Our intention is that our curriculum extends opportunity, raises aspiration, opens children’s eyes to the world beyond their immediate environment, enables our children to live happy, healthy and productive lives and inspires children to learn more.
It is our vision that our curriculum gives our children the very best experiences to enable them to grow and develop as rounded individuals, with a wide and deep knowledge that they can use and apply in each subject and area in life.
At Isleham C of E Primary School we follow the National Curriculum and strive to enrich the curriculum wherever possible. Please click the link below to find out more about the National Curriculum
Details of the curriculum programme followed in each year group can be found by opening the overview documents listed below.
Our curriculum is focused on the development of children’s knowledge and skills across all primary subjects with the aim of ensuring pupils are ready for the next stage of their learning. Our families are key partners in developing their children’s knowledge and we are grateful to all our families who support their child’s learning. We are a reflective school and continually strive to improve our teaching and learning in light of the latest research and this has included a focus on how to improve children’s long-term memory of the knowledge provided in school. In Maths we follow a mastery approach where all pupils are taught to their year group expectation with challenge for the more able and support for those who need it.
Our curriculum encourages our children to follow the school’s values:
As a Church of England Primary School, we aim to:-
- value and respect every individual
- challenge and support our learners
- reward effort
- enjoy learning
- promote health, wellbeing & happiness
- provide a safe and caring environment
- uphold Christian values
We learn about the following 12 Christian values to help us live and work together successfully:-
- justice (and peace)
We aim to build resilience and encourage a positive mindset and characteristics of effective learning amongst our children, recognising that it is often through mistakes we learn the most.
Reading is given a high priority in our curriculum as it the ability to read and understand which opens up learning for children. We expect children to read on a daily basis inside and outside school. We strive to make reading as much fun as possible through visiting authors and initiatives such as reading challenges. We believe the development of children’s vocabulary is a vital tool in learning and understanding the full curriculum.
In their first year in school our Reception children follow the Early Years Curriculum and develop their knowledge, skills and understanding through a combination of both play-based learning and more focused teacher led sessions. Pupils learn to share, work independently and play with others.
At Isleham, we are keen to promote the diversity of life and celebrate difference whilst promoting respect for all. Through our teaching, learning and behaviour expectations, we give pupils the knowledge and understanding of how discrimination and prejudiced behaviour is dealt with, including the prevention of bullying. The school takes opportunities to actively promote British Values of democracy; the rule of law; individual liberty; mutual respect and tolerance through our daily assemblies; our whole school systems and structures such as the annual election of House Captains and also running a successful School Council. We also actively promote British Values through ensuring that our curriculum planning and annual calendar of extra –curricular events include real opportunities for exploring these values, for example our annual poppy wreath laying by House Captains at the village Remembrance Day service.
Pupils with special educational needs are well-supported in school with extra support and/or resources deployed where necessary to help close individual learning gaps.
Assessment is used to identify children’s progress and find out areas where they are less confident. These assessments inform teacher’s lesson planning. Assessment is carried out across the curriculum through questioning, quizzes & brainstorming both before and after teaching. Children complete summative assessments termly to show progress in reading, writing and maths and to help teachers to tailor their planning to the needs of the class. We believe our curriculum prepares our children well for their secondary education and has inspired them to find out more about the world around them. We aim to provide our children with the cultural capital they need to succeed in life. This capital is introduced through visits and events such as visits to the local environment, Young Voices, theatres and visitors such as children’s authors.
Stars containing the following wording are displayed prominently in each classroom along with a simple visual curriculum map for each term so that all children are clear of the school’s curriculum intent:-
Curriculum intent star phrases
We work towards achieving the vision we have for our curriculum in a range of ways. These include:
- Subject specific lessons such as Mathematics, Physical Education and Religious Education.
- Cross-curricular topic related lessons. This meets the curriculum aims of the English programme of study whilst making exciting, memorable links to other foundation subjects such as the humanities and science. Our termly class newsletters give details of what is being taught and when.
- Themed ‘House’ days in school.
- Visits out of school and visitors into school. Visits include day trips and residential ones.
- Participation and involvement in and with our local community. For example, our involvement with Remembrance each year and our work with the elderly in our community.
- Extra-curricular clubs. Please see the clubs information on our website and in our weekly newsletters at the start of each term about our current clubs.
- Opportunities for children to experience responsibility and play and active role in the running of our school. For example as Sports Crew, Play Leaders and School Councillors.
- Activities with children from other schools. For example, sporting events, Young Voices, information exchange with other UK schools and music/ STEM/ maths challenges.
The most important impact our curriculum can have is two-fold:
- It enables our children to be safe.
- It enables our children to be ready for their next stage of their education and life beyond this.
We are able to measure aspects of this. For example, we use statutory assessments and the progress children make to measure the impact of our English and Mathematics curriculum. We also measure the progress children make in other subjects, using our own tracking system.
Other aspects of our curriculum it is almost impossible to ‘measure’ and quantify. However, feedback from children, from parents and our own observations show that children value the experiences we give them and that they help the children to learn and to grow in confidence, maturity and independence.
We keep the implementation and impact of our curriculum under constant review. We do this through our ongoing monitoring and evaluation work. The outcomes of this are used to help us adjust our curriculum regularly.
Long Term Planning
An overview of the topics/subjects being covered in each class, each term and year, are recorded in the form of a curriculum map. This overview of Long Term planning is stored on the server under Staff share / planning/
Medium Term Planning
Medium term plans for each subject must be saved onto the school server (under Staff share / Planning / planning_19-20 / medium and short term planning 2019 / yr group by the end of the first week of each term. )
These plans include :-
Learning objectives, Brief outline of activities, Assessment opportunities/tasks, Learning outcomes (must, should, could), resources, key vocabulary, XC links including ICT, Health and Safety considerations and Curricular Targets (Maths, English and Science).
- Medium term plans can be taken directly from an agreed scheme of work and annotated appropriately for use by a particular class.
- Plans should be ‘Fit for purpose’ –useful to individual teachers, reflecting what they need to support their teaching of particular classes.
- For foundation subjects differentiation or ‘personalised learning’ approaches for individuals or groups of pupils can be highlighted / noted on teachers’ main planning documents.
- Other teachers should be able to understand the plans, for example, in order to use them to cover a lesson or as part of a scheduled classroom observation.
Short Term Planning
Short term planning for Mathematics and English may be completed on the school’s provided proforma. It must contain the essential elements of planning, as outlined below.
Weekly, daily and individual lesson plans are derived from the learning outcomes from previous lessons/ formative assessment. Short term plans are related to specific groups and individuals. They must include:-
- the lesson objectives and success criteria ( these must be made clear to the class at the start of each lesson)
- tasks, resources (including the use of other adults), key vocabulary, ICT links
- differentiation (support, core and extension) and any special provision for SEN or G+T
- key questions for assessment / expected outcomes / plenary
The best way to see progress and learning is within the classroom, by talking to pupils and seeing the work in their books. Where progress is unclear, however, planning may be explored by any senior leader at any time in order to support the teaching of individuals, groups or whole classes. It is therefore required that all short term planning be saved to the server weekly to enable this process.