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Slade Green Temple Grove

Curriculum Details

Curriculum Overview

This page contains detailed information about our curriculum. 

For just our curriculum overviews, giving you an idea of what your child will be learning over the whole year, click here

EARLY YEARS FOUNDATION – RECEPTION

We provide interesting experiences that are appropriate for our Nursery and Reception classes, basing all the experiences we offer around the Early Years Foundation Stage Framework.

We offer each unique child the opportunity to learn indoors and out, as we help your child towards achieving the Early Learning Goals at the end of their Reception year.

When planning for children’s learning we consider their stage of development within three prime areas and four specific areas of learning outlined below.

PRIME AREAS

  • Personal, social and emotional development
  • Communication and language
  • Physical development

 SPECIFIC AREAS:

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive arts and design
  • Reading and writing are taught through the daily use of synthetic phonics (Read Write Inc) and is supported by a structured reading scheme.

 WE:

  • Provide a safe, secure and inspiring environment with a happy, welcoming atmosphere.
  • Provide experiences that are broad and balanced and offer equal opportunities to all children.2
  • Promote personal and social competence and children develop positive attitudes towards each other.
  • Monitor and document children's progress through regular observation, photographs, and collected pieces of work, collated in individual learning journals. This process helps us identify the next steps in their learning. 
  • Recognise that play is child's work; it is how they learn about the world in which they are growing up and it can be very intense. Play helps children to learn and develop through doing and talking, exploring and investigating and by creating and experimenting.
  • Plan a range of play activities and experiences, which help children to make progress in each area of learning and development. There is a careful balance between child led and adult led experiences, and are all designed to develop the whole child.

KEY STAGE 1 (KS1) – Years 1 and 2

Our aim is to deliver the majority of learning through the natural desire young children have for investigation and experimentation. These aspects are a major contributor to intellectual growth and that children need plenty of opportunities to consolidate their learning and understanding through investigation and experimentation.

At our school the New Primary Curriculum, which came into force from September 2014 is delivered via purposeful contexts and topics that aim to stimulate young minds.

The children in KS1 follow the National Curriculum subjects as well as personal, social, health education with citizenship. The transition from reception to Year 1 is dealt with sensitively, especially in the first term where Year 1 children learn through play and whilst continuing to use the principles of the Early Years Foundation Stage (EYFS) to develop the child’s learning and social development.

English and mathematics are taught daily and children also receive daily guided reading sessions. 

Reading, writing, speaking and listening continues to be taught through the use of synthetic phonics (Read Write Inc.) and supported by a structured reading scheme (Oxford Reading Tree & Read Write Inc.).

Children who are more able and those with special educational needs (SEN) are identified and interventions put in place to help address their needs. Children needing further encouragement and support also may work in small groups with our team of Higher Level Teaching Assistant (HLTA).

KEY STAGE 2 (KS2) – Years 3-6

KS2 is the area of the school that focuses on the care and education of pupils aged between 7 – 11 years. Our aim is to give our children the best possible preparation for their transition to secondary school. We do this by striving for high academic standards in the core subjects of English, mathematics and science while encouraging children to become collaborative learners and responsible British citizens. 

English and mathematics are taught daily, following the primary National Curriculum that was introduced in 2014.

In English:

  • Teachers choose texts that will inspire and motivate their children whilst ensuring coverage of a full range of genres and skills, which are taught throughout each year
  • A spelling session, followed by a reading session to develop comprehension skills, is carried out daily
    each child has personal literacy targets, which they aim to achieve at regular intervals throughout the year.
  • Each child has personal literacy targets, which they aim to achieve at regular intervals throughout the year.    

​In Mathematics:

  • All KS2 children work towards achieving differentiated termly targets and strengthen their understanding in that particular area of maths
  • Teachers ensure maths concepts are taught and contextualised and that the children are given opportunities to practice and apply their maths skills in real life problem solving situations
  • All KS2 children work towards achieving a differentiated termly target and strengthen their understanding in that particular area of maths
  • Teachers ensure maths concepts are taught and contextualised and that the children are given opportunities to practice and apply their maths skills in real life problem solving situations
  • Teachers recognise the importance of fluency in maths therefore mental maths is taught in a focused but fun way in which the children regularly try and beat their own mental maths speed
  • Students take part in mental maths competition and challenges through a maths program called Sumdog.

Music at Haberdashers' Aske's Slade Green

We recognise and embrace the wealth of important skills and attributes that music can deliver to our young learners such as:

  • Music boosts pupils’ social development
  • Music improves learning skills
  • Music fosters team working
  • Music builds life skills
  • Music underpins better behaviour
  • Music encourages creativity
  • Music is for life
  • Music is an educational building block
  • Music is fun
  • Music is for everyone

Music in Year 1

We use classroom percussion and musical resources to show that:

  • I can concentrate and engage when listening to a piece of music
  • I can name different types of instruments
  • I can differentiate between long and short notes
  • I can differentiate between high and low notes (pitch)
  • I can recognise different speeds (tempo) in music
  • I can find a pulse by moving to music
  • I can sing (after warming my voice) well and perform as part of a group
  • I can copy basic musical patterns/rhythms

Music in Year 2

We use backing tracks (Charanga) and use our voices to sing as part of a choir (in simple 2 parts) We use percussion to extend our knowledge of rhythms:

  • I can listen to longer pieces of music and recognise different instruments that I hear
  • I know where music may be performed, where it has come from (History of music and cultural)
  • I have learned about a composer
  • I can improvise (make music up) by using my percussion in a simple 4/4 time signature
  • I am learning to play my percussion instrument with the correct technique
  • I can play using dynamics (Loud & soft)
  • I experiment with different sounds and techniques on my percussion instrument
  • I can perform with my class and as part of a choir or percussion ensemble

Music in Year 3

We learn about different genres of music and start to study pitch more thoroughly using recorders:

  • I can listen with direction to a wide range of high-quality music
  • I confidently recognise a range of instruments from the orchestra
  • I recognise pulse confidently in a range of music from different eras and cultures
  • I start to recognise some basic formal written notation
  • My musical language (subject specific language) is developing
  • I can listen and recall sounds and rhythms with increasing aural memory

Music in Year 4 

We continue to enhance our musical knowledge by using an orchestral instrument (trumpet), voice and classroom percussion:

  • I can confidently recognise a range of musical instruments and styles
  • I study musical styles and traditions
  • I can copy increasingly complex rhythms using body percussion and untuned instruments
  • I understand pitch and evidence this using my trumpet and voice
  • I recognise and can name crotchet, quaver and minim
  • I can play 6 notes (pitch) on trumpet and apply this to given backing tracks
  • I can perform effectively using voice, trumpet and percussion (tuned and untuned)
  • I understand the importance of teamwork in an ensemble
  • I recognise ‘good’ ensemble playing
  • I can listen and recall sounds with increasing aural memory
  • We have the opportunity to perform in high profile Borough event- Royal Festival Hall.

Music in Year 5 

In classes we:

  • Have the opportunity to perform as an ensemble on any of the instruments that we have studied in the past
  • Understand how pulse, pitch and rhythms work together to make music
  • Use our creativity and imagination to compose short pieces
  • Have a deeper understanding of the history and context of music
  • Listen with attention to detail and recall sounds and tempos and stylistic changes with an increased aural perception
  • Work as an ensemble using our voices and instruments understanding listening and observation skills

Music in Year 6 

We continue to enjoy music by using skills acquired on a range of instruments. We build on our confidence by:

  • Singing as part of the school choir
  • Playing and singing in smaller groups or in a solo situation
  • Create simple compositions either by memory or by using formal notation
  • Appreciate the skills and achievements in a wide range of music from many traditions and cultures either live or recorded
  • Deeper understanding of notation expanding to dotted rhythms and more complex rhythms
  • Improvise and compose music for a range of purposes 

In RE

Slade Green Temple Grove are currently using the Bexley SACRE Syllabus for RE.  

The syllabus promotes and encourages our children to: 

  • Develop religious literacy
  • Learn from others 
  • Reflect and analyse 
  • Develop a sense of identity and belonging 
  • Respect and be sensitive towards others

 Through the teaching of RE, Slade Green Temple Grove promotes the importance of learning from others to develop respect, understanding and tolerance for all. 

However, as parents you are entitled to withdraw your child or children from RE and RE-related assemblies. 

If you would like to withdraw your child from RE, please make an appointment with the Headteacher to discuss.

Other information 

Children who are more able and those with additional educational needs are identified and interventions put into place to help address their needs. Children benefiting from further encouragement or support may also work in small groups with one of our team of HLTAs.

Each term follows a different theme, which encompasses history, geography, art, and design and technology, and is linked to the National Curriculum. Themed learning ensures that there are fun, yet challenging activities for the children to engage in. It encourages independent thinking and creativity, whilst acquiring the skills and knowledge for lifelong learning. Children are taught a modern foreign language, which this year is French.

At the end of Key Stage 2, our children take a Standard Assessment Test (SATs) in mathematics, reading, spelling, grammar and punctuation. Their writing is assessed against national standards.

Calculation PolicyPhonics Policy

For further information about the curriculum please email your child's phase group leader: Miss Poonian (Reception & Year 1) sgtgheadofearlyyears@haaf.org.uk, Mrs Martinelli (Year 2 & 3) sgtgassistantheadlowerks2@haaf.org.uk and Ms Kelly (Years 4-6) sgtgassistantheadupperks2@haaf.org.uk