CurriCulum Statement of intent
Our CLIMB values demonstrate a holistic understanding of what it is to be human and the place education has in reflecting, supporting and developing this for our children and community. Because of this we believe in offering a broad and balanced curriculum, following the Statutory Early Years and Foundation Stage & National Curriculums + RE, in which all subjects are recognised for the contribution they make to developing the whole child.
A broad and balanced curriculum enables us to meet children’s needs, challenge expectations, introduce them to opportunities and help them to be the people they need to be now and lay the foundations for who they are to become.
Because knowledge is dynamic and connected we organise learning into both distinct subject disciplines and thematic topics, and teach in a way that that provides children with skills to help them access, understand and make the most of our world. We aim to provide a cohesive and progressive learning programme that is adapted to the needs of learners and promote ever more ambitious outcomes for learners.
To complement and enrich the Statutory Curriculums and to personalise the Curriculum to local priorities five themes have been developed and agreed upon by stakeholders. These are flexible and, through careful review, have the potential of being changed as different needs arise:
Valuing Worksop- We believe that the children need to have a positive view of their local environment so our curriculum will try and engage them with positive aspects that can locally sourced and celebrated.
Sustainability–We believe that the children need to have an understanding of the impact that lifestyle choices are having on their world. To this end we help them learn respect for and have curiosity about the wider world and the impact humans are having upon it.
STEM-We believe that pursuing STEM based learning provides a platform for problem solving opportunities; connections with the world of work develop aspirations and the importance of making the most of education. STEM is a vehicle for enabling other curriculum areas to applied and utilised to enhance creative thinking.
Well-being- we believe that being a holistic school means we need to resource the children with the tools to be and act with mental & physical resilience, ethical consideration and the ability to form strong relationships.
5. Creative Arts- Engagement with the creative arts promotes confidence, self esteem, self-expression. The arts provide essential communication skills that are important in their own right and transferrable into wider contexts.
To help us manage the breadth and balance of the curriculum outside of English and Maths we have chosen to largely adopt the Cornerstones Curriculum. We have adapted it, however to express our themes more clearly, especially in how we value our Locality. It helps us to provide a structure where by children deepen knowledge and develop skills progressively. It influences the way in which we teach as it progresses four-stage teaching philosophy: Engage, Develop, Innovate, Express. The first two stages provide the children with knowledge and skills and the second two reinforce their learning of both knowledge and skills, embedding into long term memory through application.
Start with a memorable first-hand experience eg. a visit, a visitor or a special event
Begin observations, research and setting questions
Improve knowledge and understanding
Develop & practise new skills
Apply skills and knowledge in real-life contexts & creative activities
Solve real or imagined problems through learning
Become performers, experts and informers
Share and celebrate achievements
We teach English, Maths, PE, Music, Computing, Religious Education and PSHE as discrete subjects and use our project areas as appropriate to provide meaningful links & contexts. We teach and maintain Literacy and Numeracy skills across all curriculum areas.
We use our project bases to provide meaningful contexts in which to learn subject specific knowledge and skills especially in Science, Geography, History, Design Technology, Modern Foreign Languages and Art. Usually the topic focus will arise out of a Scientific, Geographical or Historical context. This is a child developmentally appropriate progression from the EYFS to a full expression of the National Curriculum, that prepares our pupils for learning at Secondary School.
Our Curriculum Map helps us ensure we have a balanced curriculum that helps build skills and knowledge from term to term, year to year. We review this map and its delivery to ensure it is fit for purpose and creating the desired outcomes.
Schemes and Sequences
To ensure we have the highest standards of curriculum continuity and expectation we use carefully selected published schemes. We adapt these however to strengthen them and personalise them to our own children’s learning journey and needs. This helps with teacher workload as the wheel is not being reinvented, but teachers can invest in and apply their own creativity and strengths to inspire children’s learning.