Scotts Primary School

Broad and Balanced Curriculum

 

Our curriculum:

- Is underpinned by the aims and values of the school.

- Develops the whole person - knowledge, skills, enquiry, understanding and attitudes.

- Is broad and balanced and filled with rich first-hand purposeful experiences.

- Has clear progression in subject knowledge and skills which is embedded by rigorous assessment.

- Is flexible and responsive to individual needs and interests.

- Encourages children to become independent learners where effort and perseverance are rewarded.

- Has an eye on the future and the needs of future citizens.

- Encourages the use of environments and expertise beyond the classroom.

- Is relevant to current issues and has a local, national and international dimension.

- Has meaningful links between subject areas.

- Encourages children to become independent learners.

- Is enjoyable, rigorous and challenging for all children.

 

The Organisation of the Curriculum

 

Our curriculum is carefully planned as a mix of integrated and discrete elements. Where possible themes are used to enhance learning but only if this is relevant and meaningful.

 

Science alongside geography and history are seen as the drivers of the non-core subject areas with the creative arts (art and design technology) and the performing arts (music and dance) seen as the enhancers.  The basic skills of English and Mathematics are embedded within every curriculum area.

 

The curriculum is responsive to what different children know, can do and understand and how they learn.

 

Questions are used to engage and create enthusiasm in learners and leads to generating an end product.

 

Progression is planned for in all subjects.  Ways to extend and deepen learning through topics and themes are developed to ensure that all children are challenged.

 

To ensure progression of all learners, essential skills of literacy and numeracy are mapped across the curriculum.  This is monitored by senior leaders.

 

All literacy is linked with thematic work alongside discrete daily phonics and reading sessions.   Themed weeks, such as climate and multi-cultural weeks are carefully planned so that they have real rigour.

 

The basics are emphasised as a strong foundation and are non-negotiable. A rich curriculum is then built around these.

 

A clear cycle of assessment is used to track pupils’ progress and is used to plan next steps.

 

Our Curriculum is unique because…

 

We believe in rich first hand experiences and the need to provide children with memorable and enjoyable experiences.  We take our pupils on residential trips and day trips to places of interest, both in the local community and wider localities.  Art galleries, theatres, museums, local areas, parks, e-learning centres and sport venues are all regarded as part of our school’s learning space.  Authors, poets and other subject specialists visit the school to enhance learning in our topics.

 

We use the skills of parents to help support learning across the curriculum. Our parents share their skills as scientists, nurses, artists and parents and are a great resource for topic areas such as history, RE and for learning about a range of cultures.

 

We develop life and entrepreneurial skills by embedding business and enterprise skills within the weekly curriculum e.g. snack and stationery shop and newspaper.

 

We have parents’ courses during the school day so that parents and children are able to learn together.

 

Older children support the learning of younger pupils in many areas of the curriculum and act as mentors.

 

We work in partnership with other schools to share expertise and lead in particular areas such as writing and mathematics. 

 

All children are given the opportunity to acquire modern foreign language skills and apply these in real life situations.

 

Our children have access to a variety of applications to support learning e.g. Mathletics.  Our Managed Learning Environment allows them to work on projects at school and continue these at home. 

 

Technology is securely embedded within the curriculum.  Every classroom incorporates the use of technology so that all pupils have ready access to support their learning

 

We make sure that every topic is launched with a stimulating question to excite and inspire children. We seek to conclude the theme with a memorable performance, exhibition or purposeful activity.

 

We adapt the curriculum to respond to current events and things happening nationally and locally. In the past we have used events such as the Jubilee and the Olympics to connect learning to life beyond the school.

 

Our children are encouraged to work independently on projects and have the opportunity to communicate their understanding in different ways eg through digital media.

 

Opportunities to provide children with social, moral, spiritual and cultural experiences are planned for in either daily lessons or weekly themed events such as ‘Spiritual week’ which encourages children to reflect on both personal and more philosophical issues. 

 

Core values of compassion, responsibility and respect are taught across all subjects to enable children to become model global citizens of the future.  Whole school debates on topical and controversial issues encourage our learners to think deeply about wider world and topical issues and project work enables children to explore sustainability and how to care for the planet.

 

We provide all children with opportunities to lead healthy and active lifestyles through participation in a range of sporting competitions and festivals and by providing a range of out of school clubs and activities that suits everyone.

 

Basic skills in English and mathematics underpin our curriculum and are non-negotiable. A rich curriculum is then built around these

 

Challenge for all is embedded within every subject area.  Our curriculum promotes the talents and expertise of all stakeholders.  Our belief is that there are no limits to achievement and that learners should be inspired and given the courage to reach beyond what they believe is possible.