Our Curriculum Intent
In building our curriculum we have considered the needs of our pupils and their families and the social context within which they live. We believe that in order to enable our pupils to learn effectively, they need to have their uniqueness recognised and valued, feel safe in their environment and have the oral, social and emotional literacy skills to support them with the demands of life. We stress the importance of supporting emotional wellbeing and promoting personal development, recognising that many of our pupils do not come to school ‘ready to learn’ but have an appetite to gain skills, knowledge and understanding.
Our curriculum therefore has a number of key strands:
To enable every pupil to achieve their personal best;
To inspire enthusiasm and curiosity for learning and a determination to succeed;
To promote a values-based approach so that pupils take responsibility for themselves academically, socially and emotionally, morally and physically;
To prepare pupils to become successful and resilient members of their community and lifelong learners.
Our curriculum is underpinned by the teaching of basic skills while providing a range of opportunities through visits, visitors and practical first-hand learning experiences. Our assemblies and PHSE lessons promote positive attitudes, building a sense of belonging and community.
Community involvement is a key element enabling the pupils to be visibly contributing to the well-being of others through visits, music and joint learning with parents and carers.
Knowledge organisers are used to make learning memorable and support the learning gateway themes which provide a balance across science and the foundation subjects. They include the key vocabulary that we expect pupils to recall and use in their learning. We fundamentally believe that providing our children with a richer and more varied vocabulary along with core skills will help them to be confident and resilient in the future.
Our curriculum is built upon five key foundations:
Through research and quality professional development, our teachers are experts in the subjects that they are teaching. Their passion and depth of understanding will ensure that the children are enthused and inspired by their new found knowledge. Each year of teaching will build upon the prior learning set down.
‘Metacognition’ is the process of thinking about thinking. In all our learning, we provide children with the metacognitive tools (or ‘thinking’ tools) that they need to organise their understanding. By engaging with our curriculum, we will teach our children to become critical and resilient thinkers who are not only confident to ask questions, but who are informed and articulate enough to ask the right questions.
Throughout the curriculum, children’s learning will work towards a purposeful final product. We believe that there is much learning in the process of evaluating and editing. Carefully considered feedback from adults enables children to make substantial progress when planning, developing, honing and producing a finished product.
Oracy and Vocabulary
A love of language and effective communication is central to our curriculum. We ensure that our children speak with enthusiasm from their earliest years and rapidly acquire the skills that they need to be confident, but considered and considerate orators.
Providing our children with memorable experiences is key to our curriculum offer. We ensure that every area of learning is supplemented with visits and trips, encounters and adventures which will equip them with the confidence, knowledge and skills they need for a successful, happy and productive life.
Please click on the subjects for the relevant curriculum progression document:
Please click on the subjects for the relevant curriculum statement:
Please click on the class name for the relevant curriculum class map:
|Owletts (Nursery)||Little Owls (Reception & Year 1)|
|Tawny Owls (Year 2 & 3)||Hawk Owls (Year 3 & 4)|
|Eagle Owls (Year 5 & 6)|