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                   Curriculum Intent Statement

 

At Coleman Primary School, we believe that a good education positively enhances a child's life. An academic education is at the core of what we do, but we also know that education is about the whole child. We ensure all children are nurtured and challenged so that they are prepared for later life. Our Curriculum is designed to develop the whole child, with our curriculum aims threaded throughout each year.

 

At Coleman primary School we will:

  • Ensure our children aspire for a successful future, built on academic foundations and a thirst for learning.
  • Broaden children's horizons through a rich curriculum experience that promotes language development and develops cultural capital in all areas.
  • Support children to have high self-esteem, to aspire and to be learners who are resilient to set backs.
  • Enable everyone to be proud of and part of our community.
  • Empower children to lead lives that are physical and mentally healthy.

Curriculum Intention:

Our curriculum has been designed to cover all of the skills, knowledge and understanding as set out in the National Curriculum. We then enhance the National Curriculum by ensuring that it relates to our locality and the heritage of our pupils. In addition, we enrich learning through providing opportunities, visits, visitors and experiences that build real-life learning.

To ensure that pupils develop secure knowledge, skills and understanding that they can build on, our curriculum is organised into a progression model that outlines the knowledge, vocabulary and skills to be taught in a sequentially coherent way in each year group. All aspects of the curriculum are carefully mapped out to ensure that pupils build on secure prior knowledge so that they can make meaningful connections. Each subject taught has its own progression grid, designed by the curriculum team for that subject.

When covering each subject, the progression grids will be carefully organised by each year group team through a long-term plan. Knowledge, vocabulary and skills will then be planned for at a greater level of detail in medium term plans. All subjects are delivered through subject specific teaching organised into blocks under a theme. Meaningful links with other subjects are made to strengthen connections and understanding for pupils.

Curriculum Implementation:

All learning will start by revisiting prior knowledge. This will be scaffolded to support children to recall previous learning and make connections. Staff will model explicitly the subject specific knowledge, vocabulary and skills relevant to the learning to allow pupils to integrate new knowledge into larger concepts.

Teachers support children to practice new learning, questioning for understanding, checking for misconceptions and giving clear and appropriate feedback. This moves children from supported practice to independence at the correct pace for them, ensuring all children are challenged.

Learning will be supported through the use of knowledge organisers that provide children with scaffolding that supports them to retain new facts and vocabulary in their long-term memory. Knowledge organisers are used for pre-teaching, to support home learning and also as a part of daily review.

Regular curriculum quizzes are used to review learning and check that children know more and remember more. These require children to think deeply. Learning is reviewed also on a termly basis, after a period of forgetting, so that teachers can check whether information has been retained.

Assessment is ongoing throughout the relevant subjects and units to inform teachers with their lesson planning, activities and differentiation.

Our children will be given a variety of experiences both in and out of the classroom, where appropriate, to create memorable learning opportunities and to further support and develop their understanding and language acquisition.

Curriculum Impact:

At Coleman Primary School, the impact of our curriculum is shown in several ways. In core subjects, impact is shown through the progress and outcomes of pupils in national testing. In addition, pupil voice and the quality of work in pupils’ books demonstrates the deeper impact on pupils knowing and remembering more. In the wider curriculum, pupil interviews shows that pupils are confident and able to talk about what they have learnt using subject specific vocabulary. Pupil interviews also demonstrates that pupils enjoy and are able to recall their learning over time. Pupils’ work demonstrates that the curriculum is taught at an age appropriate standard across each year group with opportunities planned in for pupils working at greater depth. Work across the curriculum is of good quality and demonstrates that pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence so that they know more and remember more.