Our Curriculum Subjects |
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When children start in Nursery, they will be introduced to books and stories through structured teaching and play experiences. We want them to love books and we share our love of stories and rhymes, as well as books which help us find out about things. Tales toolkit is also used to encourage storytelling and creative story writing across Foundation Stage.
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The curriculum offered across the Early Years Foundation Stage is centred around a wide range of books, from traditional tales, to classic stories and non-fiction books. Our chosen books and stories help develop children’s listening and communication skills, widen vocabulary and make important links between the spoken and written work, as well as stimulating an early interest and enjoyment of books. We also use Tales Toolkit, a creative and collaborative approach to storytelling that helps children structure their own oral tales into a written stories.
When the children have learned how to listen, they are introduced to phonics and are taught the letters and sounds that will help them to read and write. We teach phonics in school using the Read, Write Inc. programme, which the children begin in Foundation Stage and continue through to Key Stage One.
Additional one-to-one tutoring sessions are given to children who need some extra support on their phonics journey.
We use a range of strategies to help children learn to read. In Foundation Stage and Key Stage 1, these include the use of phonetically decodable books, daily phonics lessons and daily afternoon speed sound lessons. In Key Stage 2, Guided Reading sessions are taught using the Bug Club reading books and through Novel Study lessons. These are carefully planned to ensure children develop the skills they need to comprehend what they have read. We teach our children to transfer and apply their reading skills to access wider curriculum texts. It is at this stage that children are reading to learn!
Each child has their own library card which they can use in our newly refurbished library. All classes have weekly access to the library and this allows children the freedom to choose their own books and enjoy reading in a calm and relaxing space. Here, children learn to read for pleasure and take ownership of identifying texts that are of interest to themselves.
In Foundation Stage and Year 1, Read, Write Inc. Phonics is used to develop children’s spelling strategies with a focus on words being phonetically plausible. In Year 2 and Key Stage 2, spelling objectives are taken from the National Curriculum. Spelling rules are taught in a sequential order to provide children with strategies to spell unfamiliar words.
It is our belief that children will work harder and achieve more if they are excited about their learning. We try to take a cross curricular approach to the teaching of writing and make links with our main curriculum topics, wherever possible. Across Key Stage 1 and 2, we focus on half termly writing genres (for example: recounts, narratives, explanation texts, non-chronological reports etc.) and we plan these units of writing using The Teaching Sequence of Writing (Immerse – Analyse – Skills – Plan – Write – Publish and Edit). All children in each year group will write a piece of text of the same genre by the end of each half term. Within the skills sessions, SPaG skills are taught for that year group.
Daily vocabulary sessions are delivered to expose children to higher level vocabulary. This is done by identifying tier 2 and 3 words in the texts we read to the children and discussing definitions prior to reading. Children are then encouraged to use this vocabulary in their own writing
When the children have learned how to listen, they are introduced to phonics and are taught the letters and sounds that will help them to read and write. We teach phonics in school using the Read, Write Inc. programme, which the children begin in Foundation Stage and continue through to Key Stage One.
Additional one-to-one tutoring sessions are given to children who need some extra support on their phonics journey.
We use a range of strategies to help children learn to read. In Foundation Stage and Key Stage 1, these include the use of phonetically decodable books, daily phonics lessons and daily afternoon speed sound lessons. In Key Stage 2, Guided Reading sessions are taught using the Bug Club reading books and through Novel Study lessons. These are carefully planned to ensure children develop the skills they need to comprehend what they have read. We teach our children to transfer and apply their reading skills to access wider curriculum texts. It is at this stage that children are reading to learn!
Each child has their own library card which they can use in our newly refurbished library. All classes have weekly access to the library and this allows children the freedom to choose their own books and enjoy reading in a calm and relaxing space. Here, children learn to read for pleasure and take ownership of identifying texts that are of interest to themselves.
In Foundation Stage and Year 1, Read, Write Inc. Phonics is used to develop children’s spelling strategies with a focus on words being phonetically plausible. In Year 2 and Key Stage 2, spelling objectives are taken from the National Curriculum. Spelling rules are taught in a sequential order to provide children with strategies to spell unfamiliar words.
It is our belief that children will work harder and achieve more if they are excited about their learning. We try to take a cross curricular approach to the teaching of writing and make links with our main curriculum topics, wherever possible. Across Key Stage 1 and 2, we focus on half termly writing genres (for example: recounts, narratives, explanation texts, non-chronological reports etc.) and we plan these units of writing using The Teaching Sequence of Writing (Immerse – Analyse – Skills – Plan – Write – Publish and Edit). All children in each year group will write a piece of text of the same genre by the end of each half term. Within the skills sessions, SPaG skills are taught for that year group.
Daily vocabulary sessions are delivered to expose children to higher level vocabulary. This is done by identifying tier 2 and 3 words in the texts we read to the children and discussing definitions prior to reading. Children are then encouraged to use this vocabulary in their own writing
At Mansel Primary our aim is to provide a maths curriculum which is exciting, engaging and relevant for all children. Our vision is to ensure children leave Mansel with mathematical skills to enable them to succeed in life. We strive to enable fascination and an excitement to discover mathematical concepts and to broaden children’s knowledge and understanding of how mathematics is used in the wider world.
Throughout school from EYFS to Y6 we use a mastery approach to ensure children build up a depth of understanding for each mathematical skill through a concrete, pictorial and abstract approach. Solving problems using numerical fluency is the basis of our mathematical lessons and we also encourage children to make links between different areas of mathematics. We ensure that children leave Mansel with a logical and creative number fluency and with an ability to recall key number facts such as multiplication tables.
We aim to use high quality resources during learning time to enhance children’s mathematical understanding. The teaching and learning at Mansel is based around real life maths to ensure learning is relevant, engaging and exciting. At Mansel we ensure children have transferable skills, the ability to reason and solve problems, and a well-developed mathematical vocabulary in order to make links between different areas of maths.
Throughout school from EYFS to Y6 we use a mastery approach to ensure children build up a depth of understanding for each mathematical skill through a concrete, pictorial and abstract approach. Solving problems using numerical fluency is the basis of our mathematical lessons and we also encourage children to make links between different areas of mathematics. We ensure that children leave Mansel with a logical and creative number fluency and with an ability to recall key number facts such as multiplication tables.
We aim to use high quality resources during learning time to enhance children’s mathematical understanding. The teaching and learning at Mansel is based around real life maths to ensure learning is relevant, engaging and exciting. At Mansel we ensure children have transferable skills, the ability to reason and solve problems, and a well-developed mathematical vocabulary in order to make links between different areas of maths.
At Mansel Primary our aim is to provide a science curriculum which will inspire pupils to develop a love of biology, chemistry and physics. We understand how science has changed our lives and is vital to the world’s future prosperity. Many of our children show a sense of excitement and curiosity about the science subject so we encourage this and allow them to apply their scientific learning, skills and knowledge whilst conducting different types of science enquiry to answer key scientific questions.
Many of our children do not have the opportunities of receiving many scientific experiences out of school and therefore we want to provide the opportunities and encourage children to explore and investigate how science can be used to explain what is occurring.
Our science curriculum encourages children to develop their working scientifically skills and provides them with the opportunities to investigate their own scientific questions using the 5 different types of enquiry.
In addition, science provides children with curiosity of the world around them and the science that underpins this. We aim to develop their knowledge, resilience and teamwork through the breadth of the science scheme and with a range of scientific activities to develop knowledge, skills and understanding.
Many of our children do not have the opportunities of receiving many scientific experiences out of school and therefore we want to provide the opportunities and encourage children to explore and investigate how science can be used to explain what is occurring.
Our science curriculum encourages children to develop their working scientifically skills and provides them with the opportunities to investigate their own scientific questions using the 5 different types of enquiry.
In addition, science provides children with curiosity of the world around them and the science that underpins this. We aim to develop their knowledge, resilience and teamwork through the breadth of the science scheme and with a range of scientific activities to develop knowledge, skills and understanding.
At Mansel we recognise the importance of computing and give it the profile it deserves. We ensure Computing is being used across the curriculum in a safe way. We have ensured that staff and children have a wide range of ICT resources to use in school to enhance learning. It is accessible to every child and teaches skills which are transferable across the curriculum, and enable further learning opportunities at home.
At Mansel we use the Sheffield eLearning Scheme of Work which allows children to develop skills in Computing, Communication, Multimedia and Data. This is all done with an emphasis on teaching children how to stay safe. We also teach online safety as a separate strand within our PSHE lessons
At Mansel we use the Sheffield eLearning Scheme of Work which allows children to develop skills in Computing, Communication, Multimedia and Data. This is all done with an emphasis on teaching children how to stay safe. We also teach online safety as a separate strand within our PSHE lessons
At Mansel Primary our aim is to provide a geography curriculum which will inspire pupils to develop a love and a curiosity of the world around them.
Our geography curriculum encourages the children to research, evaluate and compare aspects of the world around them. This then provides the children with the skills needed to draw conclusions about the world and develop their own thoughts and opinions.
In addition to this, our geography curriculum encourages children to become independent in their learning and to also develop team work skills. Children are encouraged to present information to their peers, in order to build their confidence and knowledge of geography.
Our geography curriculum encourages the children to research, evaluate and compare aspects of the world around them. This then provides the children with the skills needed to draw conclusions about the world and develop their own thoughts and opinions.
In addition to this, our geography curriculum encourages children to become independent in their learning and to also develop team work skills. Children are encouraged to present information to their peers, in order to build their confidence and knowledge of geography.
At Mansel Primary our aim is to provide an engaging, relevant History curriculum which allows children to feel informed, represented and empowered, and inspires them to be curious.
Our focus on skills and historical concepts develops children as critical thinkers and reflective people with their own informed perceptions, giving them the ability to ask and answer increasingly complex questions of their own.
Additionally, our children retain a depth of knowledge on our key time periods through planned reviewing and consolidation each year.
Through the in depth study of historical concepts, enquiry and discussion, we aim to give our pupils a considered and critical knowledge of significant people and events who have contributed to the lives we lead today. We endeavour to give children the tools to make links between the past and the present, using Fundamental British Values and cross curricular links to support this.
Our focus on skills and historical concepts develops children as critical thinkers and reflective people with their own informed perceptions, giving them the ability to ask and answer increasingly complex questions of their own.
Additionally, our children retain a depth of knowledge on our key time periods through planned reviewing and consolidation each year.
Through the in depth study of historical concepts, enquiry and discussion, we aim to give our pupils a considered and critical knowledge of significant people and events who have contributed to the lives we lead today. We endeavour to give children the tools to make links between the past and the present, using Fundamental British Values and cross curricular links to support this.
Our PSHE programme promotes the spiritual, moral, cultural, mental and physical development of pupils at Mansel Primary School, preparing them for the opportunities, responsibilities and experiences of later life. PSHE in embedded within our curriculum in different ways. There are discrete lessons which take place, interventions lead by the pastoral team (utilised as/when necessary), student leadership roles, breakfast clubs and after-school clubs, which provide extended learning opportunities for our pupils and trips/ residentials, which have a PSHE focus.
Our children often do not have the necessary skills for handling their emotions in a constructive manner. Through our PSHE programme, assemblies and school ethos, we aim to teach the children how to recognise and manage different emotional states.
Our children often do not have the necessary skills for handling their emotions in a constructive manner. Through our PSHE programme, assemblies and school ethos, we aim to teach the children how to recognise and manage different emotional states.
Our aim as a school is to have children who leave Mansel Primary to know about and understand a range of religions and world views and to be able to express their own ideas and insights into the significant human questions which religions address. We want children to develop enquiring minds, and to think rigorously, creatively, imaginatively and respectfully about their ideas in relation to religion and world views.
Many of our children do not have the luxury of receiving RE lessons out of school and therefore we want to provide the opportunity for each child to engage with RE and be given the chance to explore viewpoints and lifestyles different to their own.
Our RE curriculum encourages the children to learn about Christianity, Hinduism, Sikhism, Islam, Buddhism and Judaism through a range of exciting teaching activities. Children will read stories from past and present based on inspirational leaders in order to build a wealth of knowledge and open- mindedness about the world and humans around them. Consequently, helping them to become educated, rounded adolescents upon their departure from primary school.
Furthermore, RE provides the children with the experience of working both independently and as part of a group, ensuring that skills of resilience and teamwork are promoted.
Many of our children do not have the luxury of receiving RE lessons out of school and therefore we want to provide the opportunity for each child to engage with RE and be given the chance to explore viewpoints and lifestyles different to their own.
Our RE curriculum encourages the children to learn about Christianity, Hinduism, Sikhism, Islam, Buddhism and Judaism through a range of exciting teaching activities. Children will read stories from past and present based on inspirational leaders in order to build a wealth of knowledge and open- mindedness about the world and humans around them. Consequently, helping them to become educated, rounded adolescents upon their departure from primary school.
Furthermore, RE provides the children with the experience of working both independently and as part of a group, ensuring that skills of resilience and teamwork are promoted.
Our school appreciates and celebrates the value of music and performance. Our music lessons are delivered through the use of a scheme called Charanga. We have a whole school singing assembly each week where the children experience the emotional benefits of collective singing, whilst additionally learning musical skills. Through the Wider Opportunities Scheme (provided by the Sheffield Music Service), our Year 4 children are given the chance to learn to play the ukulele. These lessons can be continued in Years 5 and 6, through the Pathways Scheme. Mansel is also renowned for its Summer stage productions and we are very much looking forward to this year’s production.
At Mansel, we believe art education stimulates creativity and imagination whilst giving the child unique opportunities to develop intellectually, emotionally, physically and socially.
At Mansel we are developing essential basic skills in drawing, painting and sculpture, initially influenced by great artists, designers and craft workers to encourage children to explore their ideas and record their experiences. As a school, we follow a 3 year rolling programme which focuses on the progression of skills. This programme allows every year group to experiment, build upon and develop their age appropriate skills whilst being exposed to a minimum of 12 artists, styles or movements during their time with us.
After every art project, we hold a whole school art exhibition so that the children and parents can see the progression of skills across the school and the high quality pieces of artwork that the children have produced. These take place at the end of the Autumn term and Summer Term
At Mansel we are developing essential basic skills in drawing, painting and sculpture, initially influenced by great artists, designers and craft workers to encourage children to explore their ideas and record their experiences. As a school, we follow a 3 year rolling programme which focuses on the progression of skills. This programme allows every year group to experiment, build upon and develop their age appropriate skills whilst being exposed to a minimum of 12 artists, styles or movements during their time with us.
After every art project, we hold a whole school art exhibition so that the children and parents can see the progression of skills across the school and the high quality pieces of artwork that the children have produced. These take place at the end of the Autumn term and Summer Term
The Early Years Foundation Stage is the starting point for the development of the skills, knowledge and understanding of Design and Technology. Here the children are encouraged to explore different media, materials and tools as well as starting to represent their ideas.
The Design and Technology Curriculum then aims to inspire pupil’s creativity, innovation and design skills, along with nurturing key practical skills.
At Mansel there is a focus on the Food Technology aspect of the curriculum, where children learn about diet, nutrition and how to cook. They take part in practical food preparation and cookery sessions, safely using a range of small equipment. In Key Stage One our children learn how to prepare a range of simple meals applying basic food technology skills such as cutting, grating and peeling. In Key Stage 2 we build on those skills to prepare and cook, predominantly savoury dishes, using a wider range of cooking techniques such as dicing, frying and using a cooker.
Alongside Food Technology, Design and Technology is taught as a discrete subject during the Spring Term. In Key Stage 1 and 2 a project based approach is used which allows children to acquire and apply their knowledge and understanding of materials and components, mechanisms, electrical control and structures. They learn to critically evaluate existing products. Then as designers children use their creativity alongside their developing technical skills to design, plan and make a product.
These design and technology skills provide our children with essential life skills
The Design and Technology Curriculum then aims to inspire pupil’s creativity, innovation and design skills, along with nurturing key practical skills.
At Mansel there is a focus on the Food Technology aspect of the curriculum, where children learn about diet, nutrition and how to cook. They take part in practical food preparation and cookery sessions, safely using a range of small equipment. In Key Stage One our children learn how to prepare a range of simple meals applying basic food technology skills such as cutting, grating and peeling. In Key Stage 2 we build on those skills to prepare and cook, predominantly savoury dishes, using a wider range of cooking techniques such as dicing, frying and using a cooker.
Alongside Food Technology, Design and Technology is taught as a discrete subject during the Spring Term. In Key Stage 1 and 2 a project based approach is used which allows children to acquire and apply their knowledge and understanding of materials and components, mechanisms, electrical control and structures. They learn to critically evaluate existing products. Then as designers children use their creativity alongside their developing technical skills to design, plan and make a product.
These design and technology skills provide our children with essential life skills
At Mansel, we aim to deliver high quality PE lessons that engage, challenge and inspire children to lead healthy lifestyles and lifelong engagement in physical activity. We ensure that children are taught the key fundamental skills, work in teams, develop team strategies and learn rules in a broad range of activities. We are linked with external organisations (SUFC community, SWFC community, Sheffield and Hallam University) that provide further opportunities. From the lessons that are taught, children are also given the opportunity to extend learning in extra-curricular clubs and competitive sport against Sheffield schools.
At Mansel we believe in the importance of all children learning a second language. Therefore, our intent is to give all children high quality, weekly Spanish lessons with a focus on progression and promoting confidence and fluency.
