The school believes passionately in providing a curriculum that is broad, balanced and relevant.
The Foundation Stage curriculum is based on the Early Years Foundation Stage, with seven areas of learning:
When children move into Year 1, and during their next six years in school, the children‘s curriculum is based on the National Curriculum and Religious Education. The curriculum is organised into six blocks:
1. Understanding English, communication and languages
2. Mathematical understanding
3. Science and technology
4. The humanities
5. The arts
6. Physical development, health and well being
Learning is based on programmes of work that help children develop their knowledge, skills and understanding. Topics are carefully planned on a two yearly cycle to ensure that learning is relevant and inspirational.
Please view the link below to read our statement of how we promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs;
We aim to foster enjoyment and enthusiasm for language learning in our children and have a whole school commitment to the teaching of French. An introduction to basic vocabulary, phrases and conversation is given in Foundation stage and Key Stage One that is extended throughout Key Stage Two. This structured programme is based on participation in fun activities and experiences involving a wide range of resources.
As well as learning a modern foreign language whilst at school, the children are also involved in other global work, either with our partner schools or through the curriculum which aims to help prepare them for living in a multicultural world. We regularly have visits from people from around the world, e.g. The Pearl Africa choir. We are currently involved with a European Comenius project.
The school’s approach is to integrate P.S.H.E. within the normal school curriculum and to invite external experts into school to discuss P.S.H.E. issues as appropriate, e.g. road safety, nutrition, sex education, ―Stranger Danger, racism etc. We have also adopted Shropshire Council’s ‘Respect Yourself, Eat Better, Move More, Relationship and Sex Education’ programme;
SEAL is the programme we use designed to support children‘s social and emotional learning, helping to develop qualities such as self-awareness, motivation and empathy towards others.
At St George’s, we employ a variety of teaching methods to ensure Religious Education is a lively, active subject. These include discussions, recording, drama, art, music, the use of artefacts, stories, visits and periods of stillness and reflection. We include activities that challenge pupils, promote independent enquiry, develop thinking, enable collaboration and also opportunities for pupils to organise and reflect upon their own learning.
Our Religious Education plan follows the Shropshire Agreed Syllabus, focusing on Christianity and other major religions. Where possible we want our pupils to have opportunities to encounter local faith communities through visits to places of worship and assemblies led by members of local faith groups.
In the Early years Foundation Stage, children are assessed through on-going observations by teachers and other adults, and these are recorded in their learning diaries, which are shared with parents. Parent are actively encouraged to contribute to these assessments.
In the final term of the year in which the child reaches age five, the EYFS Profile is completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1.
In Key Stages 1 and 2, children are regularly assessed in the core subjects of English and maths through normal class activities. There are also occasional tests to support this process. Children‘s progress is tracked throughout the year so that any child slipping behind is identified and supported. In KS2, children also have indicators for future performance and we use these indicators to ensure we challenge children to make the progress they are capable of. Children are formally assessed or tested (i.e. statutory assessments dictated by and recorded for the government), at ages 5, 6, 7 and 11.