Vision of the curriculum at East Peckham Primary
● Children to know more, do more and remember more (building, challenging, creating)
● Children become global citizens who are prepared for life in the real world.
● Children’s views of life are broadened beyond their own, appreciating and valuing differences
● Children understand and value equality
● Children’s learning is progressive and adaptable to their current contexts
● Children’s learning builds upon real life experiences and application
● Children are successful and have pride in their learning
Our curriculum intends to:
○ Provide a broad and balanced education for all pupils that’s coherently planned and sequenced
towards cumulatively sufficient knowledge for skills and future learning and life
○ Enable pupils to develop knowledge, understand concepts and acquire skills, and be able to choose and apply these in relevant situations
○ Support pupils’ spiritual, moral, social and cultural development including British Values
○ Support pupils’ physical development and responsibility for their own health, and enable them to be active
○ Promote a positive attitude towards learning
○ Ensure equal access to learning for all pupils, with high expectations for every pupil and appropriate levels of challenge and support
○ Have a high ambition for all pupils including those who are disadvantaged, have a SEND need and from minority backgrounds
○ Equip pupils with the knowledge and cultural capital they need to succeed in life
○ Promote the learning and development of our youngest children and ensure they are ready for their next stage of learning
Legislation and guidance
This policy reflects the requirements of the National Curriculum programmes of study, which all maintained schools in England must teach. It also reflects requirements for inclusion and equality as set out in the Special Educational Needs and Disability Code of Practice 2014 and Equality Act 2010, and refers to curriculum-related expectations of governing boards set out in the Department for Education’s Governance Handbook. In addition, this policy acknowledges the requirements for promoting the learning and development of children set out in the Early Years Foundation Stage (EYFS) statutory framework.
Organisation and planning
The curriculum at East Peckham Primary school fits our vision. Our curriculum approach is creative and aims to be set in a real life context as much as possible. The learning in the foundation subjects is driven by concepts and project based learning where appropriate so that children have the opportunity to delve deeper and apply their knowledge to a real life context.
Our curriculum aims to celebrate the school’s rural setting as well as appreciating places that greatly contrast the children’s life experiences. We want our children to become global citizens and we therefore place a great deal of importance learning about tolerance and differences. The curriculum is planned around various concepts including: sustainability, community, conflict, responsibility, wellbeing, adversity. Many other concepts are chosen during the planning phase which are most applicable to current affairs, our changing context and the children in the class. This gives a great opportunity for children to learning about British Values as well as develop their spiritual, moral, social and cultural education.
Subjects we teach:
○ English (including, reading, writing, spelling and phonics in EYFS and KS1)
○ Religious Education (RE)
○ Physical Education (PE)
○ Design and Technology (DT)
○ Art and design
○ Physical, social, health, cultural and cultural education (PSHCE)
○ Modern Foreign Languages (MFL) - French
English and maths subjects are taught everyday. PSHE in blocks at the start of each term as a way to start the term with positivity and with an emphasis on children’s well being.
Organisation of subjects in KS1 and KS2
Subjects that are taught daily include: phonics, English, Maths
Subjects that are taught weekly include: RE, Science, Computing, PE
Subject that are taught termly in blocks: MFL (KS2 only), PSHE
Subjects that are taught through termly projects: Geography, Design and Technology, History, Art and Music.
Yearly break down:
|Term 1 and 2||Term 3 and 4||Terms 5 and 6|
Design and Technology
Design and Technology
If subjects of others terms supports the learning in the project, additional links can be made.
We focus on two leading subjects each term which work together as part of a termly project with a clear outcome. Design and technology appears across two projects to allow enough time to meet all the requirements within the subject and for children to access our children’s kitchen. We feel design and technology makes the most links to the real world eg textiles, cooking and working with materials. Meaningful cross curricular links are made, particularly to English and maths, where appropriate and only when they add to or enhance the key learning intentions.
Each foundation subject (history, geography, art, design and technology, music, art, PSHE, RE and modern foreign languages) has a progression document which shows how children’s learning in one year progresses onto the next and throughout the term. This allows children to master their skills and apply them in a range of contexts before they start the next phase of their learning at secondary school.
Subject leaders have designed the progression documents with the school’s curriculum vision in mind and to allow time and opportunities for children to go deeper into each subject.
Some subjects are taught through a scheme, for instance:
○ Maths - Maths No Problem - see the Maths Policy
○ PSHE (including relationship, health and sex education) - Jigsaw
○ Physical Education - The PE hub
○ Religious Education - The Kent Syllabus
○ Science - The Kent Science scheme
○ Modern Foreign Languages (French) - Lightbulb Languages
British Values and spiritual, moral, social and cultural development are vital parts of our curriculum. In order for our children to be global citizens, children need to learn about other people’s lives and circumstances. This is covered through our PSHE, RE and project learning which is concept based. The subject leaders use their progression documents to help create long term plans for the school. Teachers are then responsible for medium and short term plans. Planning is supported by our SOLO Taxonomy document to enable progression through terms or projects.
To further enhance our curriculum, each class will attend a trip outside of the village and many local visits within the village to help children make links between their education in the classroom and the world around them.
We also have Forest School for EYFS and KS1 (with an aim to expand this further) and weekly swimming lessons on site to ensure children are confident swimmers and stay safe around water. We also invite speakers and visitors to school to bring their learning to life. This is arranged by subject leaders and/or class teachers.
See our EYFS page for information on how our early years curriculum is delivered.
The impact of our curriculum will be evaluated by how well it meets our Curriculum Vision. The children will have received a broad and balanced curriculum with a range of experiences to help them become global citizens demonstrating motivation, cooperation, resourcefulness, resilience, ambition, excellence, tolerance and respect. The children will have a wealth of knowledge, skills and attitudes that they will take on to their next stage of learning.
The impact of our curriculum will be gauged by how our children have developed and retained knowledge and skills and how well these are developed and built upon each year. This is reflected in assessment procedures which allow us to measure outcomes against all schools nationally:
- EYFS % of pupils achieving a ‘Good Level of Development’ (GLD)
- Phonics Screening Test at the end of Year 1
- End of KS1 % of children working towards or at the expected standard and at Greater depth in reading, writing and maths
- End of KS2 % of children working towards or at the expected standard and at Greater depth in reading, writing and maths.
- Attainment in all subjects for all year groups at the end of the year which is analysed and monitored by subject leaders