Children at Seymour follow a broad and varied curriculum which is carefully balanced against pupil needs ensuring that the key life skills of Reading, Writing and Mathematics are central. We dedicate all morning lessons to the teaching of core subjects and ensure that key life skills continue to be taught across our range of foundation subjects. Our curriculum equips our children with a range of progressive knowledge, skills and understanding to give them a deeper understanding of the world in which they live.
Reading is a key priority at Seymour, with an expectation that children will read daily in school and regularly at home most evenings for practise and pleasure.
Our younger readers follow the “Read Write Inc” (RWI) scheme when learning to read. This scheme places an emphasis on developing a strong understanding of synthetic phonics as well as reading for meaning, so children quickly develop understanding of texts alongside their ability to decode words. Once children have progressed beyond the RWI scheme, daily reading continues in school through focused reading opportunities. The Accelerated Reader programme is also used from Year 2 onwards to encourage children with reading at home and support them to further develop their comprehension skills.
The ability to calculate, problem solve and reason about Number and other areas of Maths such as Space, Shape and Measure is a key life skill and our curriculum ensures that Maths teaching is focused on developing a sound understanding of mathematical concepts and is linked to real life and problem solving situations. The Maths curriculum is taught through Mathematics Mastery supported by the use of mathematical vocabulary and concrete apparatus which enables children to develop their mathematical understanding using physical apparatus, models & images before progressing to more abstract understanding. In addition to daily maths lessons, we encourage the development of mathematical thinking and mental calculation through daily “Maths meetings.”
Whilst Personal, Social, Health, Citizenship and Economic Education (PSHCE) is not a statutory subject, it forms a key part of the Seymour curriculum and is taught through dedicated PSHCE topics. PSHE has significant status within our school as it underpins our 4 school values, upholds the core values of British Society and helps prepare them with the values, attitudes and skills that they will need to gain employment and to achieve wider fulfilment in life.
At Seymour, we encourage creativity at all levels of our writing, linking themes to our year group topics wherever possible. Children learn to write in a variety of styles for a range of purposes. We use the “Seymour Sequence for Writing” which ensures a systematic approach to the teaching of writing. The sequence focuses on developing children’s spoken language as the basis for the development of written language, enabling them to develop their “writer’s voice”.
At Seymour we use an integrated approach to planning, delivering and assessing our curriculum.
Our school values: Respect, Resilience, Responsibility and Aspiration, weave seamlessly through a broad and balanced selection of topics. This equips our students with a range of progressive knowledge and skills to give them a deeper understanding of the world in which they live.
Please see our Year group curriculum topics below:
Students learn about a variety of different, old and new games. They will also learn about games from different cultures. Students exercise and develop their skills in; turn taking, fair play and building relationships with people from different generations, ages and cultures. Each child will design and build their own Marble Maze and enjoy seeing their peers and younger students play with their creations. Fine motor skills develop through measuring, cutting and gluing their mazes. Our values, resilience and responsibility, are reflected on continually during the building phase of the project developing the students understanding of them.
Students learn to understand where they fit within the school community. They grow knowledge and understanding of their physical location within the school, Broadfield, England and the world. Students develop their knowledge and understanding of the four school values; using drama as a tool to put these values into practise in scenarios relevant to them. Students also have the opportunity to make a difference to their community by collecting recyclable rubbish and turning it into a whole group piece of artwork.
During this topic, year one students will gain knowledge on continents, countries and maps/atlases. They will begin to locate places on a map and be able to talk about where they are from.
The students will also put together rules for how we behave when we walk from place to place. Students will understand how rules may differ in different situations, for example, walking from the classroom to the hall, our school to the mosque.
The class will take part in a walk around Broadfield; receiving ‘child created’ rewards for positive behaviour.
Through this topic, our students gain understanding, knowledge and skills around the importance of recycling and being respectful towards our environment. Using guidelines from the Green Flag Schools the students will take responsibility for the school making steps towards gaining the green flag status. They will also aspire to help our environment by creating their own eco-committee. Students will collect data around how the community dispose of their rubbish and write persuasive letters to encourage our community to look after our environment by recycling.
During this topic, the students learn a variety of card games and the history of card games. They will develop their understanding of both reading and writing instructions, with a specific focus on time adverbials. Each child will design, develop and create their own card game and write instructions for a year 1 student to be able to play. Throughout the topic, the students will be making sure to respect others by taking turns and having empathy for younger students. They will also develop their resilience by winning and losing. Each child will aspire to and take responsibility for making their own card game.
During this topic the children will learn about their understandings of a picnic; what makes a healthy picnic; how picnics may vary in different cultures; picnic locations in local areas.
The students will understand their own preferences and ideas and be able to share these in a small group setting. They will also exercise the skill of listening to others and understanding that sometimes we have different opinions to each other.
Every child will get the opportunity to contribute to and have impact on the project finale: Going for a picnic together.
Understanding ‘what skills we need when we learn and play new games’ to equip us well to present and teach a traditional game to year 1 students and a group of students from Green Manor School. Students will gain and share knowledge on a variety of playground games and develop the skills needed to teach these games to each other, young children and those with special educational needs. With a large emphasis on our school values and PSHCE, the students will develop their leadership skills in managing themselves and relating to others.
This topic gives the children the opportunity to learn about what clubs are available at our school and what children get out of attending them. Children will also understand how promotion and persuasive brochures can increase interest and attendance. Children will take responsibility for the advertisement of our school’s clubs by designing, developing and producing brochures to increase attendance at these clubs. Children will respect each other’s interests and opinions and encourage resilience in students dedicating their time to a club. The students will finish the topic with an underlying aspiration to want to make our school a better place by having more students attend our clubs.
During this topic, the children will learn about what it is like to go to school in different countries from our own. They will also learn how to compare and contrast their own experience with others.
The students will pre-plan interview questions to ask people who have had a different schooling experience to their own. They will then invite visitors to the class so that they can interview them.
Finally, students will use all of the information that they have learned to educate our wider community with what school is like in different countries and how it differs to their own.
During this topic, our students will get the opportunity share with, and teach, their peers about different games that they play at home with their family. Students will learn new games by listening to each other; teach others games, exercising their communication skills; follow rules for games; understand and experience winning and losing. Mathematic skills such as; scoring systems, graphing results, mental maths and data collection will be exercised in ‘real life scenarios’, embedding this prior learning. Our final event draws together all that the children have learned throughout the topic. Our students will organise, plan and run an event, inviting parents to come to school and compete in a games tournament.
Our year 4 students get a wonderful opportunity to plan, organise and run a Bring and Buy sale with donations going to the Children in Need charity. The year group learn to work as a team where everyone has a voice; extending skills such as: emotional resilience, dealing with setbacks, respecting the needs of others, organising an event and developing their understanding of others.
Through speech and a powerpoint presentation to the whole school, along with persuasive letters the students gather donations; organise and price them and use their mental maths skills and money knowledge to run the sale day.
During this topic, our students gain knowledge on how we can make a difference to how eco-friendly we are as a school. Students will understand how we can make a positive impact on the environment and have the opportunity to change the staff’s mode of transport.
Understanding and analysing graphs will allow the students to gather and interpret the data. They will use this to form an explanation and newspaper report, to share back with the wider community.
The bike-ability programme will run alongside this topic, reinforcing the students learning.
This topic gives the students a variety of opportunities to connect with our local community. The students visit a home for the elderly: playing games with them, sharing life stories and taking photos with them to use for artwork later in the term. Children will begin to consider; their own future; what they may look like; what they may be like. They will display their aspirations through artwork – a self-portrait of their future self. Together, the students will create an art gallery of their portraits and invite parents and the community to come in for an open sharing.
This topic gives our students the opportunity to design and create their own Fair Trader products. Students will learn about Fair Trade, the affects this has on farming and taste-testing products. The students will continue to develop their teamwork, creativity and communication (sharing and listening) skills with a ‘finale’ of selling their products at a school sale. Following the sale the students will gather data and use their graphing and data analysis skills to reflect on the success of their products.
Year 5 are concentrating on making an informed choice. They will be considering secondary school and all they want to know about it before researching and visiting to help build their knowledge of different schools, as well as secondary school in general. Ultimately, they will create a guide for anyone who may be deciding on a secondary school – this could include parents or children.
Understanding what makes a good game’ by testing out a variety of games, and recognising why it was easy/hard to play. The children will use this research to create a concept of a game, aimed at Year 2. They will work as a group to create a ‘mock-up’ of the game, as well as make rules and instructions on how to play it. The children will then aim to convince a Year 2 class that their game is the best through speeches and presentations. Ultimately, the year 2 children will vote on their favourite.
Understanding ‘what community means to you’ by exploring identity, diversity and celebrating differences. Children will gain a deeper knowledge and become more reflective towards their own concept of self, as well as that of the community around them. The children will understand what it means to respect differences in other’s religions and beliefs and take responsibility towards their own contribution to the communities that they belong to.
Year 6 children will research two different locations based on their suitability for a school trip. They will consider the audience (themselves and a younger year group) as well as cost, location and interest. They will then engage in a debate to agree, as a year group, which location would be the best to attend as a trip. They will then aim to plan the trip by calculating cost, writing letters to parents as well as looking at the route and location. They will have to work as a team and develop their leadership skills to ensure a successful school trip.