Our school curriculum is underpinned by the values that we hold dear at our school. The curriculum is the means by which the school achieves its objective of educating children in the knowledge, skills and understanding that will give them the best start in their next stage of education. It also includes what is sometimes referred to as the 'hidden curriculum' – what the children learn from the general climate and culture of our school, and the way they are treated and expected to behave. We want children to grow into positive, responsible people, who can work and co-operate with others while at the same time achieving their full potential to become valuable citizens to society and the outside world.
We value the breadth and range of our curriculum. We aim to foster creativity in our children, and to help them become independent learners, with a keenness for enquiry and asking questions, an ability to solve problems and without question, instil a life-long love of reading.
Our school is in full agreement with the values statement included in the introduction to the National Curriculum Handbook for Primary Teachers in England 2014.
These are the main values of our school, upon which we have based our curriculum:
- We value a thirst for knowledge and love of learning
- We value children's uniqueness, we listen to the views of individual children, and we promote respect for diverse cultures
- We value the spiritual and moral development of each person, as well as their intellectual and physical growth
- We value the importance of each person in our community and we organise our curriculum to promote inclusion, co-operation and understanding among all members of our community
- We value the rights enjoyed by each person in our society
- We respect each child’s individuality, and we treat them with fairness and honesty.
- We want to enable each person to be successful and we provide equal opportunities for all our pupils
- We value the needs of all our children, and to ensure that we meet all statutory requirements regarding inclusion
- We value our environment and we want to teach our pupils, through our curriculum, how we should take care of the world, not only for ourselves, but also for future generation
Aims and objectives
The aims of our school curriculum are:
- To enable all children to learn, and develop their skills, to the best of their ability
- To promote a positive attitude towards learning, so that children enjoy coming to school, and acquire a solid basis for lifelong learning
- To teach children the skills of literacy and numeracy across the curriculum
- To enable children to be innovative, to use ‘thinking’ and problem-solving skills, and to be independent learners
- To develop children’s skills of team work and the ability to work in collaboration with others
- To enable children to understand and appreciate the arts, and give them opportunities to develop their own artistic and creative abilities
- To teach children about the developing world, including how their environment and society have changed over time
- To appreciate the natural world and the natural environment and feel a part of this, including Forest Schools
- To help children understand Britain's cultural heritage and understand British Values and what democracy means
- To enable children to appreciate and understand the importance of scientific and technological discoveries and development
- To give children an awareness of and experience of speaking and understanding other languages than English
- To teach children ICT skills and to apply these skills across the curriculum to support their learning and to know how to stay safe online
- To teach children how to live healthy lifestyles – both physically and mentally
- To appreciate and value the contribution made by all ethnic groups in our multi-cultural society
- To enable children to be positive citizens, contributing to the society in which they live
- To fulfil all the requirements of the National Curriculum and the Locally Agreed Syllabus for religious education
- To teach children to have an awareness of their own spiritual development, and to distinguish right from wrong
- To help children understand the importance of truth and fairness, so that they grow up committed to equal opportunities for all
- To enable children to have respect for themselves and high self-esteem, and to live and work co-operatively with other
- What we are providing (thinking about the demographic, our mission and values)
- The Drivers
- Our philosophy of teaching (including principles based on 12 strong Christian values)
- The planning to include the necessary skills and knowledge and what children should know/be able to do at the end of each stage of their learning
- How well we are preparing our children for secondary education
- What makes us unique
- How we will build on year on year progress
- What non-statutory elements we will include
- How does our curriculum reflect national policy (e.g. British values) and current issues?
- How does it cater for disadvantaged and minority groups?
When thinking about the delivery of our curriculum we need to consider these points:
- Coverage and challenge (an ambitious curriculum)
- The clear processes needed to teach reading
- Revisiting skills to show mastery
- Memory schemes, like mnemonics
- Adequate support for all learners and abilities - differentiation
- To what extent children value and enjoy their learning
- An upward trajectory – skills and knowledge progression
- Sequencing and how children see that learning fits together and follows on (the bigger picture)
- How our teaching builds on prior knowledge
- How cross-curricular links are made, particularly to further develop Maths and Literacy skills
- The expertise of staff, including skills and CPD
- Resources in terms of time and equipment
- Wider learning beyond NC statutory requirements
When considering our curriculum’s impact, the following questions are reflected on:
- How well are children learning the content outlined in the curriculum?
- How well are children prepared for their next stage of education?
- What are the types of both formative and summative assessment used? What impact do they have on the curriculum?
- How do we know our curriculum is having an effect across all children, including those who are disadvantaged or have low attainment on entry?
- Do children have a feeling of self-worth and a sense of success?
- Are children displaying attributes/attitudes that link to our key values?