Curriculum

The school’s curriculum is a theme-based approach making links across the curriculum.

For example

In “ Who do you think we are?” the children

  • Investigated Prehistory and the changes that have happened from Stone Age, Bronze Age and Iron Age, looking at what tools they used and how they provided food and shelter for themselves. This involved some project work decided on by the children themselves which was then displayed in the Enterprise Room. They also had the opportunity to carry out practical skills: cordage from nettle, flatbread making, basket weaving.
  • They also created their own Cave Art which was then displayed in the Enterprise Room.
  • Learn how man evolved as a species was looked at in History but then also in more detail in Science.
  • In PSHE we looked at who we are emotionally and how our brain works linking with mindset.
  • In Literacy we learn some techniques of story-telling, a uniquely human activity!

In Remembering

  • Children prepared singing and readings and poems to perform in the church for Remembrance Day, practising their speaking skills as well as making a link with the community.
  • In History the history of Carleton Rode Village and the school itself was investigated and artwork was developed for part of the village display in the church.
  • In Literacy we looked at recounts basing them on the Remembrance Day Service and the Cross Country competition. We looked at the film The Piano in which an old man thinks back to his war days, and to his wife who has recently died.
  • Science of memory (working scientifically). Also Space and the first people in space.

In English lessons children are given the opportunity to experience and become inspired by a range of high quality texts and authors. Every child in our school should experience the following text-based units every year:

  • Traditional/ classic tales
  • Well-loved stories
  • Contemporary fiction
  • Poetry  (including narrative poetry in KS2)
  • Picture books
  • Non-fiction – writing for a purpose linked to topics and real events and experiences

Phonics is taught across EYFS and KS1 through the use of Jolly Phonics and Letters and Sounds.  In KS2, classes have daily VCOP (a session where children are taught to up-level their vocabulary and sentence structures as well as key grammatical structures) and regular guided reading sessions in addition and usually linked to their English lessons.

In Maths, we have shifted towards a CPA approach to introducing mathematical concepts. This is where a concept is introduced through a concrete example, then transferred to a picture and finally presented as an abstract concept.

image001Lessons may follow various models, the two main ones being:

  • Investigations – this may follow a single question (possibly differentiated). Children are encouraged to use prior knowledge or are given the starting framework, but have to use their own initiative rather than following a mapped out process.
  • Children are not organised in ability groups and instead they are given opportunities to choose the challenge most appropriate for their learning. We believe that this approach enables children to manage and evaluate their own learning more effectively. Occasionally guidance will be given to children, but usually children choose for themselves. They are encouraged to shift up or down a challenge if they feel they haven’t chosen the challenge appropriate for where they are in their learning.

Curriculum News