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Intent: To create a meaningful and exciting curriculum that promotes high aspirations driven by an intrinsic curiosity of the world. To become kind and respectful global citizens who have an ever-increasing understanding of their community and the world around them. Our curriculum will develop children’s problem-solving skills along with their resilience and they are encouraged to embrace their mistakes and learn from memorable learning experiences.
Our global learning themes underpin our curriculum:
- Diversity and inclusion
- Global citizenship
- Peace, war and conflict
- Climate change
- Fair trade
- Animal welfare
Implementation: In order to achieve depth of thinking and learning, we plan for children to focus on four of these themes per year. Across each year, a number of high-quality core texts are used to bring the themes to life for our children and to promote a connection with the learning. Through our knowledge, understanding and skills we aim to develop our children’s ability to reflect and evaluate their learning.
The ten themes outlined above are explored through English, Maths and five curriculum areas: Enquiry, Finance and Enterprise, STEAM, Digital Literacy and Communication and Physical Health and Wellbeing. The knowledge, understanding and skills are reflected through the objectives identified in each curriculum area.
Sequences of lessons are carefully crafted around a final project outcome which allows children to become agents of change. These outcomes are evaluated by a ‘critical audience’; these are either a specialist in the field that the children are learning about, or an opportunity to celebrate learning on a platform linked to the theme of their topic. The learning journeys are active, engaging and inspiring leading to a deeper understanding of the global themes and curriculum areas. The projects drive motivation, determination and commitment within our children. Carefully crafted sequences promote the affective and cognitive domain whilst allowing children the opportunity to develop 21st century skills such as research, collaboration, innovation, presentation, evaluation and reflection.
When designing sequences of learning across the curriculum, we use a teaching backwards approach. At the heart of teaching backwards is a thinking process that enables our teachers to plan and teach from a clear and well-defined destination. We believe that teaching backwards is a journey that starts with the end very clearly in mind. With this knowledge, our staff design learning that focuses on small steps of progression. By slowing learning down we ensure that our focus remains on depth. Our journeys are supported at all times by high expectations.
Many subjects are taught discretely for example; Science, RE, PE, Music and MFL. We also link with our sister secondary schools with the Valley Invicta Academies Trust to deliver some aspects of these subjects using resources and expert teaching.
- Every child has an equal right to a challenging and enlightening curriculum. By teaching this, through the Nation Curriculum, and developing effective habits in our pupils, we bring out the best in everyone.
- Our formative assessments are designed to support students in achieving fluency in each subject. This means that in lessons, pupils are quizzed on prior knowledge in order to embed this knowledge in their long-term memory.
- We use regular and robust triangulated monitoring to gauge the impact of our curriculum design. Leaders at all levels review learning, talk with our children and provide feedback to move practice forward.
- We ensure that our children’s attainment and progress are in line or exceeding their potential. We measure this using national data (where appropriate), our curriculum maps and monitoring evidence.
- Our curriculum ensures that we develop well-rounded citizens with a clear understanding of values such as love, responsibility and friendship. Our new curriculum addresses negative stereotyping through investigating similarities and differences, and promoting acceptance, diversity, citizenship and human rights.
- Our children will be motivated by a strong personal sense of morality. They will be able to make sense of an increasingly globalised, complex and rapidly changing world. They will make decisions for the right reasons and in the best interests of our community. The children are more confident in speaking about current issues through collaborative learning activities. They will be able to decide what is right and what is wrong and will be resilient to the influence of others. The children develop an awareness of how their own actions can impact others and the wider community. They will go out into the world and make a difference in their own life and to others.
|Phonics Learning to Read|
|Curriculum Long Term Plan 2019-2020|
|Curriculum Long Term Plan 2018-2019|
|Curriculum Long Term Plan 2017-2018|
|Yearly Curriculum Overview 2019/2020 EYFS|
|EYFS Aims and Expectations|
|Helping Your Child with Reading - Panda Class|
|Phonics and Reading|
|Key Stage 1|
|Yearly Curriculum Overview 2019/2020 Years 1 & 2|
|Year 1 & 2 Curriculum Overview (Term 1)|
|Year 1 End of Year Expectations|
|Year 2 End of Year Expectations|
|Progression of Skills in Art|
|Purple Mash Scheme of Work|
|RE Scheme of Work|
|KS1 PE Skills Ladder|
|KS2 PE Skills Ladder|
|Multiplication tables check - a guide for parents|
For further information on the curriculum followed by all year groups please contact the Headteacher.
Or you may access details of the full National Curriculum HERE