Curriculum

Curriculum

Curriculum

Statement of Intent

At Sunnyside Academy, we aim to provide exciting learning opportunities, which motivate and engage our children by offering inspiring, accessible learning opportunities.

A range of teaching and learning opportunities will offer a differentiated, bespoke curriculum, which celebrates each individual child’s successes.

Through their natural curiosity, we will strive to enable the development resilient, confident lifelong learners.

Rationale

In order for pupils to be successful and confident when approaching the wider curriculum, we believe that it is very important that they have a good foundation in the following academic skills;

Reading – phonics, decoding and comprehension
Mathematics – fluency, number and reasoning
Writing – handwriting, spelling and composition
As the outcomes across these key areas have been variable across all phases, they have been a significant focus of school improvement initiatives through CPD, coaching and monitoring.

If the systematic teaching and learning in these areas is successfully in place then the work around the wider curriculum can be implemented with greater confidence by both staff and pupils alike.

We also place great importance upon positive emotional health and wellbeing and have ensured a focus upon developing strategies that support this as a Headstart school. We invest in sport and competition too as we believe that sporting opportunities builds resilience, team work and community cohesion. As an inclusive school, we ensure that ALL pupils have fair and equal access to a range of activities.

As a curriculum framework, we refer to Cornerstones, underpinned by our basic skills, but we adapt it to meet the characteristics and needs of our school community. It is important that we develop a greater focus upon specific vocabulary and progression of knowledge in more detail.

We are incorporating the work of the Royal Shakespeare Company across school in order to develop confidence, use of vocabulary and drama to promote a love of language and recognise the importance of language and influential linguists.

As an inclusive school for pupils and staff with hearing impairment we agree that moving towards BSL would be more beneficial than MFL as it’s our shared common second language. We also offer Smile Therapy, Deaf Studies and habilitation, life studies for our pupils with hearing or vision and learning impairment.

 

Curriculum Overview

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Curriculum Subject Information

Science

Here at Sunnyside Academy we understand the importance and value of Science as a core subject within the National Curriculum.

Pupils from our Student Council met with staff to discuss their thoughts and expectations of teaching and learning in Science. These views were then consolidated into 5 key principles that are at the core of every Science lesson.

Sunnyside Science Principles are:

  • Working collaboratively
  • Developing independence
  • Engaging, hands on experiments that are fun!
  • Making predictions
  • Using and making scientific models to share our knowledge and understanding

The principles are displayed in every classroom and also in the school corridor to ensure that Staff, Pupils and Parents/Carers all share the same clear vision for Science at Sunnyside.

 

Reading

Regular reading with your child is probably the best help you can give to ensure they go on to be successful throughout school and beyond.

A child who struggles with reading will struggle with the rest of the curriculum. This will get worse as they get older and may lead to them falling further behind their friends. At worst they will feel frustrated, a failure and start to dislike school and learning.

A child who learns to love reading will have a head start in life and be best placed to make the most of all that education has to offer.

Tips for Parents

Regular short reading sessions are much better than fewer longer sessions.

Make a regular routine and stick to it e.g. 10-15 minutes before bed or a regular TV programme.

Make the reading session a positive, fun time when your child can have your full attention and they will soon look forward to them. Before you read the book:

  • Look at the cover and try to guess what the book or story is about
  • Read the ‘blurb’ on the back which often tells you about the content or story
  • Flick through any pictures to get an idea of what happens

If your child cannot read the book they have chosen:

  • They may well enjoy using the pictures to help them tell the story in their own words
  • You can read the book to them, encouraging the child to join in with the bits they know, finish a line or re-read after you

If your child gets stuck on a word you can help them make a good guess by:

  • Looking for clues in the pictures
  • Looking at the first letter of the word
  • Re-reading the sentence up to the tricky word
  • Trying to build the word
  • If they are still stuck or tired, just say the word so they can carry on with the story.

When reading together:

  • It can be useful to run your finger along the line as you read
  • Talk about the characters, ‘Why did he do that?’, ‘How do you think she feels?’ etc
  • Relate events to your own experience, ‘Can you remember when we went to the seaside?’
  • Try to guess what will happen next

After reading:

  • Ask if the child liked or disliked the book and why
  • What were the best bits?
  • Who was your favourite character and why?
  • Re-read the story if the child wants

Always use lots of praise and encouragement. Happy Reading!

 

PSHE

At Sunnyside our goal is to equip the young people in our care with the knowledge, understanding, attitudes and practical skills to live healthily, safely, productively and responsibly.

Many of the ‘Wow’ experiences which form our experiential curriculum are based on an age appropriate focus on:

  • Drug education
  • Personal health
  • Bullying
  • Citizenship democracy and human rights
  • Careers and the world of work
  • Personal finance
  • Family and relationships
  • Sex education

For example our Y6 pupils enjoy their yearly input called ‘The Game of Actual Life’ where they choose a career, a place to live, discuss moral and social dilemmas and even get married!

All children in the school are at present undertaking e-safety training and are about to embark on the ‘Be Brave’ anti-bullying initiative.

 

Spiritual, Moral, Social and Cultural Development (SMSC)

The Mission of Sunnyside Academy is to develop each member of our community so that every child has the opportunity to reach their full potential. We will do this by:

  • Preparing the pupils for life in modern Britain.
  • Providing an environment which fosters close partnership with parents/guardians and the local community.
  • Promote the dignity and self esteem of all who work in the school.
  • Develop in each individual, respect, care and tolerance for one another.
  • Provide an exciting and stimulating curriculum which has learning at its heart and meets National Curriculum requirements.
  • Meet the spiritual, academic, physical, social, moral and cultural needs of all pupils to enable them to reach their full potential.
  • Providing a rounded programme of assemblies which promote pupils spiritual, moral, social and cultural development.
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Curriculum Year Group Information

HNB

Staff in the HNB:

  • Mrs Rathmell – Assistant Head Teacher/Base Lead
  • Mrs Gallagher – Teacher
  • Mrs Buckley
  • Miss Kirwan
  • Mrs Kilner (VI Support)
  • Mrs Kamara
  • Miss Charlton
  • Mrs Profitt
  • Mr Swinhoe

 

SCB

Staff in SCB 3:

  • Miss Donovan – Teacher of the Deaf
  • Mrs Palmer-Dove (STA)

 

Staff in SCB 4:

  • Miss Quinn – Teacher of the Deaf
  • Mr Birtles – Teacher of the Deaf
  • Mrs Bell (STA)

 

Staff in SCB 5:

 

Staff in SCB 6:

  • Mrs Denis – Teacher of the Deaf (Monday – Wednesday)
  • Miss Moore – Teacher of the Deaf (Thursday – Friday)
  • Mrs Nettle (STA)
  • Mrs Still (1:1 STA)
  • Mrs Williams (STA Wednesday – Friday)

 

Staff in Nursery:

  • Miss Rafiq – Teacher
  • Mrs Lipthorpe (HLTA)
  • Miss Moorhead (TA)

 

Staff in Reception:

  • Mrs Enderwick – EYFS Lead/Teacher
  • Mrs Bramwell (TA)
  • Mrs Lipthorpe (HLTA)
  • Mrs Emsley (VI Support)
  • Miss Garrity (VI Support Monday – Wednesday)
  • Mrs Alexander (VI Support Thursday – Friday)

 

Staff in Year 1:

  • Mrs Craggs – KS1 Lead/Teacher
  • Mrs Oostdijck (TA)
  • Miss Garrity (VI Support)

 

Staff in Year 1/2:

  • Ms Donoghue – Teacher
  • Miss O’Connor (TA)
  • Mrs Oostdijck (TA – PPA)
  • Mr Gregory (Sports Lead – ECT)

 

Staff in Year 2:

  • Miss Newbold – Teacher
  • Mrs Mulligan (TA)
  • Mrs Puttick (VI Support)

 

Staff in Year 3:

 

Staff in Year 3/4:

  • Miss Holden – Teacher
  • Miss Whitehead (TA)
  • Mrs Young (VI Support)
  • Mrs Hall (Deputy Head Teacher – PPA)

 

Staff in Year 4:

  • Mrs Kelly – Assistant Head Teacher/Teacher
  • Miss Craig (HLTA)
  • Miss Coleman (HI Support)

 

Staff in Year 5:

  • Miss Craster – Teacher
  • Mrs Makin (TA)
  • Mrs Richards (HI Support)

 

Staff in Year 5/6:

  • Mr Young – Teacher
  • Mrs Crosby (TA Monday – Thursday)
  • Miss Donaldson (VI Support)
  • Mrs Asif (VI Support Monday – Wednesday)
  • Mrs Farnaby (VI Support Thursday – Friday)

 

Staff in Year 6:

  • Mrs Reed – Teacher
  • Mr Jackson (HLTA)

 

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