Specific information about the learning that children will be doing in each class will be provided through a curriculum overview at the start of each term. These can be found on class pages.
Every term, teachers plan learning within a topic/enquiry question (normally underpinned by either History, Geography or Science subject knowledge and skills). Our long-term curriculum plan has linked complementary elements of learning from different subjects and these form a basis of enquiry. This is balanced alongside the teaching of other discrete curriculum areas.
Each subject has a long-term progression document that is monitored by subject leaders. These documents detail: the curriculum overview for each subjects area; knowledge and skills progression from EYFS to Year 6; and CUE assessment questioning that guide teachers and subject leaders towards assessing and celebrating children’s learning.
“Together we Grow from Acorns to Oaks”: Being Collaborative, Connected, Creative and Curious
• Being Connected: Teachers plan to use provide children with a solid sense of their community – locally, nationally and internationally (e.g. visiting local historical castles (YR/1); exploring historical sites in and around Oakhill (Y1/2); developing a cultural understanding of how Shepton Mallet has evolved over time (Y3/4); exploring historical movements slightly further afield – Roman Baths (Y4/5), Bristol Post-War Migration/Radstock Mining (Y5/6); comparing national and international cultures with our own identities – Sri Lanka/Artic/UK (Y1/2), Cumbria/Birmingham/Oakhill (Y3/4), Brazil/Congo/UK (Y4/5), California/Peru/UK (Y5/6)).
• Being Creative: Teachers plan to involve people and organisation from outside school to develop social skills through collaboration and effective communication (e.g. people with stories and experiences to share). Educational visits are planned to help bring children’s learning alive (e.g. visits to historical sites, performing arts concerts, animal centres).
• Being Curious: Teachers plan enquiries around the interests of children using effective questioning and adaptive teaching. Teachers plan to make learning real and relevant by linking activities to the children’s world.