Rationale.

Our curriculum should always be the central driver for improvement in terms of pupil’s experiences and outcomes. We continually reflect on our best practice to ensure what we teach is enriching, engaging and exciting. Our curriculum needs to reflect our federation vision and it should prepare the children to be life-long learners and ready to be active citizens in life.

Our curriculum intention.

This is based around our vision: Enabling children to flourish through the field of life’, where we understand and recognise that every child needs nurture and care to enable them to grow into well rounded individuals.

Children will flourish as learners and develop faith in learning by:

  • Experiencing a joined up curriculum that draws on the systematic development of skills and knowledge over time
  • Use Knowledge Organisers to be well prepared for their learning by previewing the facts they will discover

Children will flourish as learners and achieve their full potential by:

  • Having a broad range of learning experiences that are class based, visitor led and visit orientated
  • Have a say in what they learn and develop independent learning that is transferable across the curriculum
  • Take social action and become courageous advocates for change.

Children will flourish and reach their aspirations by:

  • Understanding the high expectations of themselves academically and socially
  • Using the principles of Shirley Clarke to respond to and use our marking and feedback of our in the moment learning wherever possible.

Our curriculum implementation

For us to ‘enable our children to flourish through the field of life’, we have organised a rich curriculum that makes children’s learning irresistible. A curriculum that is connected through topic and block teaching where appropriate, whilst flexible to include local resources such as visits and visitors. We have key documents that support this:

  • Teaching for Learning Policy
  • Marking and feedback policy
  • Continuity for Learning Guide
  • Curriculum subject map
  • Skills progression map
  • Assessment and moderation procedures

Each unit of learning can range in limit studied, sometimes they will involve block teaching, other times it will be a wider connected topic that is multi subject and discipline based. Each unit will have a Knowledge Organiser that provides information to help with pre-learning, vocabulary, home learning and a final learning outcome.

For more information on Our Curriculum 2019-20 click here…

Click here to view our Curriculum Map

Early Years Foundation Stage – EYFS

There are six areas of learning in the Early Years Foundation Stage:

  1. Communication, language and literacy
  2. Knowledge and understanding of the world
  3. Creative development
  4. Personal, social and emotional development
  5. Physical development and problem solving
  6. Reasoning and numeracy.

There is an equal balance of learning in each area, with many involving cross curricular links.

There are several “early learning goals” in each area for the children to achieve. The Early Years Foundation Stage Profile is the assessment used to track children’s progress through child initiated and adult led activities using an 80:20 ratio. Evidence is collected through observations and made into “learning stories” which the children, parents and teachers contribute to.

English and Maths

There is an emphasis on the core subjects of English and Maths and, in accordance with Government recommendations; we refer to The National Curriculum 2014, in which whole class teaching is combined with group and individual work. There are opportunities for children to work at an appropriate level by grouping pupils between classes flexibly. We also use Letters and Sounds and Jolly Phonics to teach phonics in reception and KS1.

Calculation-policy

DNEAT-Calculation-Progression

Year-1-and-2-words

Year-3-and-4-words

Year-5-and-6-words

Science

This is the third core subject and we spend at least two hours each week on both practical and written activities covering, through a bi-annual rolling programme, aspects of all three strands of knowledge, Life and Living Processes (Plants, Humans Special Educational Needs The Curriculum 19 and Animals), Materials (their Properties and Changes) and Physical Processes (Forces, Earth and Space, Light and Sound and Electricity. These three strands are taught mainly through the fourth strand, Scientific Enquiry.

Computing

This is taught both as a separate subject and within the context of the other subjects. The school has a mixture of laptop computers, iPads and Chrome pads.

Children are taught a range of skills within the computing curriculum (Graphics, Word Processing, Email, Music and Multimedia); Finding Things Out (Searching for Information on CD-ROMs and the Internet, databases and spreadsheets); Modelling (Making Things Happen); Measurement and Control.

The school’s Internet policy asks parents to agree to pupils use with adult supervision.

Primary Languages

Children in Kingfishers Class have weekly French lessons.

The school has links  in France, and the children in Years 5 and 6 have the opportunity to visit France as part of their residential visit.

Other Foundation Subjects

These are:

  • Design and Technology
  • History
  • Geography
  • Art
  • Music
  • P.E.

We spend the equivalent of a minimum of an hour a week on each of these and two hours on P.E. A two or four yearly rolling programme is followed for each, with links being made between subjects by teaching in topics whenever possible to make the curriculum more creative and fun.

Educational visits take place to support curriculum projects. Trips in the past year have included trips to Norwich Castle Museum, Amazona Zoo, Gressenhall Museum of Rural Life, Castle Rising Castle and the North Norfolk Railway.

We also have termly Federation Days. During these days the children in Key Stage 1 will be at one school and the children in Key Stage 2 will be split between the other two schools, with the days being themed

Year 3 and Year 4 visited Hill Top for two nights in the spring. The Year 5 and 6 residential trip to France in alternate years has included a visit to a French market, a War Cemetery, Paris and Disneyland. Biannually Year 5 and Year 6 visit a residential centre where the focus is on environmental studies. The trip in 2013 was to Ambleside in the Lake District and the 2015, 2017 and 2019 trip was to Ford Castle in Northumberland. Children from our Federated school in Rudham join us on these trips. The Year 5/6 children are also joined by children from other local schools.

Music

Music is taught by Mrs. Moore and Mrs Allen.

All Key Stage 2 children learn guitar/ukulele during their class lessons. On occasions we have visits from groups/ensembles of musicians and take part in musical events arranged with other schools in our cluster group or our Federated school.

P.E.

We aim to provide experience of all facets of physical education. The skills of the following games are taught:

  • Football
  • Rugby
  • Netball
  • Softball
  • Basketball
  • Tennis
  • Cricket
  • Hockey
  • Rounders

We swim at Bircham and do gymnastics and dance to enhance our provision. We receive assistance from specialist coaches in rugby, softball, football, tennis and cricket.

We currently run a number of sports clubs and the school has an annual Sports Evening. There are annual events within the cluster including Tag Rugby, Cricket, Softball and an Athletics meeting.

Religious Education and Collective Worship

RE Statement of Entitlement for Church Schools

The purpose of RE is religious literacy. This means, helping children and young people to hold balanced and well-informed conversations about religion and belief.

In order to fulfil this purpose, we advocate that RE needs to provide a balance between three disciplines. These are:

  • Theology
  • Philosophy
  • Human/Social Sciences

Theology: This is about believing. It looks at where beliefs come from, how they have changed over time, how they are applied differently in different contexts and how they relate to each other.

Philosophy: This is about thinking. It is about finding out how and whether things make sense. It deals with questions of morality and ethics. It takes seriously the nature of reality, knowledge and existence.

Human/Social Sciences: This is about living. It explores the diverse ways in which people practise their beliefs. It engages with the impact of beliefs on individuals, communities and societies.

An animation explaining these three disciplines is available to view here:

https://www.youtube.com/watch?v=6NTW2bsFTLY&feature=youtu.be

The aims of Religious Education our schoolare:

  • To enable pupils to know about and understand Christianity as a living faith that influences the lives of people worldwide and as the religion that has most shaped British culture and heritage.
  • To enable pupils to know and understand about other major world religions and world views, their impact on society, culture and the wider world, enabling pupils to express ideas and insights.
  • To contribute to the development of pupils’ own spiritual/philosophical convictions, exploring and enriching their own beliefs and values.

Religious Education is taught in accordance with the Norfolk Agreed Syllabus (2012) which includes the study of other faiths. A copy of the syllabus may be viewed on request.

Here is our scheme of work:

RE Rolling Programme 2019

Collective Worship

The school is a Church of England Voluntary Controlled School and as such we value our link with the local Church.

We hold termly Eucharist services at All Saints Church, in Weasenham All Saints, we also hold other services celebrating or commemorating important events in the Church Year. We see the Church is an extension of our resources.

The collective worship led by staff and once by our Rector on a regular basis, who often follows the cycle of the Christian year and links with the communal celebration of festivals in the local church. Other worship usually follows a half termly theme following the Values for Life toolkit.

Parents wishing to withdraw their child from Religious Education and collective worship are invited to discuss the matter with the Headteacher. Children withdrawn from Religious Education will be set other work and will join one of the other classes. Children withdrawn from Collective Worship will remain in the classroom supervised by a teacher or teaching assistant.

Click here to view our Continuity for Learning Guide 2019-20

Hope Federation Practical advice for helping children with their reading at home

Our Recommended High Quality Reading Texts

Please select a link below to view curriculum progression:

Art skills Progression

Computing Skills

DT Skills

Geography Skills

History Skills

MFL Skills

Music Skills

PE Skills

Reading Skills

Science Skills

Writing Skills

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