We aim to provide pupils with a curriculum that we feel is relevant and important to their success now and in their future education and life, for contemporary careers and workplaces.
Through our curriculum, we aim to provide the pupils with the skills, work habits and character traits that can be applied across all academic subject areas and in future educational and career settings. Our objective is for all children to leave the school with a sense of belonging to a community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.
The curriculum is designed to:
- recognise children’s prior learning, provide first hand learning experiences
- allow the children to develop interpersonal skills
- build resilience and become creative, critical thinkers
The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. It is our expectation that every lesson is carefully planned for, structured and resourced to provide deep learning experiences, with opportunities for collaboration, for pupils to master skills, and to reflect on their learning. We provide enrichment opportunities to engage learning and believe that childhood should be a happy, investigative, enquiring time, where curiosity and a thirst for new experiences and knowledge are to be encouraged and facilitated. We promote positive attitudes to learning which reflect the values and skills needed to promote responsibility for learning and future success.
We follow a creative, connected curriculum approach, as we know this enables our children to make links across their learning, leading to deep, purposeful and meaningful experiences.
The children undertake projects which last for a half term, each of which has a main, ‘driver’ subject alongside opportunities to access other subjects in the curriculum. Connections are made across a range of subjects; they learn, develop and apply a range of skills across the the curriculum through this approach. R.E, French, and P.E are planned and taught in a discrete manner.
At the beginning of each half term, an exciting hook is planned to engage the children in the learning. This is planned so that the children are immediately enthused and excited by the learning. The children then engage with the project through a range of activities in different subjects; from here, they then develop their skills and knowledge, going deeper into the subject matter, again across a range of subjects. There is a dedicated week of ‘innovation’ learning where the children undertake a sequenced series of activities and the children take greater ownership of their learning, planning their learning map to successful outcomes. Time for learners to reflect or review their learning is central to the whole process. At the end of the unit, learners reflect on their learning. Although reflection is seen as a conclusion to the learning, it is hoped that there will be continual opportunities for learners to reflect frequently.
Trips and visitors which are specific to the learning - and visits within the local community - are planned for in order to enrich the children’s experiences and to further engage and immerse them in their learning. Each half term’s learning revolves around a key text connected with the project which further helps immerse the children in their learning.
The curriculum is designed to be accessible to all - every child is recognised as a unique individual and we celebrate and welcome differences within our school community.
We believe our curriculum model reaches and develops every child within the school, including children from disadvantaged backgrounds and those with SEND. It is expected that all children have the opportunity to learn in a creative and encouraging learning environment. If children are identified as having special educational needs, we will do all we can to ensure that the needs of these children are met. Our curriculum model aims to allow for children who are achieving greater depth in their learning to have the opportunity to learn and reflect more deeply in order to achieve their best.
Leaders promote equality of opportunity and diversity when planning for inclusion in the curriculum, so that the ethos and culture of the whole school counters any form of direct or indirect discriminatory behaviour. Leaders, staff, and pupils do not tolerate prejudiced behaviour, and tolerance, understanding and acceptance is widely promoted.
We fully appreciate the importance of parental involvement and the impact that support from home has on a child’s education.
We strive to maintain good communication and relationships with parents, keeping them informed of what the children will be learning and how they can support this at home. A half termly newsletter informs parents of what the children will be learning during each half term, with suggestions of how parents can best support the learning at home.