Trowse Primary School

Be Safe, Be Happy, Learn!

Pepperpot Drive, Norwich, Norfolk NR14 8TU

01603622485

office@trowse.norfolk.sch.uk

Curriculum Overview

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 o 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.

 

EYFS


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 ‘The Early Years Foundation Stage Statutory Framework 2017’.

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- IN LAYERS

 

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. This is not about the content of a subject, but about understanding what qualities make a good learner. To be organised, to empathise, to participate, to enquire, to reflect and to persevere. Finally, to demonstrate good levels of behaviour overall. 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 core 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 extended offer is then wrapped around this: 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.

 

PHONICS AND READING

 

The teaching of phonics from the youngest years follows ‘Little Wandle Letters and Sounds’ Scheme.  This phonics programme is taught through into Key Stage 1 as well.

With regard to reading we use 'Big Cat Phonics' with ‘Oxford Reading Tree’ as a scheme for the children to follow. We have updated and increased our stock of phonetically decodable books. Children are given decodable books to read alongside the teaching of phonics.

We do supplement the main scheme with books from ‘Ginn’ and ‘Rigby Star’ to give a wider range of texts and a wider range of books to cater for high ability/low chronological age children as well as higher age/low ability. The reading scheme is followed until children progress to being ‘accelerated Readers’- choosing their own reading books from the class library. This is generally from Year 3 up.  All children take home ‘free choice’ books to supplement their reading scheme books (like, The Gruffalo or a book about horses). These are books to share with parents/carer ups at home that the children will really enjoy but may need support to access the text. For children who take a little longer to grasp the basics, we have trained Teaching Assistants who can support individuals or groups, out of the main classroom with 'catching up. The Little Wandle phonics programme has its own catch up materials, but we also have the with widely recognised intervention programmes. ‘Sound Discovery’ and ‘Catch-Up’. These are in school to ensure all our children make good progress and can achieve their potential.

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 work together on the two classes to study the same topics on a three year rolling programme. 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 for the current year.

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, but in key stage two the two classes (year 3 & 4 and year 5 & 6) 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.

PSHE AND CITIZENSHIP


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, class roles and responsibilities and guest speakers. In addition, discrete lessons are provided to cover personal safety, (including e-safety), relationships education, sex education and drugs education. For 'RSE (Relationships and Sex Education, we have purchased the Norfolk Scheme to be the spine of the curriculum in this subject. 


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!

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 Early_Years_Outcomes.pdfDownload
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 EYFS overview 2021-2022.pdfDownload
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 Year 1 Curriculum Overview 2021-2022.pdfDownload
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 Year 2 Curriculum Plan Overview 21-22.pdfDownload
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 Year 3 & 4 Curriculum Plan Overview 2021-2022.pdfDownload
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 Year 5 & 6 Curriculum Plan Overview 2021-22.pdfDownload
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