work
  • Being able to make comparisons historically through written work
AMBITION
  • Thirst for knowledge
  • Making links between other periods and concepts in history
  • Using disciplinary knowledge to help them learn more about aspects life in a particular time period
  • Making use knowledge from previous learning to build upon
  • Children know about famous historians and archaeologists
  • Having a knowledge of the steps people took before them to achieve their ambition and how they can apply this to their own experiences
  • Know that hard work pays off
  • Having a wider view of the world and changes for the better
  • Having a passion for history.
RESILIENCE
  • Not being afraid to ‘grasp the nettle’
  • Understand that knowledge of the past can change when new discoveries are made
  • Confidence in challenging others and being challenged
  • Presenting ideas with confidence
  • Persevering when the task seems difficult or the answer does not come easily
  • Develop a knowledge of how people through history coped with adversity or failure
  • Knowledge of historical figures taking risks and how that had a positive result
NORMS (Culture)

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.

View Statement of intent PDF here

Maths

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.

LEADERSHIP
  • Demonstrate understanding through verbal, visual or practical means as an example to others.
  • Coaching opportunities for children to support other children.
EXCELLENCE
  • Demonstrate automaticity for declarative and procedural knowledge in maths.
  • Commit to memory the key knowledge appropriate to their year group (I know that).
  • Be able to calculate, apply methods and use strategies (I know how, I know when, I know why).
  • Build upon knowledge gained in previous lessons, adding new learning to this in manageable parts.
  • Question strategies, methods or vocabulary to ensure it is the best possible way to achieve the answer required.
  • Have knowledge of mathematicians who have demonstrated excellence (different cultures etc.)
AMBITION
  • Aim to achieve ‘mastery’ for each key step of the learning process.
  • Know their strengths and areas for development in maths, approaching areas of development with high expectations.
  • Understand how knowledge gained in maths at school can be applied in everyday life and in their chosen career path.
  • Review their learning and identify areas to improve through self and peer-assessment.
RESILIENCE
  • Persevere with reasoning tasks in maths.
  • Stand up for the methods or strategies used to solve a problem and justifying these where needed.
  • Learn from mistakes and use this as an opportunity to grow.
  • Take risks and use new methods and strategies – more than once if needed.
  • Be confident in solving questions with more than one possible answer, being able to choose a starting point and how the question could be extended further.
  • Try different strategies to reach the goal.
  • Have the attitude that ‘I cannot do that yet’.
NORMS (Culture)
HIGH QUALITY OUTCOMES FOR ALL (from Day 1)/ – SUBJECTS ARE A CULTURE

Approach all mathematical activities with focus and enthusiasm.

Select and use equipment, representations and methods that will support them the most effectively.

View Statement of intent PDF here

Music

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:

  • Can sing and use their voices to create different effects.
  • Enjoy and have an appreciation for music
  • Listen to, review and evaluate music across a range of historical periods, genres, cultures, styles and traditions.
  • Create and compose music both on their own and with others
  • Use and understand a range of musical language
  • Make judgements and express personal preferences about the quality and style of music.
  • Take part in performances with an awareness of audience.
LEADERSHIP

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.  

EXCELLENCE

At Glebe Primary School all pupils will:

  • Access an engaging and fun musical curriculum
  • Develop a secure knowledge and understanding of music through singing, listening, performing, composing and musicality.
  • Explicitly be taught a progressive development of musical concepts, knowledge, language and skills.
  • Understand and explore how music is created, produced, and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations
  • Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
AMBITION

At Glebe Primary School we want our children to love Music!

We want them to be able to:

  • Sing and use their voices individually and in a group
  • Create and compose music on their own and with others
  • Use technology appropriately when composing
  • Have opportunities to learn a musical instrument
  • Understand and explore how music is created, produced and communicated
  • Listen to, review, and evaluate the work of great composers and musicians from a range of historical periods, genres, styles and traditions
  • Enjoy and have an appreciation of a range of different musical styles e.g. Classical, Jazz, Hip Hop, Pop, Rock etc.
  • Use and understand musical language and include musical features in their own work
  • Make judgements about the quality of music
  • Have opportunities to play a wide variety of instruments
  • Have different opportunities to take part in performances
RESILIENCE

At Glebe Primary School we want all pupils:

 

  • To develop a ‘can do’ attitude
  • To keep on going and persisting when challenges occur
  • To consolidate prior learning and gradually learn new skills, knowledge, concepts and language.
  • To concentrate on achieving something important to them
NORMS (Culture)
HIGH QUALITY OUTCOMES FOR ALL (from Day 1)/ – SUBJECTS ARE A CULTURE

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. 

View Statement of intent PDF here

Personal Social and Health Education (PSHE)

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.

Physical Education (PE)

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.

LEADERSHIP
  • 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. 
EXCELLENCE
  • Pupils will have selfless commitment to their teammates and the importance of team work.
  • Pupils will have the determination to never give up and to keep persevering, whatever the odds or the situation.
  • Pupils to have the confidence, in their own ability and to not fear failure.
  • Pupil will have the respect, of their opponents and for themselves through their conduct.
  • Long-term memory of knowledge and skills required to play sports.
  • Expectation for all to have access to a broad and balanced PE curriculum with local and international locations.
AMBITION
  • Pupils given opportunities to take control of their own learning, reflect on their own strengths and realise for themselves areas they need to develop in their physical development.
  • Pupils encouraged to build resilience and self-esteem in individual and team games and sports.
  • Pupils to develop skills they need to become life-long learning specialists in sports.
  • Pupils to have high aspirations and goals to prepare them for the next steps in their learning journey and into future careers.
RESILIENCE
  • Pupils to gain a strong sense of motivation.
  • Pupils to gain the inner desire to succeed in sports, no matter the hindrance or setback.
  • Pupils to have the self- discipline to restrain themselves when decisions go against them.
  • Pupils encouraged to learn to take reasonable risks and use different strategies or ways of thinking.
  • Pupils to become problem solvers and gain perseverance when taking part in sports.
NORMS (Culture)
HIGH QUALITY OUTCOMES FOR ALL (from Day 1)/ – SUBJECTS ARE A CULTURE
  • Pupils will have fun and experience success in sport
  • Pupils will join in PE and sports activities at their own level of development
  • Pupils will build and secure a range of skills
  • Pupils will develop good sporting attitudes
  • Pupils will understand basic rules
  • Pupils will experience competitive and non-competitive sports
  • Pupils will learn in a safe environment

View Statement of intent PDF here

Religious Education

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:

  • Acquire the knowledge of a range of world views and religious beliefs, such as Hinduism, Buddhism, Judaism, Islam, Sikhism and Humanism alongside a regular, more detailed study of the Christian faiths.
  • Be immersed in artefacts and experiences of the various faiths through trips, visitors, visual media, songs and stories.
  • Revisit topics across both key stages, allowing long term memory to become embedded for life.
LEADERSHIP

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.

EXCELLENCE
  • Teaching is high quality and interactive.
  • Relevant resources.
  • Range of opportunities to engage in enrichment activities – visitors, visits, artefacts.
  • Pupils commit knowledge to long term memory.
  • Teachers ensure a balanced content with non-stereotypical views and good subject knowledge.
  • Children are engaged and enthused by RE learning
AMBITION
  • Children recognise the need to explore views and culture outside of their own experience in order to develop their religious literacy for later life.
  • Subject leader is well-versed on new curriculum and can support other staff during the transition.
  • Children can see opportunities to engage with and explore their curiosity outside of school and in the future.
RESILIENCE
  • Children support one another through their cultural understanding
  • Children have the ability to see themselves as a valued individual and a member of a wider community
  • The Glebe community recognises, values and respects diversity.
NORMS (Culture)
  • Curiosity to explore world religions and different views
  • RE is a culture, explored through lessons/ assemblies/ Core Values Friday.
  • Positive engagement when teaching/learning about different views and ideas
  • Compassion, respect, connection, kindness during lessons and outside of lessons.

View Statement of intent PDF here

Science

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.

LEADERSHIP

Take risks –  Be reflective – Persevere – Be independent learners – Show respect towards others and their work – Inspire others

EXCELLENCE
  • Teaching and Learning
  • Develop outstanding attitudes about Science
  • Curiosity about Science
  • Opportunities to experience a range of activities in Science
  • Pupil Knowledge of Scientists
  • Pupil knowledge of how scientific developments impact our everyday life.
  • Long-term memory of knowledge and vocabulary
  • An ambitious and outstanding curriculum design that starts from EYFS
  • Expectation for all to have access to a broad and balanced curriculum
AMBITION
  • Children given opportunities to see science in action, learn from people who work in a scientific field
  • Children will learn how science is changing our lives all the time and the everyday impact these changes have on our lives.
  • Children encouraged to reflect on their own strengths and realise for themselves areas they need to develop
  • Breadth and Depth of curriculum prepares all pupils for next steps in their learning journey and early insights into their careers.
RESILIENCE
  • Children to gain confidence in their own abilities
  • Opportunities given for children to take part in practical science and use their problem-solving skills in their lessons.
  • Children encouraged to take risks, try new approach.
  • Children learning from their mistakes.
  • Children learn to work as a team and that they need to be tolerant of others when working together.
NORMS (Culture)
HIGH QUALITY OUTCOMES FOR ALL (from Day 1)/ – SUBJECTS ARE A CULTURE

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.

View Statement of intent PDF here

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