Our curriculum is essentially about two things:
· Our wonderful world;
· Human impact & influence.
The world was here before us and we change it. Every day (for better or worse).
Life-long learners reaching their full potential
To prepare our children for their future in this world, we intend to develop skills of observation, scrutiny, questioning, comparison and contrast, ordering and evaluation. Our ‘Learning Wheel’ supports children to develop a deeper understanding of concepts. As a consequence their knowledge and skills can develop beyond a shallow level of learning.
Responsible & Respectful: Human.kind
Understanding what it means to be human and how human behaviour has & can shape the world.
We believe that by developing the right dispositions for learning, a focus on skills, a desire for asking questions and the importance of human connection, children are given a solid foundation for ‘sticky’ knowledge which can be transferred across different subject areas during their learning journey with us.
It is important for our children to appreciate their role as part of a community; to take responsibility, to be able to look after themselves & to foster an understanding of their importance, impact and influence in the world.
With time for deeper ‘seeing’ of the world around them comes quality engagement and subsequently the desire to write & respond, practising core skills that are embedded into our work.
Skills and sequencing
Our curriculum has been sequenced meticulously so that concepts and vocabulary are built upon to extend learning and develop deep knowledge.
We value the acquisition of basic skills as we see these as the scaffolding for all learning. These skills are vital for enabling all pupils to access the whole curriculum and to enhance future economic and social wellbeing. It is the responsibility of all staff to teach and extend the basic skills in Mathematics and English. Work will be carefully planned to ensure continuity and progression. All pupils can expect quality first teaching in phonics, reading, writing and number.
Pedagogy and assessment (core subjects)
Early reading is prioritised and built upon as we have invested carefully in sequenced, high quality progressive books. Phonics is taught using ‘Read Write Inc.’ Reading books are initially sent home that are linked to the phonics being learnt. Whole class shared reading allows reading skills and comprehension to be taught throughout the school. In writing we use high quality texts to build knowledge and understanding of the writing process as well as grammar, spelling and punctuation. Expectations for writing do not differ across the curriculum and this includes a high degree of pride in their handwriting and presentation. We have adopted ‘Big Maths: CLIC’ across the school for mental athematic and ‘White Rose Maths’ as out scheme of work. Approach to feedback, interventions and pre-teaching is ‘keep up’ rather than ‘catch up’. We use nationally standardised assessments across the school to track pupils’ understanding, attainment and progress.
Pedagogy and assessment (non-core subjects)
Our foundation curriculum is built to facilitate a deep level of learning. We use cross curricular learning & advocates to link and relate foundation subjects to one another where appropriate. Overall we have structured the National Curriculum into our long term plan; we use our ‘learning wheel’ to structure knowledge and skills within topics through learning opportunities and experiences which means teachers are able to meet a range of learning styles, expertise, passions and needs whilst ensuring children are absorbed in a theme/subject. We use the assessment for learning cycle throughout the learning process, amending and tailoring learning to meet learner’s needs; finishing each area of study with an evaluation/assessment opportunity where children demonstrate their knowledge and understanding of what has been taught.
Early Years Foundation Stage (EYFS)
In EYFS, we follow the Early Years Foundation Stage Curriculum. This develops children’s skills in, Personal, Social and Emotional Development, Communication, Language and Literacy, Mathematical Development, Knowledge and Understanding of the World and Creative and Physical Development. Progress, achievements and attainments are carefully observed, monitored and recorded throughout your child’s reception year with us and we use an online system called Tapestry to collate all of this. Tapestry enables parents to not only be kept up to date with their child’s development but also actively encourages them to contribute to their overall learning journal. Further information about Tapestry is shared on entry to school - please speak to Miss Kurvink in the Bluebirds class if you would like to know more.
We also place great emphasis on opportunities to learn outside of the classroom and provide free-flow connection to the outdoors. The outdoor provision for our youngest children is an area we are keen to continue to develop further in the near future.
Key Stage 1 and Key Stage 2
Children in Key Stages 1 and 2 follow the National Curriculum. This provides coverage of the core subjects Literacy, Maths, Science and Computing and the non-core subjects which are Art and Design, Design and Technology, History, Geography, Music and Physical Education. In addition to this we provide Religious Education in line with the Lincolnshire Agreed Syllabus and most importantly throughout lessons and daily school life we endeavour to develop Personal, Social and Emotional Health and wellbeing.
We have a mixture of both single age classes and mixed age classes in the school; our highly skilled staff are able to adapt and put into practice a range of teaching strategies; these include individual, group and whole class methods of teaching to ensure all children receive a quality and exciting curriculum throughout their time at our school.
To deliver the National Curriculum, we use termly forecasting to combine genuine learning opportunities and assessment to provide a creative approach to learning that enables pupils to engage in imaginative, original and purposeful learning activities which stimulate and excite them, giving them a sense of achievement... paving the way for them to become life-long learners. Planning is based on developing and building on children's knowledge as they move through school. Engagement and enthusiasm in the classroom creates a positive learning environment where enthusiasm for learning generates positive and purposeful behaviours.
School trips and visits are an integral part of the education of children at our school. We value the opportunities such visits offer our pupils and the commitment of staff and adults undertaking them. Trips include class visits aimed at bringing learning alive and providing first-hand experience; extra-curricular outings such as activities with the school choir or sporting events; and attending or taking part in performances or competitions.
Children in Years 4, 5 and 6 have the opportunity to take part in residential visits. These are planned to provide new and exciting experiences.
VISITORS INTO SCHOOL
Visitors have a valuable role to play and can contribute to many aspects of the life and work of the school. They deliver talks, workshops and full day activities across a wide range of subjects, giving pupils access to outside experiences and expertise. Visitors provide a link with the wider community – children have the opportunity to work alongside artists, musicians, authors, health professions and athletes that have performed on the highest sporting stages.
EXTRA CURRICULAR CLUBS
As a school we offer pupils opportunities to participate in extra-curricular activities after school and at lunchtime. At any time a wide range of clubs is on offer – our programmes of clubs and activities available is revised termly depending on the time of year and other commitments children may have.
PE & SPORT
Children experience 2 hours of PE/Sport a week and Key Stage 2 children benefit from swimming lessons for a term at a local indoor pool in Newark.
MUSIC, ART & DRAMA
We provide opportunities for children to take part in a wide range of musical activities and performances where they are encouraged to sing, compose and work creatively with sound. Through active listening, pupils’ awareness, understanding and appreciation of a wide variety of music are developed. All Key Stage 2 children have the opportunity to learn to play an instrument through one-to-one music tuition. A range of opportunities are provided within and beyond the curriculum for children to showcase their musical skills and talents, for example every two years our older pupils take part in Young Voices where school choirs across the Midlands region come together to performance at the Indoor Arena in Sheffield.
As a school we appreciate and understand the importance of drama within our curriculum. Research reveals that drama had a positive impact on children’s physical, emotional, social and cognitive development. Drama is developed across the whole school in a variety of ways through the support of a local drama group including story-telling, and across Key Stage 2 through the input of a specialist drama and media teacher. Many of our children have been called for multi-auditions. Children have opportunity to apply and develop their skills through rehearsal and performance.
OPPORTUNITIES TO VOLUNTEER
Volunteering is an activity that everyone can get involved in and benefit from. At Claypole Church of England Primary School, we promote and encourage pupils’ active citizenship and positive contribution to the school and wider community. We offer lots of opportunities for pupils to take on new responsibilities and be involved in successfully supporting the life and work of the school. These include elected representatives on our Children’s Pupil Parliament & House Captains. Older pupils can also apply and be interviewed for positions such as Phone Duty, Librarians, Sports Ambassadors & Playground Leaders and within classes children can volunteer to take on various responsibilities ranging from lunch duties to helping with the organisation of equipment in Collective Worship.
Pupils tell us that they enjoy the opportunity to volunteer to help make their school an even better place to be, and rising to the challenge that additional responsibility brings.
Homework can make an important contribution to a child’s progress at school. As well as reinforcing learning in the classroom, homework helps children to develop the skills and attitudes they will need for successful independent lifelong learning. Homework is set in-line with the school’s policy, with tasks planned to appropriately challenge all pupils. Weekly activities focus on reading, literacy and numeracy to reinforce and consolidate skills taught.
We value the benefits of outdoor learning. Children are stimulated by the outdoors where they can undertake a range of practical activities to support and enhance learning across the curriculum. Our Foundation Stage and Key Stage One pupils benefit from outside classrooms, activities and tending growing beds.
Further up the school, opportunities are built into the curriculum for children to continue learning beyond the classroom including undertaking fieldwork and enquiry based work in our local areas.
At Claypole Church of England School, we take our performance in sport seriously and attend competitions and tournaments with the intention to perform at the highest level and aim to be successful. We also recognise the importance for children to participate and to learn to love sport and will also seek opportunities to enter festivals to help promote the love and enjoyment of sport.
The Early Years Foundation Stage (EYFS) has it's own curriculum specifically designed for young children and supports their learning and healthy development. Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development:
Communication and language
Personal, social and emotional development
Understanding the world
Expressive arts and design
These 7 areas are used to plan your child’s learning and activities. This is similar to the curriculum in primary and secondary schools, but it's suitable for very young children. It is designed to be flexible so that staff can follow the individual needs and interests of our children and allows children to learn through immersion, exploration, being active and through creative and critical thinking which takes place both indoors and in our outdoor learning environment.