The curriculum at Stoneywood is based on “A Curriculum for Excellence” guidance from Scottish Government.
The aim of Curriculum for Excellence is to enable all children to develop the necessary capabilities and attributes to be:
- Successful Learners
- Confident Individuals
- Responsible Citizens
- Effective Contributors
The curriculum is designed to enable all learners to understand the world they live in, reach the highest possible levels of achievement, develop skills for work in the 21st century and to foster lifelong learning.
The principles which underpin the curriculum are:
- Challenge and Enjoyment
- Personalisation and Choice
The experiences and outcomes describe national expectations of learning and progression from the early to the fourth curriculum level. Progression is indicated through curriculum levels which are explained in the table below.
|Early||the pre-school years and P1 or later for some|
|First||to the end of P4, but earlier or later for some|
|Second||to the end of P7, but earlier or later for some|
|Third and Fourth||S1 to S3, but earlier for some. The fourth level broadly equates to SCQF level 4|
|Senior phase||S4-S6 and college or other means of study|
The following provides a summary of what we are aiming to achieve across the curriculum. Literacy, Numeracy and Health & Wellbeing feature across all learning and children learn in real life contexts where possible, to enable them to make connections in their learning. We aim to promote learning that is active and engaging and promotes pupil ownership.
Languages and Literacy, including Modern Languages
Our ability to use language lies at the centre of the development and expression of emotions, our thinking, our learning and our sense of personal identity. Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. The Literacy and English framework promotes the development of critical and creative thinking as well as competence in listening and talking, reading, writing and the personal and interpersonal skills which are important for life and work.
Learners are taught these within meaningful and stimulating contexts and are encouraged to read, write talk and listen for a variety of purposes.
At Stoneywood we deliver an Active Literacy programme which provides opportunities for children to gain important technical skills and build their knowledge of phonics, spelling and grammar. This gives them the ability and tools to successfully engage with a wide range of texts. Learners are also given the opportunity to create texts and develop clear, well-structured explanations and narratives, demonstrating their ability to understand, analyse, evaluate and communicate effectively. Success in this area is celebrated weekly in assembly and a display and folder of work is available in the foyer.
Reading skills are developed in Stoneywood, through the use of Rigby, Kingscourt and Oxford Reading Tree reading schemes and other selected texts. Often a combination of resources is used to give the children a broad experience of different genres and reading skills. All learners are encouraged to read widely and the school is continually building its library of fiction and non-fiction texts. Paired reading activities are regularly timetabled throughout the school and include the nursery.
Learning a new language encourages children to broaden their horizons as they explore the language and its associated culture. Our P6s and 7s are currently learning French which will continue as they progress to Bucksburn Academy.
Numeracy and Mathematics
Mathematics equips us with many of the skills required for life, learning and work. At Stoneywood School we aim to use learning and teaching approaches and skillful questioning which will challenge and stimulate learners. They encounter mathematics through practical activities, problem solving, using computers, role play and investigations, mental maths challenges and written calculations. Our aim is for pupils to develop a secure understanding of concepts, principles and processes of mathematics and be able to apply these to different contexts, developing essential numeracy skills, problem solving capabilities and critical thinking skills.
The mathematics experiences and outcomes are structured within three main organisers, each of which contains a number of subdivisions:
- Number, money and measure
- Shape, position and movement
- Information handling
Children can deepen their understanding and learn how to transfer skills to new contexts when numeracy is developed consistently across different areas of learning. As they practice the foundation numeracy skills of number bonds, multiplication facts and mental strategies within a range of contexts, they can learn them more skilfully, giving them greater confidence to apply and extend their knowledge.
Learners need to use the skills of numeracy in different aspects of life for example; in science experiments, reading timetables and maps, or in activities which involve managing finances and budgets for a project.
In problem solving, children will be challenged to develop their mathematical thinking, to question and to explain. This process enables them to explore, identify and interpret a problem, decide how to proceed, reason logically, explain their thinking and reach a conclusion.
Health and Wellbeing
As a school we also have access and use of an allotment within our local community which we utilise and regularly visit to develop further.
Everyone within the school community shares the responsibility for creating a positive ethos, a climate of respect and trust and participation in activities which promote a healthy lifestyle. We aim to nurture an environment where everyone can make a positive contribution to the wellbeing of all pupils.
The health and wellbeing of pupils underpins much of which happens during the course of the school day, both in and out of the classroom. Pupils are encouraged to have a positive regard for self and others, to take increasing responsibility for their own lives and to identify, review and evaluate the values they and society hold and recognise that these affect thoughts and actions.
Learning in Health and Wellbeing ensures that children develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future.
The statements of experiences and outcomes are structured in the following categories:
- Mental, emotional, social and physical wellbeing
- Planning for choices and changes
- Physical education, physical activity and sport
- Food and Health
- Substance misuse
- Relationships, sexual health and parenthood.
As part of the Health programme pupils consider and discuss topics which have an influence on their personal and social wellbeing, including sex education, drugs awareness and nutrition and safety issues. Visitors may be used to help with these topics, including our liaison officer for Police Scotland, Accident Prevention Officers, Fire Brigade, SSPCA and the school doctor or nurse.
The school is committed to a policy of multicultural and anti-discriminatory education.
Through learning in the sciences, children develop their interest in, and understanding of, the living, material and physical world. They can engage in a wide range of collaborative investigative tasks, which allow them to develop skills and secure understanding of important scientific concepts.
The key concepts have been clearly identified using five organisers and skills, knowledge and understanding will be developed progressively through all of the areas.
- Planet Earth
- Forces, Electricity and Waves
- Biological Systems
- Topical Science
Through experimenting and carrying out practical scientific investigations and other research to solve problems and challenges children will develop their inquiry and investigative skills. They will also be encouraged to develop a range of analytical thinking skills in order to make sense of scientific evidence and concepts.
The school has achieved the Bronze level award in the PSQM (Primary Science Quality Mark) which demonstrates that we are delivering Science at a nationally recognised level. We have introduced Science Champions where the P6s and 7s deliver a series of investigations to a younger class. This involves planning, researching and developing a scientific concept, enhancing their own knowledge and skills base whilst conveying an enthusiasm for Science to younger children.
Every year in March we hold a Science Week where we focus on Science across the school. We invite visitors in to host workshops as well as visiting other local science attractions. Through our partnership with BP, our link partner delivered workshops to some of our classes demonstrating how science is fundamental in our lifelong learning.
The technologies framework provides a range of different contexts for learning that draw on important aspects of everyday life and work.
It includes creative, practical and work related experiences and outcomes in business, computing science, food, textiles, craft, design, engineering, graphics and applied technologies.
Practical activities in the technologies offer children the opportunities to develop a range of skills, knowledge and experience. Clear links exist between the technologies and all other areas of the curriculum, for example linking mathematics, science and technologies in an engineering context.
Computers are available in each classroom and children are given regular opportunities to develop their skills in word processing, graphic design, using the internet and using a variety of ICT equipment. Each class has access to an Interactive Whiteboard and pupils have access to Glow. ICT permeates through all areas of the curriculum and available technologies and software in school are used in learning and teaching at all stages.
The expressive arts play a central role in shaping our sense of our personal, social and cultural identity. Learning in the expressive arts also plays an important role in supporting children to recognise and value the variety and value of culture locally, nationally and globally. The expressive arts include: art and design, music, drama and dance and provide opportunities to be creative and imaginative, to experience inspiration and enjoyment and to develop skills in each of these areas.
During the course of the year we have valuable input from specialist teachers, professional arts companies, creative adults, musicians and cultural organisations. Excursions may be arranged to enhance the expressive arts programme. These have included visits to the Theatre or music productions, art galleries, museums and other events. Pupils in P4 to 7 also have the opportunity to learn brass or woodwind instruments. Parents are invited to performances and presentations at various points in the year.
Social Studies are generally approached within the context of particular themes, chosen to give a balance of skills and knowledge over the course of a year. Children develop their understanding of the world by learning about other people and their values, in different times, places and circumstances, and how the environment has been shaped. As they mature, learner’s experiences will be broadened using Scottish, British, European and wider contexts for learning while maintaining a focus on the historical, social, geographic, economic and political changes that have shaped Scotland.
Children learn about human achievements and about how to make sense of changes in society, of conflicts and of environmental issues. With greater understanding comes the opportunity and ability to influence events by exercising informed and responsible citizenship.
The social studies experiences and outcomes have been structured in three lines of development:
- People, past events and societies
- People, place and environment
- People in society, economy and business
Visitors to school or class trips are regularly organised to compliment class themes. Fieldwork in the local environment is arranged and a partnership with Bucksburn Academy has allowed us to take part in the John Muir Award at Sclattie Woods.
Religious and Moral Education
Religious and moral education enables children to explore the world’s major religions and views which are independent of religious belief and to consider the challenges posed by these beliefs and values. It supports them in developing and reflecting upon their values and their capacity for moral judgement. Through developing awareness and appreciation of the value of each individual in a diverse society, religious and moral education engenders responsible attitudes to other people. Children need to be aware that beliefs and values are fundamental to families, and to the fabric of society in communities local and global. They can develop their understanding of diversity in our society and their own role within it through learning about religion as well as learning from religion.
In Religious Education (RE), pupils are introduced to the idea of religion as a significant area of human experience. In the course of their primary schooling, pupils learn about Christianity as well as other World Religions. Moral Education underpins much of what takes place during the school day, but may also link to other curricular areas and topics. Weekly assemblies are held and led by staff, pupils, the local minister or visitors from other faiths, community groups or charity organisations.
During the year, pupils have taken part in activities to support a variety of good causes. In recent years this has included, The Roald Dahl Foundation, Children in Need, Macmillan Cancer Care, Comic Relief, Kilts for Kids, Rotary Shoe Boxes and the Wild Hearts Charity through Micro Tyco. Senior pupils and the SMART group organise events and are responsible for selecting charities.
Parents may request that their children are withdrawn from RE. Please contact the Head Teacher if you wish to discuss this.