Curriculum

Our curriculum has been developed in line with the 2014 National curriculum.

Information about our English and Maths Curriculum can be found in the Subjects page.

The Wider Curriculum makes learning motivational and successful for all involved. It is a skills-based approach to the curriculum which also develops children's knowledge and understanding of content. The Wider Curriculum creates contexts for learning, whilst covering all programmes of study in the new National Curriculum. Thus, the Wider Curriculum allows not only for pupils to achieve subject specific skills, but to develop key skills for learning in:

  • communication,
  • application of Maths,
  • Information Communication Technology
  • working with others
  • improving their own learning and performance and problem solving.

In addition, enterprise, possibilities and basic skills are drivers which run throughout the Wider Curriculum.

Rationale:

The Wider Curriculum is reviewed regularly to ensure it is providing our children with the key skills and opportunities to develop independent learning and widen their knowledge and understanding of the world around them. Each class teacher is responsible for the delivery of the curriculum taking objectives from the Chris Quigley Essential Milestones.

Aims and Expectations

The Wider Curriculum aims are to:

  • Increase learners’ motivation, enthusiasm and engagement in their learning, making learning more meaningful, through putting it into context.
  • Help learners become more independent and take greater ownership of their learning;
  • develop children’s confidence and motivation to learn through the use of a range of learning and teaching styles.
  • Provide a broad, balanced and relevant education which provides continuity and progression and takes individual differences into account whilst embedding Maths and English basic skills with a particular focus on writing.
  • Develop social skills and encourage children to become more active citizens within the school community and beyond.
  • Enable the communication of knowledge and feelings through various art forms including art/craft, music and drama and be acquiring appropriate techniques which will enable them to develop their inventiveness and creativity.
  • Help learners to listen and read for a variety of purposes and be able to convey their meaning accurately and appropriately through speech and writing for a variety of purposes
  • Give children greater opportunities to develop their thinking and problem solving skills mathematically in a variety of situations using concepts of number, algebra, measurement, shape and space, and handling data.
  • Develop the use of ICT across the curriculum.
  • Develop learners enquiring minds and scientific approaches to problems.

Teaching and Learning (planning and organisation)

Teachers teach clearly structured lessons or sequences of work which interest and motivate pupils and which:

  • start with a clear learning objective, taken from the ‘Essentials’ curriculum, understood by all pupils
  • has clear differentiated outcomes
  • has a defined set of criteria for success, taken from the ‘Essentials’ curriculum for the foundation subjects and objectives taken from ITAF (RAG objectives for English and Maths)
  • ensure learners are not sat listening to teacher inputs for significant periods of time
  • employ interactive teaching methods and collaborative group work
  • has learners working at their instructional level
  • promotes active and independent learning that enables pupils to think for themselves and to plan manage and assess their own learning.
  • ensure that children are given long enough to complete work, and have opportunities for working for sustained periods of time, appropriate to their age.
  • ICT is used effectively to deepen understanding
  • presentation of learners work is of a highest standard.
  • uses ‘Assessment For Learning’ strategies within the lesson to ensure learning is taking place.

Whole class teaching involves the use of open-ended probing questions, visual stimuli and a variety of Cooperative Learning techniques.

The learning environment is well organised, attractive, stimulating and positive.

Children experience a variety of learning situations, both indoors and outdoors.

Lessons are interesting, stimulating and fun and children have the opportunity to learn through first hand, multi-sensory experience.

Expectations are high.

Children have the opportunity to work independently, in pairs or as groups.

Children are supported to be able to assess their own learning and the learning of others.

Children receive feedback that helps them to identify what they need to do next.

Children know what it is they are going to learn and lessons are scaffolded to encourage their natural enquiry.

Trips and visitors are organised to further understanding.

Assessment and Record Keeping Class teachers assess and record attainment and progress of the core subjects. Topic books provide evidence of subjects taught and progress within the topics can be reviewed. Topic books show progress and celebrate achievements and are monitored regularly to ensure consistency in standards. Each half term/term (dependant on the length of the topic) children are assessed in the foundation subjects using Chris Quigley’s Key Skills levelling criteria. Children who are working below, at and above expectations are noted. This information is shared with the relevant subject co-ordinators who collect evidence; planning, assessment data, photographs, and work from year groups to compile a portfolio that allows them to assess how well their subject is being delivered.

Monitoring and Evaluation

The Wider Curriculum Leaders are responsible for monitoring and reviewing the Wider

Curriculum on a termly basis, through regular formal and informal discussions, regular observations of lessons regular scrutiny of children’s work, monitoring displays and the development of learning environments, monitoring planning to ensure curriculum coverage and speaking with the children about their learning.

We also teach a PSHE programme, an RE programme in line with the local authority syllabus and French to all of KS2.