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Curriculum Statements

Click on the cross to read each curriculum statement.

  • English

    Overall Intent of the English curriculum

    At Silchester we believe that a quality English curriculum should develop children’s love of reading and writing. We aim to provide a well thought out knowledge led curriculum that engages and inspires pupils through a range of writing and reading opportunities. Through reading, pupils have a chance to develop emotionally, culturally and socially. Through writing, our aim is for children to write clearly and coherently, adapting their language and style for a range of contexts, purposes and audiences, editing and redrafting during the sequence of learning to produce a final piece and take pride in their work. Our priority is to create fluent readers and writers with all the skills and knowledge they need to be confidently literate in life. We follow the 2014 National Curriculum and RWInc scheme and offer chances to revisit topics to support the reuse and rehearsal of knowledge and skills.

    Implementation of the writing curriculum

    Writing skills begins in Foundation Stage through the children’s underpinned daily phonics. In EYFS, legible letter formation is encouraged through guided writing activities and through play. A wide variety of opportunities are provided for children to engage in writing activities. The “Read Write Inc” scheme helps turn their reading into quality writing. This is used alongside their English lessons in KS1.

    In KS2, teaching sequences focus on fiction, non-fiction or poetry. The teaching sequence meet the National Curriculum objectives and build a child’s skills and knowledge. Engaging core texts are carefully chosen to support the writing process. Writing lessons happen daily for 1 hour. Grammar is embedded in lessons and the sequence of these lessons build progressively towards an extended piece of writing. Outcomes are recorded in English books. With support from their teacher, children are active in reviewing their successes in their writing and are encouraged to develop and move their writing on.

    Impact of the writing curriculum

    With the implementation of the writing journey being well established and taught thoroughly, children are becoming more confident writers and by the time they are in upper Key Stage 2, most genres of writing are familiar to them, and the teaching can focus on creativity, writer’s craft, sustained writing and manipulation of grammar and punctuation skills.

    We hope that as children move on from Silchester CofE Primary School, their creativity and passion for writing travel with them and continue to grow and develop as they do.

    Implementation of the reading curriculum

    At Silchester CofE Primary School throughout Foundation Stage and Key Stage 1, and where necessary some children in KS2, we use a synthetic phonics programme called “Read Write Inc” produced by Ruth Miskin. Children are taught in small groups by both teachers and trained teaching assistants to ensure children are able to build on previous learning and progress at the appropriate rate. It is a rigorous, systematic and progressive approach to teaching of phonics which happens on a daily basis - 20 minutes of phonics teaching followed by 25 minutes of reading.

    In their small groups they participate in speaking, listening, spelling and reading activities that are matched to their current needs. Our staff teach the relationship between sounds and the written spelling patterns, or graphemes, which represent them. The staff draw upon observations and continuous assessment to ensure children are stretched and challenged and to identify children who may need additional support. Timely intervention is planned for those children who are working below expected levels as soon as their needs are identified.

    When children have completed the Read, Write, Inc phonics programme, reading is developed during whole class reading, using high quality texts and focused skill teaching. The whole class will be taught the same objectives, and these will be covered in great depth. Strong links are made between reading and writing including to promote and develop vocabulary, building on pupils’ knowledge. Children read and enjoy high quality fiction and non-fiction texts, which (where possible) are linked to their topics across the curriculum. Children also continue to develop their reading fluency skills, building upon their phonics knowledge and skills. In year 5 and year 6, we use the Read Write Inc Fresh Start programme to identify pupils who may need additional support.

    Children working on the Read Write Inc. programme take home a ‘book bag book’ matched directly to their current phonics level; they are also encouraged to choose an additional book to share with their family at home. Reading for pleasure is an important part of our reading culture at Silchester CofE Primary school and we have a fantastic library that each class are encouraged to choose a book from to read in class and at home. This is monitored by staff.

    Teachers read to their class daily. At story time, children are immersed in high quality children’s literature. The books are chosen to excite and engage the children and to expose them to new and varied vocabulary.

    At Silchester CofE Primary School, we monitor, evaluate and focus on clear assessment (using NFER, teacher assessment, Salford Reading, and Read Write Inc.) which provides opportunities for moderation and standardisation.

    Impact of the reading curriculum

    At Silchester we believe that reading is a fundamental part of learning and is an integral part of accessing all areas of the curriculum. We aim to help children progress with a rich reading program from KS1 through to Year 6.

    Through the teaching of systematic phonics, our aim is for children to become fluent and confident word readers by the end of KS1. As a Year 6 reader transitioning into secondary school, we aspire that children are fluent, confident and able readers, who can access a range of texts for pleasure and enjoyment. The skills taught in English lessons are transferrable to other subjects, with children learning a deeper understanding of how and when to use specific reading skills, improving their ability to access the wider curriculum,

    We hope that as children move on from Silchester to further their education and learning, their passion for reading travels with them and continues to grow and develop as they do.

    ‘A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.’ (Key Stage 1 and 2 NC).

     

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  • Mathematics

     Intent of the Maths curriculum

    At Silchester school our intent is to engage and inspire pupils through teaching a rich, balanced and progressive Maths curriculum based on the National Curriculum. We believe that all children can achieve in mathematics and break the curriculum down into manageable steps with regular interleaving of revisiting and practising of knowledge and skills to enable children to experience success. The needs of all are incorporated in our planning in order for all children to become successful.

    Maths teaching enables pupils to:

    • experience a variety of high-quality activities which focus on fluency, reasoning and problem solving
    • develop mathematical skills which enable them to conjecture relationships, make generalisations
    • justify their answers and solve problems in a variety of ways.
    • transfer their skills to everyday mathematical situations.

    Implementation of the Maths curriculum

    At Silchester we follow the Hampshire Maths model which is sequenced and structured to allow progression. This is complemented with resources from White Rose, Collins Maths, NCETM, NRich, iseemaths and Third Space Learning which enable the children to achieve mastery in a variety of different formats.

    • Maths is taught daily with lessons being approximately 1 hour in length.
    • Teachers demonstrate expert modelling and explanations of the mathematical structures using worked examples to support the children’s understanding.
    • Concrete, pictorial and abstract representations are evident in each unit.  Teachers will use these to support their modelling and explanations; children will then demonstrate these in their workings and use this approach to help their problem-solving and reasoning.
    • Assessment for learning takes place regularly throughout the lesson to decide the next steps for the child.
    • Key skills, such as number bonds and multiplication tables, will be over-learned until they are securely held within the children’s long-term working memory as this will reduce the cognitive overload when solving more complex problems and applying their understanding to other mathematical areas.
    • Common misconceptions are shared and a variety of questions are asked to share thinking and check for deeper understanding.
    • Correct mathematical vocabulary is modelled by teachers and explained to children to enable them to use it correctly.
    • Resources and images are used in maths to ensure that children are able to progress from concrete to pictorial to abstract.
    • Teachers make use of the outside space, where appropriate.
    • Working walls include models from current learning and the correct mathematical vocabulary
    • Good practice is shared as part of teachers CPD and staff are encouraged to seek support from colleagues and other professionals to ensure that everyone is confident in what they teach.
    • Our curriculum is regularly reviewed to ensure that it meets the needs of the children.

    Impact

    Through quality first teaching and effective feedback children will be able to clearly explain their reasoning, recall facts fluently and flexibly, use maths skills and knowledge in a variety of contexts using different representations, make connections across the maths curriculum and recognise relationships and patterns in number. Children will feel enthused about maths and be independent and autonomous learners, willing to talk about the maths they are working on. Children will have the confidence to believe in themselves as mathematicians and will be willing to have a go at a variety of maths tasks making connections between the different areas of the maths curriculum and maths outside of the classroom. Children will be able to use and understand mathematical vocabulary and be able to move flexibly between different representations.

  • Science

    Intent of the Science curriculum

    At Silchester, our intent is to provide every child with a broad and balanced science curriculum that aims to inspire and encourage children to explore, discover and be inquisitive about the world around them. Our science teaching ensures children have a deeper understanding of the world we live in, particularly in relation to the outdoor environment our ‘Trailblazing’ school is surrounded by. Our aim is to provide stimulating, challenging and practical experiences inside and outside the classroom and to extend the children’s scientific knowledge and vocabulary. We want our children to develop a love of science and learn about different scientists, instilling and inspiring an attitude of lifelong scientific inquisition and influence future careers.

    Implementation of the Science curriculum

    • Science is taught weekly with lessons being approximately 1 hour in length.
    • Topics are blocked to allow children to develop their knowledge and skills and study each topic in depth.
    • Each year group builds upon their learning from previous years and develop a depth of understanding and progression of skills.
    • Children explore and question, predict and plan, investigate and observe.
    • Teachers have access to a range of resources and planning from the Reach Out scheme of learning.
    • Teachers use their professional judgement to decide how best to deliver the science curriculum within their classroom through whole class, focused group teaching and individual task design. 
    • Learning is very practical and hands-on whenever possible to encourage physical exploration, planning and testing.
    • Tasks are differentiated through adult support and scaffolding.
    • Teachers demonstrate clear modelling of scientific processes and explanations to support the children’s understanding.
    • Key vocabulary is modelled and demonstrated by teachers and the children are supported in using and applying this vocabulary verbally and in written form.
    • Learning is reviewed at the end of each lesson and used to inform the next step of learning for each child.
    • There are opportunities within lessons and units to review previous learning and ensure children have retained key concepts. Links are made between topics in the year or from the previous year’s topics when appropriate.
    • There are opportunities for the children to apply or develop their scientific understanding or vocabulary in other curriculum subjects, for example in Outdoor Education, Maths and ICT.
    • Silchester hold an annual Science week in which all children across the whole school explore and delve deeper into a specific scientific topic and learn about important scientists that changed the world.
    • Science at Silchester supports social development by exposing children to work collaboratively and supports cultural development by looking at how scientists from a range of cultures significantly impacted the world.

    Impact

    By the time the children leave Silchester at the end of Key Stage 1, children should be able to explore ideas and raise different kinds of questions. They should be able to plan different types of scientific enquiries and fair tests to answer these questions, as well as take measurements using a range of scientific equipment. Children should be able to record their data or results visually using diagrams and graphs, as well as be able to report their findings orally or in written form. They should then be able to use these results to make predictions and be able to identify that scientific evidence can support or disprove ideas and theories. Children should be able to discuss different scientists that have influenced and changed the world we live in today.

  • P.E.

    Intent of the PE curriculum

    At Silchester, Physical Education is thoroughly enjoyed by the children and is a very important part of the curriculum. Through PE, children become aware of their own body and learn to control their movements. It creates a healthy, balanced way of living.

    Teaching enables pupils to:

    • Develop competence to excel in a broad range of physical activities.
    • Be physically active for sustained periods of time.
    • Engage in competitive sports and activities.
    • Lead healthy, active lives.

    Implementation of the PE curriculum

    • PE is taught for a least two hours a week. This is usually taught in two 45 minute blocks with the Daily Mile walked, jogged or ran every day for 10-15 minutes.
    • PE lessons are planned using ‘Complete PE’, an online, interactive resource to equip teachers with the knowledge and tools to confidently enjoy delivering high quality PE. 
    • In addition to class teachers, we have a number of highly qualified coaches who come in to teach cheerleading, gymnastics, football, rugby, tennis and multi-sports.
    • We participate in a number of inter-school sports competitions across the year, including: cross-country, netball, tag-rugby and football.
    • We have a number of after-school sports clubs, including: tennis, football, netball, tag-rugby and multi-sports.

    Impact

    By the time Silchester Children leave KS2, they should be able to:

    • Run, jump, throw and catch in isolation and in combination.
    • Play competitive games and apply basic principles suitable for attacking and defending.
    • Have flexibility, strength, technique, control and balance.
    • Perform dances using a range of movement patterns.
    • Take part in outdoor and adventurous activity challenges, both individually and within a team.

    Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

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  • Computing

    We live in a rapidly changing world where development in technology is enabling communication to take place across countries and continents and between peoples and cultures. This modern world requires new skills. Understanding ICT and, more importantly, being able to apply it to the problems we face is one of the most important. We aim to provide children with skills and understanding of computing and information communication technology, not just knowledge as by the time our pupils are adults, the technology available will have changed drastically. ICT is to be presented as a creative and fascinating process in which children are encouraged to use their own initiative, imagination, reasoning and investigative skills. We aim to help pupils appreciate the relevance of ICT in our society and that they see it as an essential tool for learning, communication, research, controlling and understanding their environment, for processing of information to aid understanding and for research of current affairs. As well as discrete sessions on ICT and all its strands we aim to show children the value and purpose of ICT in today's world by providing opportunities for ICT to be incorporated in all other areas of the National Curriculum. 

  • Geography

    Each year the children cover two topics with a geography focus. Geographical skills and knowledge are developed through looking first at where they live and their school, then looking at Silchester and its locality, and finally looking at other areas of the UK and different parts of the world. Skills such as observation and measurement are practised through fieldwork, reading maps is developed, geographical vocabulary is extended, and specific themes such as settlement and environmental change are studied. 

  • History

    We aim to help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We intend to inspire pupils’ curiosity to know more about the past, using artefacts, dressing up and first-hand visits. Our teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgment. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. It can also modify future behaviours by recognising previous mistakes.   

  • Spanish

    At Silchester we consider learning a modern foreign language to be a life skill which provides an opening to other cultures. We aim to stimulate curiosity and deepen understanding of the world as well as enabling our children to express their ideas and thoughts in a language other than their own. We believe that learning Spanish will provide our pupils with the foundation for learning foreign languages in the future. Our approach to teaching Spanish across the school is a balance of spoken and written language. Our pupils explore the patterns and sounds of Spanish through songs, rhymes and stories and we aim to develop accurate pronunciation and intonation. They learn to ask and answer questions; express opinions and respond to others, both in speech and in writing, focused on familiar and routine situations. Formal Spanish teaching begins in KS2, however our KS1 children are also introduced to Spanish language and culture through activity days which include the introduction of simple vocabulary. 

  • Art

    At Silchester Primary we highly value the creative arts and recognise the value that an exciting and enriched curriculum gives to children. Through Art, children are enabled to develop and share ideas, experience success and celebrate their creativity.  

    We teach a variety of different skills in Art and how to apply them, whether in painting, drawing, sculpture or mixed media. Children learn about Great Artists and are able to explore, question, experiment and apply different ideas and techniques. We challenge our children with creative tasks that encourage them to take risks and think independently. 

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  • Personal, Social, Health Education (PSHE)

    Personal, Social, Health Education (PSHE) PSHE helps to give pupils the knowledge, skills and understanding they need to lead confident, healthy and independent lives. With the help of the Social and Emotional Aspect of Learning (SEAL) curriculum materials pupils take part in a range of activities enabling them to work with others and recognise their own worth. They reflect on experiences and tackle many of the moral and social issues we see in school life and the wider community. Pupils learn to understand and respect diversity and differences enabling them to form effective relationships with others. Pupils become more aware of how to look after themselves through both Science and PSHE. We aim to give pupils an understanding of the importance of diet, hygiene and exercise. Sex Education forms part of the Health Education and Science Curriculum in school. Year 6 are taught about the importance of a loving relationship and how their bodies will change through puberty. Parents will receive information regarding the framework prior to the course being studied.

  • Design and Technology

    In design and technology children find out how familiar things work, and talk about, draw and model ideas for new purposeful products. They are encouraged to think imaginatively and talk about their likes and dislikes. They work collaboratively to solve problems, developing a range of ‘design, make and evaluate’ skills. 

  • Music

    Music enriches the quality of life in all individuals and communities and is an essential part of our curriculum. In addition to regular singing and practical creative music making using a wide range of instruments, our children enjoy many other valuable experiences, including opportunities to perform to an audience. Music is a very important part of Silchester Primary school. We are fortunate to have a number of staff and parents who are musicians and who teach and perform to the children. The school values music and provides highly subsidised instrumental lessons. Nearly 50% of children in Key Stage 2 receive instrumental tuition. Music is also an integral part of daily Collective Worship at Silchester, providing space and quiet time for spirituality and reflection, as well as exciting the imagination and bonding the school community together through singing. 

20190523_102158
  • R.E.

    As a Church of England School, we promote a Christian ethos through example and direct teaching, whilst recognising that not all of the children will be practising Christians. We follow the locally agreed syllabus in Hampshire (Living Difference III) for RE teaching across the school and supplement this with material from 'Understanding Christianity'. The curriculum is taught and experienced in a broad variety of contexts, as we believe that the teaching of RE and the learning environment should seek to be inspirational. We aim to teach RE in a way which gives pupils the opportunity to explore and develop their own values and beliefs, spiritual awareness, standards of personal behaviour, understanding of their social and cultural traditions and an appreciation of the diversity and richness of other cultures. Each year group has an RE topic or area to study each half term. These cover a range of concepts, such as ‘holy’, ‘change’, ‘journeys’, ‘identity’, ‘interpretation’. Some of these fit well into aspects of topics already planned across the rest of the curriculum, but they may also be studied as stand-alone RE topics. The RE syllabus requires the exploration of questions and answers in the light of human experience and authentic encounters with religions. There are opportunities for pupils to learn from Christianity, Judaism, Hinduism and Islam. 

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Curriculum Statements

Click on the cross to read each curriculum statement.

  • English

    Overall Intent of the English curriculum

    At Silchester we believe that a quality English curriculum should develop children’s love of reading and writing. We aim to provide a well thought out knowledge led curriculum that engages and inspires pupils through a range of writing and reading opportunities. Through reading, pupils have a chance to develop emotionally, culturally and socially. Through writing, our aim is for children to write clearly and coherently, adapting their language and style for a range of contexts, purposes and audiences, editing and redrafting during the sequence of learning to produce a final piece and take pride in their work. Our priority is to create fluent readers and writers with all the skills and knowledge they need to be confidently literate in life. We follow the 2014 National Curriculum and RWInc scheme and offer chances to revisit topics to support the reuse and rehearsal of knowledge and skills.

     

    Implementation of the writing curriculum

    Writing skills begins in Foundation Stage through the children’s underpinned daily phonics. In EYFS, legible letter formation is encouraged through guided writing activities and through play. A wide variety of opportunities are provided for children to engage in writing activities. The “Read Write Inc” scheme helps turn their reading into quality writing. This is used alongside their English lessons in KS1.

    In KS2, teaching sequences focus on fiction, non-fiction or poetry. The teaching sequence meet the National Curriculum objectives and build a child’s skills and knowledge. Engaging core texts are carefully chosen to support the writing process. Writing lessons happen daily for 1 hour. Grammar is embedded in lessons and the sequence of these lessons build progressively towards an extended piece of writing. Outcomes are recorded in English books. With support from their teacher, children are active in reviewing their successes in their writing and are encouraged to develop and move their writing on.

    Impact of the writing curriculum

    With the implementation of the writing journey being well established and taught thoroughly, children are becoming more confident writers and by the time they are in upper Key Stage 2, most genres of writing are familiar to them, and the teaching can focus on creativity, writer’s craft, sustained writing and manipulation of grammar and punctuation skills.

    We hope that as children move on from Silchester CofE Primary School, their creativity and passion for writing travel with them and continue to grow and develop as they do.

     

20190523_10063920190523_083942
  • Mathematics

    Mathematics is not only taught because it is useful, but is often a source of intellectual stimulation. It provides a means for organising, communicating and manipulating information with the special power of not only being able to explain and describe but also to predict possible answers to practical problems. Mathematics is a language used in the communication of ideas of increasing importance. The use of statistical tables and diagrams and graphs of various formats can help simplify and clarify a message. The use of symbols enables statements to be made concisely and precisely making it a powerful tool. As technology develops the subject of Mathematics will continue to evolve. While it is often convenient to break down Mathematics into different areas it is important to realise that they do not stand in isolation from each other. This is important when Mathematics is to be applied to everyday situations and other areas of the curriculum, particularly in Science, Technology and Geography. In addition to curriculum areas, through Maths, we aim to help children become functioning numerate people with the knowledge skills and understanding to thrive in today's changing world and society.

  • P.E.

    Physical Education is thoroughly enjoyed by the children and is a very important part of the curriculum. Through PE children become aware of their own body and learn to control their movements. It creates a healthy, balanced way of living. Children take part in gymnastics, dance, games and athletics sessions. Our PE curriculum sets challenging expectations, whilst allowing all children to achieve success. We aim to develop positive attitudes towards co-operation and competition. We value opportunities to play as part of a team, often taking part in competitive tournaments and other sporting events. We are very fortunate to be able to make use of outside coaches for a variety of sports teaching also.

20190523_084643
  • Science

    Science surrounds us constantly in our daily environment, and as such is an important part of the whole school curriculum. At Silchester, we provide stimulating first-hand experiences that encourage children to develop curiosity through observation, exploration, seeking the answers and identifying patterns. The children are encouraged to evaluate evidence and to try to link it to simple scientific ideas. They are supported to share their ideas and communicate them using scientific language, drawings, charts and tables. 

  • Computing

    We live in a rapidly changing world where development in technology is enabling communication to take place across countries and continents and between peoples and cultures. This modern world requires new skills. Understanding ICT and, more importantly, being able to apply it to the problems we face is one of the most important. We aim to provide children with skills and understanding of computing and information communication technology, not just knowledge as by the time our pupils are adults, the technology available will have changed drastically. ICT is to be presented as a creative and fascinating process in which children are encouraged to use their own initiative, imagination, reasoning and investigative skills. We aim to help pupils appreciate the relevance of ICT in our society and that they see it as an essential tool for learning, communication, research, controlling and understanding their environment, for processing of information to aid understanding and for research of current affairs. As well as discrete sessions on ICT and all its strands we aim to show children the value and purpose of ICT in today's world by providing opportunities for ICT to be incorporated in all other areas of the National Curriculum. 

  • Geography

    Each year the children cover two topics with a geography focus. Geographical skills and knowledge are developed through looking first at where they live and their school, then looking at Silchester and its locality, and finally looking at other areas of the UK and different parts of the world. Skills such as observation and measurement are practised through fieldwork, reading maps is developed, geographical vocabulary is extended, and specific themes such as settlement and environmental change are studied. 

  • History

    We aim to help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We intend to inspire pupils’ curiosity to know more about the past, using artefacts, dressing up and first-hand visits. Our teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgment. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. It can also modify future behaviours by recognising previous mistakes.   

  • Spanish

    At Silchester we consider learning a modern foreign language to be a life skill which provides an opening to other cultures. We aim to stimulate curiosity and deepen understanding of the world as well as enabling our children to express their ideas and thoughts in a language other than their own. We believe that learning Spanish will provide our pupils with the foundation for learning foreign languages in the future. Our approach to teaching Spanish across the school is a balance of spoken and written language. Our pupils explore the patterns and sounds of Spanish through songs, rhymes and stories and we aim to develop accurate pronunciation and intonation. They learn to ask and answer questions; express opinions and respond to others, both in speech and in writing, focused on familiar and routine situations. Formal Spanish teaching begins in KS2, however our KS1 children are also introduced to Spanish language and culture through activity days which include the introduction of simple vocabulary. 

  • Art

    At Silchester Primary we highly value the creative arts and recognise the value that an exciting and enriched curriculum gives to children. Through Art, children are enabled to develop and share ideas, experience success and celebrate their creativity.  

    We teach a variety of different skills in Art and how to apply them, whether in painting, drawing, sculpture or mixed media. Children learn about Great Artists and are able to explore, question, experiment and apply different ideas and techniques. We challenge our children with creative tasks that encourage them to take risks and think independently. 

20190523_11064420190523_113331(1)
  • Personal, Social, Health Education (PSHE)

    Personal, Social, Health Education (PSHE) PSHE helps to give pupils the knowledge, skills and understanding they need to lead confident, healthy and independent lives. With the help of the Social and Emotional Aspect of Learning (SEAL) curriculum materials pupils take part in a range of activities enabling them to work with others and recognise their own worth. They reflect on experiences and tackle many of the moral and social issues we see in school life and the wider community. Pupils learn to understand and respect diversity and differences enabling them to form effective relationships with others. Pupils become more aware of how to look after themselves through both Science and PSHE. We aim to give pupils an understanding of the importance of diet, hygiene and exercise. Sex Education forms part of the Health Education and Science Curriculum in school. Year 6 are taught about the importance of a loving relationship and how their bodies will change through puberty. Parents will receive information regarding the framework prior to the course being studied.

  • Design and Technology

    In design and technology children find out how familiar things work, and talk about, draw and model ideas for new purposeful products. They are encouraged to think imaginatively and talk about their likes and dislikes. They work collaboratively to solve problems, developing a range of ‘design, make and evaluate’ skills. 

  • Music

    Music enriches the quality of life in all individuals and communities and is an essential part of our curriculum. In addition to regular singing and practical creative music making using a wide range of instruments, our children enjoy many other valuable experiences, including opportunities to perform to an audience. Music is a very important part of Silchester Primary school. We are fortunate to have a number of staff and parents who are musicians and who teach and perform to the children. The school values music and provides highly subsidised instrumental lessons. Nearly 50% of children in Key Stage 2 receive instrumental tuition. Music is also an integral part of daily Collective Worship at Silchester, providing space and quiet time for spirituality and reflection, as well as exciting the imagination and bonding the school community together through singing. 

20190523_102158
  • R.E.

    As a Church of England School, we promote a Christian ethos through example and direct teaching, whilst recognising that not all of the children will be practising Christians. We follow the locally agreed syllabus in Hampshire (Living Difference III) for RE teaching across the school and supplement this with material from 'Understanding Christianity'. The curriculum is taught and experienced in a broad variety of contexts, as we believe that the teaching of RE and the learning environment should seek to be inspirational. We aim to teach RE in a way which gives pupils the opportunity to explore and develop their own values and beliefs, spiritual awareness, standards of personal behaviour, understanding of their social and cultural traditions and an appreciation of the diversity and richness of other cultures. Each year group has an RE topic or area to study each half term. These cover a range of concepts, such as ‘holy’, ‘change’, ‘journeys’, ‘identity’, ‘interpretation’. Some of these fit well into aspects of topics already planned across the rest of the curriculum, but they may also be studied as stand-alone RE topics. The RE syllabus requires the exploration of questions and answers in the light of human experience and authentic encounters with religions. There are opportunities for pupils to learn from Christianity, Judaism, Hinduism and Islam. 

20190523_094602(1)
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