The Intent of the School Curriculum
The school curriculum comprises all learning and other experiences that each school plans for its pupils. The National Curriculum is an important element of the school curriculum. Below is the INTENT of our school curriculum, as decided by the staff and governors, to achieve the overall vision.
Overall, we aim to foster:
• successful learners who will have an enquiring mind, enjoy learning and achieve their full potential.
• confident individuals who show resilience and are able to live safe, healthy, fulfilling and aspirational lives.
• responsible citizens who believe in equality, develop empathy and show kindness to all.
INTENT of the School’s Curriculum- more detail....
The school curriculum, and therefore all we plan for and deliver, must:
- Instil in children a positive disposition to learning – trying hard and learning are cool!
- Promote high standards in all they do, particularly in literacy, numeracy.
- Provide continued entitlement from early years to a coherent, broad and balanced curriculum, giving them the opportunities to find their own strengths and interests.
- Deliver the national curriculum as part of a wider school curriculum.
- Promote respect, care and manners throughout the school.
- Challenge children to be the best they can be.
- Ensure children know about and feel part of a community; they are all valued individuals and members of a group.
- Make children more aware of, and engaged with, their local, national and international communities to become a knowledgeable global citizen.
- Inspire and extend individuals interests, knowledge and skills.
- Give children ownership of their own learning.
- Promote independence and confidence.
- Promote physical and mental well being
- Promote resilience and stamina.
- Be relevant to children and prepare them for the here and now, for the next phase of their education, and for their future.
- Widen horizons and raise aspirations about the world of work and further and higher education
- Be enjoyable and help children know how to have fun.
A BROAD CURRICULUM
In its most narrow definition, our remit is to prepare our pupils thoroughly to be successful at their chosen high school. However, we believe that we are preparing children not only for their high schools, but also for the life that lies beyond them. We regard these school years as forming the base on which our pupils will build their future education. We therefore aim to give our pupils as broad an integrated an education as possible during their time with us. To this end, we place a strong emphasis on a broad and balanced curriculum, where themes and topics are studied for periods of time. The pupils’ spiritual, moral, social and cultural development is also given strong emphasis, the school code of conduct and British Values underpin the aims and the delivery of the curriculum.
The Early Years Foundation Stage, which underpins the curriculum in our Reception classes, is distinct in its identity. The curriculum, by which we mean the learning and development undertaken by every child in this Key Stage, is planned in accordance with ‘Statutory Framework For The Early Years Foundation Stage- September 2021’.
The development of each child is recorded through the use of assessment which provides an accurate and detailed insight into the progress made by the individual. Observations made of each child in a variety of environments and learning situations ensure that an accurate recording of an individual is made. With a comprehensive view of the level of development for each child, an appropriate and challenging curriculum can be delivered to ensure the needs of the individual can be met effectively.
On entry to Reception at our school all children will undertake a baseline assessment in order to ascertain stages of development, strengths and needs. Many children have followed an EYFS programme at nursery and the records made by practitioners in that setting also provide vital information on individual attainment and requirements for the coming year.
Careful and flexible planning between all the staff in contact with the children ensure a wide, varied and effective curriculum is delivered.
Please scroll to the bottom of the page to find a document titled 'Early Years Outcomes' which details child development in the early years and in particular has a paragraph after each section called 'Early Learning Goal' which is where we would like children to be by the end of their reception year.
Our whole curriculum is made up of three ‘layers’.
- The core of what we want to develop is about children learning to be good learners. Their PERSONAL GOALS. This is not about the content of a subject, but about understanding what qualities make a good learner. To be adaptable, to empathise, to collaborate, to communicate, to be a thinker, to be resillient, to be respectful and the be ethically minded. These qualities are displayed in every classroom and in the hall. Praise and reward in school is often linked to personal qualities, not just 'being the best'.
- Around this personal development is the National Curriculum (September 2014) published by the Department for Education. This provides the bulk of the content of what children learn at school.
- Our own School Curriculum is more than the National Curriculum. This extended offer is the 'icing on the cake'. This is partly based on our locality and how we can best utilise what is around us the promote our vision for the children. These things include residential visits for all KS2 children, being a 'Daily Mile' school, learning to ski and learning to sail as part of PE for example.
- In terms of delivery or these elements, we have adopted and implemented some key materials. These are the big bits of the jigsaw of our curriculum.
- In maths we use 'White Rose Maths' as the basis for our maths curriculum.
- In writing, we use Talk-4 Writing as the philosophy behind our approach to developing creative writers
- With early reading we use 'Success For All' phonics for the teaching of phonics and to support reading lessons.
- In years 3-6, reading is supported by the 'Accelerated Reader Programme'.
- From September 2022, the thematic approach to other subjects comes from the 'International Primary Curriculum' which we are really looking forward to.
KEY STAGE 1: YEARS 1 AND 2
Key Stage 1 of the National Curriculum (September 2014) begins formally in Year 1. Class teachers are responsible for planning and teaching coverage the whole curriculum (and the Norfolk Syllabus for RE) and devise their own long term plan based on the knowledge children need to learn in subjects, in a well sequenced order. Subjects are tied in to these topics where appropriate to make the learning as relevant an exciting as possible. Discrete subject teaching will still happen when appropriate. Please scroll down to the bottom of the page to see a PDF of our curriculum overview for the current year 1 or year 2.
KEY STAGE 2: YEARS 3 TO 6
The National Curriculum (September 2014) underpins our statutory duty and is taught through key stage two as well as the Norfolk Syllabus for RE. The broad curriculum continues to be delivered through topic based approach, just as in key stage 1. The long term plans in this key stage are also based on the knowledge children need to learn in subjects, in a well sequenced order, but in key stage two the two mixed age classes (year 3 & 4 and year 5 & 6). They study separate topics to ensure full coverage, each on their own two year rolling programme. French is taught as the main foreign Language. Please scroll down to the bottom of the page to see a PDF of our curriculum for the current year for each class in KS2. From September 2022 year 3 & 4 will be in separate age classes, only leaving year 5 & 6 in a mixed age class.
PSHE AND RSE
Throughout the School PSHE (Personal, Social and Health Education) and Citizenship is an integral part of the curriculum . It is not solely taught in isolation and is the responsibility of all staff who come into contact with the children. The curriculum is delivered through subject teaching using '1Decision' as a purchased resource, supported by elements of the PATHS programme, circle time, assemblies, charity/ community involvement, outings and class roles and responsibilities. In addition, discrete lessons are provided to cover personal safety, (including e-safety), relationships education, sex education and drugs education.
In an ideal world, children would arrive at school socially developed and ready to learn but this is not always the case. As such, high-quality life skills education is essential for all students to reach their full potential. 1decision provides an interactive bank of resources which supports PSHE, RSE, Health education, SMSC development, and safeguarding.
Mapped to the PSHE Association’s Programme of Study, our resources help children to develop the skills needed to manage difference influences and pressures, as a part of their personal development. The unique suite of resources allows students to experience challenging situations in a safe environment.
During their time at primary school, children will encounter many of life’s challenges for the first time. 1decision aims to provide children with the knowledge and skills needed to lead safe, healthy, and happy lives. To find out more about 1Decision CLICK HERE
For 'RSE (Relationships and Sex Education) we have purchased the Norfolk RSE Scheme to be the spine of the curriculum in this subject. It consists of lessons from years 1 - 6, sequentially building up age appropriate content as the years go by.
If you are interested in talking further and want to find out more about our curriculum, phone the school office or e-mail to make an appointment!