Curriculum

September 2017

Objective

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.

Guiding Aims

  • To build a collective ethic of excellence which is understood and shared by all
  • To connect school vision and values to pedagogy - what we believe education is for and how we enable pupils to find their voices and make a difference
  • To plan with quality outcomes, not only in mind but having concrete examples of them
  • To provide repeated opportunities to practice
  • To harness the power of publishing: creating a school culture where excellence is visible, celebrated and shared all the time

What?

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’,

Malala Yousuf

  • Understand their rights, the rights of others and their responsibilities
  • Know the issues threatening our environment and be solution focused
  • Learn from stories of those who, in the past and currently, have used their voices to promote human rights and environmental issues

‘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?’                                                                                                                      

Michael Palin

  • Have a sense of their place in History through a developing understanding of the key events and people who have shaped today’s world
  • Develop a sense of awe, wonder and possibility through the study of world exploration past, present and future
  • Be curious about the human and physical features of the world and their relationship with it

‘Find a Value’ 

‘It is our choices…that show what we truly are, far more than our abilities’ 

Dumbledore (J.K.Rowling)

 

  • Through their learning across the curriculum pupils will develop an understanding of action and consequence and that rights come with responsibilities
  • Learn to value themselves, understand what is important to them and how they can affect change in the world through making informed choices
  • Know that money has to be earned, invested wisely and used effectively to impact on their own well-being and that of our world

How?

Making Connections

English

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.

Mathematics

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

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.

Foundation Subjects

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

Enterprise

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.

Enhancements

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.

Planning

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

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:

 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf