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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.
