Intent

Our curriculum is designed with two goals:

To provide a coherent, structured academic curriculum that builds knowledge sequentially ensuring pupils are ready for the next stage in their learning and know and remember more.

To give all pupils a wide range of experiences to develop as a courageous, curious and conscience individuals prepared to be global citizens of the future in an ever-changing world.

Design

Our curriculum is ambitious. It is knowledge based with regular opportunities for retention whilst also securing the necessary skills to become successful independent and expert learners in all curriculum areas. The curriculum builds on the school’s strengths including well developed SMSC provision, embedded school and British values, outdoor learning, including the farm and enrichment for all. Children are developed as valued individuals with an emphasis on health and wellbeing both physically and mentally. Subject Leaders have designed the curriculum to ensure that it is relevant and contextual both locally and globally to develop a deep understanding of the changing world and community that we live in.

Implementation

Our coherently planned academic curriculum is underpinned by our curriculum themes and uses the EYFS or National Curriculum (DfE 2014) as the basis for content and expectations. We have structured this as follows:

All year groups have curriculum maps for each term including key expectations for each subject, values covered, community links, life skills and PSHE focus.

Progression models provide a coherent and structured curriculum that builds knowledge sequentially ensuring pupils are ready for the next stage in their learning.

Pre teaching, retrieval practice and precision teaching are used daily in Maths, English  spelling, punctuation and grammar and foundation subjects to provide regular opportunities to retain knowledge.

Reading, phonics, vocabulary and spelling are taught systematically to master fluency, comprehension, language and prosody.

 Assessment is ongoing through retrieval practice, low-stake quizzes, questioning and feed forward sessions. There is regular feedback between children and teachers. Core subject summative assessment takes place three times a year to inform teacher’s knowledge of gaps in learning.