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Curriculum

Our Curriculum

 

Intent – Our vision for the curriculum  

Every learner valued, every opportunity seized, every achievement celebrated

At Campton Lower School we believe our core purpose is to ensure all pupils attain the highest standards in all aspects of the curriculum. Through our teaching we equip children with the skills, values, knowledge and understanding necessary to be able to make informed choices about the important things in their lives and develop a lifelong love of learning. We believe that appropriate teaching and learning experiences help children to lead happy, productive and rewarding lives. To achieve these goals we have a clear, shared approach to teaching and learning and to the school ethos.

Our intention is that our curriculum ensures that all the needs of the children are met and allows them to develop the skills and determination to become lifelong learners. Our curriculum has been designed in partnership with all our stakeholders; the children, all members of our staff, governors and parents.  Our curriculum has been designed to ensure all pupils are able to make excellent progress and to ensure this is achieved we have made reading a strong focus in our curriculum design.

 

Implementation – How our curriculum is being delivered.

 Our curriculum is based on the National Curriculum, but has been designed to go further to encourage our pupils to be able to challenge and critically think for themselves.  All of the subjects are closely monitored; curriculum leaders have a strong knowledge of their areas and work alongside teachers to ensure links are made across the topics.

 Our pupils are offered a very wide range of experiences to extend their understanding of themselves and the world in which they live. Skills, attitudes and values are developed to prepare the children for the next stage of learning, and enable them to be successful in the community. We believe that effective learning takes place when there is considerable emphasis on active involvement, opportunities to talk both imaginatively and expressively, and to explain and clarify thinking.

There is evidence that teaching subject knowledge and skills as part of a wider topic based curriculum allows pupils to make useful links between areas of learning, and consolidate skills. Children are also likely to be more engaged in their learning if it has a context and theme that runs through it. This is something we have been mindful of when building our whole school topic plan.  We have ensured that there is strong focus on reading throughout all areas to enable the children to be exposed to a rich environment of literature.  Woven into our curriculum is our PSHE scheme of work encompassing our set of Values and the British Values.  It is extremely important that children are taught and have relevant experiences, to develop the skills and resilience they will need keep safe and prepare them for life and work in our constantly changing society.

 

The Thematic curriculum has the following structure:  

The combination of topics planned over a year will teach the statutory programme of study for the new National Curriculum.  Our topics are carefully chosen to provide full coverage of the National Curriculum and this is monitored through the use of Classroom Monitor objectives and reviewed each term to ensure coverage is going to be completed.

 

 

 

Autumn

Spring

Summer

 

Reception

All About Me

Pirates

Dinosaurs

Story Time

On the Move

In the deep blue sea

Year 1

All About Me

Science: Everyday materials. Animals inc human

Geography: Locational knowledge (4 countries & capitals)

Geo skills (maps)

History: changes within living memory (toys, technology)

No Place Like Home

Science: Plants, Animals, Seasonal Changes.

Geography: Locational knowledge,

Human & Physical features (weather patterns)

Once Upon a time

English: Fairy Stories/ Traditional stories.

Retelling stories orally.

Science: everyday materials

History: ways of life in different times

Geography: Human geo (human features)

 

Year 2

Fire & Ice

History: events beyond living memory Great Fire of London.

Science:Uses of everyday materials

Geography:  human & physical (hot and cold areas) (physical features)

Out of the Egg

Down on the Farm

Geography: Human & physical geography. Geo skills & fieldwork

History: changes within living memory (changes in farming over the years)

Science: Animals inc humans

We’re Going on an Adventure

Geography: Place knowledge. Locational knowledge.

History: Changes within living memory (transport).Lives of significant individuals (explorers)

Science: Living things & their habitats.   Plants.

Year 3

Stones & Bones

History: Changes in Britain form stone age to iron age.

Science i: Rocks

Light

Geography:  human (settlements, land use)

 

 

Rotten Romans

History: Roman Empire & its impact on Britain

Geography: Locational knowledge

Science: Forces & magnets

English: Myths & Legends

Around the World in 80 days.

Up, up and Away

Geography:  Locational knowledge. Place knowledge.  Human & physical geography.

Science: Plants.

Animals inc humans

History: a local history study

Year 4

Magic & Mystery

English: myths & legends

History: King Arthur and defending against saxon invaders.

Science i: states of matter

Geography:  Locational

Human & physical

We’ll Meet Again

History: aspect in British history that extends chronological knowledge.

Science: Sound & electricity

Geography:  Locational (world’s countries, counties & cities in GB)

Storms & Shipwrecks

Science: Living things & their habitats. Animals inc humans.

Geography:  Locational & place knowledge.  Human & physical geography.

 

 

As core subjects, English and Maths will continue to be taught discretely.

English

Our English curriculum follows the guidelines laid down in the National Curriculum. We aim to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word and by developing a love of literature through reading for enjoyment.

 

All of our topics have a strong emphasis on books and we choose key texts to support the topic and the children’s learning as this has been shown to develop the thematic approach, and deepen engagement.

 

Not only do we encourage our children to become confident readers and writers but we value performance and the speaking and listening strands of the National Curriculum. We nurture confident children who engage in deep conversations and debates about topics and important issues. Children question each other in a challenging, yet respectful way, to further understanding and explore meaning. Drama is used to develop children’s expression and confidence and all children get the opportunity to perform on the stage. We teach children to present clearly and use intonation and expression to capture an audience and entertain.

 

Maths

We aim to develop motivated, creative and resilient mathematicians who can confidently apply what they learn. Most of all, we want children to enjoy maths and to get excited about the challenges the subject can bring. Maths is about learning new skills and practising these to become fluent, so as to be able to apply them in real life situations. It is important to us that children see the relevance of maths and why it is needed in life. We set our children’s learning in context by making the links to real life, and across the curriculum, giving their learning worth.  To help us achieve this we are using White Rose maths to guide our planning.  We want the children to acquire long term deep skills to ensure they have a strong understanding.  In order to achieve this all the children are taught the same objectives at the same time, but built into our planning, is the support required to ensure all children can make progress.

 

Values

We follow a Values Based Learning programme, which explores values that are critical for us to understand life in modern Britain and beyond. Each half term, a new value is introduced and through assemblies and lessons the children learn what the Value means and how to demonstrate it, both at school and home. We think carefully about our values, explore them in our learning and expect everyone at Campton to demonstrate them whenever we can. We follow a two-year programme for values. Our values are:

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

1st year

Respect

Kindness

Determination

Friendship

Courage

Co-operation

2nd year

Honesty

Tolerance

Perseverance

Patience

Teamwork

Thoughtfulness

 

Our Values learning programme is strongly linked with our PSHE curriculum which also encompasses the British values. For children to be able to navigate, participate and stay safe in the world it is vital that we equip them with the skills to do so.  So we aim to ensure all children receive high quality PSHE lessons which are monitored and reviewed in the same way as all our other curriculum areas.   

 

Enrichment Opportunities

To enhance the curriculum and make learning even more stimulating, students have the opportunity to go on visits and trips as part of their topics.  Many of our children come from the local military base and we have worked hard to form positive relationships with the personnel on the base.  We offer a range of after school activities, including a sports clubs run by SSG (a professional sports provider), reading, games, singing and craft clubs.   The school has a small but supportive PTA who help support the school in many ways.

 

Impact- the effectiveness of our curriculum

We use a rigorous monitoring system throughout the school to ensure the curriculum programme is meeting the needs of all of the children and providing the right levels of challenge to enable our children to reach their maximum potential.  This is undertaken through learning walks, book scrutinies and conversations with the pupils, both by the senior leaders and the subject leaders.

Campton is a highly achieving school and we are proud that our curriculum supports pupils to achieve standards above those achieved nationally. However, we are constantly looking for ways to improve children’s learning and to ensure our curriculum dynamically reflects the ever-changing world that we live in.

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