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OUR CURRICULUM RATIONALE

Stockbridge Primary School

‘Learning is for Life’

OUR CURRICULUM JOURNEY

We completed a two year review of the curriculum

in 2015. Our curriculum in now fully audited against

the Experiences and Outcomes set out in Curriculum

for Excellence. We have bundled E’s and O’s and

addressed recognized gaps to ensure that children

experience consistency of provision through pro-

gressive programmes in all areas of the curriculum.

We have established an ongoing cycle of curricu-

lum review to ensure our curriculum is responsive

and meets the needs of our learners and our con-

text—see page 7.

We have suggested programmes to support staff but

our curriculum is flexible enough to respond to

changing circumstances while maintaining breadth

& consistency.

We plan for interdisciplinary approaches across the

curriculum and ensure that children have the oppor-

tunity to apply their learning in real life contexts.

We are streamlined in our planning to aim for maximum

impact on pupils.

Our whole school community will strive to enable everyone to be successful, confident, effective and

responsible learners. We will work together to build a happy, healthy and inclusive school community.

QI 2.3 LEARNING AND TEACHING The success of any curriculum is dependent on high quality learning and teaching. At Stockbridge

we use a range of strategies to ensure our learners are actively engaged in learning and that our curriculum is adapted to meet the

needs of all learners. This includes –

Clear and shared learning intentions and success criteria

Formative assessment strategies such as effective feedback, peer/self assessment,

collaborative marking

Developing a Growth Mindset through using our Learning Powers

Effective questioning using Blooms Taxonomy

Cooperative learning opportunities

Effective use of ICT to enhance learning

Outdoor Learning

GIRFEC principles/SHANARRI wheel

QI 1.3 ETHOS AND LIFE OF THE SCHOOL

Learners are at the heart of our curriculum. They contribute to plan-

ning, decision making and as leaders of their own learning.

We have a strong commitment to the development of Pupil Voice

through our Eco, Rights Respecting, Global and Health Community

Groups. Through these groups (alongside responsibilities such as

JRSO’s, House Captains, Buddies and regular pupil focus groups)

learners are encouraged to be involved in developing the work of

the school and have a positive impact on school improvements.

Our school community has a shared understanding of wellbeing and

in the dignity and worth of every individual. We celebrate the cultur-

al diversity within our community and challenge discrimination. We

have effective strategies in place to improve the achievement and

attainment of learners with additional needs. Inclusion is central to

our ethos and we strive to ensure that all learners have opportunities

to fully participate and achieve within school life.

Our curriculum and school life reflect our local community in which

we are based. We are in the centre of the city and as such make

excellent use of the exciting opportunities that that brings through

working with the International Festival, museums, Botanical Gardens

and other local organisations and events.

Our global curriculum and close partnership with Mpeni Primary in

Malawi supports our learners with understanding their role in in our

global community and the positive impact they can have. We have

been recognized for this work with our Bronze Partnership Award.

We have recently applied for our Rights Respecting Schools Level 1

award.

We are committed to promoting sustainability and that our learners

have respect for and look after the world around them. We have

applied for our Eco Schools Green Flag, regularly plan outdoor learn-

ing opportunities, have developed an edible garden with learners

and have been using our Food for Thought grant to further develop

our food technologies curriculum.

We have a commitment to Creativity and developing Employability

Skills. This is demonstrated by our commitment to specialist teaching

within the creative arts, our school Credit Un-

ion, our World of Work/Financial Education

Weeks and the range of expressive arts oppor-

tunities within our curriculum.

OUR CURRICULUM IS UNDERPINNED BY

OUR VALUES

RESPECT—AMBITION—RESILIENCE

INTEGRITY—KINDNESS

These values were agreed in consultation with

pupils, parents and staff in January 2018

CHALLENGE AND ENJOYMENT—BREADTH—DEPTH—PERSONALISATION & CHOICE—COHERENCE—RELEVANCE

Please note ‘QI’ indicates a link to a Quality Indicator in ‘How Good is Our School?’ 4th Edition

Curriculum Rationale Early Level—Nursery

QI 2.2 Learning Pathways

Planning for Breadth, Challenge & Application

—————

Our whole school community will strive to ena-

ble everyone to be successful, confident, ef-

fective and responsible learners. We will work

together to build a happy, healthy and inclu-

sive school community.

QI 2.2 Key Curriculum Themes

Our World Around Us—Learning about Ourselves and Others in

Stockbridge PS (see Curriculum Map page 7)

* My community—Stockbridge > Edinburgh > Scotland > Europe >

Our World

* Our partner school Mpeni Primary Malawi—similarities and differ-

ences, global goals, UN Charter of the Rights of the Child

* Sustainability—looking after our school garden, our edible gar-

den, fairtrade.

QI 2.4 Personalised Support

Learners are well supported in their daily interactions with staff and each

other. Trackers are used to identify next steps and staff proactively re-

spond to these through targeted play opportunities and key worker group

time. Our responsive planning allows us to create personalised learning

experiences for the children. We also provide additional groups such as

Talking Time and Therapy Inclusion Project sessions for learners with identi-

fied additional needs.

QI 2.5 Family Learning

Our key themes and termly plans are shared with parents through the termly

class newsletter and our planning floor book. Home learning, success and

achievements are shared through our Personal Learning Plans. All children

are invited to share information with the c class or key worker group and

their achievements are displayed in the cloakroom for everyone to see. Our

Parent Action Group (PAG) is actively engaged in working with staff to sup-

port our ongoing self evaluation and improvement. Parents also play an

active role in developing our garden, arts and crafts, excursions and fund-

raising. We encourage reading through our ‘Bedtime Stories’ lending li-

brary. Parent.s are encouraged to explore OLLJ’s with children to discuss

learning

QI 2.6 Transitions

Primary transition is a carefully planned process, not a one-off event. The nurse-

ry staff focus on the experience for the child and parent through familiarisation,

communication and ensuring progression and continuity for the child during

the transition.

The preschool children begin a process of weekly transition activities in Term 4

The children visit the school with their keyworker group and nursery staff. This

ensures that when the children start P1 in August they already know such things

as where to hang up their coats, where the toilets are and where to have

lunch . The transition between nursery and Primary 1 is cemented with a

‘Getting ready for School’ transition project ‘The Snail and the Whale’. Children

start work on this project towards the end of their time at nursery and continue

it into primary one.

Our Nursery—P1 transition also includes a number/alphabet event, ‘meet the

teacher’ event, parent information session and transition assemblies.

Staff complete a transition report which is used alongside the Pre-school track-

ers and Online Learning Journal Personal Learning Plan to ensure staff build on

what the children already know and plan for next steps.

THE

CURRICULUM

MAP

Over the course of each pupil’s two years in nursery, we

plan topics across each of the curricular areas. We always

take into account the current interests and needs of the

children we are working with to create a programme of

engaging play activities that develop over time.

Maths & Numeracy

We strive to create an environment that is mathematically

enriched across all areas of the nursery. We also begin

laying the foundations of SEAL through small key worker

group work. We provide materials that support early

mathematical graphics.

English & Literacy

We plan effectively for learning through play. We embed

literacy throughout the environment, offering breadth and

challenge for all children. We explore interesting materials

for writing and mark-making, while enhancing listening

and talking opportunities through keyworker groups ses-

sions.

Health & Well-being

Health and Well-being is also embedded through our regu-

lar nursery routines. We provide regular toothbrushing

healthy snacks and outdoor play. We use the Building

Resilience programme to give children the opportunity to

develop their emotional wellbeing toolkit. We have a

strong focus on supporting children in their understanding

of the need to follow rules and routines. We introduce the

children to the Early Moves Programme.

Technologies We provide a technology rich environment so that pupils

have a range of experiences that encourage enquiry and

invite discussion and exploration of ICT.

Modern Languages

We begin to introduce the children to French through our

’French Fridays’ . We introduce the vocabulary of

greetings, saying my name and numbers.

Learning in

our communi-

ty

Local community

Stockbridge Library

Lifecare Home

Jupiter Artland

Preschool end of year trip

Planned Per-formance op-portunities

Christmas Singalong/Nativity / Show

Graduation Show

Nursery Assembly

KEY RESOURCES

Maths & Numeracy

Stockbridge Counts (Mental Strategies)

SEAL

Maths & Numeracy Numeracy Rich Environmental Toolkit

Building the Ambition

Numeracy and Maths Trackers

English

& Literacy

CIRCLE Literacy Rich Environmental Toolkit

Up, Up and Away

Building the Ambition

Pre-5 Literacy

Literacy Trackers

Modern Lang Edinburgh Modern Languages Website

Other Early Moves

Magic of Music

Curriculum Rationale Early Level –P1




ble everyone to be successful, confident, ef-

fective and responsible learners. We will work

together to build a happy, healthy and inclu-

sive school community.


Our World Around Us—Learning about Ourselves and

Others in Stockbridge PS(see Curriculum Map page 7)

* My community—Stockbridge>Edinburgh>Scotland>Europe>Our

World

* Our partner school Mpeni Primary Malawi—similarities and differ-

ences, global goals, UN Charter of the Rights of the Child

* Sustainability—looking after our school garden, our edible gar-

den, fairtrade, social justice, community groups.

QI 2.2 Skills for Learning, Life & Work

We have a 2 year alternate cycle of Financial Education and

Career Education in November each year. We also have a

school Swan Savers Credit Union in which the children save and

we teach financial capability skills on an ongoing basis. We have

an annual whole school STEM focus week in which children learn

to think creatively, solve problems and skills for life and work.

QI 2.2. Wider Achievement

Children regularly share news in class. Parents/children are asked to

record wider achievements on the online learning journal. Achieve-

ments are celebrated weekly at school assemblies, and displayed

around the school. Children participate in a number of school and

community events. All children are a member of a house and com-

munity group.

QI 2.6 Transitions

The transition between nursery and Primary 1 is cemented with a

‘Getting ready for School’ transition project ‘The Everywhere Bear’.

Children start work on this project towards the end of their time at

nursery and continue it into primary one.

Our Nursery—P1 transition also includes a number/alphabet event,

‘meet the teacher’ event, parent information session, transition assem-

blies, and lots of informal sharing of learning on an ongoing basis.

At the end of the year children have a ‘meet the teacher’ time in their

new classrooms and are shown where to line up for the start of the

new session.

OUR

CURRICULUM

MAP

In auditing our curriculum we have identified suggested

programmes which provide opportunities for breadth,

depth, and personalization. The curriculum map supports

staff in planning a curriculum which is grounded in our

local, national and international context and supports

children in learning about the ’World around Us’. Howev-

er, this curriculum is based on bundled experiences and

outcomes and staff are empowered to personalise the

curriculum to ensure it is relevant and meets the needs of

learners.

Maths & Numeracy

We follow the whole school programme in Maths and

Numeracy. We use SEAL and Stockbridge Counts to teach

numeracy and mental agility. Maths topics are covered

throughout the year alongside the teaching of numeracy.

English & Literacy Audit focus—2017-2018

In Primary 1 we follow the Edinburgh Literacy Rich Pro-

gramme for teaching phonics and reading skills. We use

Oxford Reading Tree as our main reading scheme as well

as using non-fiction across the curriculum. Cursive letter

formation is taught is Primary 1 and the children are given

lots of opportunities to develop listening & talking skills.

Health & Well-being

Health and Wellbeing is embedded through our daily

routines. We use the Building Resilience programme to

give children the opportunity to develop their emotional

toolkit. We use the SHANARRI indicators and the Keeping

Myself Safe Programme. Learners have lots of opportuni-

ties to be active in their 2 hours of PE , at playtime and in

after school activities.

Technology We provide a technology rich environment so that pupils

have a range of experiences to develop from, one that

encourages enquiry and invites discussion and exploration

of ICT. We plan frequent food technologies experiences

for all learners.

Modern Languages

We teach French to the children throughout the year in

Primary 1. We teach Mandarin Oct—June.

RME We follow a programme which ensures coverage of the 3

strands of beliefs, values and attitudes and practices and

traditions across a range of world religions.

Expressive Arts The children have the opportunity to engage in a range of

expressive arts activities including discrete skills based

lessons and learning related to interdisciplinary themes.

Science— Audit focus 2017-2018

We use the Renfrewshire Science Programme alongside

STEM week activities.

EXPRESSIVE ARTS & SOCIAL STUDIES

Social Studies See ‘Our World Around Us’ curriculum map.

KEY RESOURCES

Maths & Numeracy


SEAL

Heinemann Active

Maths & Numeracy Rich Environmental Toolkit

English

& Literacy

Edinburgh Literacy Rich

Literacy Rich Environmental Toolkit

Oxford Reading Tree

Big Writing/Letter Join


Science Renfrewshire Science Programme

Planned Performance Opportunities

Primary 1 Christmas Show/Sharing Learn-

ing Events/ Primary 1 Transition Assembly/

Christmas and Summer whole school

assembly/Burns Assembly

Learning in our Community

Lyceym/Hopetoun House/Stockbridge

Library/Regular visits to Inverleith Park

and the local community

Curriculum Rationale First Level—Primary 2-4



ble everyone to be successful, confident, effec-

tive and responsible learners. We will work to-

gether to build a happy, healthy and inclusive

school community.


Our World Around Us—Learning about Ourselves and Others at

Stockbridge (see Curriculum Map page 7)

My community—

Stockbridge>Edinburgh>Scotland>Europe>Our World

Similarities and differences between my life and that of a

child in our partner school Mpeni Primary Malawi

Sustainability—looking after our school garden, our edible

garden, fairtrade, community groups.









Children regularly shared news in class. Parents/children are asked

to record wider achievements on the online learning journal.

Achievements are celebrated weekly at school assemblies, and

displayed around the school. Children participate in a number of

school , Active Schools and community events. All children are a

member of a house and community group.

QI 2.6 Transitions

In P2, P3 and P4 we will have:

Planning and assessment meetings each term where support and chal-

lenge pupils are identified

Moderation CAT 2 x a year

Termly stage team meetings

Curriculum Evening

Pass on time with new class teacher.

Online Learning Journal Personal Learning Plans—targets are set 3 x a

year and evaluated on OLLJ.

OUR

CURRICULUM

MAP

In auditing our curriculum we have identified suggested pro-

grammes which provide opportunities for breadth, depth,

and personalization. The curriculum map supports staff in

planning a curriculum which is grounded in our local, national

and international context and supports children in learning

about the ’World around Us’. However, this curriculum is

based on bundled experiences and outcomes and staff are

empowered to personalize the curriculum to ensure it is rele-

vant and meets the needs of learners.

Maths & Numeracy

We follow the whole school programme in maths. The first

level planner and the SEAL planner are passed on from P2 to

P4 to ensure continuity within the level. SEAL planners are

passed from P1 until SEAL is completed.


In P2 , the Literacy Rich programme is continued and the

spelling progression programme is introduced from P3. In

reading, ORT is the main resource in P2 and this is supple-

mented with non-fiction texts and novels. Group readers are

introduced from P3 using the Highland Literacy approach.

Focussed Big Writing lessons teach the tools for writing and

lots of opportunities are provided to apply these skills across

the curriculum.

Health & Wellbeing

Health and Wellbeing is embedded through our daily rou-

tines. We use the Building Resilience programme to give

children the opportunity to develop their emotional toolkit.

We use the SHANARRI indicators and the Keeping Myself Safe

Programme. Learners have lots of opportunities to be active

in their 2 hours of PE , at playtime and in after school activi-

ties. P4 undertake a block of swimming.

Technology We provide a technology rich environment so that pupils have

a range of experiences to develop from, one that encourages

enquiry and invites discussion and exploration of ICT. We

plan termly food technologies experiences for learners

Modern Languages

We teach French to the children throughout the year in Pri-

mary 2-4. We teach a block of Mandarin Oct—June.





expressive arts activities including discrete skills based lessons

and learning related to interdisciplinary themes.




EXPRESSIVE ARTS & SO-CIAL STUDIES


KEY RESOURCES

Maths & Numeracy


SEAL

Heinemann Active/TJ Scheme/NRich


Sumdog

English

& Literacy

Edinburgh Literacy Rich

Literacy Rich Environmental Toolkit

Oxford Reading Tree/Group Readers/Reading Detectives

Big Writing/Letterjoin

Stockbridge Spelling Progression




Class Assemblies Sharing Learning Events/ Christ-mas and Summer whole school assembly/Burns

Assembly

Possible Excursions

Lyceym/National Museum/local community

walks/Mary Kings Close (P4)/Botanics

Curriculum Rationale Second Level—Primary 5-7




ble everyone to be successful, confident, effec-

tive and responsible learners. We will work to-

gether to build a happy, healthy and inclusive

school community.


Our World Around Us—Learning about Ourselves and

Others at Stockbridge (see Curriculum Map page 7)

My community—Stockbridge>Edinburgh>Scotland>Europe>Our

World

Similarities and differences between my life and that of a child in our

partner school Mpeni Primary Malawi

Sustainability—looking after our school garden, our edible garden,

fairtrade, community groups.









Children regularly share news in class. Parents/children are asked to record

wider achievements on the online learning journal.. Achievements are cele-

brated weekly at school assemblies, and displayed around the school. Chil-

dren participate in a number of school and community events. All children

are a member of a house and community group. P7 pupils are elected as

house captains. All P7 pupils participate in the John Muir award scheme.

QI 2.6 Transitions

In P5-7 we will have:

- Planning and assessment meetings each term where support and challenge pupils are identified

- Moderation CAT 2 x a year

- Termly stage team meetings

- Curriculum Evening

- Pass on time with new class teacher.

- Online Learning Journal Personal Learning Plans—targets are set 3 x a year and evaluated on OLLJ.

— P5-7 attend a range of Active Schools Events at Broughton HS.

- P7 pupils attend a three day transition programme at BHS in June

- A group of P7 pupils attend enhanced transition visits at BHS in advance of the three day pro-

gramme.

- Second level staff meet regularly with staff from the English, Maths and Modern Languages depart-

ments at BHS to align our curriculum and expectations.

OUR

CURRICULUM

MAP

In auditing our curriculum we have identified suggested

programmes which provide opportunities for breadth,

depth, and personalization. The curriculum map supports

staff in planning a curriculum which is grounded in our local,

national and international context and supports children in

learning about the ’World around Us’. However, this curricu-

lum is based on bundled experiences and outcomes and staff

are empowered to personalize the curriculum to ensure it is

relevant and meets the needs of learners.

Maths & Numeracy

We follow the whole school programme in Maths and Nu-

meracy. The second level maths planner is passed on from

P5 to P7 to ensure continuity within the level.

SEAL and Numicon is used to support individual children

who need support.


A literacy and spelling progression appropriate to P5, 6 and 7

is set out in the Level 2 planners. Core reading skills are

taught consistently in class at each stage, as are handwriting

skills, and children are supported in the planning and deliv-

ery of presentations of their work to the class. Focussed Big

Writing lessons teach the tools for writing and lots of oppor-

tunities are provided to apply these skills across the curricu-

lum.

Health & Wellbeing

Health and Wellbeing is embedded through our daily rou-

tines. We use the Building Resilience programme to give

children the opportunity to develop their emotional toolkit.

We use the SHANARRI indicators , Living and Growing and

the Keeping Myself Safe Programme. Learners have lots of

opportunities to be active in their 2 hours of PE , at playtime

and in after school activities.

Technology We provide a technology rich environment so that pupils

have a range of experiences to develop from, one that en-

courages enquiry and invites discussion and exploration of

ICT. We plan termly food technologies experiences for

learners

Modern Languages

We teach French and Mandarin in P5-7.





expressive arts activities including discrete skills based les-

sons and learning related to interdisciplinary themes.




EXPRESSIVE ARTS & SO-CIAL STUDIES


KEY RESOURCES

Maths & Numeracy


SEAL

Heinemann Active/TJ Scheme/NRich


Sumdog

English

& Literacy

Reading Detectives

Big Writing/Letterjoin

Stockbridge Spelling Progression




Class Assemblies /Sharing Learning Events/ Christ-mas and Summer whole school assembly/Burns

Assembly

Possible Excursions

Lyceym/Ongoing Botanics Project P5/Regular visits

to Inverleith Park and the local community/P7

Camp in Benmore/P7 visit to The Risk Factory

2.4 Personalised Support Primary 1-7

Learners are well supported in their daily interactions with staff and each other.

Staff use the GIRFEC planning processes alongside the CIRCLE planning and

assessment document is to identify needs and next steps. Staff proactively re-

spond to these through targeted support strategies at Pathway 1 and working

in partnership with the additional needs team (Pathway 2) and external agen-

cies (Pathway 3) . Our responsive daily and weekly planning allows us to cre-

ate personalised learning experiences for the children. Regular Child’s Plan-

ning Meetings are held for children with identified additional needs in which

staff, parents and learners agree support plans and the impact of support is re-

viewed. We also provide additional groups such as TIP’s, Seasons for Growth,

Read Write Inc, Fresh Start and Numicon.

‘OUR WORLD AROUND US’ CURRICULUM MAP

LEARNING ABOUT OURSELVES AND OTHERS

STOCKBRIDGE PRIMARY GLOBAL CITIZENSHIP CURRICULUM

MAIN CONTEXTS FOR LEARNING 2017-2018

On-going themes –

My community – Stockbridge > Edinburgh > Scotland > Europe > World

Building Resilience

Similarities and differences between my life and that of a child in Malawi

Developing a sense of rights and responsibilities all children – locally, nationally, internationally

The difference between needs and wants

The UN Charter of the Rights of the Child

Global goals

The impact of our actions on the wider world (themes of respect/eco schools/fairtrade/sustainability). How

can we make a positive contribution to our class/school/community/country/world?

What can we learn from and do to support our partner school in Mpeni Malawi

THESE TOPICS ARE INTENTED TO SUPPORT PLANNING BUT SHOULD BE RESPONSIVE TO THE CHILDREN’S INTERESTS, OUR

LOCAL CONTEXT AND THE WORLD AROUND US. THE BUNDLED E’S AND O’S ARE OUTLINED IN OUR SIGNIFICANT AS-

PECTS OF LEARNING AND THESE CAN BE TAUGHT USING A CONTEXT AGREED BY PUPILS/STAFF.

AUG - OCT OCT - DEC JAN - FEB FEB - APRIL APRIL - JULY

NURSERY ME MY FAMILY, AUTUMN FESTIVALS/CELEBRATIONS/WINTER/MY

COMMUNITY SPRING/NEW LIFE/ANIMALS SUMMER/TRAVEL/TRANSITION

PRIMARY 1 MY SCHOOL/PEOPLE

WHO HELP US MY FAMILY

THE TOY SHOP INTRODUCING MATERIALS CHRISTMAS SHOW

SCOTTISH FAIRYTALES FAIRYLAND KEEPING MYSELF SAFE

SCOTDEC - HOUSES & HOMES

IN SCOTLAND & MALAWI INTRODUCING ENERGY MARKET GARDEN

PRIMARY 2 CLASS COMMUNITY

BUILDING PIRATES

NIGHT & DAY/ENERGY CHRISTMAS SHOW

STORIES OF SCOTLAND CHINESE NEW YEAR

ROMANS OR VIKINGS LOOKING AFTER LIVING

THINGS/ANIMALS IN MALAWI

& SCOTLAND

PRIMARY

2/3 THE LIGHTHOUSE KEEP-

ERS LUNCH BEASTLY BODIES AND GASTLY GERMS

INHERITANCE

SCOTLAND AT WORK TOYS/FORCES THE ANCIENT GREEKS


BUILDING THE EGYPTIANS

AMY STOCKBRIDGE

MATERIALS

SCOTLAND AT WORK

SCOTDEC – TOYS IN

MALAWI/SCOTLAND FORCES

SPECIAL BOOKS

BEASTLY BODIES & GASTLY

GERMS/INHERITANCE/ OR-

GANS OF THE BODY


BUILDING HARVEST

OLD & NEW EDINBURGH

STATES OF WATER

SCOTDEC—WATER

WHERE IS SCOTLAND - MAP-

PING ELECTRICITY

TITANIC WOODLANDS PLANTS & ANIMALS

SOUND

PRIMARY

4/5 CLASS COMMUNITY

BUILDING PLANTS AND ANIMALS

SCOTDEC – FARMING THE MAGIC CASTLE

KEEPING MYSELF SAFE

THE MAGIC CASTLE AIR RESISTANCE &

GRAVITY

LIVING AND GROWING SCOTTISH HEROES & VILLIANS


BUILDING LIVING & GROWING MY SENSES LIGHT & SOUND

FOOD JOURNEYS - FAIRTRADE

THE MAGIC CASTLE

AIR RESISTANCE &

GRAVITY THE MAGIC CASTLE

SOILDS, LIQUIDS & GASES SCOTTISH HEROES & VILLIANS KEEPING MYSELF SAFE


BUILDING EUROPE

GHOST STORIES/VIB THE SOLAR SYSTEM

FAMOUS SCOTS PAST AND

PRESENT LIVING & GROWING

LIVING & GROWING THE HUMAN BODY ELECTRICAL CIRCUITS

KEEPING MYSELF SAFE CARING FOR THE WORLD/

LIVING ON EARTH/RAINFOREST


BUILDING WW2 LIVING THINGS AND

PROCESSES OF LIFE

KEEPING MYSELF SAFE WW2

SCOTLAND - ROBERT BURNS SCOTTISH PARLIMENT

ROCKS MINERALS &

SOILS/STRUCTURE OF

THE EARTH LIVING AND GROWING

JOHN MUIR AWARD

Stockbridge Primary Curriculum Audit—3 Year Cycle

Curriculum Area? Year of Audit? Specific Focus Areas?

Literacy and Language Annual

2017-2018

Genre Progression

Grammar Progression

Use of Benchmarks

Numeracy and Mathematics Annual

2017-2018

Maths Policy Update

Use of Benchmarks

Health and Wellbeing Annual audit by Health

WP

Building Resilience

Circle Time

Food for Thought Implementa-

tion

Science 2017—2018 Curriculum Coverage

Breadth and Depth

Technologies 2018—2019

RME 2019-2020

Expressive Arts 2018—2019

Social Studies 2019-2020

Modern Languages 2017—2018 Implementation of 1 + 2

Planners and cluster end of

level assessments

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