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Curriculum

Curriculum intent, implementation and impact.

 

Our curriculum has a clear purpose, an intent. Teaching is strong and all staff have a clear understanding of how to implement our curriculum in order to maximise the impact.

 

Intent - What are we trying to achieve here with, and through, the curriculum?  

 

We, staff and students, are trying to foster life-long learning behaviours at Offley Endowed Primary School.  In all that we do we ensure that we create a learning-focused climate, built on nurturing, positive relationships, enabling all to feel safe and to thrive.

Each area of the national curriculum has its own intent statement which our subject leaders are currently writing. These will identify the specific aims of each of the areas and what they want each child to know and have learned by each transition point.

 

Implementation - So, how are we going to deliver this?  

 

We have the Early Years Foundation Stage & National Curriculum which we use as starting points, but broaden and deepen further as the children progress across the school. At the heart of this is the commitment to ensuring that children are exposed to wide and varied quality learning experiences. We are fully committed to developing each child’s unique potential and use a range of resources to meet the needs of the curriculum and endeavour to maximise the opportunities available outside the main curriculum (wider opportunities). Our engaging and lively curriculum is designed so that specific knowledge and skills are scaffolded within a theme or context each term/half term. In order to ensure that progression and balance is maintained, the programmes of study are then developed into medium term plans which clearly highlight the learning objectives, assessment opportunities, tasks as well as links to other subjects.  Our staff are skilled in assessing children’s needs, progress and attainment, with feedback from this used to ensure teaching is carefully tailored to meet the needs of all the children.

 

Impact - What difference is this curriculum making to our children?  

We have 3 foci when it comes to measuring the impact of our curriculum on outcomes for our children:

 

  1. Ensuring high impact on standards
  • The quality of education is outstanding.
  • All children consistently achieve well in all areas of the curriculum
  • Children make at least expected progress and attain in line with or better than national expectations.
  • Disadvantaged children and those with SEND achieve the best possible outcomes
  • These aims are underpinned by our distinctive Christian character and values. 

 

Through our curriculum we intend that all our children are well prepared for the next stage of their learning.

 

     2. Ensuring high impact on children’s emotional development

  • Personal development is outstanding.
  • Children are happy and enjoy coming to school.
  • Parents and carers are happy with the school and high proportions would recommend us to others.

 

Through our curriculum we intend that our children are well prepared for the active role they will play as citizens of Britain and the world.

 

     3. Ensuring high impact on children’s social development

  • Behaviour and attitudes are outstanding.
  • Children demonstrate our vision and values in their learning and in their behaviour in and around school
  • Children learn to make the right choices for their safety and the choices children make benefit the school and local community.

 

Through our curriculum we intend that our children will develop a strong moral compass enabling them to go out into the world and making the right decisions for themselves and their community.

 

 

Information about our Numeracy, Literacy and Early Years Curriculum.  For detailed termly curriculum maps, please see each individual year groups under the 'Children' section.

Literacy

We believe that children at Offley Endowed Primary school should develop a life-long love of literacy.  We promote the correct use of the spoken word within school and the staff model the use of vocabulary at an age appropriate level for our children.  Children are exposed to a range of reading materials throughout their time at Offley Endowed School, and we share, and are excited by the written word.

Children develop their speaking and listening skills both in their Year groups and in whole school activities such as: Collective Worship, church services, school performances and work we do outside in our local community.

Children are taught English as a discrete subject every day. In Reception this will be approximately 20 minutes of an adult directed activity moving to around 45 minutes in year 2 and 60 minute lessons across years 3 – 6. Most lessons include a mixture of speaking and listening, reading and writing. 

Children in Reception receive discrete phonics teaching daily and are quickly encouraged to share books with their teachers and other classmates.  Children in KS1 have daily phonic and spelling lessons, as well as being introduced to grammar teaching.  We use Jolly Phonics as the basis of our phonics teaching and learning.  In KS2 children are taught in units of work which include spelling and grammar sessions. During this lesson time the children may work independently, in pairs or as a group. They may present their work on whiteboards, in their books or even on large sheets of sugar paper. We often photograph these pieces and collate them in the children’s books for future use.  Children are heard read on a regular basis, either individually, or as part of a guided group reading session.

Learning is grouped into units, e.g. recounts, traditional tales etc... From year 2 the children stick targets into their books for each unit and jointly review their progress with their teachers.  Units are based around a text type and children are exposed to the text type in a variety of ways across the curriculum.  They develop the ability to read a text, identify key elements of a text type e.g. use of language and suitable sentence structures and then create a written piece based on the text type.

All classes have a set of non-negotiable targets that the children work to, and these are used across all curriculum areas.  Children from Year 2 – 6 complete a Big Write independent writing task in school every two weeks. 

We do not follow one scheme of work, instead we draw from a range of resources available in school and on line. These documents can be found in the class pages.

Maths

At Offley Endowed School we believe that Maths is for life and it is our aim to ensure that all of our children cultivate both a love for numbers and a passion for reasoning, problem solving and mental fluency.

 

Children are taught maths as a discrete subject every day. In Reception this will be approximately 20 minutes of an adult directed activity moving to around 45 minutes in year 2 and 60 minute lessons across years 3 – 6. Most lessons will begin with an oral/mental warm up activity followed by the main body of the lesson. During this time the children may work independently, in pairs or as a group. They may present their work on whiteboards, in their books or even on large sheets of sugar paper. We often photograph these pieces and collate them in the children’s books for future use.

 

Learning is grouped into units e.g. Place Value; Addition and Subtraction. From year 2 the children stick targets into their books for each unit and jointly review their progress with their teachers.

 

In addition, our children will use and apply their maths skills in other lessons e.g. data analysis in a science lesson and will also be encouraged to problem solve and apply reasoning skills to lessons which do not appear to have any other direct mathematical content.

 

We do not follow one scheme of work, instead we draw from a range of resources available in school and on line. The overview of what each child will learn in each year group is in the class pages section, under 'Children.' 

Early Years Foundation Stage (Reception)

Children in our Reception class will undertake a range of learning assessed, planned and developed under the following headings:

Prime Areas:

•    Personal, Social and Emotional Development
•    Communication and Language
•    Physical Development


Specific Areas:

•    Literacy
•    Mathematics
•    Understanding the World
•    Expressive Arts and Design

In Reception children learn through a balance of child initiated play and adult directed activities. Purposeful play takes up around 80% of the curriculum with children engaged in learning at their own age and stage led and managed by skilled professionals within the Reception unit.

During their time in Reception the children will continue on their journey of learning to read and write. We aim to provide a print rich learning environment for our pupils and to encourage them to make marks in all areas of the curriculum. Children begin taking home books to read with parents and carers within the first weeks of school and have daily phonics sessions four times every week. We do not follow one specific reading scheme instead we have a range of books which are banded into colour groupings for the children to choose from.  Within phonics sessions children will be introduced to the letters and blends of letters within the ‘Letters and Sounds’ phases. These sessions are supported by resources from the ‘Jolly Phonics’ scheme.

Children also begin their mathematical journey, learning to recognise numbers and shapes and then assign meaning to these numbers, understanding ‘the threeness of three!’ We introduce the children to our ‘Big Maths Beat That’ scheme in Reception helping them to practice adding numbers and beginning to recognise their number bonds to 10.

A crucial part of our Reception unit is the outdoors. We have a very natural outdoor space attached to our Reception unit which is completely safe and secure. All seven areas of the curriculum are represented in the outdoor and indoor provision and children are allowed to flow freely from one to the other.

 For more information about Reception please refer to the document below:

Early Years Foundation Stage Policy

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