Bugthorpe and Sutton upon Derwent CE Primary Schools Curriculum Policy
The curriculum includes all the planned activities that we plan and teach at both schools in order to promote learning, personal growth and development. It includes not only the formal requirements of the National Curriculum 2014, but also the range of visits and visitors to school that the schools organise in order to enrich the experience of the children. We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing knowledge and skills, so that they achieve their true potential as they grow and mature. At secondary school, subjects are most often taught separately, for example History and English would not normally be taught together. We believe in the value of a topic led or creative curriculum. This is where a specific, wide ranging topic is taught for a half term or more, for example World War Two, so that the children make many more connections in their learning, making it more interesting, enjoyable and meaningful. We also include the children’s interests when planning topic content, so that the learning is relevant and meaningful to them. Both schools also believe that memorable learning takes place outside the classroom – we make use of our outstanding school grounds, the local area and educational visits to create a primary education that will stay with the children well into adulthood.
Throughout the teaching of our primary curriculum, we make our school values explicit through our behaviour policy, collective worship and through relationships within school and the local community. The 12 Christian values of humility, compassion, justice, trust, truthfulness, hope, creativity, courage, peace, forgiveness, friendship and thankfulness form the foundations of our collective worship. Of those, both schools have chosen their favourites – Bugthorpe chose friendship, forgiveness and truthfulness. Sutton upon Derwent chose friendship and trust. Interwoven with these values are the human qualities we aim to instill in our children – these are based on the Chris Quigley eight secrets of success and growth mindset principles – and include resilience, perseverance, empathy, developing thinking skills and the belief that effort can achieve more than ability alone.
Subject specific skills
Each subject has certain skills that are crucial to understanding and progressing within it (taken from the aims and purposes of the new National Curriculum). We aim to link the learning objectives to subject skills wherever possible. English and Mathematics have many more sub skills that are listed in year group order so that the teachers can plan and teach the children exactly what they need to learn. The skills for the foundation subjects are listed below.
|Art and Design||Computing||Design and Technology||Geography||History||Languages||Music||PE||RE||Science|
|To develop ideas||To code||To master practical skills||To investigate places||To use evidence to find out about the past||To understand culture||To perform||To develop practical skills||Study Christian beliefs, festivals and celebrations||To plan an investigat-ion|
|To master techniques||To connect||To design, make, evaluate and improve||To investigate patterns||To build an overview of world history||To read||To compose||To be physically active||Study at least twoother religions in depth (Buddhism, Hinduism, Islam, Judaism, or Sikhism)||To obtain and present evidence|
|To take inspiration from great artists and designers||To communicate||To take inspiration from design throughout history||To communicate geographically||To understand chronology||To write||To transcribe||To compete||Study three of the major six religions not studied in depth in order to gain a briefoutline.
|To consider evidence and evaluate|
|To collect||To communicate historically||To talk||To describe musically||Study other religions of interest to pupils.|
Organisation and Planning
Both schools have 4 classes and each class contains no more than 2 year groups. The teachers from both schools have worked together to create a two year long term plan overview (Appendix 1) taken from the new national curriculum programmes of study. Classes 1, 2 and 3 have half termly topics and class 4 has termly topics. These topics are based on the main subject areas of History, Geography and Science. There are also continuous objectives which may be taught across a range of subjects, for example art objectives could be taught during the Victorians topics or a geographical topic on rivers. The detailed objectives for each topic are listed in Appendix 2. At the start of each new topic a parent sheet is sent home to inform and support learning at home (an example is found in Appendix 3). Teachers complete their own short term plans which contain learning objectives, success criteria, groupings, differentiation and information on resources.
The Early Years Foundation Stage
The early years foundation stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old. Early years learning concentrates on 7 areas split between prime and specific areas of learning.
The prime areas of learning are:
- communication and language
- physical development
- personal, social and emotional development
The specific areas of learning are:
- understanding the world
- expressive arts and design
Teaching is usually done through play, where the child learns about subjects and other people through games, practical experiences and child initiated tasks. Half termly topics draw directly from the children’s experiences, for example All about me. Teachers also plan activities based on the children’s interests. Children learn to read using Jolly Phonics, Letters and Sounds and follow the Oxford Reading Tree reading scheme.
Both schools use the Chris Quigley Essentials package for the foundation subjects. These use milestones which are grouped into two yearly intervals – which fits exactly with our class structure in schools. Please see our assessment guidelines for further information on assessments in English and Mathematics (Appendix 4).