The Curriculum at Allen Edwards is organised around half termly themes. Where appropriate and effective teachers plan in a cross-curricular approach around their chosen theme. Where appropriate, subjects link to the theme to provide children with an enriched and deeper understanding of the chosen theme.
However, we also recognise that in order to cover the skills and objectives set out in the National Curriculum it is not always appropriate or effective to find links between subjects. Therefore subjects may often be taught as stand alone subjects.
At Allen Edwards we are committed to developing learners that are fluent users of technology. A fluency underpinned by the acquisition of computing skills, an awareness of the opportunities presented by technology and the confidence to work resourcefully with this knowledge. We believe it is essential to prepare children to not only thrive in but also contribute to life in the 21st century.
The computing curriculum is delivered through timetabled computing lessons but also through technology enhanced learning opportunities embedded in subjects across the curriculum. As part of the computing provision, pupils develop skills within the strands of computer science, information technology and digital literacy. Teachers deliver units of work using mobile hardware that enables all pupils to have access to their own personal device. In the Early Years, classrooms are richly resourced with technology that facilitates learning through play, with a range of toys and devices that promote achievement in all areas of learning.
As well as a central hub of equipment shared across the school, each classroom is equipped with tablets that allow pupils to access technology during any lesson. Teachers skilfully plan in opportunities where technology can be used to deepen learning in all curriculum areas however pupils too, are actively encouraged to independently utilise resources in order to maximise the progress they are making. Subject leaders ensure that software that supports curriculum outcomes are available on devices, and these are added to and reviewed frequently.
Design and Technology helps to prepare children to participate in tomorrow’s rapidly changing technologies. It gives them a better understanding of the process that goes into producing the things they use in their everyday lives.
We aim to teach children to become independent and creative problem solvers, through identifying the need for a product and designing solutions.
Children have the opportunity to develop a range of practical skills across both key stages working with different materials including fixing and joining, measuring and cutting, assembling, applying and a range of finishing techniques.
Children also complete food technology projects and work with textiles.
The children evaluate their projects, suggesting ways in which their work could be improved.
Design and Technology provides us with many opportunities to make links with other areas of the curriculum, in particular science, literacy and maths.
Health and safety also form an important part of the children’s DT work.
In history, the emphasis is on developing the use of historical skills, as well as learning about the people and cultures of the past. Information, knowledge and understanding will be gained by visits to museums, places of historical interest, the use of artifacts, photographs, video programs, books, websites and films. Children are encouraged to ask questions about the past, challenge given information and discover more about their lives and surroundings.
Children work on Geography through the thematic approach down your way, usually in line with other subjects, particularly Science or History. Work is planned using the National Curriculum programmes of study.
Children should gain an awareness of their own environment and develop this, investigating their local area and its landscape. Drawing on a rich diversity of cultures, children are encouraged to extend their knowledge of human societies and appreciate the similarities and differences among them.
Through studying a variety of localities children develop their geographical skills, for example, recognising landscape features (a stream, a road), following directions using maps and fieldwork techniques (using questionnaires). In developing these skills children should be able to tackle geographical questions to interpret geographical information, and appreciate the significance of people’s beliefs, attitudes and values.
Children, where appropriate, will also be given the opportunity to use information technology to extend their geographical skills and knowledge.