We aim to provide a broad, balanced curriculum which is interesting and exciting, building on the children's enthusiasm for learning. Through our curriculum, we want to prepare children for the world they live in today. It is very important that the children are numerate and literate and able to access the next stage of their education without any barriers. We put a lot of emphasis on supporting the children to develop good skills in these areas and ensure that every child reaches their potential. However, we also believe that there are other important skills and attributes that the children need to develop to be successful and we believe that our curriculum provides them with the opportunities to do that. We want children to be tolerant individuals who are accepting of difference and who do not see difference as something to be scared of. We want to develop their ability to listen to the views of others with respect before deciding for themselves. We want the children to be interested in the world around them, to be able to ask questions and to be inquisitive. They need to be able to work in teams to reach a common goal. In order to achieve all this we give the children a wide range of experiences through our curriculum and push them out of their 'comfort zones', helping them to become thoughtful, independent individuals.
Click on the tabs below to see different aspects of our curriculum.
Look at the year group pages to see the topics that are covered in each year group.
Click on the Clubs and Groups tab to see all the before school, lunchtime and after school clubs as well as the activities that take place during the holiday clubs.
The calendar will show you all the out of school activities and residential visits that are planned for the year.
We use the Letters and Sounds Phonics scheme and incorporate Jolly Phonics actions to learn the sounds.
Phonics is a way of teaching children to read quickly and skilfully. They are taught how to:
• recognise the sounds that each individual letter makes.
• identify the sounds that different combinations of letters make such as 'sh' or 'oo'; and
• blend these sounds together from left to right to make a word.
Children can then use this knowledge to 'de-code' new words that they hear or see. This is the first important step in learning to read. Children receive daily phonics sessions in Early Years and KS1. Those children who require phonics in KS2 also receive Phonics sessions.
Letters and Sounds splits learning into 6 Phonic Phases.
Phase 1 develops children's ability to hear and distinguish sounds around them. It focuses on oral blending and segmenting and rhyming.
Phase 2 introduces letter sounds for reading and writing with a set of letters being taught weekly. It begins to look at blending for reading and segmenting for writing. A selection of 'tricky words' are taught during Phase 2.
Phase 3 introduces the rest of the individual letter sounds and diagraphs. Children will continue blending and segmenting and further tricky words are taught. Children will also learn the letter names of the alphabet during this phase.
Phase 4 helps build on the previous understanding of blending and segmenting and children gain experience of using words that have adjacent consonants such as trap, milk. No new sounds are taught.
Phase 5 introduces alternative graphemes for phonemes e.g. children will know /ai/ as in rain from phase 3 but they will learn that /ay/ as in day and /a_e/ as in make also make the /ai/ sound. They will also learn alternative pronunciations for graphemes e.g. ea – tea, head, break.
Phase 6 allows children to become fluent readers and accurate spellers.
We run regular phonics workshops for parents/carers of children in Reception and Y1 so they understand how we teach the children to read and so that they can support their child at home.
(link to Letters and Sounds document)
At Sharrow we believe in providing quality books for the children to read. We use a range of different reading schemes so that the children don't become too familiar with one particular style. Children need to read a range of genre so we have fiction and non fiction books in order to develop a range of reading skills.
It is our aim to develop enthusiastic and confident readers who can understand a wide range of texts. Children read for interest, information and enjoyment. Reading is an empowering life skill so at Sharrow our commitment is to give children the best start and develop a love of books and reading for pleasure.
Our approach to teaching Reading
The teaching of reading at Sharrow comprises the following elements:
• Guided reading
• Phonics – daily within FS2 and KS1 for all children and then as appropriate for children not yet achieving the expected level at KS 2.
• Modelled and shared reading within literacy and other lessons
• Individual reading when appropriate
• Story time
• Activities to support comprehension within reading
• Regular visits to Highfield Library for children from Reception to Y3.
• The provision of a quality reading environment
• Reading at home – children are encouraged to take books home regularly to read with their families. In key stage 2 children have a 'Reading Explorer Book' in Y3 and Y4 'Cliff-hanger Book' in Y5 and Y6. Several children in the class will read the same book and they are expected to complete self-directed written tasks connected to the book in response to what they have read. They may do a character study or write a review for example. They can then discuss the book they have read with their classmates who have read the same book.
Speaking and Listening
We recognise the importance of developing children's oral skills as the bedrock of any literacy development. Children's spoken language is assessed in Nursery or when they join the school in another year group. School staff are clear on the need to develop all children's spoken and receptive vocabulary, strategies for doing this are integral to everyday practise. Some children may need extra support and they follow individual programmes accordingly. Adults will use language frames to help teach good grammatically correct spoken language.
The Phonics skills which are taught in Nursery lead into the development of writing skills. Children are encouraged to use their phonic skills to spell new words, they also have to learn to spell the key words for each year group. Children are expected to write grammatically correct sentences at an appropriate level and are given the support to do so. Correct spellings, neat and legible handwriting and accurate grammar are important. However, we also place a lot of value on the creative aspect of writing and we encourage children to write with imagination, confidence and flair. The school curriculum is designed to give children the stimuli and opportunities to use their writing skills effectively and imaginatively.
School Approach: The school does not follow any Whole School scheme. We use a variety of schemes and programmes which we feel are the most appropriate for individual children.
Speaking and Listening: We recognise the importance of developing children's oral reasoning skills in order to underpin their mathematical understanding. School staff are clear on the need to develop all children's spoken and receptive mathematical vocabulary, strategies for doing this are integral to everyday practise. Some children may need extra support and they follow individual programmes accordingly.
Number and Calculation: Sharrow School's Maths Calculation Policy is followed in each year group, to ensure consistency of calculation methods and vocabulary used for teaching and learning. We encourage children to break down complex problems into smaller steps and relate written methods to their mental computation skills wherever possible. It is important that children understand what they have done and can explain the strategies and processes that they have used.
Shape, Space, Measure and Data Handling: These are important aspects of the Maths curriculum and children are encouraged to place value on their skills at working with Data and Shape. Children should be able to visualise shapes and read and interpret data from a range of sources.
We believe that it is important to develop children's scientific thinking. Children need to explore and investigate their world through scientific enquiry and practical skills. We want children to be able to ask questions, develop a hypothesis and then test it by carrying out a 'fair test'.
Each year we have a Science Week when parents/carers are invited to come into school and join in with their children's scientific enquiry.
Here are our 'I Can' statements which we use to plan and monitor the development of children's scientific thinking.
"I can" statements – WORKING SCIENTIFICALLY
We teach religious education and not religious instruction so children are taught to think about religion but are not told what to think.
Spiritual and social education also happens throughout the day. Teachers make use of situations that arise to help children learn about themselves and their world.
We are fortunate that our school is a multi-ethnic community. The children have many opportunities to learn about each other's faiths and cultures. We share traditions and festivals such as Christmas, Eid, Diwali, Chinese New Year, considering particularly the family and community aspects of the occasions.
Religious Education is taught in school as laid down by the Education Reform Act. We follow the Sheffield Local Education Authority 'Agreed Syllabus of Religious Education' - a handbook compiled by the Standard Advisory Council of Religious Education in Sheffield (SACRE). This document stresses developing children's understanding of the diversity of religious beliefs and the values common to all world religions.
Here are our 'I Can' statements which we use to plan and monitor the teaching of R.E.
Philosophy for Children
In Philosophy for Children (P4C) sessions pupils learn to debate, listen to and respect the opinions of others, even when they may be different from their own. P4C develops four key types of thinking: collaborative, caring, critical and creative.
Children are taught how to create their own philosophical questions. They then choose one question that is the focus of a philosophical enquiry, or dialogue. For example the question might be 'is it ever ok to steal?
The teacher, as facilitator, supports the children in their thinking, reasoning and questioning, as well as the way the children speak and listen to each other in the dialogue. After the enquiry the children and facilitator reflect on the quality of the thinking, reasoning and participation, and suggest how they could improve; either as individuals or as a group (community).
It is well documented that P4C has an impact on children's cognitive, social and emotional development. P4C is about getting children to think and communicate well; to think better for themselves.
All children in school have a P4C session every week, which lasts up to an hour.
For further information follow the link to the following website:
Arts and music
At Sharrow we recognise that the Arts and music provides children with many beneficial learning opportunities important to their overall development. We believe that when children find their creative strengths, it can have an enormous impact on self-esteem and on their overall achievement. Through the teaching of the Arts and music we hope to raise children's levels of sensitivity to visual and aesthetic qualities and to heighten their creative and critical awareness, enabling them to become actively involved in shaping their environment. The Arts and music provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world.
"I can" statements – Art
"I can" statements – Music
In Key Stage 2 the children learn Spanish as a Foreign Language. We follow the King Edward V11 Language College Scheme of work. The scheme uses materials developed by King Edward V11 Language College together with resources from the Early Start Spanish course '¡Tú y yo!
The scheme is intended to be delivered by non-specialist primary teachers. Therefore the language content of each lesson has been kept to an absolute minimum, giving the primary class teachers the opportunity to work to their strengths and focus on the last three of the five strands. However, the Oracy and Literacy strands occur in each lesson, as language is taught, and or practised and consolidated.
The scheme of work follows the following five strands of the Key Stage 2 Framework for Languages:
3. Intercultural Understanding
4. Knowledge about Language
5. Language Learning Strategies
Each year the Y3 children perform the Nativity Story in Spanish at our Christmas celebrations.
At Sharrow School we believe PE & Sport plays an important role in helping children lead healthy and active lives, with the potential to change young people's lives for the better. All children have regular timetabled PE sessions totalling at least 2 hours per week.
The aims of our PE curriculum are to:
• Raise standards of all our children in Physical Education
• Ensure all our children have access to regular exercise
• Increase pupils' participation in extra-curricular sport
In addition to their timetabled lessons, we offer the children lots of opportunities to take part in extra physical activities. Every day before school we have a breakfast club, which children can attend for free, with sports activities taking place in the hall. This includes basketball, skipping, hula hoops and ball skills. Most lunchtimes there are sports activities taking place in the hall for different year groups. We have at least six after school sports activities that children can join in with. You can find the timetable of activities on our 'Clubs' page on this website.
We also take part in many Sports festivals and competitions throughout the year. Have a look at our 'Competitions and Festival' page to find out what we have been doing.
Every year we have a whole school Sports Day. This takes place in school and in Mount Pleasant Park just outside school. This is an event that is enjoyed by all the children and their families.
The core of our computing curriculum is computer science in which the children are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programmes, systems and a range of content. Computing also ensures that children become digitally literate.
"I can" statements – Computing
History and Geography
We teach our History and Geography through our topics – you can see our topic plans in the year group pages under 'Curriculum and Year Groups'. We try to make sure that our topics give children a different perspective on the world. We make sure that our topics come alive through first hand experiences and through our visits and residential programmes.
"I can" statements – HISTORY
"I can" statements – GEOGRAPHY
PHSCE is taught explicitly but is also evident in our whole school approach to behaviour, relationships, learning and safety. At Sharrow we aim to create a therapeutic environment where children can express themselves and develop their feelings of self-worth and confidence, especially in relation to others. We teach our pupils to respect themselves and others and to make responsible, informed and healthy decisions about their lives.
British Values is taught explicitly through our P4C curriculum as well as through our whole school approach to behaviour and relationships.
PHSCE links closely with P4C and RE.
"I can" statements – PHSCE