Curriculum

Curriculum Statement (September 2016)

Khalsa Science Academy is very strongly shaped by its Sikh ethos which runs throughout and underpins the culture and curriculum of the school. We are driven by our Golden Rules – KHALSA- Kind, Honest, Achieve well, Lead, Share for All humanity, to ensure our children develop into confident, resilient and happy young people who exhibit self-discipline, respect and good manners.  We set out to ensure that all our children are enthusiastic, engaged and motivated and experience a curriculum and learning environment to foster a love of school and learning. We expect our children to reach their full potential and achieve outcomes which prepare them effectively for a successful secondary education and future employment, and encourage our children to actively demonstrate tolerance, fairness, respect for other faiths, British Values and the rule of law.

 

Khalsa Science Academy Curriculum

We believe our children need to develop an understanding about where they live and the wider world. Through learning about the world, we want them to understand their role in society and develop respect towards the environment, communities and religions.

Healthy Advocates

It is important to us that all members of our school community are healthy – physically and mentally. Throughout life, our children will face many difficult challenges and need to have the mental and physical strength to be successful and happy.

Respectful Communicators

We believe our children need to develop the skills to work well with other people. Children need to know how to speak and listen with respect in a variety of different situations.

Resilient Individuals

Our children need to become resilient to be able to deal with different challenges across the curriculum and in the wider world. They need to develop the ability to solve problems without giving up.  Developing the skills to work independently and become resourceful will be key to this.

Curriculum Aims

The Curriculum aims are taken from the National Curriculum. They are important to consider when we are planning how we are going to deliver the curriculum in order to ensure that the children are being taught the key skills that are key to each subject area.

 As Artists…

Children will develop the skills to:

– Produce creative work, exploring their ideas and recording their experiences

– Become proficient in a range of art, craft and design techniques

– Evaluate and analyse creative works

 – Know about great artists, and understand the historical and cultural development of their art forms.

As Mathematicians….

Children will develop the skills to:

– Become fluent in the fundamentals of mathematics, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

– Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

– Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

As Linguists…

Children will develop the skills to:

 – Read easily, fluently and with good understanding and develop the habit of reading widely and often, for both pleasure and information.

– Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences

– Use discussion in order to learn; and elaborate and explain clearly their understanding and ideas both formally and informally

As Musicians…

Children will develop the skills to:

– Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions.

– Learn to sing and to use their voices, to create and compose music on their own and with others; have the opportunity to learn a musical instrument and use technology appropriately

– Understand and explore how music is created, produced and communicated, including through the inter-related dimensions

As Scientists…

 Children will develop the skills to:

– Develop scientific knowledge and conceptual understanding

– Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them

– Become equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

As Geographers…

Children will develop the skills to:

– Develop contextual knowledge of the location of globally significant places;

– Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

Are competent in the geographical skills needed to:

– Collect, analyse and communicate with a range of data gathered through experiences of fieldwork

– Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)

– Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

As technicians…

Children will develop the skills to:

– Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

– Analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

– Evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

– Become responsible, competent, confident and creative users of information and communication technology.

As Historians…

Children will develop the skills to:

– Understand the history of Britain as a chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

– Know and understand significant aspects of the history of the wider world:

– Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses

– Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.

– Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

As Designers…

Children will develop the skills to:

– Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

– Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users

– Critique, evaluate and test their ideas and products and the work of others

– Understand and apply the principles of nutrition and learn how to cook.

As Sportspeople…

Children will develop the skills to:

– Develop competence to excel in a broad range of physical activities

– Are physically active for sustained periods of time engaging in competitive sports and activities and lead healthy, active lives.

Learning

Reception

View Reception Academic Year Overview

View Reception Autumn 2 Newsletter

View Reception Autumn 2 Topic

View Reception Autumn 1 Newsletter

View Reception Autumn 1 Topic

Year 1

View  Year 1 Academic Year Overview 

 View Year 1 Autumn 2 Newsletter

View Year 1 Autumn 2 Topic

View Year 1 Autumn 1 Newsletter

View Year 1 Autumn 1 Topic

Year 2

View Year 2 Academic Year Overview

View Year 2 Autumn 2 Newsletter

View Year 2 Autumn 2 Topic

 View Year 2 Autumn 1 Newsletter

View Year 2 Autumn 1 Topic

Year 3

View Year 3 Academic Year Overview

View Year 3 Autumn 2 Newsletter

View Year 3 Autumn 2 Topic

View Year 3 Autumn 1 Newsletter

View Year 3 Autumn 1 Topic

 Year 4

View Year 4 Autumn 2 Newsletter

View Year 4 Autumn 2 Topic

View Year 4 Autumn 1 Newsletter

View Year 4 Autumn 1 Topic