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At John Clifford Primary School, our curriculum is based on the September 2014 National Curriculum for Key Stages 1 & 2 and the Early Years 2012 framework in Reception. We have a personalised reading scheme that follows the National Bookband Benchmarks and follow the Letters and Sounds phonics scheme. (Please see specific policies for more details).
The curriculum is all the planned activities that we as a school organise in order to promote learning, 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 experiences of our 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, whilst developing knowledge, skills and attitudes to learning, in order that they achieve their true potential.
At John Clifford Primary School we strive to enjoy our learning and make it as much fun and as meaningful and relevant as possible. We offer children an excellent education in a safe, calm, creative, inclusive and stimulating environment. Every child is valued as an individual; we aim to nurture well rounded, respectful and confident children who will develop skills for life-long learning. We nurture our children on their journey and encourage them to be creative, unique, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world. We take our responsibility to prepare children for life in modern Britain very seriously and ensure that the fundamental British Values are introduced, discussed and lived out through the ethos and work of our school.
Our curriculum promotes respect for the views of each individual child, as well as for people of all cultures. We value the spiritual and moral development of each person, as well as their intellectual and physical growth. We organise our curriculum so that we promote co-operation and understanding between all members of our community. We are fortunate at John Clifford to have a spacious learning environment. This is respected and used by all in school and we aim, through our curriculum, to teach respect for our world, and how we should care for it for future generations, as well as our own.
Most writing experiences are taught and applied through the topic theme with an English objective/focus. To teach English, we teach the children through guided reading sessions and writing lessons which incorporate the Talk For Writing strategies. We actively promote reading for pleasure and undertake many activities to encourage it. We use the ‘Rainbow Grammar’ Curriculum to teach children spelling, punctuation and grammar. As a school we use the ‘Letters and Sounds’ phonics programme throughout Foundation and Key Stage 1, as well as for those children who require it in KS2.
We teach Mathematics each day for a minimum of one hour. In all lessons we include an element of mental maths skills and support the learning of mathematical concepts by using a concrete, pictorial and abstract approaches to teaching. We focus on the four areas of maths: Number including place value, addition, subtraction, multiplication, division and fractions, geometry including properties of shape, position and direction and angles, measurement including using standard units of measure, perimeter, capacity and statistics including data interpretation.
Our delivery and organisation of computing is such that we do not exclusively restrict its use to a time or location but deliver the required skills ‘at the point of learning,’ where they become relevant and meaningful. Learners are therefore empowered to make choices about the relevance of the technology and apply it effectively. Coding is taught to all pupils who will all be able to understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions. They will learn how to create and debug simple programs, use logical reasoning to predict the behaviour of simple programs, use technology purposefully to create, organise, store, manipulate and retrieve digital content, recognise common uses of information technology beyond school and use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.
Each year group has science focus areas, areas that will be covered in depth. Children are encouraged to be independent and collaborative scientific investigators by their involvement in exciting practical investigations. Children are encouraged to be creative and taught to understand fair testing through designing their own experiments. In Science pupils observe, explore and ask questions about living things, materials and physical processes. They evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share their ideas and communicate them using scientific language, drawings, charts and tables. Pupils are taught to be able to describe associated processes and key characteristics in common language, but are also taught to be familiar with, and use, technical terminology accurately and precisely. They are encouraged to apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data.
- Art and Design
Children are encouraged to produce creative work, to explore their ideas and record their experiences. They are taught to become proficient in drawing, painting, sculpture and other art, craft and design techniques. They are also given the opportunity to evaluate and analyse creative works using the language of art, craft and design and to know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Children are taught to understand the history of Great Britain as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. They are also taught to know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind. In addition to learning about historical events, children are taught to understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
Children are taught to develop knowledge of the location of globally significant places including their defining physical and human characteristics. They are taught how to interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS). They are also taught how to communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
- Religious Education
Religious Education is a curriculum entitlement for all children and the school follows the Nottinghamshire ‘Agreed Syllabus for Religious Education’. Religious Education is aimed at developing an understanding and respect for the beliefs, values and practices of other people. We teach children about beliefs, stories, values, traditions, religious expression and behaviours of a variety of world religions through our school Faith Council.
We aim to develop childrens’ competence and interest in a broad range of physical activities and a variety of competitive sports. We help them to understand the importance of being physically active and leading a healthy lifestyle. We aim to deliver 2 hours of P.E a week and ensure that children are physically active for sustained periods of time. By the end of their time at John Clifford we aim to ensure that through swimming lessons in Years 6, that children can swim competently, confidently and proficiently over a distance of at least 25 metres.
- Modern Languages
Children at Round Hill learn Spanish throughout Years 3 – 6. Children are taught to understand and respond to spoken and written language, to speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.
The P.S.H.E curriculum is designed to promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life. As part of a whole school approach, it develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. A spiral programme ensures learning is revisited, reinforced and extended in age- and stage-appropriate contexts.
- Early Years Foundation Stage Curriculum
The Early Years Foundation Stage Curriculum emphasises learning through a process of exploration and play as these are vital learning tools for neurological development. Play and movement are essential to prepare children for creative rigorous thinking as they develop and grow. Learning experiences are created to provide opportunities for learning through direct participation with sensation, movement, feeling and image experiences. Child led activities are set alongside the teaching of key skills in literacy and numeracy. Opportunities for movement play are integral to curriculum provision as they have a significant impact on a child’s overall development. Observation supports early identification and early intervention opportunities. We recognise that all children are different and that one teaching style or belief does not fit all – learning will take place at the appropriate level for individual children’s needs. The aim of our curriculum is to build secure foundations for a child’s learning (academic, physical and emotional), their health and their well-being.