At Mitcheldean Endowed Primary School we have drawn together our Curriculum Statement:
Values and Ethos
We are proud of our school and of our Christian ethos and work hard to ensure that our decisions are made to enhance the provision and learning outcomes for the children in our care. Our Golden Rule- to Love God and Love Your Neighbour as Yourself -underpins our curriculum.
To ensure that every child receives the highest quality education that is engaging, enriching and inclusive, in an environment that works hard to develop, support and care for all its members, with people that foster mutual respect and encouragement in accordance with Christian Values. To make this accessible for our children we ask them to remember our motto-
Achieve, Believe and Contribute.
We want all of our children to leave our school with the highest levels of achievement of which they are capable, feeling confident in themselves and their abilities and with Christian values that enable them to live amicably with others and make a contribution to society.
As a school body we looked at the important aspects of education for our school. As well as our Christian ethos we highlighted Aspirations, Enterprise, Relationships and Well-Being- these are the key drivers for our school and we take account of these when planning across the curriculum.
It is important to our school to foster key behaviours in our pupils to support them to become successful learners and establish desirable qualities that will stand them in good stead for the next phases of their education and for later life. To this end we invented our Learning Dinosaurs: Achievasaurus, Adaptaraptor, Explorasaurus R ex, Shareadactyl and Tryatops.
We considered the statutory aspects of the National Curriculum other aspects of child development and education that contribute to a well-rounded person.
At the heart of our curriculum are Social, Moral, Spiritual and Cultural development. Each subject area has this as its central focus. Many aspects of British Values are taught through our SMSC programme and others we cover as discrete subjects. We have then added to each subject the key skills to be learnt, the soft skills that are developed through this subject, provision for those with additional needs and local and cross-curricular links. We have thought about how we might teach the subject and give suggestions in each area.
We have a focus on History, Geography or Science for each term and bring that under a thematic heading to engage pupils interest. However we know that it is important to include each of the three subjects at other points during the year. Science in particular needs to be on-going. English and maths are included as discrete subjects but the skills taught are revisited within each theme to give further practice and aid retention.
Our next step in curriculum development is to work on improving children’s retention. To this end we have recently introduced an agreed set of ‘Principles for Instruction’ so that all staff are clear about expectations. This model is in line with the research of Daisy Christodoulou who proposes that practice must be deliberate and specific rather than generic. Children must practice each step thoroughly to be able to achieve the whole. ( The example of a footballer not always practising an 11 aside match but practising component skills that they can draw upon during a match is used as an analogy) We have also introduced a critical pathway for maths and for oracy for each class to highlight where they are reinforcing skills that have been taught and opportunities for practice. Although we have undertaken a lot of work on fluency in number we still have work to do, so teachers are introducing ‘Stop and Go’ whereby teachers will take a break in a lesson and revisit key fluency objectives such as times tables and doubling and halving. Other strategies introduced include, teach and tinker, spacing and interleaving, teach and test but in informal ways, such as quizzes and team challenges. We already know the value of pitching the challenge of the work at just the right level – not too hard but equally not too easy, in order to achieve the best level of engagement.
In addition we are working on key knowledge maps that children need to know by the end of a theme. This key knowledge can then be passed to the next teacher to be revisited.
Children need practice at information retrieval and they will benefit from teachers modelling their own thinking in order to develop their metacognitive and cognitive skills (EEF)
- Improved use of vocabulary (word of the day and revisits)
- Use of sentence types- (AA)
- Progress in telling the time from the Time Lord initiative
- Improved Spelling-mnemonics, phonic approach
- Oracy Project showing impact in speech and in writing
- Talk for writing helping reluctant writers in some year groups ( R,1,4,5)
- Arithmetic- rules of number/fractions and percentages/ scores from 6 a day
- Kangaroo maths- improved recall of tables
- Improved speaking and listening and confidence from drama including hot-seating
- Maths meet- drip feed improving skills and pace
- Do It/ Secure It/Solve IT-previously lower attaining pupils reaching higher levels
- Improved handwriting and presentation skills
- Rainbow Challenge in YR – more children undertaking writing challenges and a wider variety of own choice
- RWI phonics plus schools own additions like Flying Phonics – consistently good or better results
Our curriculum is based on teaching skills in a rigorous, progressive way through exciting and creative contexts. Below you will find an overview for each year group for the skills to be taught and the themes for the autumn term. We will then review and evaluate our work and plan for the next term. It is expected that the curriculum will be expanded and enriched from term to term and year to year. At the heart of the learning is each individual child and we aim for all our children to be engaged and excited by their learning opportunities.
If you require any further information regarding the curriculum please contact Mrs Guy or Mrs Matthews in the School Office who will be able to supply you with paper copies of any documents or make an appointment for you to meet with the Head Teacher or relevant Curriculum Leader.