The school curriculum comprises all learning and other and other experiences that each school plans for its pupils. The National Curriculum is an important element of our school curriculum. Below are the aims and purposes of our school curriculum, as decided by the staff.
We aim to foster:
• successful learners who enjoy learning, make progress and achieve
• confident individuals who are able to live safe, healthy and fulfilling lives
• responsible citizens who make a positive contribution to society.
Below are the agreed purposes of our curriculum. The school curriculum, and therefore all we plan for and deliver, must:
1. Instil in children a positive disposition to learning – trying hard and learning is cool!
2. Promote high standards, particularly in literacy, numeracy.
3. Promote respect, care and manners throughout the school.
4. Challenge children to be the best they can be.
5. Ensure children feel part of a community; they are all valued individuals and members of a group.
6. Make children more aware of, and engaged with, their local, national and international communities to become a knowledgeable global citizen.
7. Provide continued entitlement from early years to a coherent, broad and balanced curriculum, giving them the opportunities to find their own strengths and interests.
8. Inspire and extend individuals interests, knowledge and skills.
9. Give children ownership of their own learning.
10. Promote independence.
11. Promote confidence and adaptability.
12. Promote resilience and stamina.
13. Promote and pass on essential knowledge, skills and understanding valued by society to the next generation.
14. Be relevant to children and prepare them for the here and now, for the next phase of their education, and for their future
15. Widen horizons and raise aspirations about the world of work and further and higher education
16. Help children recognise that personal development is essential to wellbeing and success.
17. Be enjoyable and help children know how to have fun.
A Broad Curriculum
In its most narrow definition, our remit is to prepare our pupils thoroughly for their chosen high school. However, we believe that we are preparing children not only for their high schools, but also for the life that lies beyond them. We regard these school years as forming the base on which our pupils will build their future education. We therefore aim to give our pupils as broad an integrated an education as possible during their time with us. To this end, we place a strong emphasis on a broad and balanced curriculum, where themes and topics are studied for periods o time. The pupils’ spiritual, moral, social and cultural development is also given strong emphasis and the school code of conduct and British Values underpins the aims and the delivery of the curriculum.
The Early Years Foundation Stage, which underpins the curriculum in our Reception classes, is distinct in its identity. The curriculum, by which we mean the learning and developmen undertaken by every child in this Key Stage, is planned in accordance with ‘The Early Years Foundation Stage Statutory Framework 2012’.
The development of each child is recorded through the use of assessment which provides an accurate and detailed insight into the progress made by the individual. Observations made of each child in a variety of environments and learning situations ensure that an accurate recording of an individual is made. With a
comprehensive view of the level of development for each child, an appropriate and challenging curriculum can be delivered to ensure the needs of the individual can be met effectively.
On entry to Reception at our school all children will undertake a baseline assessment in order to ascertain stages of development, strengths and needs. Many children have followed an EYFS programme at nursery and the records made by practitioners in that setting also provide vital information on individual attainment and requirements for the coming year.
Careful and flexible planning between all the staff in contact with the children ensure a wide, varied and effective curriculum is delivered.
Our Whole Curriculum- In Three Layers
Our whole curriculum is made up of three ‘layers’. The core of what we want to develop is about children learning to be good learners. This is not about the content of a subject, but about understanding how to interact in a group, how to persevere, how to be independent in meeting deadlines and how to be reflective about learning in order to know what you need to improve on.
Around this core is the National Curriculum (September 2014) published by the Department for Education.
Our Top Layer is what we call the ‘Trowse Top Twenty!’ This is a list of twenty things we believe children should do before they are 11 years old. It includes things like ‘going to watch a big theatre production’ and ‘sleeping away from home’. For more information on all three layers, please go to the bottom of this page to download the full document.
Phonics and Reading
The teaching of phonics from the youngest years follows ‘Letters and Sounds’ Scheme from the Department for Education. This is backed up, where appropriate, by ‘Jolly Phonics’- another synthetic phonics based programme. This phonics programme is taught through into Key Stage 1 as well.
With regard to reading we use ‘Oxford Reading Tree’ as a scheme for the children to follow. We supplement the main scheme with books from ‘Ginn’ and ‘Rigby Star’ to give a wider range of texts and a wider range of books to cater for high ability/low chronological age children as well as higher age/low ability. The Scheme is followed until children progress to being ‘free readers’- choosing their own reading books from the class library. All children take home ‘free choice’ books to supplement their reading scheme books. These are books to share with parents/carer ups at home that the children will really enjoy but may need support to access the text. For children who take a little longer to grasp the basics, we have trained Teaching Assistants who can support individuals or groups, out of the main classroom, with widely recognised intervention programmes. ‘Sound Discovery’ and ‘Catch-Up’ are there to ensure all our children make good progress and can achieve their potential.
Key Stage 1: Years 1 and 2
Key Stage 1 of the National Curriculum (September 2014) begins formally in Year 1. Class teachers are responsible for planning and teaching coverage the whole curriculum (and the Norfolk Sylabus for RE and work together on the two classes to study the same topics on a three year rolling programme. Subjects are tied in to these topics where appropriate to make the learning as relevant an exciting as possible. Discrete subject teaching will still happen when appropriate. Please scroll down to the bottom of the page to see a PDF of our curriculum for the current year.
Key Stage 2: Years 3 to 6
The National Curriculum (September 2014) underpins our statutory duty and is taught through key stage two as well as the Norfolk Syllabus for RE. The broad curriculum continues to be delivered through topic based approach, just as in key stage 1, but in key stage two the two classes (year 3 & 4 and year 5 & 6) study separate topics to ensure full coverage, each on their own two year rolling programme. French is taught as the main foreign Language. Please scroll down to the bottom of the page to see a PDF of our curriculum for the current year for each class in KS2.
PSHE and Citizenship
Throughout the School PSHE (Personal, Social and Health Education) and Citizenship is an integral part of the curriculum . It is not solely taught in isolation and is the responsibility of all staff who come into contact with the children. The curriculum is delivered through subject teaching using the PATHS programme, circle time, assemblies, charity/ community involvement, outings, class roles and responsibilities and guest speakers. In addition, discrete lessons are provided to cover personal safety, (including e-safety), sex education and drugs education.
To find out more about our curriculum, phone the school office or e-mail to make an appointment.