Our Curriculum Final

8/18/2019 Our Curriculum Final

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Tavistock Church School’s Federation

Mission Statement

We strive to ensure that our children receive the very highest standards of education withinnurturing, distinctive Christian community. Our school values of Joy, Love, Respect,

Forgiveness, Self-Discip line and Truthfulness form the central pillar, running through all

aspects of school life and they, in turn, are framed within the two great commandments of

loving God and loving our neighbour . We recognise that all children are precious and

unique and celebrate the special talents that each person brings to our school, working in

partnership with home, parish and the wider community to help the children grow so that

they are able to follow in God’s footsteps.

Through our Curriculum we develop

Our Children

Are confident to explore ideas, to be independent learners, and enjoy taking on the

challenge of learning

Have strong values, sense of equality and have both the ability and desire to make

the world a better place for all

Show perseverance in learning

Make connections between what they have learnt, as well as connect what they

don’t yet know with the knowledge and skills that they do have

Are able to make sense of the world both locally and globally

Look forward and back – evaluate what they have done before and reflectively plan

next steps

Work collaboratively, showing ability to ask questions, negotiate and evaluate and

build on the responses of others Show curiosity and creativity

Are engaged in their learning

Have a high esteem and understand that they can positively influence their futures

Secure high standards in all subjects


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Our Curriculum and Teaching

Are rooted in the belief that all pupils should enjoy learning and can be successful

Inspire and challenge learners of all abilities and strive to remove any barriers

Allow teachers to use their deep subject knowledge and pedagogical skill to engage

children as partners in learning, acting quickly to adjust their teaching in response

to pupils’ needs

Develop children’s skills and mastery of areas of study so that they can apply what

they have learnt in any subject across the whole of their learning

Develop a sense of ‘flow’ in lessons where pupils are able to work with autonomy

and skill so that they are motivated to produce high quality work

Excite pupils’ imaginations and emphasise the interconnectedness of learning

Promote independence of thought and creativity of mind through a wide range of

learning approaches

Provide high quality, timely feedback to both pupils and staff allowing all to better

understand how to further improve

Draw in parents as their child’s co-educators, engaging them and increasing their

capacity to support their child’s learning.

Form a Christian community which is concerned with the development of people’s

mind, body and spirit, and which nurtures a distinctive understanding of what it is to

be fully human

Our children sharing in the long term future of our community by planting a tree at StEustachius Church

How we deliver our curriculum

As with most schools in England we follow the National Curriculum, which sets out minimumstandards and breadth of study for each subject to be covered.


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Our curriculum is one of skills and knowledge and is supported by Edison Learning’s‘Connected Curriculum’. Through it we aim to enthuse the children, engage them in theirlearning, enable all pupils to succeed and challenge children to excel. Our aim is that allpupils experience ‘flow’ in their learning where they experience the perfect balance of hig hskill level and high challenge so that all pupils are able to show a high degree of autonomy,engagement and, ultimately, success and enjoyment.

Overriding aims of the curriculumThroughout all topics there is significant consideration given to how the children will developtheir basic reading, writing and numerical skills as well as a development of our core valuefor the term. We have looked closely at the skills and key knowledge that the children shoulddevelop so that they can become life long learners, and well rounded, adaptable individualsthat are prepared to achieve well in later life. It is also of vital importance that the childrendevelop a good understanding of the fundamental values of British life with an emphasis on:

Democracy

The rule of lawIndividual libertyMutual respect

Tolerance of those of different faiths and beliefs

These are developed alongside our core Christian Values which underpin and are central toall that we do in school and through which ‘British Values’ are delivered:

ForgivenessRespect

JoyLove

Self DisciplineTruthfulness


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Our approach to planning and delivering our curriculum is as follows:

Use Learningconversation info to

plan crosscurricular learning

opportunities

Design a completelearning experiencewith end products

in mind +exhibition/

performance etc

Map out the keyskiills/ values/

opportunities todevelop spiritulaityneeded to achieve

end product(s)

Consider how to godeeper with

learning (by linkingwith Blooms)

Reflection(assessment/ self

review)

Pre-learning Task/

Learning

conversation with

pupils (To allowteachers to gauge

interests and pitch

work

appropriately)


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Pre-Learning Task/ Learning Conversation After considering the curriculum map and their main foci for the term but before completingtheir medium term planning teachers complete a pre-learning task or learning conversationwith the children. This allows teachers to ensure that they pitch their planning so that it bothsupports and challenges the children in their class. It also allows the teacher to share ideasabout the topic with their children and to allow them to express areas that they are interestedin that can be built into planning. It is important that this task is built on some knowledge ofthe topic so that we are not asking children what more they want to find out about a topic

that they nothing about.

Planning and TeachingEach topic starts with a big question or focus such as: Has there ever been a better time tolive? To ensure that the National Curriculum is covered in detail and depth each unit has akey focus such as science and DT. English and mathematics, RE, PE and languages areall taught discretely although there are often links to the topics and so teachers plan thesein.

Teachers work with the children to develop and deepen their knowledge, skills andunderstanding through the topic and ensure that key knowledge and skills are covered to

allow all children to be enthused and engaged in their learning and challenged so that allchildren can excel.

For more information about the way we teach please see our teaching and learning policy.

Reflection At the end of a topic the teacher will undertake a reflection exercise with the children so thatthey and the teacher can think about all they have learned, how they have developed aslearners and what they need to do to improve as learners. It also enables the teachers topick up and address any misconceptions with the children.

Curriculum Maps

We have a spiralling curriculum. This ensures that even though children may spend morethan one year in a particular class they will, in general, not repeat the same topic. It alsomeans that when children return to a topic area, such as in science, there is a clearprogression in expectations of knowledge, understanding and skills. Our curriculum mapsare published on the school website. Occasionally the school will have whole school topicssuch as geography and history in the news.

Subjects covered and not covered as part of a topic All National Curriculum subjects for each class are plotted onto a curriculum map andteachers spend time considering how the different subjects can be linked under the key topictitle for the term. These are drawn together into a planning mind map with the main theme

of the topic in the centre and key outcomes around the outside. From this, teachers considerthe key skills and knowledge that the children will develop on their way to producing the mainoutcomes.

Consider the school/ local

calendar and visitors to maximise

links

Constantly assess and feedback on

learning to challenge thinking andunderstanding

Maximize application of

basic skills and pupilautonomy


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Some areas of study or subjects may not lend themselves readily to be part of a thematicapproach and so these are planned for discretely with the same attention to deepening theknowledge and skills that the children will develop in that subject during the term.

Curriculum Area summaries Below are brief summaries for each of the subjects that we teach in school.

English English is a vital way of communicating in school, in public life and internationally. It enableschildren to learn how to express themselves creatively and imaginatively and to communicatewith others effectively. In studying English pupils develop skills in speaking, listening, reading,writing (including punctuation and grammar) spelling and handwriting. Where possible theseskills are developed through linking the teaching of English with other curriculum areas.Children are encouraged to read readily in school. We expect them to read confidently in allsubjects by the end of school and to share books with parents on a regular basis. Whenreading children are developing fluency, understanding and a sense of reading for pleasure.

Our teachers use the Devon Units as well as other resources in order to deliver high qualityEnglish lessons that allow our pupils to become fluent readers and writers. In EYFS and KS1as well as for those children who need it in KS2 children are taught phonics. Phonics istaught primarily through the ‘Letters and Sounds’ materials although other resources may beused to support the teaching. Read Write Inc. materials are used to provide intervention forthose children who need to catch up. A range of decodable and non-decodable books areused with the children until they become fluent and are able to read freely.

Mathematics Mathematics is a creative and highly inter-connected discipline that has been developed overcenturies, providing the solution to some of history’s most intriguing problems. It is essential

Example of

persuasive writing

based on the text

‘The Day the Crayons

Quit’ by Oliver Jeffers.

Also shown is

example of how the

children receive and

respond toconstructive marking

in order to improve

their writing further.


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to everyday life, critical to science, technology and engineering, and necessary for financialliteracy and most forms of employment. A high-quality mathematics education thereforeprovides a foundation for understanding the world, the ability to reason mathematically, anappreciation of the beauty and power of mathematics, and a sense of enjoyment andcuriosity about the subject.

Through our teaching of mathematics we aim that children:

▪ become fluent in the fundamentals of mathematics, including through varied and frequent

practice with increasingly complex problems over time, so that pupils develop conceptual

understanding and the ability to recall and apply knowledge rapidly and accurately.

▪ reason mathematically by following a line of enquiry, conjecturing relationships and

generalisations, and developing an argument, justification or proof using mathematical

language

▪ can solve problems by applying their mathematics to a variety of routine and non-routine

problems with increasing sophistication, including breaking down problems into a series

of simpler steps and persevering in seeking solutions.

Children are given a daily maths lesson and they are also taught to see maths in othersubjects and indeed, all around them.

Children in Reception Class discovering how their maths skills fit into all sorts of othercurriculum areas – in this case in designing, preparing and making healthy smoothies.

Science Science stimulates and excites pupils’ curiosity about phenomena and events in the world

around them. Science links direct practical experience with ideas so it can engage learnersat many levels. During the teaching of science a strong emphasis is placed on helping


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children to:

▪ Develop an understanding of the nature, process and methods of science such aspredicting, estimating, measuring, fair testing, hypothesising, and drawing conclusions;

▪ Knowledge and conceptual understanding of biology, chemistry and physics and

▪ Understanding of scientific uses in the world around them.

Science is planned and taught in conjunction with the Connected Curriculum but, as a schoolwe have also made the choice to keep in some of the units of work that have been taken outof the new National Curriculum for Key Stage 1 such as light, electricity and forces.

Computing Computing is concerned with how computers and computer systems work, and how they are

designed and programmed. There are three main aspects of the computing curriculum thatwe follow: computer science, information technology and digital literacy. Pupils studyingcomputing will gain an understanding of computational systems of differing kinds.Computational thinking allows children to solve problems, work analytically, design systems,and understand the power and limits of human and machine intelligence. Pupils who canthink computationally are better able to conceptualize, understand and use computer-basedtechnology, and so are better prepared for today’s world and the future.

Computing is a practical subject, in which invention and resourcefulness are encouraged.The ideas of computing are applied to understanding real-world systems and creatingpurposeful products. This combination of principles, practice and invention makes computingan extraordinarily useful and intensely creative subject, suffused with excitement.

We also ensure that our children are responsible users of ICT and know how to keepthemselves safe when on the internet and using social media.

The teachers plan work with the help of a scheme of learning called Switched On and throughguidance in the Connected Curriculum.

Relig ious Education (RE) and Collective Worship RE is taught in accordance with the Diocese of Exeter Agreed Syllabus for RE and our ownscheme of work. Alongside Christianity, children study three other major religions, Islam,

Judaism and Hinduism. We have daily acts of collective worship (assembly) that are led by school staff andrepresentatives of local churches. Once a week we have a ‘family worship’ where wecelebrate the achievements of the children with family and friends. We have key services inSt Eustachius church. Parents are able to withdraw their child from RE or collective worship but should discuss thiswith the headteacher.

Design Technology (DT) DT prepares children to participate in a world of rapidly changing technology. Everything weuse in our day-to-day lives – from forks to food and hats to houses – has been designed.Finding out more about how these objects are designed and made helps children to make

sense of the world around them. By designing and making their own products, children learn:practical skills, finding out how things work, making products that are useful and look good


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and ways of thinking and working, like coming up with ideas, solving problems and workingas a team.

Through our teaching of design technology children learn to:

● develop the creative, technical and practical expertise needed to perform everyday tasks

confidently and to participate successfully in an increasingly technological world

● build and apply a repertoire of knowledge, understanding and skills in order to design and

make high-quality prototypes and products for a wide range of users

● critique, evaluate and test their ideas and products and the work of others

● understand and apply the principles of nutrition and learn how to cook.

Art Art, craft and design embody some of the highest forms of human creativity. A high-quality

art and design education should engage, inspire and challenge pupils, equipping them withthe knowledge and skills to experiment, invent and create their own works of art, craft anddesign. As pupils progress, they should be able to think critically and develop a more rigorousunderstanding of art and design. They should also know how art and design both reflect andshape our history, and contribute to the culture, creativity and wealth of our nation. We teachart through key termly themes which are set out on our school subject and class curriculummaps.

Through our teaching of art children learn to:

produce creative work, exploring their ideas and recording

their experiences

become proficient in drawing, painting, sculpture and other

art, craft and design techniques

evaluate and analyse creative works using the language of

art, craft and design

know about great artists, craft makers and designers, and

understand the historical and cultural development of their

art forms.

To support the planning and delivery of art lessons teachersuse a range of resources including the Suffolk scheme oflearning.

Foreign Language French is delivered through termly blocked immersion projects. The main scheme that weuse is Niveau Bleu although teachers use other resources to support the teaching oflanguages. Language teaching is performed through a wide range of singing, role play andspeaking and listening activities. Currently French is taught to the children in Key Stage 2.


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History In history children will gain a coherent knowledge of the past of Britain and the wider world.The key areas developed through the teaching of history are chronological understanding,knowledge and understanding of events, people and changes in the past, historical

interpretation and enquiry and being able to organise and communicate their findings. Forthe younger children the historical themes they explore are related to their own experiencessuch as homes, toys and the seaside.

Our aim is to ensure that we equip pupils to ask perceptive questions, think critically, weighevidence, sift arguments, and develop perspective and judgement. Our teaching of historyshould help children to understand the complexity of people’s lives, the process of change,the diversity of societies and relationships with different groups, as well as their own identitiesand the challenges of their time.

KS1 children will learn about changes within living memory and beyond, as well as the livesof significant characters and events, through work on topics like the change of toys over time,

and holidays now and in the past.

At KS2 children will be studying early British history (starting with the Stone Age) up to 1066through a range of topic-based units, plus one aspect or theme of British history beyond 1066.In addition they will learn about a range of early civilizations around the world, including onenon-European culture.

Teachers use The Connected Curriculum materials to help with their planning and will oftenincorporate the use of school trips into their topic.

Geography We believe that geography should fill pupils with curiosity and fascination about the world

and its people that will remain with them for the rest of their lives. In lessons we aim thatchildren develop knowledge about diverse places, people, resources and natural and humanenvironments, together with a deep understanding of the Earth’s key physical and humanprocesses. As pupils progress, their growing knowledge about the world should help themto deepen their understanding of the interaction between physical and human processes,and of the formation and use of landscapes and environments. Geographical knowledge,understanding and skills provide the frameworks and approaches that explain how theEarth’s features at different scales are shaped, interconnected and change over time. We aim to ensure that children:

▪ develop contextual knowledge of the location of globally significant places – both terrestrial

and marine – including their defining physical and human characteristics and how these

provide a geographical context for understanding the actions of processes

▪ understand the processes that give rise to key physical and human geographical features of

the world, how these are interdependent and how they bring about spatial variation and

change over time

▪ are competent in the geographical skills needed to:

▪ collect, analyse and communicate with a range of data gathered through experiences of

fieldwork that deepen their understanding of geographical processes

▪ interpret a range of sources of geographical information, including maps, diagrams, globes,

aerial photographs and Geographical Information Systems (GIS)


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▪ communicate geographical information in a variety of ways, including through maps,

numerical and quantitative skills and writing at length.

Teachers use The Connected Curriculum materials to help them plan for geography.

Music The teaching of music develops children’s ability to listen and appreciate a wide variety ofmusic and to make judgments about musical quality. They are encouraged to take an activerole in listening to, composing and performing music. As a school we greatly value thecontribution music makes to everyday life and strive to involve as many children as possiblein musical activities. The children in Key Stage 2 take part in a biannual show and in bothKey Stages children are able to have extra-curricular music lessons on either the violin,guitar, ukulele or piano. There are opportunities for children to attend concerts. The schoolruns a choir for KS1 and KS2 and also benefits from whole class instrument lessons forexample in 2015 all of the children in year 5 and 6 learned to play the violin for a term beforehosting a concert for parents. Music is taught using a range of resources such as MusicExpress and the Connected Curriculum.

Parents watching some of our violinists

Personal, social and health education and citizenship PSHE&C helps to give pupils the knowledge, skills and understanding they need to leadconfident, healthy independent lives and to become informed, active and responsiblecitizens. ‘Circle time’ is an integral part of the PSHE&C teaching when children are able toexpress their views and opinions on concerns they may have. Drugs Education and Sex and

Relationship Education are part of PSHE&C teaching. Social and Emotional Aspects ofLearning materials, along with materials from Health for Life, Devon Scheme of Learning and


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the Connected Curriculum form the basis of teachers’ structured planning and they alsorespond to issues that are revealed in the class ‘worry box’ or other issues that arise duringthe school day.

Some of our children on their arrival at Paddington Station during their Year 5residential trip to London

Forest School The philosophy of forest schools is to encourage and inspire individuals of any age throughpositive outdoor experiences. Each week the children in different classes have a forestschool session where they enjoy cooperation games whilst learning a great deal about theoutdoors and taking part in construction projects, problem solving and the occasional toastingof marshmallows over an open fire! We aim to do forest school whatever the weather.

Physical Education (PE)

In PE children develop their physical competence and confidence as well as their ability toperform in a range of activities such as gymnastics, games, dance, athletics and swimming.PE provides opportunities for children to be physically active for sustained periods of time,creative, competitive and to tackle challenges as individuals, groups and in teams. It also

promotes positive attitudes towards active and healthy lifestyles. We aim for children to beable to experience a wide range of competitive situations and excel in an activity that is suitedto them. We aim to provide extra-curricular clubs that allow children to excel in team sportsor individual sports depending on their preferred style. During our residential trips childrentake part in a wide range of outdoor and adventurous activities.

Our Curriculum Final

Documents

Transcript of Our Curriculum Final