Curriculum Policy Statement

The Curriculum is defined as all the learning opportunities and other experiences organised and provided by the School. The Curriculum is not static, but is responsive to changes over time, in society and the economy, and in the changes in the nature of schooling itself.



  • ensures the organised continuity and progression of children’s general learning, as directed by the teachers;
  • gives full recognition to the need for children to be taught, to learn and to practise the basic skills in Maths and Literacy. This includes mental arithmetic, tables, spelling and reading comprehension; 
  • addresses the five outcomes of the Every Child Matters Framework;
  • provides opportunities for learning through enquiry, discovery and problem-  


  • enables a degree of flexibility to take account of children’s interests and current


  • recognises the need for children to take increasing responsibility for their own learning, and the assessment of their own work and achievements, to develop into independent and self-reliant  learners;
  • takes fully into account the requirements of the National Curriculum;
  • enables children to acquire and extend their skills, concepts, awareness, knowledge and understanding;                                      
  • provides the challenges to enable children to develop through their achievements;
  •   provides a broad-based, balanced and exciting learning experience covering aspects of intellectual, social, physical, creative, aesthetic, cultural, moral and religious development;
  • ensures that the children are aware of the socially, culturally and ethnically varied nature of our society and that they are as well prepared as possible for  the opportunities and challenges that they will meet in life;
  • deepens and extends the children's knowledge and understanding of themselves and the world in which they live;
  • fosters and encourages in each child a sense of respect for themselves (self-esteem), for others and for the environment;


The Whole School Curriculum aims to provide breadth and balance while recognising the importance of Literacy and Numeracy. It consists of the National Curriculum, Religious Education and other Curricular and Extra-Curricular Provision.

The National Curriculum prescribes what the majority of children at any particular stage of their educational development should know, understand and are able to do. The four purposes of the National Curriculum are:

  • to establish an entitlement;
  • to establish standards;
  • to promote continuity and coherence;
  • to promote public understanding.

Key Skills outlined in the NC are to develop children’s confidence in their capacity to learn and work independently and collaboratively, to equip them with the essential learning skills of literacy, numeracy, and information and communication technology, and promote an enquiring mind and capacity to think rationally.

Religious Education is not part of the National Curriculum but is compulsory. The School follows the Derbyshire S.A.C.R.E. (Standing Advisory Council on R.E.) locally-agreed syllabus. Parents have a right to withdraw their children from this provision and alternative arrangements are made.

P.S.H.E./Citizenship (Personal, Social and Health Education / Citizenship) is included in Curriculum 2000 in the form of a non-statutory framework.


Our creative curriculum is organised on a 2 year rolling programme, where the lower school and upper school study five different topics each year. The topics were chosen by the staff and children to include both their interests and the areas prescribed in the National Curriculum. Progression in skills in each area of the curriculum is usually linked to the topics which begin with a ‘super starter’ visit or activity and end with a ‘fabulous finish’ in a range of media.



The School’s Curriculum aims to be socially inclusive in providing effective learning for all pupils. In supporting this aim it draws upon the extensive experience and expertise of the School’s teaching and non-teaching staff, and upon the L.A.’s support services (including the Educational Psychologists, the Support Service for SEN, Behaviour Support Service, Medical and Therapy Services).


The School maintains a list of children with identified special needs in accordance with the Special Needs Code of Practice as well as a list of pupils identified as more able, gifted and talented. In the planning and teaching due regard is given to: setting suitable learning challenges, which may be identified in an I.E.P. (Individual Education Plan); responding to pupils’ diverse learning needs; and overcoming potential barriers to learning and assessment for individuals and groups of pupils.


It is recognised, however, that a situation may be arrived at where the School’s best attempts at the inclusion of any particular child, including the use of the L.A.’s support services, have not been successful in terms of the child’s social and educational development and/or the consequential disruption to the education of other children in the school. Should this occur, the Headteacher will inform the Governing Body which will consider the range of options available in an attempt to resolve the situation in the best interest of all concerned.



1)    to make and keep under review a curriculum policy statement.

2)    to consult with the Headteacher over curriculum matters.

3)    to take into account local circumstances, and the views of others with an interest in the School  ( eg  staff, parents, and local community members including the police).

4)    to provide a copy of their policy statement for the Headteacher and the L.A. and to make a copy of the policy available to any parent requesting one.

5)    to summarise the policy in the School brochure.

6)    to ensure that the statutory assessment procedures are carried out and the results reported.

7)    to determine and report on the statutory target-setting requirements.

8)    to determine the School’s Sex Education and Relationships policy.

9)    to ensure the requirements for R.E. and Collective Worship are met.

10) to respond to any complaint from a parent about the curriculum.

11) to determine and/or give approval to School Visits and Extra-Curricular activities.

12) to determine and review a policy on charges and remissions.  



1)   to determine and organise the curriculum and ensure it is followed in the school  through the nomination of and support for Subject Leaders amongst the teaching  staff.

2)    to provide teaching staff with a copy of the policy.



1)    to provide leadership and direction for the subject.

2)    to maintain a subject policy and review it in consultation with colleagues.

3)    to provide support and guidance for colleagues in planning, target-setting, teaching,  assessment, recording and reporting.

4)    to monitor the delivery of the subject in line with the School’s monitoring policy.

5)    to audit, develop and review the subject in line with the School’s Curriculum Development Plan.



a)  Nat. Curric. Core subjects: English, Maths and Science

b) Nat. Curric. Foundation subjects: I.C.T., Design & Technology, History, Geography, French, Music, Art, and PE

c)  Other Learning Opportunities:

d)  Religious education, PSHE&C, school visits, school visitors and extra curricular activities 



The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
 read easily, fluently and with good understanding
 develop the habit of reading widely and often, for both pleasure and information
 acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
 appreciate our rich and varied literary heritage
 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; they should be able to elaborate and explain clearly their understanding and ideas
 are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

English is given a high priority as it provides access to all other subjects. Speaking, listening, reading and writing activities are integrated and wherever relevant linked to the topic being studied. There are opportunities for a range of practical activities, study of different types of literature and writing for different purposes, using a range of resources to cover:

1)        Speaking and Listening  

2)         Reading

3)         Writing (including grammar, punctuation and spelling)



The national curriculum for mathematics aims to ensure that all pupils:
 become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, 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

Children learn through practical activities, problem solving and applying their knowledge in a range of contexts. They estimate and approximate, look for patterns and relationships and decide when the use of calculators would be appropriate, often to check their work. A range of resources including the abacus scheme and maths mastery are used in school to teach the following areas:

1)         Number

2)         Measurement

4)         Geometry

5)         Statistics




The national curriculum for science aims to ensure that all pupils:
 develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
 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
 are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Children learn the knowledge, skills and understanding through a range of familiar contexts and carrying out investigations covering:

1)         Working Scientifically

2)        Biology, chemistry, physics



The national curriculum for design and technology aims to ensure that all pupils:
 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.

Through relevant contexts, children are taught to design, make, evaluate, learn technical knowledge and cooking and nutrition.



The national curriculum for computing aims to ensure that all pupils:

 can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
 can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
 can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
 are responsible, competent, confident


The national curriculum for history aims to ensure that all pupils:
 know and understand the history of these islands as a coherent, 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: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
 gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
 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.


The national curriculum for geography aims to ensure that all pupils:
 develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
 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 that deepen their understanding of geographical processes
 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.


The national curriculum for art and design aims to ensure that all pupils:
 produce creative work, exploring their ideas and recording their experiences
 become proficient in drawing, painting, sculpture and other art, craft and design techniques
 evaluate and analyse creative works using the language of art, craft and design
 know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.


The national curriculum for music aims to ensure that all pupils:
 perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
 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, use technology appropriately and have the opportunity to progress to the next level of musical excellence
 understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.



The national curriculum for physical education aims to ensure that all pupils:
 develop competence to excel in a broad range of physical activities
 are physically active for sustained periods of time
 engage in competitive sports and activities
 lead healthy, active lives.



The national curriculum for languages aims to ensure that all pupils:
 understand and respond to spoken and written language from a variety of authentic sources
 speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
 can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
 discover and develop an appreciation of a range of writing in the language studied.



Religious Education at Stonelow School is based upon the Derbyshire Agreed Syllabus. 

The Principal aim of RE in Derbyshire schools is to enable pupils to participate in an on-going search for wisdom, through exploring questions raised by human experience and answers offered by the religions and beliefs of the people of Derbyshire and the wider community, so as to promote their personal development.



Personal, Social, Health and Education (PSHE) helps to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible British citizens. PSHE underpins our school ethos.

Our scheme of work is based on the Health Promoting Schools Scheme, incorporating I am, I know, I can materials, SEAL materials and ASK.

1)         Belonging

2)         My Body

3)         I am

4)         My World

5)         People

6)         Rules and Views



During the course of the School year, the pupils’ educational experiences are enhanced and broadened through day and residential visits, visitors into school, opportunities to perform, extra-curricular activities, and involvement in local, national or international events as the opportunities arise. These areas provide scope for the teachers to exercise professional judgements to enhance the statutory Curriculum provision for pupils and to provide breadth and balance. In so doing, account is taken of the desirability, suitability and relevance of any studies selected and undertaken, within the overall Curriculum framework.  In this way the particular abilities, experience, expertise and interests of individual teachers can serve to inspire and enthuse children in their learning.


Together with target-setting, assessment and monitoring, this serves to provide structured continuity and progression for the pupils' development.  It is designed and implemented through the commitment to the philosophy of the all-round development of the whole child.  It seeks to be stimulating and relevant to encourage, in the children, a love of learning, pride in achievement, happiness in success and a sense of well-being through being a fully participating and valued member of the School community.


Extra Curricular Activities

A wide range of extra-curricular activities and sports are offered in order to help to improve children's motivation, build their self-esteem and help them become more effective learners. Above they help to raise achievement and showcase their talents.

The extra-curricular activities programme that we offer at Stonelow Junior School aims to encourage children to be involved in a variety of different activities and opportunities, that the National Curriculum does not offer, to follow their interests, learn new skills and work with like -minded people.  In addition to this, they learn to co-operate and interact with other children who are not in their class, as well as learning the responsibilities involved in being a member of a club, including the importance of commitment and regular attendance.

The activities take place during lunchtimes and after school. The clubs are organised and supervised by members of staff who do so voluntarily. Some activities require the skills of outside agencies for a small charge.


Opportunities for music tuition

Peripatetic teachers visit the school to provide individual lessons such as violin, vocal, drumming, guitar and keyboard. Other instruments may be available if there is sufficient demand. Lessons are paid for by parents but may initially be subsidised for pupils on free school meals.


Pupil Committees 

There are opportunities for pupils to take responsibility in school for example some are trained as playground buddies, mini sports leaders or librarians. Others join committees such as the School Council, ECO committee or Fair Trade Committee and take part in projects which benefit the school.




page last updated on 16/06/2016


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