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Curriculum

Cleobury Mortimer Primary School

Curriculum Statement

 

Mission Statement

“Enjoying and Achieving Together”

 

 

Introduction

At Cleobury Mortimer Primary School, we offer our children a broad and balanced curriculum that fulfils the statutory requirements of the National Curriculum 2014. Our aim is to deliver a curriculum that is lively, engaging and centred on high quality first-hand experiences to prepare children for the modern world. We constantly review what we do to ensure the curriculum is relevant and prepares the children for our ever-changing world.

Intent

Our curriculum intent is to improve children's life aspirations and life chances, regardless of any barriers to learning.  We aim to be progressive and use core concepts to build on prior learning, balancing pupils' knowledge of their place in the world with a strong understanding of their locality.

This is our curriculum model which was designed with our local context firmly at the forefront of our minds.  We serve a rural community which lacks the diverse range of opportunities a larger town or city would provide.  We therefore endeavour to ensure our children are not disadvantaged by this and always have the chance to reach their full potential in whatever way they choose to do so. The aim of the plan below is to make the most of our local context as well as broadening the children’s horizons outside our rural area.

 

We constantly review what we do to ensure the curriculum is relevant and prepares the children for our ever-changing world.

 

Implementation

Curriculum leadership is distributed amongst subject leaders who have a good knowledge of their subject and a strong, clear vision of how to develop their subject. We plan the curriculum carefully so that there is coherence and full coverage of all aspects of the National Curriculum and Early Years Curriculum and there is planned progression in all curriculum areas. Our curriculum is designed to ensure that children develop the skills they need to become confident, self-motivated learners, who can engage with and solve challenges innovatively. Curriculum planning and provision is constantly monitored, developed and adjusted through subject leaders in collaboration with all members of staff. Continuing staff INSET, little and often monitoring, and subject days/weeks, where the curriculum is reviewed and enriched, contribute to its evolution. Sequencing of content and concepts is well thought out so that the curriculum builds on prior knowledge. Cross-curricular opportunities and transferable skills are utilised, balanced with the importance of discrete subject discipline.

During 2020 subject leaders worked together to form a scheme of work across school. Within each year group, we have incorporated:

 

ESR (Education for Social Responsibility)

This provides children with lessons to give them the skills to care for the world they will inherit. From climate change and fragile ecosystems to ethical trade, finite resources and living fulfilled lives, our ESR curriculum is designed to help children prepare for the future. It will teach the children about challenges the world is facing and give them the passion to improve and preserve the future of our planet and help them to live happy, healthier, kinder lives. They will learn to think about the bigger picture and living our lives in a way which benefits society at large – including those living in other parts of the world. This will hopefully help the children to live happy, healthy, safe lives in the future.

 

People and Culture

In each year group we have a theme to enable children to learn about what life is like for those in other parts of the world. This will help them to understand and embrace difference and celebrate the variety of cultures we have on our planet.

 

EYFS Curriculum

CMPS  follows the Foundation Stage curriculum (2020) set out by the government. For children in the Nursery and Reception classes, this means a curriculum that is organised into seven areas of learning: Prime Areas- communication and language, physical development, personal, social and emotional development.

Specific Areas- literacy, mathematics, understanding the world and expressive arts and design.

In Ducklings class, we value the importance of child led learning.  Planning 'in the moment' is all about seizing the moment for children to progress in their learning, whilst following their own interests.  Based on what the children are already deeply involved in, this way of planning relies on our skilled practitioners, to use quality interactions to draw out the children’s knowledge and build on it there and then (in the moment). We observe the children in their play and look out for ‘teachable moments’ (moments during play which provide an opportunity for a practitioner to teach the child) which we then act upon in order to ensure the children progress.

This way of working means that most planning is retrospective (with an emphasis on skill development). Each member of the Early Years team records what they have done each day to help the children with their learning. We then look at this at the end of the day to consider how we can further develop and extend this learning. 

In Reception, some learning is led and structured by adults and some is initiated by children through play and exploration.

Curriculum for Years 1-6

CMPS follows the National Curriculum introduced by the Government in September 2014. The curriculum is divided into two Key Stages- Key Stage 1 for Years 1 & 2 and Key Stage 2 for Years 3-6. Throughout, there are three “core” subjects: English, Maths and Science. Children are also taught what are known as the “foundation” subjects: Art and Design, Computing, Design and Technology, Languages, Geography, History, Music and Physical Education. In addition, it is the school’s statutory duty to teach Religious Education using the agreed syllabus followed all schools in the SGET. The school also implements Sex and Relationship Education (SRE).

We have high expectations of our children in all subjects; work is presented to high standard and informative marking ensures children know how to improve their work.

Children and adults work in an environment of mutual respect and trust which contributes to a very positive learning environment.

 

Extra-Curricular Activities (Covid Permitting)

(Although covid19 has affected our ability to offer our usual wide range of extra-curricular activities, this is what we normally offer without the adverse effect of covid19)

The statutory curriculum is complemented by a wide range of extra-curricular opportunities including:

  • Clubs: sports, music, crafts, gardening, audio book club, chess club.

  • Trips: each class goes on at least one trip each year to complement the work they do in class. This includes visits to places of worship.

  • Visitors: outside expertise and visitors are used to broaden and enhances children’s learning.

  • Residential: Year 6 go for a weeklong residential every year giving them the opportunity to learn skills and take part in activities we cannot facilitate at school. Additionally, they learn about independence and responsibility in a secure and supported environment whilst building their teamwork skills.

  • STEM: to enrich the curriculum we have STEM events each term, many of which include visitors from industry to inspire the children.

  • Link with Trust secondary school: we have strong PE and STEM links with Lacon Childe School where children take part in many sporting events as well as going up for a STEM lesson each half term. This also helps to secure a smooth transition to secondary education.

  • Locality Week – With a focus on our local area, all the children carry out research and visits to learn about both the past and present and what the area has to offer in the future.

  • Links with local businesses e.g. the trip to Kudos Blends to see science in action.

  • Library: every week a Key Stage 2 class visits the library to choose new reading books to promote a love of reading.

  • Outdoor Classroom for all to use

  • Bikeability – safe cycling course for children before they leave primary school

  • Police Cadets – Year 6 PCSO Jacqui Fletcher and colleagues (West Mercia Police) have been running the course with year 6. It has been designed to develop the children’s leadership skills, promote citizenship, community awareness and an understanding of the diverse work of the police, through a range of fun and exciting activities.

  • Parents: to share the exciting curriculum activities and promote a greater understanding of their child’s learning, parents / carers are invited in each half term.

  • Outdoor learning with our learning mentor and his team: whole classes, groups and individual children experience outdoor learning opportunities each week to encourage resourcefulness, resilience and enjoyment of the environment.

  • Links with the local community: the children receive visits from the Town Councillors and work on joint projects to improve the community. E.g. Bulb planting in 2021. We also visit the senior citizens to sing for them at Christmas.

  • Nursery attend fortnightly Gym Tots sessions at Lacon Childe

  • Nursery run a “Rhyme Time” session at Cleobury Library once a month.

Each subject area has its own policy including the intent, implementation and impact of the teaching of the subject.