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The context of our school and its community is at the heart of our work as we build on existing strengths and relationships while bridging gaps to create the best start in life for our pupils.
All curriculum planning reflects our vision and values, identifying where appropriate how core values are woven through subject knowledge and content. Curriculum overviews identify key end points based on the National curriculum for the EYFS and Key Stage 1, as well as identifying the progression of knowledge and skills taught across the year groups. There is a strong focus on revisiting, building on prior knowledge and identifying common themes within subjects. Progression maps are used by teachers to identify key gaps for individuals and ongoing progress, and by subject leads to monitor progress in their subjects across school. |
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Our teaching is based on broad themes related to our goals and values and engaging topics, each with an overarching ‘big question’ aimed at arousing curiosity and interest and focused around one or more high quality texts. Half termly curriculum maps, displayed in classrooms identify the key knowledge and skills across the subjects. This is shared with children and revisited across the half term.
Topics are enriched by meaningful opportunities including visits, speakers, community links and inspirational role models wherever possible. A range of approaches such as drama, engagement and active learning, collaborative opportunities, self and peer assessment, ‘Can you still?’ displays and ‘plenary triangles’ help children to recall, retain and secure learning. Our ‘language rich’ approach includes use of high quality texts, extensive reading across the curriculum and whole school approaches to the acquisition and use of subject and wider vocabulary.
While it is sometimes appropriate for pupils to take part in interventions or for planning to be differentiated according to pupils’ learning needs, it is also vital that all children are able to access the full curriculum and whole class teaching opportunities. Our quality first teaching approaches ensure high levels of inclusion, collaboration and pupil engagement, efficient use of pupil time, strong focus on learning, high expectations for all pupils, high standards and high quality feedback opportunities. Within this metacognition and self-regulated learning approaches build skills in planning, monitoring and reviewing learning and optimise working memory. Our Growth Mindset and Mindfulness approaches ensure that pupils are able to build resilience as learners and regulate their emotions.
Assessment of learning and progress is continuous and includes peer marking, feedback and self-review as well as discussion, review of books, learning walls and curriculum maps, quizzes and pupil voice exercises. Our children take part in the following statutory national assessments, reported to the DfE:
While it is sometimes appropriate for pupils to take part in interventions or for planning to be differentiated according to pupils’ learning needs, it is also vital that all children are able to access the full curriculum and whole class teaching opportunities. Our quality first teaching approaches ensure high levels of inclusion, collaboration and pupil engagement, efficient use of pupil time, strong focus on learning, high expectations for all pupils, high standards and high quality feedback opportunities. Within this metacognition and self-regulated learning approaches build skills in planning, monitoring and reviewing learning and optimise working memory. Our Growth Mindset and Mindfulness approaches ensure that pupils are able to build resilience as learners and regulate their emotions.
Assessment of learning and progress is continuous and includes peer marking, feedback and self-review as well as discussion, review of books, learning walls and curriculum maps, quizzes and pupil voice exercises. Our children take part in the following statutory national assessments, reported to the DfE:
- Reception Baseline Assessment
- The Year 1 Phonics Screen
- Phonic Screen retakes
Curriculum Leaflet
| curriculum_leaflet_21_website.pdf |