Teaching and Learning
Want to know more about our curriculum? Additional detail is contained on each year group page and is also available via the Prospectus page. You can also contact the School Office to speak to Miss Woodward, Deputy Headteacher, and find out more on 01937 832899
Our Core Aims:
- to help pupils to develop an appreciation of education as a life-long and enjoyable process;
- help pupils to receive challenging, stimulating, worthwhile and enjoyable experiences in the belief that living fully at every stage of developments a sound preparation for a full and happy adult life;
- help pupils, through hard work, commitment and self-discipline, to achieve the highest standards of which they are capable;
- help pupils in the development of their own individuality and independence, enabling them to discover and recognise their own strengths and limitations and set their goals accordingly;
- help pupils to develop lively, enquiring and creative minds, the confidence to question, and the ability to debate rationally;
- help pupils to acquire knowledge and skills relevant to a rapidly changing world;
- help pupils to develop logical thought and appropriate communication and information skills in a world of rapidly changing technology;
- help pupils to develop an awareness and appreciation of human achievements and aspirations;
- help pupils to develop a concern for the quality of their immediate environment and to understand the world in which they live and work, and the inter-dependence of individuals, groups and nations;
- help pupils to gain an understanding of and respect for religious and moral values and appreciation and tolerance of other groups, races, religions, ways of life and points of view.
The core purpose of our curriculum delivery is “what do we do”
- High expectations, challenge and a focus on improvement
- builds confident, independent learners
- makes coherent links between subjects and develops skills and attitudes as well as knowledge
- provides for active learning and collaborative activity, making the very most of our pupils’ wonderful behaviour
- makes exciting and productive links to home-learning opportunities
- A broad, balanced, rich and exciting curriculum
- is imaginative, relevant, creative and inspiring providing challenge, motivation and excitement for our pupils
- remains broad and balanced with clear progression in all subjects
- is child centred, using ‘pupil voice’ in its design, building on previous knowledge and being flexible to pupil interest and open ended as themes develop.
- is rich with first hand experiences both on and off site, making full use of our school site and local community
- offers every child opportunities within music, art, performance and PE
- Developing basic skills as a gateway to lifelong learning, including those in literacy, numeracy, ICT and social skills
- prepares our pupils for life including through the application of skills, attitude and knowledge linked to our local community, nation and the wider world
- embraces new technology
- fosters the ideologies of sustainability and citizenship
- provides quality talking and writing opportunities
- The promotion of pupil well-being
- is inherently inclusive
- makes provision to allow every child to flourish and encourages their individual interests including through opportunities within and beyond school.
Recognising attainment, progress and effort equally.
- challenges children to make excellent progress in core literacy and numeracy areas of learning and these skills are embedded within cross curricular studies.
Our School Improvement Plan contains specific management objectives related to learning and the development of our curriculum. It is available to view via request at the School Office.
We aim to ensure our curriculum provides equity for all children, regardless of their ability, gender, ethnicity, race or physical ability.
How will this curriculum be delivered?
- Children are taught in mixed ability classes. However, there are some "setting" arrangements within year groups, especially for elements of numeracy and literacy. This is always carefully planned for impact.
- In the Early Years Foundation Stage (Reception and Nursery), the Early Years Foundation Stage Curriculum is structured to provide a high degree of integration of subjects, in order to accommodate the Early Learning Goals. Here the learning takes place through play-based provision. Elements of this practice are also provided into Years 1 and 2, to maximise continuity and thereby learning.
- The discrete teaching of some subjects, including daily maths and literacy lessons.
- Reading, writing, numeracy and ICT skills are taught separately, as well as being embedded throughout the curriculum.
- ”Focus Group” work in class, whether during lessons or over assembly times, especially in maths and literacy. This is something that we operate for all ability levels.
- Group withdrawal – this sometimes takes place for specific, time-limited, focused intervention work.
- Children with Special Educational Needs have in-class differentiated provision within the school’s mainstream provision. The only exceptions to this are those children who receive additional literacy/numeracy/pastoral support through intervention programmes and those children with Education Health Care Plans who may receive support outside the classroom. Some of these pupils may also receive intervention work using visiting professional expertise, such as speech therapists.
- The use of specialist teaching for specific subjects – whether internally provided or by external coaches and teachers, for example coaches in PE facilitated through our Primary Sports Premium
- Shared teaching – whereby two classes may join together to teach units of work.
- Links made with other schools, including local primaries, Tadcaster Grammar School and local specialist link schools.
- Specific teaching/learning opportunities such as music lessons and choirs – often these are for individuals or small groups.
- Additional and different provision for the more able students, which may consist of in-class activities and carefully planned opportunities linking with other schools and external bodies (including our local STAR Schools arrangements for Able Maths, Science and Writing).
- Appropriate use of paired and group tasks to develop social skills, team role/personality development; this includes strategies such as paired reading between older/younger pupils.
- Visits and visitors, both within the school day and on a residential basis; these are always linked into curriculum planning to maximise the impact on learning; they include the use of visiting authors and consultants who bring specialisms to enhance our repertoire
- The arrangements for homework are covered in the school’s most recent homework guidance. A year-group termly newsletter to parents details both the curriculum work which is to be undertaken and ways in which parental support can benefit the pupils. This guidance is circulated to families at the beginning of each term, as well as being placed on the school website.
How do we know it’s working?
- The use of ‘Assessment For Learning’ plays a vital part within the curriculum, measuring the progress of pupils:
- To determine whether individual learning objectives have been achieved
- To identify individual pupil progress in different aspects of the curriculum
- To inform future lesson planning
- To inform parents, pupils and schools about individual achievement
- To inform the wider community about the performance of the school
- To enable the study of trends in pupil performance.
- We record the progress and attainment of each pupil and report to parents in a way that:
- Demonstrates the outcomes of National Curriculum and other externally accredited assessments
- Records experience and achievement, where relevant, in core skills such as communication, numeracy and ICT.
Planning for meeting curriculum objectives will be in line with school policy. Each summer term a Long Term Planning matrix will be drawn up to show the curriculum coverage for the following year. Thereafter, teachers draw up the main teaching objectives for each half-termly unit of work, the activities required to meet these objectives and the relevant assessment criteria/activities. Long Term Planning is circulated to all Subject Leaders and Medium Term Planning is made available to both Subject Leaders and the Headteacher. Teachers place termly overview matrices (which we term ‘jigsaws’) onto the relevant year group website page
Please go to Year Group pages to view long and medium term subject area plans as well as Curriculum information notes for parents.