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Our Curriculum

Curriculum

We believe that learning should be fun, purposeful and challenging through a broad, balanced and creative curriculum that nurtures and develops the whole child, developing life-long learners who take ownership of their learning and are proud of their achievements.

At our school, we are aiming to provide pupils with a global curriculum based on knowledge and skills that is relevant for the 21st century. These skills are critically important for future success. We believe that global learning helps pupils make sense of the increasingly complex and rapidly changing world in which they live. Our curriculum enables pupils to think critically about world issues and to develop an awareness of the impact our own actions can have on others. Our school values are an integral part of our curriculum when shaping young citizens.

School Values

Work hard

Concentrate

Don't Give Up

Understand Others

Try New Things

Improve

Imagine

Push Yourself

The six themes children are exposed to across all year groups are:

· Social justice and equity

· Identity and diversity

· Sustainable development

· Peace and conflict

· Human rights

· Power and governance

These six global learning themes are broken down into knowledge and understanding, skills, and attitudes in the Phillimore global curriculum documents.

We provide rich opportunities for the children to explore citizenship, historical and real-life world issues, which at times they may have to grapple with to make sense of it. This, in turn, helps them to develop skills such as collaboration and communication, thus equipping them with the necessary skills for life in the 21st century.

Global learning that values diversity and community is achieved through planning learning experiences and journeys linked to our curriculum drivers.

Global Curriculum

Possibilities Sport Initiative

At the heart of our global learning curriculum is the Chris Quigley Essentials Curriculum, which sets out essential coverage, learning objectives and standards, which are required for all subjects. Furthermore, it provides progress measures for all subjects including personal development.

One of the primary reasons why we have chosen to adopt this curriculum and have the global curriculum running alongside of this is because it emphasises the importance of developing the depth of children’s learning. In essence, this means providing children with increased challenge, allowing them to apply the skills, which they have learnt independently in a range of contexts, rather than moving them onto the next skill needlessly when they have not truly mastered it.

Curriculum Mapping

Our curriculum is mapped in the following way:

Progression maps are created using the National Curriculum and Curriculum Essentials.
Yearly overviews are created to map out progression of knowledge and skills across the year for each subject.
Medium term plans are then made thinking about an enquiry based question and the key concepts that will be covered that half term/term.
The knowledge that children need to acquire is placed into a knowledge organiser that children can refer to in their lessons and books.
Concept maps are then made to show a clear sequence of lessons that our children can refer to.
Lesson flipcharts are then created making reference to knowledge organisers and concept maps.

Chris Quigley Milestone/End Points

subject will have its own Milestones. These Milestones are broken down into three areas. By the end of each Milestone, children in Year 1, 3 and 5 will be at a basic level in that particular subject area and children in Year 2, 4 and 6 will be at an advancing level. All staff use these Milestones to plan their lessons and are therefore aware of their children’s end points.