Our Curriculum Vision
Be enthused and motivated learners who display the values of our school
Develop an awareness and respect for different cultures and an understanding of local and global issues
Be emotionally literate and express themselves articulately
Develop resilience, reasoning and problem solving skills
Master the skills needed to be successful in the next stage of their education and beyond
Understand the importance of a healthy lifestyle and how this can be achieved
In September 2019, we made the change from teaching whole school termly topics to designing a curriculum offer for each year group which focuses on teaching discrete subject areas as set out by the National Curriculum. Please see the Long Term Plans below for each year group.
We have worked with South Wootton Infant School to identify what the key areas of need are for our children and continue to work closely together to ensure an effective and smooth transition between the schools.
Ultimately, we aim to provide a broad, balanced and inclusive curriculum which enables all pupils to thrive and prepares them for the next steps in education and later life. This means that our curriculum entails more than the learning outlined in the National Curriculum and on our Long Term Plans.
We believe strongly in providing for the whole child – ensuring that basic needs are met so that children are ready to learn.
We have invested in robust support systems for pupils and parents and build in opportunities for children to develop emotionally, socially and physically as well as intellectually and academically. This is even more vital in the current climate as a result of the coronavirus pandemic.
We promote good learning behaviours through reference to our ‘Super 6’ learning behaviours (independence, teamwork, resilience, active learning, courage and self-control) and a growth mindset is encouraged in all learning. Teachers and pupils use the ‘Learning pit’ analogy to describe where they are in their learning; making mistakes and embracing challenge is celebrated. The spiritual, moral, social and cultural development of our pupils and their understanding of the core values of our society are woven through the curriculum.
Wherever possible, a mastery approach to teaching is favoured, where depth of understanding is valued over speed of learning. Children may be provided with pre-teaching to aid understanding or receive follow up teaching sessions. Where necessary, children who are working a long way beyond or behind their cohort may be given a differentiated curriculum to meet their individual needs.
Unfortunately not the ones with chocolate chips.
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