Notley Green & Cann Hall Primary Schools – Curriculum Statement
“Aiming High; Changing Lives”
Providing a first class education for our children is our core purpose. Such education is provided through the curriculum – a progressive, purposeful course of study and learning to achieve key learning outcomes. Within the primary phase we seek to lay the foundations of knowledge, skills and attitudes that prepare children extremely well for their next stage of education so that transition from one stage to another is natural, seamless and timely. We seek to develop in children a life-long love of learning and the underlying skills to enable them to succeed.
This document states the definition of our curriculum and our aims behind it. As our society (both local, national and global) evolves and changes, so will the content of our curriculum. The underlying beliefs and principles however will remain the same.
The Scope of Our Curriculum:
As a Trust, our aim is to provide a broad and balanced curriculum that takes into consideration the overall requirements of the National Curriculum (2014). In particular, we recognise the priority of children to have core knowledge and skills in English, Mathematics, Science and Religious Education. (Religious Education is taught using the Essex locally agreed syllabus). We recognise the increasing need to develop children’s skills exploring and using a range of technology and media as lives are lived on an international platform with international interconnectivity.
Our aim though is to go further and provide an education that supports children’s holistic development – academically, intellectually and artistically; socially and emotionally; physically and spiritually – that inspires them to learn.
We seek to provide an inclusive curriculum that offers ‘learning without ceilings’; rigour and challenge; enjoyment, engagement and enrichment. This includes a range of opportunities that further our aims via extra-curricular and enhancement activities.
- The key skills of literacy and mathematics
- A range of learning experiences through science and technology; the arts; humanities (including a modern foreign language) and physical education.
- Religious Education
- Personal, Social and Health Education
Key Learning Skills:
- confident communicators– who can communicate effective both orally and via a range of media
- independent enquirers– who can explore, research, think deeply, challenge assumptions and see events or problems from different perspectives
- creative thinkers– who can solve problems, develop new ideas and inspire others.
- reflective learners– who are motivated to improve their own performance through learning from what they have achieved, seeking and giving feedback and motivating themselves and others to improve.
- team workers – who develop effective working relationships with others to achieve common goals
- self-managers– who show self-respect, resilience and can work independently, interdependently and demonstrate increasing responsibility for tasks, resources and outcomes.
- effective participants – who play a full part in the life of the school, recognizing and developing their knowledge, skills and attitudes to further their own learning and enrich society as a whole.
We seek to help our children develop explore belief and develop positive values, in order to help them develop as responsible global citizens.
Our Core Values at Notley Green both underpin and articulate the behaviours and beliefs that direct our policies, actions and behaviours. They have been revised and agreed by key stakeholders, including pupils, staff and governors and are now as follows:
Each half term, an especial focus (as part of our PSHE curriculum) will be given to one Core Value so that children have quality time to reflect on their definition and application. The Core Values also link to our continued focus on metacognition including ‘growth mindset’.
Defining the Core Values:
– to have confident expectation and desire to achieve or see something happen; to have high expectations of self and others;
– to develop relationships that are built on reliability, openness, honesty and shared values; to demonstrate trustworthiness through consistency.
– to show positive regard and consideration for people, and principles are admiral; to be kind and convivial; tolerant and empathetic; ecological.
– to have good judgment and the ability to act correctly and make appropriate decisions on your own;
– to have a quality of mind or spirit that enables the facing of challenge or difficulty, without fear, being brave and confident enough to do what you believe in; the ability to be morally brave: generous, forgiving and compassionate.
– to steadfastly pursue an appropriate goal or objective; finding inner strength to persist and not give up.
Delivering Our Curriculum:
Principles of Learning:
- is progressive, taking into account children’s prior knowledge and skills;
- focuses on quality rather than quantity;
- aims to move from the shallow to the profound (see table below);
- is personalised, taking into consideration children’s interests and views;
- is facilitated through the highest quality creative pedagogical approaches (including thematic learning journeys) and supporting resources;
- is relevant, transferable and can be applied in a range of contexts;
- utilises a range of learning contexts to maximise engagement, enjoyment and progress;
- makes the best use of the local environment and facilities;
- actively contributes to children’s spiritual, moral, social and cultural development enabling children to have a clear understanding of British values and to prepare them for life in modern Britain (see further explanation below).
The Culture of Learning:
In all that we do we seek to promote a learning culture marked by:
- high expectations
- challenge & support
- flexibility & inclusivity
- openness & trust
- valuing everyone
- risk taking, innovation & creativity
- collaboration & community
- celebration & pride
The ‘learning journeys’ that children participate in and contribute to, seek to deepen learning from the shallow to the profound to engage, enrich, enable and inspire. The principles in the following table show a model of the thinking behind this:
NCSL – John West Burnham
Pupils’ spiritual development is shown by their:
- beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values
- sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible
- use of imagination and creativity in their learning
- willingness to reflect on their experiences
Pupils’ moral development is shown by their:
- ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives
- understanding of the consequences of their actions
- interest in investigating, and offering reasoned views about, moral and ethical issues.
Pupils’ social development is shown by their:
- use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds
- willingness to participate in a variety of social settings, including volunteering, cooperating well with others and being able to resolve conflicts effectively
- interest in, and understanding of, the ways communities and societies function at a variety of levels.
Pupils’ cultural development is shown by their:
- understanding and appreciation of the wide range of cultural influences that have shaped their own heritage
- willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities.
- interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.
Teaching British Values:
British values have been defined by the Government as:
- the rule of law;
- individual liberty;
- mutual respect;
- tolerance of those of different faiths and beliefs.
Promoting British Values:
The DfE have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”
At the schools within CHANGE Schools Partnership these values are reinforced regularly and in the following ways:
Each year the children decide upon their class agreements underpinned by our Three Rights: the right to be and feel safe; the right to respect; and the right to learn. All the children contribute to the drawing up of the agreements. We have a school council which meets every week with the Head of School/Deputy Headteacher to discuss issues raised in class council meetings. The council is genuinely able to effect change within the school. Every child on the school council is voted in by their class. Children are able to put forward their views about the school, including their own School Development Plan. Regular pupil voice sessions with members of the senior leadership team and other staff/governors takes children’s views into account regarding teaching and learning and behaviour and safety matters.
The Rule of Law:
The importance of laws, whether they be those that govern the class, the school, or the country are consistently reinforced. Pupils are taught from an early age the rules of the school. These are our Three Rights and classroom agreements. Pupils are taught the value and reasons behind rules and laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws/rules are broken through the ‘Traffic Light’ behaviour system. The use of restorative justice strategies with children who break these rules encourage them to take responsibility for their actions, understand the impact of their behaviour and problem-solve solutions to bring about restoration/reconciliation. Visits from authorities such as the Police and Fire Service help reinforce this message. Children are explicitly taught how to be safe inside and outside school, including eSafety, through progressively structured PSHE lessons.
Pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment supported by the Three Rights. As a school we educate and provide boundaries for young pupils to make informed choices, through a safe environment and an empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our eSafety and PSHE lessons.
Mutual respect is at the heart of our values and is also one of our Three Rights. Children are taught and adopt the principle of ‘treat others how you would want to be treated’. Children are taught to respect others’ views, even when they don’t share them. Children recognise that views that go beyond bounds of the law cannot be accepted. It is an expectation for all members of the schools’ communities that respect will be shown for each other at all times.
Tolerance of those of Different Faiths and Beliefs:
Our schools are not currently hugely diverse.. However, we actively promote diversity through our celebrations of different faiths and cultures through whole school assemblies and other events. Religious Education lessons and PSHE lessons reinforce messages of tolerance and respect for others. Members of different faiths groups are encouraged to share their knowledge to enhance learning within classes and the school.
Reviewed June 2016
Executive Headteacher & Heads of School