Our curriculum is predominantly knowledge-based, with carefully-designed skill progression to ensure progress through more practical subjects; it has been designed to broaden and connect knowledge, deepen thinking and increase cultural capital for all children.
Head, Heart & Hands
We use a ‘Head, Heart and Hands’ approach to our planning to ensure that our curriculum challenges attitudes and has real-life relevance.
By ensuring our proper coverage of the curriculum.
By using a multi-layered approach to medium term planning.
By adopting a more practical approach to learning.
Our Mathematics curriculum adopts the ‘mastery’ approach in which we believe that all children are capable of succeeding. Meticulous lesson design and the use of concrete and visual resources enables all pupils to move through the curriculum at broadly the same pace. Learning key facts enables children to become fluent mathematicians, while extension of children’s thinking means they can articulate mathematical reasoning and solve problems confidently. Our aim is to develop competent mathematicians who see mathematics as a tool and use it confidently in the real world.
Coverage in Mathematics is predominantly dictated by the White Rose scheme of work, with Mastery techniques used to ensure a deepened understanding. Teachers constantly assess children’s understanding and alter their planning to allow time to fill any gaps in knowledge which have developed.
Our English curriculum is integral and underpins work undertaken in all areas of the curriculum. A particular focus is given to learning new vocabulary and children are provided with regular opportunities to develop their ability as a reader and writer which helps them to communicate effectively both inside and outside of the classroom.
Writing genres are mapped across the year groups to ensure an adequate variety of text types and differentiated grammar objective sheets are used to specify writing and SPAG expectations across the school. Although the same Reading strands are applicable across the Key Stage, age-specific texts prevent repetition. Each year group covers a specific list of spelling rules.
Our Science curriculum aims to encourage children to develop an enquiring mind, through the use of investigation and the application of an innovative and relevant curriculum.
In Science, coverage is mapped across all four years to avoid unintentional repetition, with very clear differences specified in units which are covered more than once across the school. In addition to this, the ‘Working Scientifically’ unit has been developed into two different learning processes for Upper School and Lower School, to ensure a differentiated approach to learning.
Knowledge-based subjects are designed to span three levels of learning, with younger children functioning predominantly within the lower levels and upper KS2 children accessing more complex levels of thinking.
“Our History curriculum is designed to help us learn from the past, encourage critical thinking and debate how to work together for a brighter future.”
The facts and knowledge required to have a substantial understanding of a period.
The moral understanding to debate different perspectives on historical events.
The ability to apply understanding of the past to a modern day or future situation.
“Our Geography curriculum is designed to inspire pupils’ curiosity about the world and its future and to develop an understanding of how our actions affect our planet.”
The facts and knowledge required to understand the world and the Earth’s features.
To understand and analyse geographical changes over time (up to present day).
To apply an understanding of how human and physical processes could impact the future.
Our Languages curriculum is designed to foster confidence in children’s learning of another language and to open their eyes to cultural differences.
Being able to express a statement using another language.
Interpreting a question in another language and responding accurately.
Using knowledge of a language to create a dialogue with several questions and esponses.
“Our RE Curriculum is designed to familiarise children with different aspects of religion and its historical context whilst encouraging critical thinking and sensitive discussion.”
The basic facts relating to a religion, as indicated by the coverage list.
The historical context around aspects of a religion or a religion as a whole.
The ability to maturely discuss similarities, differences & preferences in practice.
Skill-based subjects each have a skill map designed specifically to ensure that children are accessing a full range of skills across the Key Stage, without any unintentional repetition. They follow a process of learning to ensure that skills are appropriately developed and embedded.
Art and Design
“Our Art and Design curriculum aims to engage, inspire and challenge pupils using the skills taught to experiment and create their own works of art.”
Process of Learning: Analyse – Replicate – Innovate
Analyse: Evaluate and analyse creative works using artistic vocabulary.
Replicate: Learn about great artists and replicate their work using a range of techniques.
Innovate: Explore, plan and create an independent project.
“Our Design and Technology curriculum aims to encourage children to take risks, be more resourceful and develop a critical understanding of its impact on the world.”
Process of Learning: Plan – Make – Evaluate
Plan: Develop an understanding of how technology works and replicate products. Plan own designs.
Make: Design and produce high-quality products for a range of purposes and users.
Evaluate: Evaluate products against original design plans., critiquing the effectiveness of the product against its purpose.
Our Music curriculum is designed to encourage children to be engaged in order to inspire creativity and improve their confidence when performing.
Process of Learning: Analyse – Replicate – Innovate
Analyse: To learn about great composers and musicians and their styles
Replicate: To be able to perform and listen with confidence, fluency, control and expression
Innovate: The ability to compose music for a range of purposes and needs
“Our Computing curriculum investigates, replicates and innovates, enabling children to become competent, confident and creative users of ICT who know how to keep themselves safe.”
Process of Learning: Learn – Apply – Evaluate
Learn: the skills required to manipulate software and ‘apps’ to achieve specific goals, safely in the digital world.
Apply: acquired skills and knowledge to achieve specific and open-ended goals in a range of contexts, safely.
Evaluate: the effectiveness of completed tasks against original aims, critiquing the effectiveness of them, against their purpose.
“Our Physical Education curriculum is designed to provide every child with a broad range of skills, the ability to reflect on their own performance and evaluate that of others and to enjoy physical activity to ensure life-long participation, healthy minds and active lives.”
Process of Learning: Acquiring – Practising – Applying & Perfecting
Acquiring: Introducing and modelling a new skill, breaking it down into its component parts to make it easier to comprehend.
Practising: Children will develop their knowledge and understanding of the key skills through drills and simple games.
Applying & Perfecting: Children use skills which they have acquired and practised to play larger formal games whilst thinking tactically, evaluating and improving their performance.
PSHCE & RSE – Due to very recent amendments to the statutory requirements for these subjects, our PSHCE/RSE curriculum is under review. A full summary of the intent can be expected at some point during the Spring Term 2021.
Identity and Diversity
Peace and Conflict
Saving our Environment
Our World and Beyond
Gods & Mortals
(‘Who Let the Gods Out’ - Maz Evans)
(‘The Great Chocoplot’ - Chris Callaghan)
(‘Littlenose Explorer’ - John Grant)
I Am Warrior
(‘Escape from Pompeii’ - Christina Balit)
Raiders and Traders
(‘She Wolf’ - Dan Smith)
(‘Malamander’ - Thomas Taylor)
(‘Anthony & Cleopatra’ - Shakespeare Collection)
(‘The Great Kapok Tree’ - Lynn Cherry)
Off With her Head
(‘My Friend Walter’ - Michael Morpurgo)
A Child’s War
(‘Once’ - Morris Gleitzman)
(‘Race to the Frozen North’ - Catherine Johnson)
We Are Not Amused
(‘Cogheart’ - Peter Bunzi)