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Our Curriculum

 "The touchstone of an excellent curriculum is that it instils in children a love of learning for its own sake."
Sir Jim Rose

We have been developing our grounds and our provision to make learning at Rowan School an exciting, fun thing that children want to do.

Our Creative Curriculum is designed to foster each child's social, emotional, physical, cognitive, and language development and to enhance learning in literacy, maths, science, social studies, the arts, and technology.

Children are encouraged to investigate, create, discover and communicate in order to add to their current knowledge and expand their interests and skills.

Our aim is that every child leaves our school with a solid foundation on which knowledge and positive self-esteem can grow and flourish.

Here are some of the things we focus on:

            Health and well being

  •   Keep fit through physical activity
  •   Positive self image
  •   Eat healthily in response to level of activity undertaken
  •   Extend interest in outdoor activities beyond school

    Creative thinking
  •   Generate ideas 
  •   Identify questions/problems to resolve
  •   Try a variety of solutions
  •   Vary and adapt ideas according to changing circumstances
  •   Ask questions
  •   Connect their own and others ideas in
  •   Imaginative ways

    Environmental awareness and understanding
  •   Experience a range of different environments
  •   Respond positively to differing environments
  •   Understand our impact on the environment
  •   Demonstrate and take an active part in care for the environment
  •   Appreciate and draw inspiration from the environment

    Self Management
  •   Seek out new challenges
  •   Work towards goals,
  •   Persevere 
  •   Manage own emotions

    Communication
  •   Participate and interact
  •   Communicate needs and ideas
  •   Communicate in order to learn

 

Topic cycle

Whole School SEAL themes (odd & even years)

Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2
New BeginningsGetting On & Falling OutGoing For GoalsGood To Be MeRelationshipsChanges

 

Lower School

Year 1 (odd)All About Me How Things ChangeWorking TogetherWhat's The Weather ?My Family & FriendsTransport
Focus:Science & PSHEHistoryPSHEGeography & SciencePSHE & REHistory
Compulsory food technology unit 1C: Eat More Fruit ​ ​ ​ ​ ​ ​
Year 2 (even)My WorldWhat's It Made Of ?Living ThingsMy SchoolToysCelebrations
Focus:GeographyScienceScienceGeography & PSHEHistoryRE & PSHE
Compulsory food technology unit 1C: Eat More Vegetables ​ ​ ​ ​ ​ ​

 

Middle School

Year 1 (odd)Our WorldThe RomansThe EnvironmentWild EarthCommunityFamous People
Focus:Geography & ScienceHistoryScienceGeographyPSHE & REHistory
Compulsory food technology unit 3B: Sandwich Snacks ​ ​ ​ ​ ​ ​
Year 2 (even)ElectricityWhere We LiveSame or Different ?MaterialsMeThe Egyptians
Focus:ScienceGeography & HistoryPSHE & REScienceScienceHistory
Compulsory food technology (using unit 3B as a template): Making Breakfast/ tea ​ ​ ​ ​ ​ ​

 

Upper School

Year 1 (odd)DinosaursKeeping SafeThe GreeksHere & ThereWaterWho Am I ?
Focus:Science & HistoryPSHEHistoryGeographySciencePSHE & RE
Compulsory food technology unit 5B: Bread ​ ​ ​ ​ ​ ​
Year 2 (even)Changes Over TimeOurselves SpaceWhere In The World ?Making ChoicesAnglo Saxons
Focus:HistoryScience & PSHEScienceGeographyPSHE & RE

History

 

Compulsory food technology unit 5D: Biscuits ​ ​ ​ ​ ​ ​

 

To ensure curriculum coverage we have devised curriculum content jigsaws.  Please click on the links below.

Curriculum content for Lower School (1) Feb 16.pdf

Curriculum Content for Lower School (2) Feb 16.pdf

Curriculum content for Middle School (1) Feb 16.pdf

Curriculum Content for Middle School (2) Feb 16.pdf

Curriculum content for Upper School (1) Feb 16.pdf

Curriculum Content for Upper School (2) Feb 16.pdf

 

Phonics

Our approaches to the teaching and learning of reading are multisensory. The teaching and learning of phonics is supported through cued articulation. This enables children to learn and to demonstrate knowledge even though they may not be able to efficiently articulate sounds. It also helps cue in children who require visual support with auditory learning.

In phonics and reading children also use alphabet arcs. Reading is taught through children building their own books. We use a range of levelled reading books rather than one particular scheme so that teaching is through bespoke programmes to meet individual needs. We use supportive strategies including cued articulation, alphabet arcs, Reading Recovery and Fisher Family Trust approaches.

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