Our Curriculum

In a world that is rapidly changing, children need to become active and competent learners. Finite knowledge in itself is not sufficient to equip them for the world of tomorrow. As teachers, we have a duty to provide them with the basic skills of literacy, numeracy and I.C.T. as well as the ability and desire to become life-long learners.

All members of the school are stakeholders and as such should feel safe, secure and able to make a positive contribution to the wider community. The development of a shared sense of responsibility and belonging, running alongside the recognition that every individual is valued, will enhance the life-chances of all and develop the ethos of the school.

Delivering the Curriculum:

Teaching Time:

In order to ensure delivery of a broad, balanced curriculum and to plan effectively, we need to know how much time we have available for teaching and assessment. A careful analysis of times has been carried out and teaching hours allocated in a way which reflects both our commitment to national initiatives and identified priorities within the school.

The school is currently organised as follows:

Foundation Stage

Year 1

Year 1

Year 2

Year 2

Year 3

Year 3

Year 4

Year 4

Year 5

Year 6

Planning:

Our planning begins in Foundation Stage 1, where it is currently geared towards the EYFS. This continues into the Reception Class where links are made to the National Curriculum, where appropriate.

Planning follows a two year cycle to ensure children do not cover the same topics twice.

Long Term Planning:

Our long-term plan has been developed with reference to the National Curriculum and any other relevant documentation to ensure coverage, breadth, continuity and progression across the curriculum and across the four phases.

 Medium Term Planning:

Derived from the long-term plan, our medium term planning matrix forms the basis of day-to-day delivery of the curriculum. It identifies which units are to be taught and when, together with cross-curricular links where appropriate.

With the introduction of Citizenship and the development of P.S.H.E., it is important that these subjects are delivered both overtly and through the vehicle of other curriculum areas.

Short Term Planning:

Short-term planning proformas are not uniform. They have been developed to reflect the needs of individual subjects. Literacy and Numeracy are planned in detail to reflect the objectives and structure of the National Strategies. All other subjects are planned, in detail, on a daily basis using a generic planning framework.

Assessment forms an essential element in the planning process and although delivery of the curriculum, as laid down in the statutory guidelines, is important, matching the curriculum to the needs and abilities of the children will always take precedence. Flexibility within planning forms the cornerstone of good teaching. Teachers will change and adapt their planning in response to ongoing assessment, in order to ensure pupil progress.

Teaching and Learning:  

In order to enable children to become competent, independent and enthusiastic learners we must maintain the highest possible standards of teaching across the curriculum. As teachers it is our duty to:

  • recognise that children may have a wide variety of learning styles.
  • reflect on how our own teaching style matches these different styles of learning
  • incorporate a range and balance of teaching styles which enables all children to respond and learn
  • set clear learning objectives and make these explicit to the children
  • identify and share Success Criteria that enables the children to achieve these objectives
  • provide well differentiated activities which ensure equal access to the curriculum
  • have high expectations which are shared with the children
  • provide a stimulating environment with appropriate, good quality resources
  • create opportunities for learning in a variety of contexts and settings
  • develop an interactive environment in which all contributions are valued
  • develop a quality of talk which engages children’s thinking
  • provide opportunities for reflecting on the learning objective at the end of the lesson
  • reflect and improve on individual effectiveness

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