Curriculum Statement 2020 – 2021
Our curriculum has been designed with the principles of breadth, engagement and depth in mind to ensure that it enables children to experience wider opportunities, increase and deepen their understanding and be delivered in the most appropriate way for them. It is underpinned by ensuring that we champion the culture and climate we value at our school and ensure that challenges and opportunities are given to all children to enhance the range, diversity and experience they have.
We believe that all children should feel clever and experience the feeling of accomplishment in a wide range of areas in their time with us. Our curriculum, therefore gives them a varied mix of academic and personal development; it gives equal importance to core and foundation subjects; physical wellbeing and mental wellbeing are both valued, understood and prioritised by our thoughtful design and planning of our curriculum.
Our climate for learning provide the following drivers that underpin all areas of our curriculum:
- Possibilities – which helps children to build aspirations and know how possibilities are available for their future lives
- Opportunities – which will build the children’s knowledge and skills and provide the children with a thoughtful range of experiences within an enriched and immersive environment.
- Growth – to focus on the children’s personal development to include physical, mental and spiritual development as well as developing their love of learning and helping them to become creative and independent learners.
We have a coherently planned curriculum which is centred around a thematic approach. It is progressive and all teachers are secure in their subject knowledge and clear about the knowledge and skills that have been linked to prior learning. Within each topic children will look at areas of learning across all subjects as outlined in our curriculum model and map. This is to encourage children to apply their skills and knowledge across a range of subjects and time periods and to make links wherever possible. To ensure that our teachers plan for a breadth and balance of subjects across the curriculum they map these out so that they have ‘leading’ subjects and application subjects. This ensures that individual subjects are always given a focus within any themed topic.
We start our topics with a ‘Wow’ opener (e.g visit from a dinosaur) and include a ‘spotlight moment’ (trip or visitor) to fully engage and enthuse the children. We plan a wide and varied range of activities across all subjects to suit different learning styles which include first hand learning experiences to consolidate learning. Teachers are able to use their areas of interest and expertise to build a broad, interesting and engaging curriculum. We believe that learning should be based around the crafts of learning (how will children become the best learners they can be) and we ensure that we provide the best environment to nurture our children to become ‘bubbling learners’.
Parents are sent out a parent planner to show what areas are to be covered within each subject and children are given a knowledge organizer to outline the expected learning for the topic. This will contain facts, concepts and key vocabulary to be learned as well as some interesting information/ Big Questions to engage them in their learning. These are collated so that the children can refer back to them over the year.
During the year we also plan whole school themed days/units of work with the aim of focusing, stimulating and challenging children within all areas of the curriculum.
The curriculum is well supported with quality resources and we ensure that texts used within a topic are ambitious and of high quality. These may be used within Literacy or as topic based learning which ensures that the children are applying their writing and other subject skills across the curriculum.
Maths, English, Science, Religious Education and Personal Social Health Emotional (PSHE) are taught discreetly with cross curricular links identified wherever possible. Work is carefully differentiated to ensure that there is challenge for all children at all levels. Throughout all areas of the curriculum we teach, model and discuss the values which underpin the Christian ethos of the school.
Our curriculum is organised to enable the widening and deepening of essential knowledge, skills and understanding. To do this children do not just cover the curriculum but repeat it over and over – each time returning to areas so that the children gain a more insightful and deeper understanding of the skills and processes within subjects. We refer to the 6 R’s of our curriculum (Repeat, Relearn, Revisit, Recap, Review and do you Remember) and make authentic connections to support our longitudinal learning. This is how we aim to embed learning and to build on their knowledge and skills to deepen understanding across the curriculum and across the years.
We need to be able to define how we will assess and evidence the impact of our curriculum. This is the focus of our work on the curriculum this year.
Currently our thinking is that we may design assessment type activities that provide children with opportunities to show and demonstrate their understanding and application of the skills they have been taught. We will also base our evaluations on or around a series of questions and answers that we should then be able to evidence. For example:-
- Do children relish demanding work and demonstrate ambition?
- How do lessons improve long term memory?
- How well do children master what is taught?
- Do children succeed and enjoy their learning?
- Do teachers and children thrive?
- Do children know / learn the key concepts across the curriculum?
The medium term plans detailed below outline the content of each year group for the terms across each year, together with the Parent Planners (sent to parents termly):-
|Autumn Parent Planners||Spring Parent Planners||Summer Parent Planners|
|Year 1 Knowledge Organiser|
|Year 2 Autumn|
|Year 2 Great-and-Ghastly-Knowledge-Organiser|
|Year 3 Autumn|
|Year 3 Knowledge Organiser|
|Year 4 Autumn|
|Year 6 Autumn|
|Year 6 Knowledge Organiser|
|Autumn Parent Planners||Spring Parent Planners||Summer Parent Planners|
|Year R Autumn||Year R Spring||n/a Covid closures|
|Year 1 Autumn||Year 1 Spring||n/a Covid closures|
|Year 2 Autumn||Year 2 Spring||n/a Covid closures|
|Year 3 Autumn||Year 3 Spring||n/a Covid closures|
|Year 4 Autumn||Year 4 Spring||n/a Covid closures|
|Year 5 Autumn||Year 5 Spring||n/a Covid closures|
|Year 6 Autumn||Year 6 Spring||n/a Covid closures|
|Medium Term Planner||Autumn Parent Planners||Spring Parent Planners||Summer Parent Planners|
|Year R Curriculum||Year R Autumn||Year R Spring||Year R Summer|
|Year 1 Curriculum||Year 1 Autumn||Year 1 Spring||Year 1 Summer|
|Year 2 Curriculum||Year 2 Autumn||Year 2 Spring||Year 2 Summer|
|Year 3 Curriculum||Year 3 Autumn||Year 3 Spring||Year 3 Summer|
|Year 4 Curriculum||Year 4 Autumn||Year 4 Spring||Year 4 Summer|
|Year 5 Curriculum||Year 5 Autumn||Year 5 Spring||Year 5 Summer|
|Year 6 Curriculum||Year 6 Autumn||Year 6 Spring||Year 6 Summer|
Please visit our individual curriculum pages for further information.
For further information on the National Curriculum for Primary Schools please go to:-
To see what we are doing in school, visit our class pages (under the Tab Children – Classes)