*Currently under construction - Please refer to curriculum page below
Our curriculum is rooted in the following two key aspects,
1. To provide experiences that allow our children to develop as confident, competent learners
2. To provide a broad and balanced curriculum based on the EYFS and National Curriculum.
The end goal is for our children to begin to develop the characteristics of an author, mathematician, historian, scientist etc. through a wide range of experiences.
Our drivers personalise the curriculum to meet the needs of the children in our school with the aim of sustained mastery, and for some, greater depth.
Our curriculum drivers are:-
Language – To be able to use a rich, varied and extensive range of vocabulary, which is linked to the specific subjects and areas of learning
Independence – To become a lifelong, effective learner, taking responsibility, solving problems and having a thirst for knowledge and a love of learning
Outdoor Learning – To experience their learning through outdoor opportunities and to use what is around them in the immediate and local area to enhance their learning.
Our academic curriculum follows the EYFS and National Curriculum for content and expectation.
- Each key stage has its own list of concepts for each area of learning that are a combination of knowledge and skills.
- Curriculum maps state what will be taught for each subject in each year group.
- Target sheets provide criteria to assess the children against in order to identify the depth of understanding. Pupils progress through three stages emerging, developing and secure within each year.
- There is a two-yearly cycle of topics enabling children to learn and apply their skills in different contexts.
- Some curriculum content is subject specific and is taught discreetly whilst other content is delivered in a cross curricular approach.
- Continuous provision provides opportunities to reinforce and retrieve information and skills. It is also used to replace the teaching of some aspects of the curriculum e.g. time, which can be acquired through everyday routines rather than direct teaching.
- Continuous provision ensures that children repeat their learning in order for it to become embedded and for them to develop a mastery of the subject.
- Curriculum maps are spiral in form to ensure repetition in order to embed learning over time and develop sustained mastery for all pupils. This happens over time and requires regular retrieval.
- Our practice is to provide opportunities to practise, retrieve, embed, master, revisit and extend through a range of individual and group activities each day in EYFS and a carousel of independent and guided activities in KS1. Children are encouraged to be active, talk, experiment and use their imagination at every opportunity.
- The impact of our curriculum is that by the end of EYFS the vast majority of pupils have achieved a good level of development; some pupils will have gained a deeper understanding.
- In key stage 1, the vast majority of pupils have sustained mastery of the content; some pupils will have a greater depth of understanding.
- We track pupils’ attainment regularly and carefully to ensure pupils are on track to achieve age related expectations.