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Curriculum

Introduction

The curriculum is all the planned activities that we organise in order to promote learning and personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of extra-curricular activities that the school organises in order to enrich the experience of the children. It also includes the ‘hidden curriculum’, or what the children learn from the way they are treated and expected to behave. 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.

Curriculum Aims

Through the development of our curriculum we aim to develop:

  • Successful learners who enjoy learning; make good progress and achieve excellence.
  • Responsible citizens who understand the truly international world around them.
  • Curious individuals who show Imagination, creativity and are reflective in their learning

 

We will see we have succeeded because:

 

Successful Learners:

  • Have the essential learning skills of literacy, numeracy and computing
  • Communicate well in a range of ways
  • Understand and reflect on how they learn and learn from their mistakes
  • Are able to learn independently and cooperatively with others
  • Know about big ideas and events that shape our world
  • Enjoy learning and are motivated to achieve the best they can now and in the future
  • Are able to critique, weigh evidence and make informed judgements.

 

Responsible Citizens:

  • Are able to include and work cooperatively with others
  • Respect others and act with integrity and honesty
  • Understand own and others’ cultures and traditions and have a strong sense of their own place in the world
  • Appreciate the benefits of diversity
  • Challenge injustice, are committed to human rights and strive to live peaceably with others
  • Sustain and improve the environment, locally and globally
  • Take account of the needs of present and future generations in the choices they make
  • Can reflect on issues and know how to change things for the better
  • Are able to handle the conflicting values they encounter in society.

 

Curious Individuals:

  • Are creative, resourceful and able to solve problems
  • Have enquiring minds and think for themselves to process information, reason, question and evaluate
  • Have a sense of self-worth and personal identity
  • Relate well to others and form good relationships
  • Are self-aware and deal well with their emotions
  • Make informed and ethical judgements and decisions
  • Become increasingly independent, are able to take the initiative and organise themselves
  • Take managed risks and stay safe
  • Recognise their talents and have ambitions
  • Are willing and able to try new things and make the most of opportunities
  • Are open to the excitement and inspiration offered by the natural world and human achievements
  • Always strive for personal achievement by reflecting on what they do well and how they can improve

 

To ensure we achieve these aims we have 5 curriculum drivers:

  • Learning to Learn
  • International Education
  • School and British Values
  • Personal, Social and Emotional Awareness
  • Future-Proof Skills of:
    • Adaptability
    • Resilience
    • Enquiry
    • Problem Solving

 

Organisation and planning

We plan our curriculum in two phases. We agree a long-term plan for each year group. This indicates both the topics and the progression of skills that are to be taught in each term, and to which groups of children. We review our long-term plan on a four year cycle.

With our medium-term plans, we give clear guidance on the objectives and skills to be taught as well as identifying how each subject will be assessed within each topic. We produce ‘Topic Webs’ that identify the content to be delivered in each topic. These are shared with parents in advance and copies can be found on our website. When planning each topic we will use our school skills progression documents for the foundation subjects. These will be the core of our planning and underpin how we assess the children in the foundation subjects.

We adopt a cross curricular, skills based approach to our curriculum planning wherever possible. This encourages children to immerse themselves in a topic and apply learned skills all the way across the curriculum. We plan this curriculum carefully, so that there is coherence and full coverage of all aspects of the National Curriculum and early learning goals, and planned progression in all curriculum areas. Some exceptions to this cross curricular approach will be seen in Maths, Science, Music and PE, where it is more difficult to make explicit links with certain topics.

It is anticipated that we will be able to deliver the curriculum through these medium term plans. There is no expectation that any other plans are written, but that each lesson is resourced and prepared, so that the experience for the children is of the highest quality.

 

Assessment of the Curriculum

We believe that assessment should underpin our planning and guide our children’s progress through the curriculum. Using our schools skills progression documents we will identify those children who require more support to achieve individual skills as well those who have exceeded the age related expectation.

Assessments, through teacher judgement, will be made at the end of each topic for all subjects taught.

 

The Foundation Stage

The curriculum that we teach in the Foundation Stage meets the requirements set out in the revised Early Years and Foundations Stage guidance and incorporates the guidance from FAOS: Early Years Policy. Our curriculum planning focuses on Development Matters, the Early Learning Goals and on developing children’s skills and experiences, as set out in this document.

Our school fully supports the principle that young children learn through play, and by engaging in well-planned structured activities. Teaching in the Foundation Stage builds on the prior experiences of the children and is guided by the interests of the children wherever possible.

For information about phonics teaching and reading schemes used at Watchfield, please refer to our current Reading Policy

Please see below for links to various class topics.

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