Learning for Life
To establish a curriculum that weaves between disciplines and deepens skills and knowledge over time, inspiring pupils to learn about themselves and the world around them so they have the knowledge, skills and understanding to make the right decisions and have a positive impact.
The Nessfield Learner
It is our aspiration that through developing and building on children’s skills, knowledge, understanding and awareness of their world from Nursery to Year 6 the Nessfield pupil will …
‘Find a Voice’
‘When the whole world is silent, even one voice becomes powerful’,
‘Find a Place’
‘What could be more important than exploring the living, breathing essence of the world we live in and learning more about the past, present and future?’
‘Find a Value’
‘It is our choices…that show what we truly are, far more than our abilities’
Reading is integral to learning across the curriculum. Every ‘Theme’ will have a key linked text/texts to support objectives from the National Curriculum Programmes of Study for Reading and Writing with planned opportunities to develop spoken language and GP&S to the highest standard. Where possible and appropriate, class readers will complement content / learning in ‘Theme’ which will be the vehicle for learning and applying skills in English.
In Mathematics we will develop the ‘mastery’ philosophy, using resources from The White Rose Hub with planned opportunities to practise and apply mathematical knowledge and skills in Science or the ‘Theme’ wherever appropriate.
Science units are ‘stand alone’. However, where possible, they will be scheduled to complement learning in ‘Theme’ so that pupils are able to make links and see the relevance of their learning. Pupils should learn about discoveries and Scientists from the past and present whose work informs current scientific knowledge and understanding.
Geography content will begin, for our youngest children, with our immediate environment and build on this throughout school so that our oldest pupils will have a well-developed global awareness and be equipped with the knowledge and skills to engage with today’s world.
In History, planning will have regard to developing a sense of chronology and an overarching narrative that connects to contemporary issues. Again our youngest children will learn about what is familiar and close to them so they have a sense of their own history. Building on this foundation, by the time they move to secondary school, our pupils will have knowledge of key people and events and an understanding of how these have shaped our world.
Art/DT will be planned for development of skills and knowledge, showing progression over time in sketch books, pupils’ planning, evaluation and outcomes linked to the ‘Theme’.
RE, PE, MFL, PSED and Music will all be taught to the same high standard and produce high quality outcomes. Where appropriate we will make links to enhance learning and increase relevance and motivation for pupils eg in performance or the study of great musicians, engineers, artists etc
Every Year group will undertake an enterprise project each year connected to a ‘Theme’, something that they have become passionate about and where they feel they could make a difference. Enterprise will play a key part in the curriculum and support all pupils in developing skills which they will use throughout life and work. Raising money for a cause is the central premise, however pupils will also learn how to make their voices heard in a positive way. Our young people will have opportunities to be resilient, innovative and intellectually curious – all key characteristics of entrepreneurs.
Enrichment activities will be used to support, extend and add value to the curriculum through giving pupils opportunities to experience first-hand what they are learning about. We will think carefully about how we enhance learning – about what is the most effective way of immersing pupils in the idea. We will be creative – thinking about video clips, literature, a song, a visitor, a piece of artwork, a significant day in the calendar, visits close to school or those that are cost effective. When planning we think carefully about what we want to achieve through enhancement.
Our medium term plans will contain detail of the depth of learning, show clear progression in skills and knowledge, make links between subjects and include detail of how teacher modelling will be used to support learning. Carefully planned provocations and the intended outcome will be explicit.
The learning environment is the invisible teacher – it should resonate high expectations and provide models of learning for pupils to engage with and learn from. will include detail, in medium term plans, of how the environment will be used to support learning throughout the sequence.
Lesson times will be flexible and used creatively so that learning is connected and meaningful, with the expectation that English and mathematics will be taught for the equivalent of five lessons per week.
Assessment in English and Maths will be ongoing and inform planning and next steps in learning (Assessment Policy). Written tests will be used to moderate teacher judgement.
All work done in any books (except rough work in jotters) is expected to be at the standard expected in English and maths books. Wherever possible pupils will draw their own illustrations and diagrams and will hand write in preference to the use of worksheets.
Assessment of other curricular areas will be by outcome which is expected to be of the best possible standard for each pupil. Pupils’ work will be highly visible across all subjects, clearly named on displays both inside and outside the classroom: seen, heard and experienced. Success for every pupil must be tangible.
‘The most important assessment that goes on in a school isn’t done to students but goes on inside students. Every student walks around with a picture of what is acceptable, what is good enough. Each time he works on something he looks at it and assesses it. Is this good enough? Do I feel comfortable handing this in? Does it meet my standards? Changing assessment at this level should be the most important assessment goal of every school. How do we get inside students’ heads and turn up the knob that regulates quality and effort?’
Ron Berger – An Ethic of Excellence
We follow the Letters and Sounds phonics teaching programme which can be viewed at: