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George Street Primary School

“Where Learning Comes Alive”

“Where Learning Comes Alive”

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Learning through our Curriculum

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.

 

Art & Design Technology

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.

History 

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:

  • Investigating
  • Interpreting
  • Researching
  • Questioning
  • Debating

 

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.

  1. Chronological knowledge/understanding (including characteristic features of periods)
  2. Historical terms

Eg.

Era, historical, archaeologist, century, government, civilisation,

 

  1. Historical enquiryusing evidence/communicating ideas

Eg.

  • What kinds of sources tell us about the Stone Age?
  • How can Sutton Hoo help us to find out about the Anglo Saxons?
  • How can we find out about life in our local area in the Victorian times?

 

 

  1. Interpretations of history

Eg.

  • Are Vikings villains or heroes?
  • Are the ideas of archaeologists fact or opinion?
  • Can we prove how ancient civilisations lived?

 

  1. Continuity and change in and between periods.

Eg.

  • How did life change throughout the Bronze and Iron Age?
  • How much did life change under Roman rule?
  • When did life really change in our local area?

 

  1. Cause and consequence

Eg.

  • What can we learn from Greek myths and legends?
  • What happened to the Mayan civilisation?
  • Why did the Industrial Revolution happen?

 

  1. Similarity and difference

Eg.

 within a period/situation (social diversity including beliefs and attitudes)

  • What mattered most to the Ancient Greeks?
  • What was life like in our local area 100 years ago?
  • What was life like for poor and rich people at this time?

 

  1. Significance of events and people
  2. Eg.

Eg.

  • Why do we remember individuals from history?
  • What did the Industrial revolution do for us?
  • What did Ancient Civilisations do for us?
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