This year, 2020, sees a substantial revision to the offer being made at Carterton Primary School reflecting not only the changing scope of education but the longer term aims of the school - to develop long term learning and developing the interest of the child in their own learning. We strive to deliver a curriculum that engages children from the very start of their time here with us.
We have a motivating and stimulating curriculum which encourages children to ask questions, become increasingly independent learners, collaborate with others and to be aspirational. We use the curriculum as a vehicle for ensuring that learning is meaningful and engaging for children. Thought and planning has gone into each of our areas to allow for concept progression and links.
These links could be through: skills, skills development, between themes or indeed across subjects. For example, in Years 1 to 6, pupils will be taught either a history or geography focus. Topics are frequently planned around a theme linked either through science, geography or history or through a specific text to promote a pleasure in reading and learning.
As a further example, prior to learning about Ancient Greece with a history focus in Year 5, they will have learnt about where Greece is, the climate of Greece and compared it to the UK in their geography. Pupils are then able to make meaningful links between subjects, whilst also having clarity about their learning in history and geography.
There is also a further emphasis on vocabulary and reading between subjects. This is so that pupils become clear in the meanings of technical vocabulary that they are learning about and are also able to apply it in other areas of the curriculum.
As mentioned, our curriculum is the vehicle through which we are able to implement the school's values, as outlined in the ethos statement; the values of respecting others, their own local environment and the wider world.
In order to deliver a sequence of learning to the children, teachers must have a solid understanding of the steps in learning to be covered and understand how to make it engaging and accessible to all the learners.
Learning is not only planned in sequence to build on knowledge or to create links between lessons already taught but are delivered in a variety of ways to engage learners in different ways – this includes opportunities to take the learning outdoors, responding to a key question for research, collaborative opportunities between pupils as well as teacher led knowledge-based lessons.
Learning is sequenced not only to build on knowledge and skills but also in scale of world awareness as the children develop – humanities subjects begin the learning at a more local level – understanding their own locality and its function. This develops to a wider focus on national locations for comparisons to begun to be made. International comparisons can then be built onto this local and national knowledge, further enhancing the learning in history and geography lessons as children can begin to vocalise similarities and differences between localities and civilisations.
In some subject, progression is planned through development of skills – PE, French and music are examples of this and we are working to map out the links between areas of learning – for example – the skills used by a Y6 cricketer can be traced to previous units involving fielding, catching and throwing…..
Teachers manage time for individual subjects to ensure that knowledge is delivered in the best way for the children – this could be weekly lessons (with recap activities at the start of each) to build knowledge, or it could be a blocked unit where children can develop the knowledge over a more concentrated time. Adaptations are made to lessons to meet the needs of the pupils.
To develop a love of learning and to understand how to shape their own learning journey, opportunities are made in each year group to engage in child led topics – see below for further information.
With the development of the ‘whole child’ as a core principle at CPS, we are also engaged in the Commando Joes programme. This provides additional opportunities to develop knowledge of other cultures, key figures and develops the RESPECT theme throughout missions and challenges. Please see blow for further information.
Enrichment opportunities are also key to learning development and developing cultural experiences. Enrichment opportunities are used to bolster and extend learning through visits & visitors, key experiences in school (Children in Need, Remembrance, House Captaincy, School Council as examples) and residential trips for Year 4 and 6 help develop character and give potentially once in a lifetime opportunity to our children.
Through the planning and sequencing of units of work, and the development, over time, of the bigger picture links children will leave us with a broader knowledge of key concepts and solid links between strands of learning. This could be an understanding of different civilisations, a broader understanding and tolerance of other cultures and a deeper knowledge of their own locality and how it fits into the national and international ‘world’ built on real life experiences and visits into their home locality. The children will have a broad education – learning about being healthy and developing healthy lifestyles, friendships, personal and virtual safety as well as developing in the 7 key areas through the RESPECT framework.
The impact of our curriculum will be seen in clear, measurable attainment and progress. It will also be seen reflected through our whole school ethos of developing the whole child. In conjunction with the Commando Joe’s program we will see children develop new and interests and discover character strengths as well as key academic skills. These aspects combined will help in our aim of preparing all the children to be ready for the next stage in life.
The academic and character impact of our curriculum is measured in a range of ways.
It is measured by:
- Outcomes in national testing.
- Foundation subject tracking across all subjects.
- Commando Joes ‘Character’ data.
- Attendance data.
- Behaviour logs.
- Engagement in enrichment activities.
- Pupil voice – questionnaires, and book reviews.
- Subject leader monitoring – learning walks, book reviews, monitoring of assessment trackers.
- Governor monitoring.
All aspects of our curriculum are accessible to all children, irrespective of their ethnic background, gender, disability, religious or linguistic background. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those who are more able, those with special gifts and talents and the children who are learning English as an additional language. We provide a rich, challenging curriculum, which stretches all of our children. Staff are aware of children who have exceptional talents and gifts and monitor or track their progress carefully to ensure their academic potential or talent is continually developed.
Please take a look at the presentation below which gives an outline for subjects across the school. For more detailed information in the curriculum in Years 1-6 please visit our class pages.
At Carterton Primary School our classes are organised into three phases:
Early Years Foundation Stage: ages 3-5 (F3, F2 and F1)
Key Stage 1: ages 5-7 (Years 1-2)
Key Stage 2: ages 7-11 (Years 3-6)
For further information about individual classes please click on their class pages.
Curriculum overview 2020/21
Whole School curriculum
Please download this PPSX file which gives an overview of the curriculum across the whole school. For more specific information in year groups, please go to the class pages where you will find PPSX file with additional details about the learning.