We follow the guidance and framework of the 2014 National Curriculum and the Early Years Statutory Framework, organised into topics which also reflect the needs and interest of our children. The Class Pages show how these topics include all the relevant subjects and how they are constructed to maximise learning opportunities and links between them.
To learn about our English curriculum please follow the link to the English page
To learn about our Mathematics curriculum please follow the link to the Mathematics page
In Science, the children experience the foundations of the scientific disciplines: Biology, Chemistry and Physics. They are encouraged to explore the world around them; making observations to predict what might happen and draw conclusions based upon what they have discovered.
In Key Stage One, pupils observe, explore and ask questions about living things, materials and physical phenomena. They begin to work together to collect evidence to help them answer questions and link this to simple scientific ideas. They begin to evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share ideas and communicate them using scientific language, drawings, charts and tables with the help of technology if it is appropriate.
After building the foundations of scientific enquiry in Key Stage One, pupils can broaden their scientific view of the world around them.
In Key Stage Two, pupils learn about a wider range of living things, materials and physical phenomena. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They think about the effects of scientific and technical developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, using a wide range of scientific vocabulary, conventional diagrams, charts, graphs to communicate their ideas.
All children have regular opportunities for a variety of physical activities which form an
integral part of the timetable. We expect all children to participate in PE sessions and staff
work hard to make any necessary adjustments to include all pupils in their care.
In Reception, the children gradually progress and develop skills throughout the year to
enable them to apply these skills to game situations by the end of Reception.
Children in Years One to Six follow a balanced and varied programme which utilises the
hall, the field (weather permitting) and the school’s outdoor heated swimming pool. They have the opportunity to learn gymnastics, dance, kwik cricket, tag rugby, hockey, basketball, football, rounders and athletics as well as a range of invasion games. We employ experienced and qualified staff to develop key skills and confidence for all.
The school aims to involve all children in sport and to promote a healthy attitude to life and physical exercise. There is an annual sports day in the Summer term and we regularly participate in local and inter-school sporting events throughout the year. We have a range of sporting clubs available for children to attend throughout the year, led by members of staff which are well attended. In addition to regular PE lessons, we encourage physical activity on a daily basis. At lunchtime children have opportunities for exercise through the use of play equipment and we provide many opportunities for games such as football and hockey to be played during lunchtimes. We actively encourage all pupils to represent the school in at least one sport during their time at school.
All children take part in music lessons as part of the curriculum. They are taught to sing, to play simple percussion instruments and compose music. We use the Charanga music scheme and other resources to enhance this area of the curriculum. Children are taught to appreciate and evaluate music and singing forms part of our weekly assemblies.
Some children are able to learn to play the recorder or the ukulele during class lessons and a peripatetic piano teacher visits weekly to provide individual lessons. The school has a well-attended choir who regularly perform to the community and in our church services, often along with the local adult community choir.
Computing is an ever-changing subject and we are developing our provision all the time; adding both hardware and software to our systems. Children have an opportunity to use technology, not only to support the curriculum, but as a tool for learning.
Computing has deep links with mathematics, science and design and technology and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils 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 safely to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate, knowing how to stay safe online and express themselves and develop their ideas through information and communication technology – at a level suitable for the future workplace and as active, responsible participants in a digital world.
All our classrooms have computers that are connected to the internet and we have a two portable ‘banks’ of laptops for our children to use in order to support their learning. There is a variety of other technology equipment including digital cameras, video cameras and Beebots. In addition, interactive 'Clevertouch' boards have also been installed in all classrooms allowing children to physically interact with technology.
History is about people who have lived in the past and how their activities
have influenced the lives, customs and beliefs of people living in their
various communities throughout the world today. By learning about the
past, and the methods we can use to study it, the children should develop
a greater understanding of the world and its peoples. History arouses
children’s curiosity and prompts them to ask questions and see the
answers. By exploring the range of human experiences they can
understand more about themselves as individuals and members of society.
Through history children learn the valuable skills of research, selecting and evaluating evidence, drawing conclusions and arguing their point of view.
Our aim in teaching history is to stimulate the children’s interest and understanding about the lives of people who lived in the past. We aim to teach them a sense of chronology and through this they develop a sense of identity and a cultural understanding. Thus they learn to value their own and other peoples cultures in modern multicultural Britain.
Within the Reception Class, children are introduced to historical enquiry by incorporating their understanding of other subject areas and how these can be applied to the passage of time.
In Key Stage One, learning is focused on changes within living memory and goes on to
consider changes that have happened beyond the children’s living memory. They begin
to develop an understanding that significant people in history have changed our lives
today. Children also learn about the history of their locality including events, people and
At Key Stage Two, the children continue to develop a sense of chronology while
studying various periods of history including Ancient Greece, The Roman Empire, the
Anglo-Saxons, the Vikings and additional themes in British history beyond 1066.
Children build on previous years of learning about the history of the local community and deepen their understanding by considering periods in history that have shaped the locality.
Learning Geography in Reception is closely linked to other subject areas through an overarching topic. Children are encouraged to think about their immediate community, local area and the people within it.
In Key Stage One, children begin to learn about seasonal changes, local and global climates and how these affect the people and animals that live within them. Children develop their observational skills and are encouraged to use simple fieldwork to study the school and school grounds, plus the surrounding environment. Children begin to compare contrasting areas in the UK and abroad.
At Key Stage Two, work is designed to provide a growing awareness of geographical facts and the development of concepts. Learning is focused on global communities and natural events such as earthquakes, tsunamis and volcanoes. By the time children reach Year 6, they are able to apply their previous learning to specific geographical studies, including cities and rivers around the world and confidently use atlases, globes and technology to locate countries, describe their features and support their geographical enquiries.
Art and Design
We consider that creativity is a way of thinking which involves the ability to see things in new ways and to make something unique and individual. Creativity is fundamental to successful learning. Children are taught skills that will enable them to become adept in a wide variety of artistic techniques, approaches and uses of different media. Children will also learn about artists, crafts people and designers throughout history and study the art form and its cultural development. Alongside this, they will learn to evaluate and analyse works of art including their own and those of their peers.
Regularly throughout the school year the children are involved in communal art projects both within the school itself and the wider community. Close links with the church and village proved annual opportunities to celebrate the children’s skills and artistic work.
Biannually, the school collaborates with guest artists at Ely cathedral to enable our children to contribute to the art installation that is erected within Ely cathedral.
Design and Technology
Design and technology forms an important part of children’s learning where they must use their creativity and imagination to design and make products. They follow the design process; identifying need, designing, planning, making and evaluating across a variety of situations. The children work with various materials, including food, textiles, wood and pliable materials. The children learn about peparing meals to help maintain a healthy and varied diet. As the children progress through the school, they cook a variety of predominantly savoury dishes using a range of cooking techniques.
Design technology draws upon other curriculum areas: mathematics, science, computing and art. Pupils are challenged to solve technological problems and understand the importance of design and technology on our daily life and the world around us.
At Steeple Morden we are proud of our exciting and innovative approach to language teaching, which we have developed in consultation with our colleagues at local secondary schools. We teach languages throughout the school with all children focussing on the basics such as greetings, colours, numbers, and basic classroom language. Each class in Key Stages One and Two, has its own distinct language to learn, and country to focus on. Children learn about some of the customs and celebrations, which take place in their chosen country; older children also learn key historic or geographic information. All of our languages are taught through songs and games.
As the children progress through the school, they will have experienced a range of different languages. The intention is that they will grow to understand how languages work and some of the similarities and differences between them. They will also increase their knowledge of the world and communities around them. And most of all – we hope they will enjoy themselves.
Starling / Reception children will learn relevant words or phrases associated with their topics
Robin / Year 1 British Sign Language
Owl / Year 2 Spanish
Peacock / Year 3 French
Swift / Year 4 Mandarin
Heron / Year 5 Italian
Puffin / Year 6 German
The Education Reform Act 1988 requires that there is a daily act of collective worship provided for each child and collective worship forms part of daily assembly. This may be through the sharing of Bible stories or in asking children to be reflective about events they may have seen or been involved in.
Religious Education and Assembly / Collective Worship are not only devoted to the teaching of Christianity but are concerned with laying foundations for the development of religious understanding and providing a context for spiritual and moral development. Parents are entitled to arrange for children to be withdrawn from Collective Worship or Religious Education or both in which case they should contact the Headteacher.
Personal, Social, Health and Citizenship Education (PSHCE)
We believe that much of what takes place in school contributes to the personal, social and emotional development of the children. Children are encouraged to be responsible for themselves at an early age, with appropriate support from parents and staff.
Sometimes there are specific lessons and occasions when children are taught about their own development in all aspects of life. We have a scheme of work which covers all aspects of PSHCE taught alongside the SEAL (Social and Emotional Aspects of Education) programme. We celebrate children’s achievements in weekly assemblies and encourage children to identify positive attitudes and values in themselves and in others. We aim to answer children’s questions in this area with an appropriate balance of honesty and sensitivity. Human and animal life cycles are studied in science and human development is also studied in PSHCE. Personal, Social and Health Education is incorporated in a cross-curricular approach, taking into account the ages, abilities, experience and family backgrounds of our pupils.