We talked to pupils and staff and we explored the following questions:
· How does our vision lead and shape our curriculum drivers?
· If your child was in our school, what would you want their lessons/learning to look like?
· How do children learn most effectively?
· What do you love about school and lessons?
· If you could design a lesson, what would it look like/ include?
These discussions led to the development of our curriculum drivers:
· first hand experiences and
· big questions, including vocabulary development.
Schemes of work
Read Write Inc
In EYFS and KS1 we use Read Write Inc. (RWInc). This is a consistent, rigorous and dynamic literacy programme and it uses synthetic phonics to help children quickly learn to blend letter sounds together, following a fun and effective programme. As well as reading, it includes spelling, writing grammatically accurate sentences, writing for different purposes and builds up adventurous vocabulary. There are also many opportunities to build up skills in speaking and listening. Children get a great sense of achievement and develop confidence in the fast moving yet very supportive sessions.
Where can I find out more about RWI?
The official Read Write Inc website provides information to help you support your child through the programme. http://www.ruthmiskin.com/en/parents/. If you have any questions or would like to receive further support in how to help your child read at home, please see your class teacher.
For a complete breakdown of how we develop a love of reading in school and what we will cover term by term in each year group and key stage, please see the documents below:
Our vision is a ‘shared vision’ and so it’s not only for pupils, it has been developed for the community. As a small school we want to make sure everyone is supported and that we live out our vision and ‘Strive together as one’ (Philippians 1:27). Therefore, our curriculum is now structured and led by teams and they include staff and governors. Please find the curriculum teams below:
Mental health and well-being, PSHE including RSE, SEND and PE :
Staff: Mrs Coils, Mrs Gibson, Miss Baston and Mrs Webster .
Governors: Mrs Woodburn and Mrs Handyside
RE and spiritual development
Staff: all teaching staff
Governors: Reverend O'Sullivan
Staff: all teaching staff
Governor: Mr Morrison
Language and communication (French, vocabulary, writing and computing).
Staff: Mrs Frater, Miss Pringle, Mr Teasdale and Mrs Southward.
Governors: Mrs Wharton
Number and calculation
Staff: Mrs Coils, Mr Teasdale, Miss Fife and Mrs Stones
Governors: Mrs Orr
Knowledge and understanding (history, geography and science)
Staff: Mr Teasdale, Miss Fife, Mrs Morris and Mrs Stones.
Governor: Professor Hobrough
Creative development (art, music, drama and D&T)
Staff: Ms Young, Mrs Coils and Miss Baston
Governor: Mrs Forsythe
Within each team there is always a member of the governing body and a member of staff representing EYFS, KS1 and KS2. This has ensured that we all have an overview of the whole curriculum from EYFS to Year 6.
For each subject area curriculum teams have worked together to create progression plans and intent statements based on our curriculum drivers and how we will Strive together as one (Philippians 1:27).
Please use the link below to see the progression document from WRM that we follow:
In KS2 (Year 3- 6) Miss Baston uses Language Angels to teach French on a weekly basis. Units vary from early language units (which are ideal for children with little or no previous foreign language knowledge) to intermediate units (ideal for pupils building up their foreign language expertise) through to progressive units (which are great for extending and challenging pupils with a sound understanding of the basics of the language they are learning). For the long term plans and incorporation of early language, intermediate and progressive units, please see the plans below.
PSHE (Personal, Social, Health and Emotional) development
Scheme used: PSHE Association
During key stages 1 and 2, PSHE education offers both explicit and implicit learning opportunities and experiences which reflect pupils’ increasing independence and physical and social awareness, as they move through the primary phase. It builds on the skills that pupils started to acquire during the Early Years Foundation stage (EYFS) to develop effective relationships, assume greater personal responsibility and manage personal safety, including online. PSHE education helps pupils to manage the physical and emotional changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communities.
PSHE is taught weekly in all year groups, our long term plan including big questions can be found below.
Relationships, Sex Education (RSE)
From September 2020, all primary schools are required to teach relationships and health education in school. All primary school have also been asked to consult on sex education. During November 2019 we consulted with stakeholders and met with parents, governors, pupils and staff. The result of the consultation was that we will teach sex education in year 5 and 6. From February 2020, we will teach sex education; however, this is not compulsory and parents can opt out of this. Please see our policy and progression maps for further details.
For further information, please see further links and support for parents.
- Art and Design Progression Plan.pdf
- Computing Progression Plan pdf
- Design Technology Progression Plan.pdf
- Geography Progression Plan.pdf
- Science Progression Plan.pdf