The George Street Curriculum themes
Our curriculum is carefully planned in order to ensure coverage of the National Curriculum, whilst also adapting to suit the interests of our pupils, e.g. to use the locality wherever possible to enable Learning to Come Alive.
Longitudinal learning allows for revisiting, e.g. in history in KS2 pre-history is studied in Y3 by looking at buildings, whilst in Y5 the theme is beliefs.
Skills are developed as pupils become older, in line with National Curriculum expectations.
Our class pages give greater detail of the themes across KS1 and 2.
Maths Learning at George Street
We use the Maths Essentials resources produced by Herts for Learning. This is an easy to pick up and use set of sequences with step by step guidance covering the entire mathematics curriculum from Year 1 to Year 6. Designed to support teachers, the planning includes examples of how concrete and pictorial representations can benefit pupils’ learning as well as other mastery techniques. The new ESSENTIALmaths planning tool has a wealth of ideas to deepen and extend mathematical thinking for all learners.
Through art and design, learners are given opportunities to be creative and to experience inspiration and enjoyment. At George Street pupils explore a wide range of two- and three-dimensional media and technologies. Their exposure to the works of artists and designers serves to enhance their enjoyment and deepen their knowledge and understanding too.
Inspired by a range of stimuli, pupils are encouraged to express and communicate their ideas, thoughts and feelings through activities within art and design whilst honing developmentally appropriate skills via the Quiggley themes to cover; Drawing, Painting, Printmaking, 3D sculpture ,Textiles, and Digital photography skills.
Pupils are encouraged to respond and comment on the work of artists and designers and develop, give and accept constructive comment on their own and others’ work.
We want our children to have an interest and curiosity about the world, including a deep understanding about the journey that their own local area and its people have been through. We promote a connection to the past through a personal view, developing empathy for real people who lived real lives, as well as for people from all cultures in all countries, celebrating our differences and similarities.
Through our history topics, we aim to provide a meaningful purpose for writing, through diaries, information texts, reports and stories, applying skills taught in our English lessons. However, we feel it is important to also ensuring that learning and understanding can be enjoyed and evidenced through art, role play, trips, visitors, online research and other hands-on experiences.
Our curriculum is designed so that eras are revisited across multiple year groups, for example the Stone, Iron and Bronze Ages, Romans, Anglo-Saxons and Victorians (amongst others) are returned to through our themes of Local History in Year 2, Architecture and Archaeology in Year 3, Eurovision in Year 4, Beliefs in Year 5 and Conflict in Year 6. It is our intent that in this way, knowledge of several eras is built over time, drawing on previous learning, whilst constantly making links.
It is important to us that our children develop not just the essential fact-based knowledge about times and places throughout history, but the procedural-based knowledge of historical skills, such as:
As such, we shape our learning journey through the questions that we ask as a basis for each lesson, or over-arching a topic, using these 8 areas of historical learning.
Era, historical, archaeologist, century, government, civilisation,
within a period/situation (social diversity including beliefs and attitudes)