Globe Primary School

Globe Primary School
Life at Globe Primary School Life at Globe Primary School Life at Globe Primary School Life at Globe Primary School Life at Globe Primary School Life at Globe Primary School Life at Globe Primary School Life at Globe Primary School

Academic Year 2014/2015

Our Curriculum

Preparing our Children for a Successful Future

What will your child learn at Globe?

The provision we offer is guided by the requirements of the National Curriculum and the requirements of the Local Authority, Tower Hamlets.

Our provision takes into account every aspect of a child’s development.  The Curriculum gives the children the opportunity to achieve the highest possible standards of numeracy and literacy. To enable children to develop socially, morally, physically, emotionally and spiritually we provide stimulating learning environments in which children are encouraged to learn through their own experiences and apply their knowledge independently. Within this framework of a broad and balanced curriculum the individual needs of each child are met through well planned and varied learning activities, including visits and specialist tuition. 

Learning in the Early Years (Nursery and Reception)       

Children in Nursery and Reception very quickly learn to transfer and apply skills provided by the Early Years Curriculum.

The prime areas of the Early Years curriculum are:

  • Personal, social and emotional development (making relationships, self-confidence and self-awareness as well as managing feelings and behaviour)
  • Communication and language (listening and attention, understanding and speaking)
  • Physical development (moving and handling and health and self-care)

The specific areas of the Early Years curriculum are:

  • Literacy (reading, writing)
  • Mathematics (numbers, shape, space and measures)
  • Understanding the world (people and communities, the world and technology)
  • Expressive arts and design (exploring and using media and materials and being imaginative)

From the start of a child’s education at Globe he or she is given carefully structured and balanced education using whatever methods and groupings are required to ensure success in learning. Staff at Globe have developed a rich and engaging curriculum and we would be delighted to discuss any aspects or to show the curriculum being taught to enthusiastic and motivated children.

Learning to read, write and be numerate

We place great importance in developing children’s skills in reading, writing and number.  We believe that these are foundations to future learning.  We use a published literacy scheme to develop children’s reading and writing in Early Years and Key Stage 1, whilst using a systematic approach to the development of core number skills.

 Once children are familiar with the mechanics of reading and writing, and know basic number facts and calculation operations, our curriculum offers them the opportunity to apply and further develop these skills in a wide range of contexts.

More often than not, pupils are taught English and mathematics in flexible ability groups which best match their needs and stages of development.

Learning in Key Stage 1 and Key Stage 2 (Years One to Six)

Our topics follow a similar theme in that each term we go on a curriculum ‘journey’ around the world, well we are called Globe!  These may be real or imaginary worlds and on these journeys we learn some wonderful things. For example, children in Key Stage One go from China to Story land and then on to London. Within all topic learning children are made explicitly aware of the skills and knowledge they are developing. At Globe we follow a ‘topic based’ approach to the curriculum which means that wherever possible, we group our subjects around a topic.  Not all subjects can naturally ‘fit’ with a topic so these subjects are taught separately.  You will find our curriculum overviews for each year group below.

Year 1 Curriculum Framework 2016 - 2017

Year 2 Curriculum Framework 2016 - 2017

Year 3 Curriculum Framework 2016 - 2017

Year 4 Curriculum Framework 2016 - 2017

Year 5 Curriculum Framework 2016 - 2017

Year 6 Curriculum Framework 2016 - 2017

How do we teach our Curriculum?

The delivery of the curriculum is usually based in the child’s own class: most subjects and skills are taught by the same class teacher, but occasionally children learn with children from other classes or different members of staff. For example, in English children are grouped according to their learning needs in ‘sets’ or groups and are taught by either the class teacher, support teacher or the class teacher of the same year group. 

Some subjects are taught by specialist teachers in order that we maximize children’s learning. 

Weekly music lessons are taught by specialist music teachers.   We also have specialist teachers who give weekly instrument tuition in the following instruments: African drums, violin, trombone, flute, clarinet and trumpet..

Weekly French is taught by a French specialist throughout the school.

Computing is taught by a specialist teacher in Key Stage Two in order that children are taught advanced computing skills.

Physical Education is taught by a specialist teacher In KS2 and by the PE Leader in KS1 as well as visiting sports coaches at one point in each year throughout Key Stages One and Two.

We are a multi-faith school and our Religious Education curriculum reflects this by teaching the main world faiths.  As a school community we commemorate major festivals.  The Education Reform Act (1988) gives parents the right to withdraw their child from Religious Education. It is unlikely that parents will choose to do this and it is not something we recommend or encourage.

How will you know your child is doing well?

We make on-going (formative) assessments of pupil’s attainment to track their progress in reading, writng and number.  This helps with future planning and also informs our discussions about your child’s progress in parents’ meetings.

After more formal (summative) assessments, such as statutory assessments at the end of key stages, we report the outcomes to parents and report the outcomes of these assessments to the governing body and Department for Education, as required.