Curiculum Introduction

17 Sep 2019

Our rationale:                                                                                                                                         

At Killinghall CE Primary School we create a joined up approach to the curriculum that develops the right learning pathways for the children of our school and our locality. We aim to ensure that the curriculum is broad and balanced with its delivery being planned to build on prior learning with a clear sequence for progression.  We are committed to fostering our children’s personal development and love of learning; we have a passion about giving every child wide and varied opportunities and experiences as they move through the school.
We aim to develop the global citizens of the future by creating a community that nurtures ambitions and aspirations, builds resilience and enables children to seize opportunities to learn. We are ambitious in aiming to give children the knowledge and competencies to thrive within a both a locally and globally generated curriculum.  As our context is predominantly White/British it is important that we promote the rich diversity of Britain within an inclusive culture built upon respect and consideration for others.
As a Church of England school spiritual and moral consideration takes high priority in all that we plan and do. Our values are used in all aspects of school life and are discussed in learning.  Along with this we also incorporate healthy lifestyles into our work with the children. These aspects cross the whole curriculum and are embraced by all our ‘curriculum drivers’.  It is our drivers that are the starting point for planning. We seek a curriculum which will excite, inspire and motivate learning at all ages. The children are very involved in shaping both the creation and development of lessons and we encourage responsibility and independence from a very early age.
We believe in a curriculum that inspires and broadens children’s experiences and passion for learning. This belief drives what happens at our school. We are dedicated to ensuring that the children develop a real love of learning. We believe that we have a duty to help every child to become a rounded individual who is able to play their full part within an ever changing society.
We celebrate our pupils’ achievements in all areas and recognise that all have different strengths and talents. We ensure the children have a range of learning experiences that challenge, stimulate and promote thinking and learning. The curriculum meets statutory requirements. All children have a right to an appropriate curriculum regardless of sex, race, disability, religion or belief.
We intend to build an evidence-based approach to checking the impact of the implementation of new approaches in our curriculum – this will need to be done over time within a clearly planned framework. As a growing school we need to develop the curriculum to be able to evidence progress over time for all children irrespective of class set up and year group mixes –working towards a workable curriculum for single form entry.

Our intent is built around our vision:

Encouraging enjoyment and understanding of the world we live in.
Inspiring everyone to flourish on their own individual learning journey
Offering ourselves and believing that we can all make a difference

  • Children are provided with a supportive and nurturing start to school in Early Years. Children begin to develop their knowledge, thinking and skills through play based activities and focused sessions that begin to build their knowledge of phonics and number. The children begin to learn about the world around them and learn to share and work independently.  They learn to play and get on with others in the classroom and outdoor areas. Developing reading, writing and maths for all children is a key priority and this continues into KS1. Extra support is a priority in provision for SEN and disadvantaged children.   
  • Our curriculum has the acquisition of knowledge at its heart and we ensure pupils are supported throughout their learning to remember connected and essential knowledge as they progress through KS1 and KS2, incrementally building their long term memory. Lessons are planned so they do not overload pupils’ working memory and a mastery approach to deepen learning is applied.
  • Where possible our curriculum links to local places including Killinghall, this creates an ‘enabling environment’ where local collaboration with local businesses, heritage and cultural organisations, voluntary groups, faith communities and parents can flourish for the benefit of our children. We plan to include family heritage and understanding in to planning so that children can make links between themselves and the world around them.
  • Our focus on pupils’ knowing more over time is aided by planning sequenced programmed work units with regular revisits and recalls integrated into planning to support the development of pupils’ long term memory. Pupils’ know how to complete tasks, apply skills and link knowledge to solve problems. Learning is enhanced by special events and visits but the maximum impact on learning progress is secured by carefully planned opportunities within a sequence of work. We are beginning to embed this knowledge rich approach in foundation subjects. We believe a broad curriculum with depth should give equal value to each foundation subject. Planning differentiated lessons to meet the needs of all pupils is a key principle in our approach and extra resources are used effectively to support closing individual learning gaps faced by disadvantaged and special needs pupils.
  • Creative thinking is encouraged through planned opportunities in all subjects for pupils to think in different ways, find different solutions, create original designs, make links and connections between subjects and information, and imaginatively use and apply knowledge. This is also achieved by teachers responding during lessons to thoughts and ideas that are provided by pupils from their learning. This innovative working promotes the spiritual, moral, cultural, mental and physical development of pupils at the school, and prepares our children for the opportunities, responsibilities and experiences of later life.
  • Reading is given a high priority within our curriculum with high quality texts and class novels used as a foundation for knowledge linked learning, a love of reading and to develop comprehension. Texts are chosen to allow for cross referencing of knowledge in other areas.
  • Assessment is an integral part of planning and teaching and learning. Our learning culture is built on assessment for learning and the belief of the vital importance of questioning when providing feedback. A range of assessment is used to check children’s progress through the school. Summative assessments are used in a balanced way with low stake assessments such as quizzes and puzzles which assess the development of pupils’ long term memory. Excessive assessment regimes and frequent data collection points are avoided to ensure reasonable workload demands.  Assessment is aligned across our curriculum to ensure consistent learning progression, including summative, formative, books, and interventions.
  • Pupils’ development of cultural capital helps pupils’ engage with society and it is a vital part of our curriculum; this is further supported by the wide range of experiences and opportunities we provide which are available to all pupils irrespective of their circumstances, special needs or disability. Our inclusive culture and ethos is built on respect and consideration of all others and with a predominantly White/British context we promote the rich diversity of Britain. The voice of all children is given a high priority in our school; we really do listen to the views of the pupils and act upon ideas.
  • We encourage our children to actively take part in their local community and help them begin to understand the importance of being a good UK and global citizen. We ensure our pupils take responsibility for their behaviour and their learning. Pupils build positive attitudes to learning and actively play a full part in the life of the school. Performing in music, drama and sport activities are highly valued as part of the wider curriculum to enrich the knowledge and skills taught in subject lessons. All children take part in musical productions and regularly speak in assemblies. We actively encourage performance in the wider community and take part in enrichment activities to engage and inspire the children. We have a well-respected, inclusive choir who are regularly invited to local community ventures to sing.
  • The health, safety and well-being of all our pupils are of paramount importance. We encourage our children to experience a wide range of activities during the school day and at the end of the school day. Our provision is designed to prevent our children spending too long on computer games and tablets. We actively promote healthy lifestyles and awareness of healthy food types, including cookery.
  • Discussion and debate are important to all aspects of our curriculum. We believe that this encourages high expectation and challenge in lessons. The focus on talk provides positive support for children’s development of confidence and enables them to build learning skills that ensure they are effective when undertaking independent and collaborative learning. Our philosophy is one based on the development of life-long learning skills, resilience and the ability to learn from setbacks and mistakes and this is a key element in our support for pupils’ mental health and well-being. Our 7 Rs (Resilience, Risk Taking, Resourcefulness, Reflection, Relationships, Respect and Responsibility) are based upon this fact.
We provide a curriculum that strives for our pupils to be the best they can be and to be prepared for when they move on to secondary school. The staff, parents and governors believe that a pupil who leaves our school will be:
  • considerate and respectful and take responsibility for their behaviour.
  • aware of how Christian values impact on every day life.
  • open to new ideas and respect and value differences.
  • resourceful, resilient and know how to keep safe.
  • able to actively demonstrate citizenship at all levels.
  • able to show strong attitudes to learning and embrace opportunities to learn from mistakes and are able to take responsibility for their own learning.
  • able to show good subject knowledge across all subjects including foundation subjects.
Our curriculum will have ensured that:
  • Disadvantaged and SEND pupils will have made good progress from their starting points at the end of KS2 and have acquired essential knowledge.
  • Pupils make good progress from their starting points and an above average percentage of students will attain expected standard and above in reading, writing and maths at the end of KS2 ensuring they will be able to access the KS3 curriculum.

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