We are a happy, inclusive school where everyone is valued. Through learning that is creative, rich and full of opportunities, we aspire to develop a love for learning rooted in Christian values. We encourage children to follow their dreams and have the confidence to be the best they can be.
If you cannot find what you need on any of our curriculum pages please let us know.
Vision (What drives our curriculum?)
Our curriculum is driven by our core values, reading for learning and for pleasure and by a vision to provide inspirational, creative cultural capital opportunities.
Intent (What do we intend our children to learn?)
Our intention is to create and implement a curriculum for our pupils that introduces a range of key concepts, in ways which enable learners to build them into reliable schemata. We are ambitious for our learners and measure the impact of what we do, using agreed principles of assessment. We regard the proper use of assessment as a key teaching and learning tool, and place it firmly at the heart of our practice.
You will be able to find the subject specific progression models on each subject’s webpage.
Implementation (How is our curriculum being delivered?)
We plan a broad, balanced and ambitious curriculum rooted in the National Curriculum and the new Early Years Curriculum that enables children to develop their knowledge, skills and understanding over a series of lessons. We make meaningful connections across the curriculum, enabling children to recognise links across subjects and to develop their understanding of the world in which we live. Our subject specific planning helps us to focus on the most important and useful knowledge in each subject and ensure children learn the disciplines and skills associated with that subject.
We recognise the importance of all areas of the curriculum, which are planned for over a 2-year planning cycle due to our mixed aged-classes. Each curriculum subject has a long term progression document. This sets out the aims and purposes of the subject; the breadth of study for each year group; the ‘Big Ideas’ (threshold concepts) and how these build up to Year 6; the key vocabulary that must be learnt to support those threshold concepts; the milestones to reach on that learning journey; and the activities teachers will use to assess children’s progress towards those milestones. These long term plans ensure progression which can be monitored by subject leaders. Our Knowledge Organisers, based on the progression documents, ensure each teacher has clarity as to what to cover in each unit of learning.
The ‘big ideas’ or ‘threshold concepts’ are domain specific concepts which open up new ways of thinking about the subjects and help pupils to link new knowledge and commit it to their long term memories. We consider this to be the most powerful knowledge in each subject domain. Threshold concepts are the key disciplinary aspects of each subject. They are chosen to build conceptual understanding within subjects and are repeated many times in each unit and across the subject area. These concepts help teachers to present new information clearly and build on what has been taught before.
Teachers plan the vocabulary that the children will be taught so that it is extended at every stage of their primary journey with opportunities to ask questions and talk about their learning. It is understood that through developing vocabulary children are better able to acquire and deepen their knowledge.
There are frequent opportunities for children to practice, remember and retrieve knowledge through ‘no stakes’ quizzes, regular repetition, plenaries in lessons and practice. Teachers use knowledge gained through this regular assessment as part of their teach-do-review cycle. At the end of a unit of learning, teachers will either plan an activity for children to demonstrate their depth of knowledge in that unit, and/or scaffold a Double Page Spread activity to capture and celebrate the learning from the unit, allowing children to engage in the practical application of writing, art and DT skills to aid the presentation of learning.
Opportunities to enrich, extend and develop our children’s personal development are woven into everyday life and our curriculum. These are mapped out in our Personal Development Timetable. This is a working document as opportunities for personal development change all the time (as do Covid restrictions) so please speak to your child’s class teacher if you have any questions about upcoming trips, visitors or enrichment opportunities.
SEND children are supported to make the same progress as all other children in their core subjects, by providing them with appropriate support and guidance to support them in meeting or exceeding their targets. We have as high expectations for pupils with SEND as we do for all pupils.
Impact (What difference is our curriculum making?)
Our children are happy, engaged and enthusiastic learners who strive to do their best. They have high personal aspirations. They have a good understanding of Christian values and how these can support them to become successful and happy citizens. Children develop and take with them a range of life-long skills for learning. Children have broadened their cultural experiences and deepened their knowledge, understanding and empathy for others. They are caring and kind individuals. We continue to support children in their recovery from the Coronavirus pandemic.
The impact of recent improvements in our curriculum are seen in pupils’ books and while walking around school. Children talk about their learning with enthusiasm and confidence. They show good recall of key knowledge and can make meaningful connections across units of learning. We track carefully to ensure that our children are making good progress and are fulfilling their potential. We expect to see this reflected in future national assessments.
Our subject leaders will check the impact of our curriculum through pupil conferencing and work sampling. We anticipate that as we embed our new long term plans and knowledge organisers that children will reach each milestone, demonstrating sustained mastery of the content. Some children will demonstrate a greater depth of mastery.