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Mathematics at Shawclough
Intent
At Shawclough, mathematics is ambitious, inclusive and carefully sequenced. Every pupil should develop secure knowledge, fluency and confidence, notice patterns, explain thinking, choose efficient methods and apply mathematics purposefully.
• Pupils build connected understanding across number, measurement, geometry and statistics.
• Essential number facts and calculation knowledge become increasingly automatic.
• Mathematical language is taught explicitly so pupils can describe, compare, reason and justify.
• Concrete resources, visual representations and abstract notation are deliberately connected.
• Reasoning and problem solving are developed alongside fluency, not left until the end of a unit.
• Teaching supports all pupils through modelling, scaffolding, purposeful practice and timely intervention.
Implementation
Our approach to mathematical mastery helps children develop a deep, secure understanding that they can explain and apply. Teachers use the White Rose small-step sequence, our visual calculation policy and ongoing assessment to help children learn, practise and embed knowledge. Concrete resources, pictures and abstract notation are connected so pupils understand how methods work and why.
Concrete — Children handle and explore objects such as counters, cubes, bead strings and place-value equipment. Teachers model how these resources represent mathematical ideas, and children use them to investigate, explain and practise.
Pictorial — Children use pictures, drawings, number lines, part–whole models and bar models to represent their thinking. Teachers make explicit links between these representations and the concrete resources, helping pupils recognise the same mathematical structure.
Abstract — Children connect their understanding to numbers, symbols and written calculations. They explain what the notation means and use it to calculate, reason and solve problems with increasing independence.
Learn practise and embed — Teachers introduce ideas through clear modelling and guided practice. Feedback addresses misconceptions, while retrieval and application in different contexts help children retain and use their learning.
Mathematical fluency — Regular counting, number-fact practice and mental calculation help children recall and use knowledge accurately and efficiently. Fluency also means choosing a suitable strategy, recognising connections and moving confidently between representations; it develops alongside reasoning and problem solving.
Children move between these approaches as needed, including when meeting more complex ideas. Practical resources and pictures remain available throughout school to support understanding and reasoning.
Books in Nursery Reception and Year 1
Carefully chosen picture books, stories, rhymes and non-fiction introduce and revisit concepts, develop vocabulary and place mathematics in memorable contexts. Adults draw attention to the mathematics and provide practical follow-up experiences. The book enriches rather than replaces explicit teaching.
Impact
The impact of the curriculum is seen in what pupils know, remember, explain and apply over time. Pupils should increasingly:
• demonstrate mathematical fluency by recalling facts accurately and choosing efficient calculation strategies;
• demonstrate mathematical mastery by explaining why methods work and applying understanding in different contexts;
• use precise vocabulary to explain, reason and justify;
• make connections and apply learning to familiar and unfamiliar problems;
• show confidence, curiosity and resilience, learning constructively from mistakes;
• retain essential knowledge and build successfully on it as they move through school.
Ways to help at home
Maths is part of everyday life. A few minutes of relaxed talk, play and practical activity can help children build confidence. Choose ideas that suit your child’s stage of learning and praise their effort, explanations and willingness to try.
Tell the time — Notice the time on clocks and digital displays. Talk about daily routines, days and months. As children become ready, read times together and work out how long an activity or journey takes.
Use measures — Weigh ingredients, measure water in a jug, compare lengths or use a timer when cooking. Estimate first, then check. Talk about longer, shorter, heavier, lighter, full and empty; use units when appropriate.
Count forwards and backwards — Count steps, toys or items as you tidy. Count back as objects are removed. Start from different numbers and, when ready, count in 2s, 5s, 10s or other steps. Ask what comes next or before.
Spot shapes and patterns — Find shapes in windows, signs, packaging and buildings. Talk about their features and how they are alike or different. Make repeating patterns with toys, leaves or coloured objects.
Play number games — Use dice, dominoes, cards and board games to recognise small quantities, count, compare and add. Ask “How many altogether?” or “How many more?” Keep games enjoyable rather than testing speed.
Shop and share — Compare prices and work out simple totals or change when appropriate. Share objects equally or explore halves and quarters using food or paper. Older children can adjust recipe quantities or plan a small budget.
Ask “How did you work that out?” and give time to explain. Use everyday objects or drawings to help. If a school method is unfamiliar, ask the class teacher or refer to our visual calculation policy so that home and school support each other.
More family ideas and activities from National Numeracy: (Toolkit requires free sign-up.)
https://www.nationalnumeracy.org.uk/helping-children-maths/family-maths-toolkit
Reading at Shawclough
Intent
At Shawclough Community School, we want every child to read accurately, fluently and with understanding, and to enjoy reading. Reading opens the door to learning across the curriculum, develops language and imagination, and helps children explore different people, places and ideas.
Our curriculum develops reading for fluency, meaning and pleasure. From Nursery to Year 6, we build language, word reading and understanding of fiction, non-fiction and poetry. We maintain high expectations, with support matched to each pupil’s reading stage and needs.
Implementation
In Nursery, stories, rhymes, songs and talk develop listening, vocabulary and awareness of sounds. Children explore books, join in with familiar phrases and discuss pictures, characters and events, preparing them for phonics.
In Reception and Key Stage 1, we use Read Write Inc. to teach phonics: the links between letters and sounds. Children learn to blend sounds to read words. Their practice books match the sounds they have been taught, so they can read successfully without guessing. Re-reading helps them become accurate and fluent. Regular checks help teachers select the right books, organise groups and provide extra support.
When children are ready, they move into Read Write Inc. Comprehension to develop their understanding of texts. Ready Steady Read Together begins in Year 2 during the summer and continues through Key Stage 2. Children explore fiction, non-fiction and poetry, learn new vocabulary and discuss ideas using evidence from what they read.
Teachers show children how to read with suitable pace and expression. Children practise by repeating after an adult, reading together and re-reading. Talk about words and ideas helps them understand texts. Daily story time, book discussions and access to a wide range of authors encourage enjoyment. Support such as pictures, rehearsing answers aloud and accessible formats helps pupils overcome barriers, including those with SEND.
Impact
We aim for confident, independent readers who understand texts, explain their thinking and enjoy books. By the end of Key Stage 1, pupils should read accurately and increasingly fluently using secure phonics. By the end of Key Stage 2, they should read more complex texts, support their ideas with evidence and use reading across the curriculum.
Teachers check progress by listening to children read, talking about books and reviewing their responses. Regular Read Write Inc. checks and termly reading assessments in Key Stages 1 and 2 identify gaps and next steps. Teachers use this information to provide timely support and challenge. Our reading progression document explains the detailed sequence from Nursery to Year 6.
Ways to help at home
A little reading, sharing and talking each day helps your child build confidence and enjoyment. Choose a relaxed time and keep it positive. Reading aloud to your child remains valuable even when they can read independently.
Practise sounds and sound cards — For early readers, briefly practise the sounds and sound cards sent home by school. Follow the school’s guidance on saying sounds and blending them into words. Keep it playful and revisit familiar sounds.
Read school books — Listen to your child read their school book. Allow time to blend unfamiliar words and re-read familiar passages to build fluency. Ask the teacher if you are unsure how to help.
Fill in the reading record — Record the date, book or pages read and a brief comment. Share successes or difficulties. Older pupils can contribute, with an adult checking their entry.
Share a range of books — Enjoy fiction, non-fiction and poetry, including books you read aloud. Follow your child’s interests, revisit favourites and discuss new words and discoveries.
Enjoy rhymes and songs — Sing songs, share nursery rhymes and read poems aloud. Join in with repeated words, notice rhymes and clap rhythms.
Talk about reading — Ask “What happened?”, “Why do you think that?” or “Which words helped you work it out?” Allow time to answer and share your thoughts.
Visit the library — Browse and borrow books together. Explore new authors and look out for story sessions. Let your child see you enjoying reading too.
Read everyday print — Read signs, recipes, instructions, comics and magazines together. Show how reading helps us find information and do things.
Bring stories to life — Retell stories with toys, act out scenes or try character voices. Invite your child to draw a favourite part and tell you about it.
Listen to stories — Enjoy audiobooks together and talk about them. Libraries may offer audiobooks and eBooks. Listening complements your child’s reading practice.
Share your home language — Tell stories, sing songs and share books in your family’s languages, as well as English. Talk about pictures and involve other family members.
School books provide matched practice; shared books offer enjoyment and richer language. If reading is difficult or your child is reluctant, speak to the class teacher so we can help together.
Writing at Shawclough
Intent
At Shawclough Community School, we want every child to become a confident writer who can communicate clearly, accurately and with increasing independence. We nurture enjoyment of writing and help children understand that their words can tell stories, share information, explain ideas and influence others.
Writing begins with talk, play, drawing and meaningful mark-making. Throughout school, spoken language, vocabulary and reading underpin writing development. We teach both transcription—handwriting and spelling—and composition—developing ideas and organising them into sentences and texts. Secure foundations help children concentrate on what they want to say.
Our curriculum builds progressively from early writing to writing for different purposes and audiences. High-quality books inspire ideas and introduce rich language. Grammar and punctuation are taught explicitly within writing units, helping children understand how their choices improve meaning and effect. Accurate sentences remain a priority in every year group.
We maintain high expectations for all children. Appropriate support, practice and challenge help pupils overcome barriers, deepen their skills and become increasingly independent writers.
Implementation
Early Years
In the Early Years, we build the physical and language foundations children need for writing. Movement and play develop strength and control in the shoulders, elbows, wrists and fingers. Activities such as Squiggle programmes, Dough Disco, drawing and practical tasks support coordination, fine motor skills and pencil control. In Nursery, children explore mark-making with a variety of tools, materials and surfaces, learning that marks can carry meaning.
In Reception, children learn letter formation alongside phonics through Read Write Inc. (RWI). They begin using Get Writing books when ready, applying the sounds they know to spelling and early sentence writing. Stories, role play and adult-supported talk help children develop ideas and rehearse what they want to write.
Key Stage 1
In Key Stage 1, children continue to develop spelling, handwriting and sentence writing through RWI and Get Writing. Alongside this, we use the high-quality texts from Ready Steady Write to develop spoken language, vocabulary, grammar and sentence structure. Teachers adapt activities and writing demands so that children secure essential skills while developing their ideas. Storytelling, puppets, role play, sequencing, drawing and oral rehearsal prepare children for writing. Regular, focused practice helps them form letters accurately, spell using their phonics knowledge and write complete sentences. Children who are ready are challenged to develop their ideas and make more precise language choices.
Key Stage 2
In Key Stage 2, Ready Steady Write provides a structured approach to developing writing for different purposes and audiences. Children explore high-quality texts and learn how authors organise writing and use language effectively. Teachers model planning, drafting, evaluating, revising, editing and publishing, gradually increasing pupils’ responsibility for these processes. Spelling and handwriting continue to be taught and practised.
Across school
Across school, grammar and punctuation are explicitly taught, modelled and applied within meaningful writing. Feedback helps children improve both accuracy and the impact of their words. Pupils also write across the curriculum, applying their skills to explain learning and communicate ideas. Support and challenge respond to individual needs while promoting independence, confidence and enjoyment.
Impact
Our aim is for children to leave Shawclough as confident, capable writers who communicate effectively for a range of purposes and audiences. As they progress, pupils should demonstrate increasingly fluent handwriting, accurate spelling and punctuation, well-constructed sentences and thoughtful choices of vocabulary and organisation. They should be able to discuss their ideas, explain their choices and improve their writing with growing independence. Teachers assess progress through discussion, observation and writing produced over time, using this evidence to identify next steps, provide timely support and extend learning.
Ways to help at home
Choose short, enjoyable activities that match your child’s stage of development. The age ranges below are a guide. Follow their interests, praise their ideas and effort, and ask the class teacher which skills to practise.
Make meaningful marks — Nursery and Reception. Offer crayons, chalk, paintbrushes and paper. Make pretend menus, tickets or shopping lists through play. Ask your child to tell you what their marks mean; you can write down their words for them.
Say it before writing it — All ages. Talk about an experience or retell a story with toys. Early writers can say one sentence aloud before writing. Older children can rehearse several ideas and decide the best order.
Use sounds to spell — Reception and Key Stage 1. Encourage your child to say a word slowly, hear its sounds and write the letters they have learnt. Use sound cards and formation guidance from school. Help with tricky words and value their attempts.
Write for a real purpose — Key Stage 1 and beyond. Write cards, short messages, labels or shopping lists. Younger children may draw and add a word or sentence; older children can write a letter, invitation or clear instructions for a game.
Read like a writer — All ages. Share fiction, non-fiction and poetry. Notice an interesting word or how an author describes a character. Older children can discuss how a writer creates humour, excitement or suspense.
Keep a diary or make a book — Key Stage 2. Write a short diary entry, comic, poem or fact page about an interest. Younger writers can add captions to pictures. Older pupils could create linked chapters or a guide for a younger child.
Plan with pictures and notes — Key Stage 2. Sketch a setting, draw a simple story map or jot down key facts before writing. Talk about who will read the piece and what it needs to tell them.
Read back and improve — Key Stage 1 and Key Stage 2. Ask your child to read their writing aloud and check it makes sense. Choose one useful improvement, such as a missing full stop, clearer word choice or spelling they are practising. Let them make the change.
Keep handwriting and spelling practice in line with school guidance. Avoid correcting everything at once. If writing is tiring or frustrating, take a break and speak to the teacher about suitable support.
Handwriting at Shawclough
Intention
At Shawclough Community School, we want every child to develop comfortable, confident and legible handwriting. Secure letter formation and increasing fluency help children record their ideas and focus on what they want to say. We value purposeful presentation and enjoyment of writing.
Our curriculum builds from physical readiness and meaningful mark-making in Nursery to accurate formation, joining and increasingly automatic handwriting. We have high expectations for all pupils, with support matched to their stage of development and individual needs.
Implementation
In Early Years, movement, play and mark-making develop the strength, coordination and control needed for handwriting. Activities include Dough Disco, Squiggle Whilst You Wiggle, painting, threading and peg work. In Reception, Read Write Inc. phonics provides consistent lower-case letter formation ditties alongside continued physical preparation.
In Key Stages 1 and 2, Ready Steady Handwrite provides a consistent approach to teaching and practice. Teachers model letter movements and ready-to-write routines, including comfortable posture, pencil grip and paper positioning. Regular, focused practice and feedback help children develop accuracy and confidence before increasing fluency and speed.
By the end of Key Stage 1, children are taught to form lower-case letters, capital letters and digits accurately, with appropriate size and spacing. They begin to use the strokes needed to join letters, while secure letter formation remains the priority.
By the end of Key Stage 2, children are taught to write legibly and fluently at an appropriate speed. They develop stamina for longer writing and learn to choose suitable letter shapes, joins and writing tools for different tasks, including when an unjoined style improves clarity.
Teachers check accuracy and revisit difficulties promptly. Appropriate modelling supports left-handed writers, while adapted tools and targeted practice support inclusion, including SEND. Our accompanying progression document sets out the detailed teaching sequence from Nursery to Year 6.
Impact
We aim for pupils to write with increasing ease, independence and legibility, so handwriting supports their learning. By Year 6, pupils should use a fluent, readable style and adjust their speed and presentation to the task. Progress is considered from each child’s starting point.
Teachers evaluate handwriting through observation, focused practice and independent work across subjects. They check whether taught skills transfer into everyday writing and use this evidence to identify next steps and timely support. Comfort, confidence and stamina matter alongside presentation.
Ways to help at home
Keep practice short, relaxed and enjoyable. Ask your child’s teacher which letter formations or joins to practise so that home and school use the same approach. Praise careful effort and improvement.
- Build hand control through pinching, squeezing and rolling playdough, squeezing clothes pegs, threading and joining or separating construction pieces. Drawing, painting and everyday tasks such as fastening buttons also help. Supervise small items as appropriate.
- Practise meaningful writing such as a name, a shopping list or a short message. Model the correct starting point and direction. Secure formation comes before joining; avoid introducing joins before they are taught at school.
- Encourage a relaxed tripod grip: thumb and index finger hold the pencil, with the pencil resting on the middle finger. This applies to either hand. Left-handed writers may hold slightly further from the tip to see their writing. Allow the preferred hand to develop naturally.
- Place paper slightly towards the writing hand and tilt it comfortably: the top of the page usually tilts left for right-handers and right for left-handers. Keep the writing hand below the line where comfortable, and use the other hand to steady the page.
- Choose a suitable chair and table. Feet should rest on the floor or a footrest, with the back supported, shoulders relaxed and forearms comfortably on the table. Leave room for the writing arm to move.
A comfortable, effective grip matters more than achieving one exact shape. If writing causes pain, excessive tiredness or continuing difficulty, speak to the class teacher about suitable support.
Grip pictures show the three finger contact points. Paper angles are starting points and should be adjusted for comfort.
Science at Shawclough
Intent
At Shawclough Community School, we want children to be curious about the world and confident to ask questions. We help them build secure scientific knowledge, use evidence to explain their ideas and understand how science affects everyday life.
Our curriculum develops understanding of biology, chemistry and physics alongside the skills needed to work scientifically. Children learn precise vocabulary, explore their local environment and consider how we can care for living things and the planet. We have high expectations for every child, with support and challenge suited to their needs.
Implementation
In Nursery Sky, Nursery Ocean and Reception, science develops through Understanding the World. Sky children explore with their senses and notice changes. Ocean children describe, compare and observe living things and materials. Reception children look more closely, ask questions, make predictions and offer simple explanations. Seasonal observations, caring for living things and practical play build foundations for Year 1.
In Years 1 to 6, we follow White Rose Science. Learning builds in a planned sequence, revisiting knowledge and vocabulary so children can connect new ideas to what they already know. Our science progression document sets out the detail for each year group.
Children learn through clear explanations, practical activities and different types of enquiry: observing changes over time, looking for patterns, grouping and classifying, comparative and fair testing, and research. Teachers model safe use of equipment and help children discuss, record and explain their findings. Outdoor learning and sustainability give science a meaningful context.
By the end of Key Stage 1, children learn to observe closely, name, compare and group, use simple equipment and answer questions using what they find. By the end of Key Stage 2, they develop more independent enquiries, measure and record accurately, consider variables in fair tests, and use evidence to explain conclusions and evaluate results. Teaching and resources are adapted to support inclusion, including SEND.
Impact
We aim for children to become inquisitive learners who ask questions, explore the world around them and want to find out more. They should remember and apply scientific knowledge, use vocabulary accurately and explain their thinking with evidence. As they progress, they become more confident in investigating safely and recognising when further evidence is needed. By the end of Year 6, they should have secure foundations for secondary science.
.Ways to help at home
You do not need specialist equipment or all the answers. Choose short activities that suit your child’s age, interests and needs. Encourage them to notice, wonder and explain.
1 Explore nature together
All ages. Look for leaves, birds and insects on a walk or from a window. Younger children can name colours and describe what they notice. Older children can identify species, compare habitats or keep a record of seasonal changes.
2 Grow a plant
All ages. Plant a sunflower seed or grow cress in a small pot. Let younger children help water it and notice changes. Older children can measure growth, draw labelled pictures and discuss what the plant needs to stay healthy.
3 Notice science in the kitchen
Reception to Year 6. Watch an ice cube melt or mix a little sugar into water. Ask “What changed?” and “What do you think will happen next?” Younger children can describe what they see; older children can compare results and try to explain them.
4 Try a simple investigation
Key Stage 1 and Key Stage 2. Fold a paper plane and try flying it. Predict what will happen if you change the wings. Older children can change one feature at a time, launch from the same place and measure the distance. Repeat the test and talk about what the results show.
5 Read and ask questions
All ages. Share library books about animals, the body, space or another interest. Talk about pictures with younger children. Older children can use a book or trusted website to explore a question and explain what they have learnt. It is fine to say “Let’s find out together.”
An adult should supervise practical activities, choose suitable materials and help with scissors or any heat. Wash hands after gardening and leave wildlife undisturbed.
Computing at Shawclough
Intent
At Shawclough Community School, we want children to become confident, creative and responsible users of technology. Computing helps them understand how digital systems work, solve problems and use technology to communicate and create.
Children develop computer science, information technology and digital literacy. They learn to think logically, evaluate information and make safe, thoughtful choices. We aim for every child to participate successfully and understand both the opportunities and responsibilities that come with technology.
Implementation
In Years 1 to 6, we use Twinkl Digital Sparks to build knowledge, vocabulary and skills over time. Learning connects digital foundations, digital citizenship, computer systems and networks, creating media, data and information, physical computing, programming and artificial intelligence. The progression document gives detailed year-group expectations.
Teachers model new skills and provide opportunities to practise, apply and revisit learning. Practical work and activities without a device develop logical thinking. Children create digital content, organise data and design programs. They learn to break problems into smaller steps, test ideas and debug by finding and correcting errors.
Online safety is embedded throughout the curriculum through Cyber Smart starters and relevant lesson content. Children revisit privacy, respectful communication, trustworthy information and healthy technology habits. They learn to recognise concerns and seek help from a trusted adult. Safer Internet Day reinforces this learning.
By the end of Key Stage 1, children understand simple algorithms, create and debug simple programs, use technology to create and organise content, and know how to use it safely. By the end of Key Stage 2, they design and test more complex programs, explain networks and search tools, select technology for a purpose and evaluate information critically.
Visual models, clear instructions, accessible tools and adapted ways to respond support inclusion, including SEND. Children rehearse skills in manageable steps while retaining the intended learning. As they progress, they consider how AI uses data and patterns, including its limitations, bias and ethical use.
Impact
We aim for children to become thoughtful digital citizens and capable problem-solvers. They should apply computing knowledge, explain choices and improve work through testing and evaluation. They know how to protect personal information, behave respectfully and get help when something online concerns them.
Ways to help at home
These simple activities use everyday items and can be adapted to your child’s age, interests and needs. No specialist equipment, paid classes or purchases are needed.
1 Keep talking about online safety
Ask what your child enjoys online and listen without judgement. Practise what to do if something worries them: pause and tell a trusted adult. Discuss asking before sharing information or photographs. No device is needed to talk through a pretend situation.
2 Give precise instructions
Take turns explaining how to draw a shape or move a toy along a route. Younger children can order a few steps; older children can include repeated instructions. Follow the steps exactly, spot any mistakes and improve them. This practises algorithms and debugging without a screen.
3 Sort and explore data
Sort familiar objects by colour, size or purpose. Younger children can count groups; older children can make a tally or chart on paper and explain a pattern. Ask how a different way of sorting changes what you notice.
4 Question information together
Discuss a claim in a book, advert or message. Ask who made it, what evidence supports it and how you could check. Older children can compare sources with an adult and consider whether an image or AI-generated answer could be misleading. The discussion can happen without going online.
5 Plan or create something
Draw a storyboard, design a poster or plan a short animation on paper. If a suitable device is already available, create it together using familiar tools. Discuss the audience and improve one feature. Keep work offline where possible and ask before sharing.
You do not need a home computer or extra screen time to support computing. If using a device, share the activity, follow age restrictions and agree family routines that include time away from screens.
History at Shawclough
Intent
At Shawclough Community School, we want children to be curious about the past and understand how it has shaped the world today. Our curriculum connects local history, British history and wider world history, helping children understand change, achievement and the experiences of different people.
Children develop a secure sense of time, ask historical questions and use evidence to find answers. They learn about significant people, events and societies and recognise that accounts of the past can differ. We encourage thoughtful discussion, respect for different perspectives and confidence in explaining ideas.
Implementation
In Nursery Sky, Nursery Ocean and Reception, history develops through Understanding the World. Stories, photographs, objects and familiar experiences help children explore family, community and change. They develop the language of time, sequence events and compare then and now.
In Years 1 to 6, learning builds across chronology, historical knowledge and interpretation, enquiry, and sources, evidence and communication. Children revisit knowledge and vocabulary and connect new learning to periods already studied. The progression document sets out each year group’s units, questions and expectations.
Teachers use timelines, artefacts, photographs, maps, stories and written sources to support investigation. Children consider what sources tell us and how useful they are. Local studies, including Rochdale’s explorers, industrial history and cotton trade, help children connect their community with wider events.
By the end of Key Stage 1, children sequence events, describe changes and significant people, and use simple sources to answer questions. By the end of Key Stage 2, they connect periods, explain causes, consequences and significance, and compare interpretations using evidence. They communicate increasingly reasoned answers.
Clear explanations, vocabulary teaching, practical experiences and regular revisiting support learning. Visual resources, supported discussion and adapted ways to record ideas help children with different needs participate and demonstrate their understanding.
Impact
We aim for children to become inquisitive, thoughtful historians who enjoy investigating the past. They should use historical vocabulary accurately, understand chronology and support explanations with evidence. They recognise that people’s experiences and viewpoints differ and ask questions about how history is remembered.
Ways to help at home
Short, enjoyable activities help children practise and talk about their learning. Adapt these ideas to your child’s age, interests and needs.
1 Explore photographs and memories
Look at photographs or objects from your child’s earlier life. Younger children can talk about how they have changed; older children can order photographs and explain what they show about life at different times.
2 Share stories of the past
Ask a willing relative or trusted adult about childhood toys, school or transport. Younger children can compare then and now. Older children can prepare questions and discuss why different people may remember an event differently.
3 Read about history together
Share an age-appropriate history book or a story set in the past. Talk about what life was like and what has changed. Older children can distinguish an imagined story from factual information and check questions in a non-fiction book.
4 Notice history around you
Look at an old building, street name, memorial or museum object. Younger children can describe what they notice. Older children can investigate when it was made, who used it and what evidence helps us understand it.
5 Make a simple timeline
Order pictures of family events, transport or toys. Younger children can use before, after and long ago. Older children can add dates and place school history topics on a timeline to explore which events happened before, after or at the same time.
Geography at Shawclough
Intent
At Shawclough Community School, we want children to be curious about the world and understand their place within it. Our geography curriculum helps them explore places, people and environments, from Shawclough and Rochdale to the wider world.
Children learn where places are, what makes them distinctive and how people and environments interact. They ask questions, use maps and gather evidence. We encourage respect for communities and care for the environment, with support and challenge for all children.
Implementation
In Nursery Sky, Nursery Ocean and Reception, geography develops through Understanding the World. Children explore familiar places, weather, seasons and the natural world through play, stories, talk and first-hand experiences. They use simple maps and globes, follow routes and begin to compare places.
In Years 1 to 6, learning builds across four connected areas: locational knowledge, place knowledge, human and physical geography, and geographical skills and fieldwork. Children revisit knowledge and vocabulary as they study places at local, national and global scales. The progression document sets out each year group’s units, questions and expectations.
Teachers model geographical vocabulary and how to use maps, atlases, globes, photographs and digital mapping. Children learn to observe, measure, record and explain findings. Planned fieldwork develops from exploring the school grounds to investigating local land use, rivers and coastal environments, including Shawclough, Rochdale, Healey Dell and Lytham St Annes.
By the end of Key Stage 1, children locate the UK countries and capitals, continents and oceans, describe human and physical features, compare places and use simple maps and observations. By the end of Key Stage 2, they explain geographical processes and connections, compare regions and use scale, compass directions and grid references. They collect and interpret fieldwork evidence with increasing independence.
Clear explanations, practical experiences and revisiting support learning. Adaptations, including vocabulary and recording support, help children with different needs demonstrate their understanding.
Impact
We aim for children to become inquisitive learners who notice, question and investigate the world around them. They should use geographical vocabulary accurately, locate places confidently and explain how people and environments are connected. They develop respect for places and communities and make informed choices about caring for the environment.
Ways to help at home
Short, everyday activities can build geographical curiosity. Follow your child’s interests, ask what they notice and encourage them to explain their ideas. No special equipment is needed.
1 Explore your local area
On a walk, notice roads, shops, homes, hills, trees and water. Younger children can name features and landmarks; older children can explain how land is used, make a tally or compare two streets. Ask: “What makes this place useful to people?”
2 Make and use maps
Draw a simple map of a room, garden or route to school. Younger children can add pictures and follow directions. Older children can add a key and compass directions, compare their map with an atlas or digital map, and plan a route.
3 Notice weather and seasons
Look outside together and talk about the weather. Younger children can choose a weather symbol or notice seasonal changes. Older children can keep a week’s weather record, compare days and discuss how weather affects clothing, travel and activities.
4 Discover places together
Use books, photographs, an atlas or a globe to explore a place your child is interested in. Younger children can spot similarities and differences with home. Older children can locate its country and continent and investigate its climate, landscapes and daily life.
5 Follow a food journey
Look at labels on fruit or vegetables to find out where they were grown. Younger children can talk about farms, shops and journeys. Older children can locate countries on a map and discuss transport, seasonal food and ways to reduce waste.
Encourage questions such as “Where is it?”, “What is it like?” and “How do we know?”. Share family experiences of different places and help children recognise that places and communities are varied and change over time.
Music at Shawclough
Intent
At Shawclough Community School, we want every child to enjoy music and recognise themselves as musical. Our curriculum develops confident listeners, creators and performers, giving children ways to express ideas and feelings and make music with others.
Children build musical knowledge and skills through singing, playing, listening, improvising and composing. They encounter music from different cultures, traditions and historical periods and learn to discuss it with respect. We nurture creativity, teamwork and confidence, with ambitious learning and accessible opportunities for every child.
Implementation
In Nursery Sky, Nursery Ocean and Reception, music develops mainly through Expressive Arts and Design. Daily songs, rhymes, movement, stories and sound exploration build the foundations for musical learning. Children have repeated opportunities to listen, create and perform through planned experiences and continuous provision.
In Years 1 to 6, we use Kapow Primary Music to build knowledge, vocabulary and practical skills over time. Listen, Create and Perform are connected in every music lesson: children listen carefully, explore musical ideas, rehearse, share and improve. The progression document sets out the units and expectations for each year group.
Teachers model musical skills and vocabulary through practical experiences. Children explore the beat, rhythm, pitch, tempo, dynamics and how sounds are combined and organised. They learn to sing and play with control, compose for different purposes and use musical symbols and notation. Familiar knowledge is revisited through listening, rehearsal and discussion.
By the end of Key Stage 1, children use their voices expressively, play tuned and untuned instruments, listen with concentration and select and combine sounds. By the end of Key Stage 2, they perform with increasing accuracy, fluency and expression, improvise and compose, use staff and other notation, and explain musical choices and contexts.
Impact
We aim for children to become enthusiastic musicians who listen thoughtfully, create with imagination and perform with growing confidence. They should use musical vocabulary, apply skills and explain how music communicates ideas. They develop respect for different musical traditions and learn to reflect on and improve their work.
Ways to help at home
These activities use voices, bodies and everyday sounds. No instruments, paid lessons, subscriptions or special equipment are needed. Keep sessions short and enjoyable, choose a comfortable volume and let your child take part in a way that suits them.
1 Share a song or rhyme
Sing, hum or speak a familiar song or rhyme, including one in your home language. Younger children can join in with a repeated word or gesture. Older children can change the words or invent a verse. Joining in with actions or choosing the next song counts too.
2 Listen and notice sounds
Pause to notice everyday sounds indoors or outside, or listen to music you already have access to. Ask what sounds slow, quick, high, low, loud or quiet. Younger children can point or gesture; older children can describe changes and explain how the sounds make them feel. Use pictures or visible movements to support noticing patterns.
3 Copy and create a rhythm
Take turns making a short pattern by gently tapping a table, patting a lap or clapping. Start with two or three sounds. Older children can create longer patterns or add a second part. Seated movements, finger taps or watching and choosing a pattern are equally welcome.
4 Make a sound story
Choose a familiar story and add sounds with your voice, hands or safe household items, such as tapping a cardboard box. Younger children can choose a sound for a character. Older children can plan a beginning, middle and ending, then change the sounds to improve the story. Quiet sounds and pauses work well too.
5 Move or respond to music
Respond to a family song or someone humming a tune. Sway, tap, move hands or draw marks to show the beat or mood. Younger children can copy a movement; older children can invent a sequence and explain their choices. Adapt movements for comfort and mobility; there is no need to stand or dance.
Follow your child’s sensory and communication needs. Offer quieter or visual alternatives, breaks and choice. Celebrate their ideas and effort; they do not need to perform for an audience. Ask school about adaptations that work well for your child.
Art and Design at Shawclough
Intent
At Shawclough Community School, we want children to be creative, curious and confident in expressing their ideas through art. They learn to look closely, explore possibilities and make choices about how to communicate feelings, experiences and meaning.
Our curriculum helps children be inspired by artists, develop their own ideas and master practical skills. They encounter art, craft and design from different times, places and cultures, including local public art in Rochdale. We value each child’s individual response and have high expectations for all pupils, with support and challenge suited to their needs.
Implementation
In Nursery Sky, Nursery Ocean and Reception, art develops through Expressive Arts and Design. Children explore marks, colour, texture and materials through play. They move from sensory exploration towards choosing and combining materials, creating with purpose and talking about their choices. Sketchbooks are not used in Early Years; creations, photographs and talk help capture learning.
In Years 1 to 6, three strands build knowledge, vocabulary and techniques over time: Be Inspired, Develop Ideas and Master Skills. Children study artists, observe, practise, create and reflect. The progression document sets out each year group’s artists, themes and expectations.
Teachers model techniques and safe tool use, then support children to experiment and make choices. Learning includes drawing, painting, printing, collage, textiles and sculpture, with photography, digital and mixed media as children progress. Sketchbooks in Years 1 to 6 capture observations, trials, plans and reflection. Children learn from attempts that did not work as expected.
By the end of Key Stage 1, children use materials with growing control, explore colour, pattern, texture, line, shape, form and space, and explain simple choices. By the end of Key Stage 2, they select and combine techniques more independently, refine ideas and explain how artists, materials and processes influence their work. Adapted tools, visual guidance and suitable materials support inclusion, including SEND.
Impact
We aim for children to become imaginative, thoughtful artists who enjoy creating and feel confident to share their ideas. They should build practical control, use art vocabulary accurately and explain the choices they make. As they progress, they become more independent in experimenting, solving artistic problems and refining their work.
Ways to help at home
Short, enjoyable activities with everyday materials can help children develop confidence. Follow their interests, let them make choices and praise their ideas, effort and experimentation.
1 Draw what you can see
All ages. Choose a leaf, toy or piece of fruit and look closely before drawing. Younger children can explore lines and shapes; older children can try shading and different viewpoints. Keep drawings to see how ideas and skills develop.
2 Explore colour and marks
Nursery to Key Stage 2. Use crayons, pencils or washable paint to make different marks. Younger children can explore mixing colours; older children can choose a warm or cool palette to suggest a mood. Ask “What happens if you try it another way?”
3 Make a collage
All ages. Tear or cut scrap paper and arrange shapes before gluing them down. Younger children can explore textures and patterns. Older children can build layers or make a picture that shares a message. Let your child choose the arrangement.
4 Create a small sculpture
All ages. Use playdough, clean cardboard or recycled boxes to make a model. Younger children can roll, pinch and join shapes; older children can plan how to make their model stand securely and improve it after testing.
5 Look at art and talk about it
All ages. Explore a picture in a book, an online gallery or local public art together. Ask “What do you notice?” and “What makes you think that?” Older children can discuss how colour, materials and symbols communicate ideas, then try a response of their own.
Use age-appropriate materials and supervise cutting and joining. Encourage children to explain their work and make their own decisions. Creativity grows through trying, changing and trying again.
Religious Education at Shawclough
Intent
At Shawclough Community School, Religious Education helps children understand religious and non-religious beliefs and the ways they influence people’s lives. We want children to be curious, informed and respectful, and confident to ask thoughtful questions about meaning, belonging and values.
We follow the Rochdale Agreed Syllabus for Religious Education 2025–2030. Children develop knowledge of religions and worldviews, express ideas and investigate important questions. All families are valued, including those with no religious belief. Learning encourages understanding and reflection without expecting children to adopt a belief or take part in worship.
Implementation
In Nursery Sky, Nursery Ocean and Reception, stories, play, talk and familiar experiences introduce special people, places, stories and celebrations. Learning connects with Understanding the World and Personal, Social and Emotional Development. Children notice similarities and differences between families and communities and practise respectful curiosity.
In Key Stages 1 and 2, learning follows the agreed syllabus through questions about believing, expressing and living. Children investigate beliefs, teachings, practices and values, and how these influence individuals and communities. Knowledge and vocabulary are revisited as children develop more detailed understanding.
Teachers use stories, texts, photographs, objects and discussion to help children explore different perspectives. They distinguish factual information from personal belief and show that people within the same religion or worldview may think and live differently. Children can reflect on ideas without being asked to disclose or defend their own beliefs.
By the end of Key Stage 1, children describe familiar beliefs and practices, recognise similarities and differences and ask questions about what matters to people. By the end of Key Stage 2, they explain connections between beliefs and ways of life, compare viewpoints and give thoughtful reasons for their responses, drawing on what they have learned.
Teaching is adapted for different needs, including SEND, through clear vocabulary, visual resources, supported discussion and varied ways to respond. Respectful disagreement is modelled, stereotypes are challenged and religious and non-religious perspectives are treated with care.
Impact
We aim for children to become knowledgeable, reflective learners who understand and respect people with different beliefs, including those with no religious belief. They should use RE vocabulary accurately, ask thoughtful questions and explain ideas with increasing depth. They learn that respectful discussion can include disagreement.
Ways to help at home
1 Talk about what matters
Discuss kindness, fairness, friendship or caring for others. Younger children can give an everyday example; older children can explain a choice and consider another viewpoint. Share your family’s values if you wish, while recognising that others may have different reasons for their choices.
2 Share a story and ask questions
Choose a book you already have or borrow one from the library. It might explore a religion, a non-religious worldview or an everyday moral question. Ask what the characters value and why. Older children can compare responses without needing to agree with them.
3 Explore celebrations and traditions
Talk about a family tradition or a celebration your child has learned about. Younger children can notice symbols and activities; older children can ask what they mean to different people. Explain that not everyone celebrates the same occasions, even within one community.
4 Notice places and communities
On a familiar journey, notice places where people gather, such as community centres or places of worship. Discuss what they may mean to people. Photographs in a book work just as well. There is no need to enter a building or join an activity.
5 Practise respectful curiosity
Invite a question about something your child has noticed. Model phrases such as “Some people believe…” and “What might this mean to them?”. Younger children can practise listening; older children can check information and recognise that one person cannot speak for a whole religion or worldview.
It is fine to say “I do not know” and find out together. Use your home language, pictures or gestures if helpful. Give children space to be uncertain and remind them that everyone deserves respect, whether or not they share a belief.
PSHCE at Shawclough
Personal, Social, Health, Citizenship and Economic Education
Intent
At Shawclough Community School, Personal, Social, Health, Citizenship and Economic Education helps children lead healthy, safe and fulfilling lives. We want them to feel that they belong, build respectful relationships and have the confidence to seek help.
Children develop emotional understanding, resilience and the knowledge to make informed choices. Learning covers relationships, physical and mental wellbeing, personal and online safety, equality, citizenship, money and future aspirations. Our rules—Be Ready, Be Respectful, Be Responsible—support these values in everyday school life.
Implementation
In Nursery Sky, Nursery Ocean and Reception, Personal, Social and Emotional Development is taught through Think Equal, relationships, routines, play and continuous provision. Reception also uses selected Pol-Ed learning. Adults help children name feelings, cooperate, show empathy and develop increasing independence.
In Years 1 to 6, planned weekly lessons combine the PSHE Association curriculum framework, Pol-Ed and carefully selected expert resources. Knowledge, vocabulary and protective messages are revisited and developed as children grow. The progression document sets out age-appropriate content and expectations.
Teaching uses stories, discussion, fictional scenarios, role play and practical tasks. Ground rules, the right to pass and opportunities to ask questions safely support participation. Children are taught about trusted adults and how to get help. Staff respond to concerns through school safeguarding procedures.
By the end of Key Stage 1, children recognise feelings, describe caring friendships and practise simple healthy and safe choices. By the end of Key Stage 2, they explain respectful relationships, manage change, recognise risks and know how to seek support. They develop understanding of growing up, rights, responsibilities and financial choices.
Friendship Week, Safer Internet Day and Children’s Mental Health Week reinforce learning. Calming strategies and transition preparation are revisited throughout the year. Teaching is adapted for different needs, including SEND, while retaining essential knowledge and protective messages.
Impact
We aim for children to become confident, caring and responsible members of their community. They should recognise emotions, respect differences, make increasingly informed choices and know when and how to ask for help. They develop skills to manage friendships, challenges and transitions.
Ways to help at home
Short, enjoyable activities help children practise and talk about their learning. Adapt these ideas to your child’s age, interests and needs.
1 Make time to talk and listen
Ask about your child’s day and listen without rushing. Younger children can name a feeling; older children can talk through a challenge. Let them know they can come to you or another trusted adult when something worries them.
2 Talk about kindness and friendships
Share a story and discuss how characters feel and treat others. Younger children can practise taking turns and kind words. Older children can explore respectful disagreement, inclusion and what to do if someone is treated unfairly.
3 Practise everyday wellbeing
Build enjoyable routines for sleep, movement, play and relaxation. Younger children can practise gentle breathing with you; older children can notice what helps them feel settled. Model ways to pause, name a feeling and choose a helpful response.
4 Practise safe choices together
Discuss road safety, personal boundaries and asking for help. Explore online activities together and agree age-appropriate family rules. Remind children to tell a trusted adult if something feels uncomfortable, upsetting or unsafe; keep conversations calm and welcoming.
5 Build responsibility and money skills
Give your child a manageable task, such as organising belongings or helping prepare a meal. Younger children can sort coins and talk about needs and wants. Older children can plan a small budget, compare prices and discuss saving for a goal.
Physical Education at Shawclough
Intent
At Shawclough Community School, we want every child to enjoy movement and develop the confidence to participate safely and successfully. Physical Education builds physical skills, understanding and positive habits that support health and wellbeing.
Children learn to move with control, apply rules and tactics, cooperate and reflect on their progress. We value effort, improvement and fair participation. Our curriculum supports children with different needs to experience achievement and develop a lasting interest in being active.
Implementation
In Nursery Sky, Nursery Ocean and Reception, Physical Development grows through daily movement, play and continuous provision. Children develop strength, balance, coordination and body awareness, alongside safe participation, simple rules and cooperation.
Across key Stages 1 and 2, PE Mastery organises learning through three connected pillars: Motor Competence; Rules, Strategy and Tactics; and Healthy Participation. Teachers model skills, provide repeated practice and help children apply learning in games, movement sequences and other activities. Knowledge and vocabulary are revisited before greater complexity is introduced.
STAR values—Spirit, Teamwork, Attitude and Respect—are explicitly taught and reinforced in every unit. Children learn to persevere, communicate, make decisions, celebrate improvement and include others. The progression document sets out the activities and expectations for each year group.
By the end of Key Stage 1, children develop basic movement skills, balance, coordination and simple tactics, and take part in team games and dance. By the end of Key Stage 2, they combine skills with increasing control, apply rules and tactics, create sequences and evaluate performance. They understand how safe, regular activity supports health.
Year 3 swimming takes place in Spring 2, Summer 1 and Summer 2, following YourTrust teaching and assessment. Learning works towards swimming at least 25 metres, using a range of strokes effectively and performing safe self-rescue. Equipment, space, rules and tasks are adapted so all children, including those with SEND, can participate and progress.
Impact
We aim for children to become confident, capable participants who enjoy being active. They should apply movement skills, make thoughtful decisions and demonstrate teamwork, respect and safe habits. They learn to describe what is improving and choose appropriate next steps.
Ways to help at home
These simple activities use everyday items and can be adapted to your child’s age, interests and needs. No specialist equipment, paid classes or purchases are needed.
1 Make everyday movement enjoyable
Walk, wheel or move together on a familiar route, or try short movement breaks indoors. Younger children can copy comfortable actions; older children can choose a route or sequence. Adapt pace, distance and movements to your child’s abilities and energy.
2 Practise aiming and catching
Use a rolled-up pair of socks and a box or basket. Try rolling, passing or aiming from a comfortable position. Younger children can start close; older children can change the distance or practise with a partner. Seated play and larger targets work well too.
3 Create a movement sequence
Copy or invent a short sequence using comfortable movements, such as reaching, turning, tapping or balancing. It can be seated or standing, with or without music. Younger children can choose two actions; older children can link more actions and refine control.
4 Play fairly together
Make a simple turn-taking game using socks, paper targets or familiar toys. Agree clear rules and practise encouraging each other. Older children can adapt rules so everyone can join in. Praise teamwork, perseverance and thoughtful choices as well as the result.
5 Notice and celebrate progress
Ask your child to choose a skill they want to practise for a few minutes. Talk about what helped and what they might try next. Compare their progress with their own earlier attempts. Celebrate participation and effort, and include rest when needed.
Choose a safe, clear space and comfortable movements. Ask school about suitable adaptations if helpful.
Spanish at Shawclough
Intent
At Shawclough Community School, we want children to enjoy learning Spanish and communicate with increasing confidence. Learning another language develops curiosity about other people and cultures and helps children notice how languages work.
Our curriculum builds listening, speaking, reading and writing alongside pronunciation, vocabulary and grammar. Children learn about Spain and the wider Spanish-speaking world, compare experiences respectfully and value the languages spoken within our school community.
Implementation
Spanish is taught in Years 3 to 6 using Primary Languages Network. Children follow one stage each year, with six half-term units. The sequence is cumulative: familiar language is revisited while new vocabulary, sounds, grammar and cultural knowledge are introduced.
Songs, rhymes, stories, games, native-speaker models and role play help children practise and remember language. Teachers model pronunciation and link sounds with spelling. Children rehearse questions, share opinions, read for meaning and write using familiar structures before adapting them.
Listening, speaking, reading and writing are developed together. Grammar is taught in meaningful contexts, including noun gender, adjective agreement and common verb patterns. Children learn strategies such as using clues, recognising similarities between languages and consulting a bilingual dictionary.
By the end of Key Stage 2, children should share information about familiar topics, take part in a simple conversation and understand the main points and some detail in spoken and written language. They create short texts using familiar nouns, adjectives and common present-tense verbs, preparing them for further language learning at secondary school.
Images, gestures, sentence models and partner rehearsal support access, including for pupils with SEND. Regular short practice reduces the amount children need to remember at once. Challenge comes through extending answers, adapting language and explaining choices. The progression document gives detailed year-group expectations.
Impact
We aim for children to become enthusiastic language learners who are willing to try, listen carefully and communicate. They should recall and apply familiar language, develop understandable pronunciation and recognise links between sounds, spellings and meaning. They show curiosity and respect towards Spanish-speaking communities.
Ways to help at home
Short, enjoyable activities help children practise and talk about their learning. Adapt these ideas to your child’s age, interests and needs.
1 Practise a short conversation
Ask your child to teach you a greeting or question from class. Take turns asking and answering. Year 3 children can begin with familiar words and phrases; older children can add details, opinions or a follow-up question.
2 Join in with songs and rhymes
Use a song or rhyme your child knows from school. Listen together and repeat a short section, copying the pronunciation. Younger learners can join in with repeated words; older learners can notice sound patterns and explain the meaning.
3 Play a vocabulary game
Make picture cards for words your child is learning, such as colours, animals or food. Play pairs or point to a picture when a word is spoken. Older children can use each word in a sentence or write a clue for you to guess.
4 Read and write a little Spanish
Look together at familiar words, labels or a short text from school. Ask your child to explain what they understand. Older children can adapt a model to write a short message. Use a bilingual dictionary to check unfamiliar words together.
5 Explore Spanish-speaking places
Find Spain and another Spanish-speaking country on a map. Explore a photograph, food, celebration or everyday experience together. Ask what is similar or different to home and remember that people within each country have varied lives.
You do not need to speak Spanish yourself. Let your child share their learning, use school pronunciation models and praise their willingness to have a go.
