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Bitterley C of E  Primary School

Condover C of E Primary School

Love each other and know we are loved (John 13:34-35)

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Curriculum

Our curriculum vision: 

An aspirational, inclusive and broad curriculum that prepares pupils for a full and rich life within a global community where diversity, responsibility and inclusion provide opportunity for all.

 

Intent, Implication and Impact

Intent

  • All staff have been involved in developing and planning the curriculum.
  • Subject coordinators have ensured their expertise and passion for each subject have driven the careful sequencing, progression and building upon key skills and knowledge.
  • The curriculum is broad, balanced and aspirational for all pupils regardless of background or circumstances.
  • Our pupils are encouraged to identify links between and within subjects, as well as previous learning
  • They are exposed to rich subject specific vocabulary and the deliberate practice of key basic skills in order to strengthen memory and make information more retrievable.
  • Our curriculum runs as a 3 year rolling programme, which ensures purposeful repetition and deliberate opportunities to deepen knowledge.

Implementation

  • Our curriculum is carefully tailored to meet the needs of our pupils; they are encouraged to explore and understand the geography and history of the rural area they live in, whilst also being introduced to urban and coastal settlements within the British Isles and the world.
  • Learning each term is project based, with a curriculum lead subject of science, history or geography. We acknowledge that some subjects may not fit into this cross curricula approach and these are taught discretely.
  • The learning projects include the teaching and learning of a deliberate mixture of knowledge and skills, as set out in the National Curriculum.
  • Each project begins with a thought provoking question, designed to encourage the pupils to discuss, ask questions, form opinions and seek more information. The questions focus on inclusion, equality, diversity or responsibility and provide pupils with a clear understanding of their place in a global community and the opportunities experiences and responsibilities this offers them, encouraging them to explore the world as part of a life- long learning journey.
  • Our learning values of self–motivation, confidence, resilience, collaboration, creativity and independence underpin the activities in each lesson. Growth Mindset is a reference point for all pupils who are encouraged to make mistakes in order to make progress, reflect on their learning, apply their skills and knowledge and embrace challenge.
  • Key vocabulary is a focus in every lesson with the progression of subject-specific vocabulary planned into the subject progressions.
  • Whilst the curriculum is broad and balanced, reading is prioritized above all else. Core texts are chosen carefully to link in with the termly projects and the link between reading, writing and oracy is evident through the planning and teaching.
  • Research and CPD are key to teachers’ expertise in developing learning, particularly pre and post lockdowns.
  • Reading is prioritised through timetabling, CPD, resourcing and planning.
  • Progression in vocabulary is specified at subject, year group and key question level and is directly taught.
  • Our learning environment reflects the broad and balanced curriculum, the ambition we have for every child and clearly reflects the learning.
  • Project information are shared with parents and children. They are used to develop visual displays of learning.
  • Whilst the Covid pandemic has prevented many of the enrichment activities which were embedded in the broader curriculum; musical ensembles, workshops, sporting tournaments across schools, after school clubs and trips eg coastal and city. These are being re-established and provide opportunity for pupils to extend their experience beyond the classroom.
  • Subject progressions specify prior learning, endpoints and vocabulary.
  • ‘Sequence plans’ link over time and across subjects and specify key questions based on Bloom’s taxonomy.
  • Staff are supported in planning and delivery through collaborative working, timetabling, shared teaching and resource files developed by coordinators to enable best practice.
  • Support for children with SEND needs is based on true inclusion. Tasks are scaffolded, prior learning is clear and expectations are set out in smaller steps if needed.
  • Pre and post tasks enable teachers to assess the impact of learning and to assess learning gains. They demonstrate progress made over time.
  • The use of formative assessment, supported through external expertise, CPD and sharing of best practice means that staff are able to identify gaps, plan to teach to them and to make use of additional support where needed.
  • Formative summative assessments in English and maths inform next steps. Pupil progress is tracked carefully. 
  • Assessment of other subjects is by completing pre and post teaching assessments; children are encouraged to think, talk and write about their learning and make links across subjects, as well as building on previous learning.

 

Impact

  • Pupils leave Condover School, ready to progress to secondary school with a range of skills and key knowledge, which they can apply to future learning. They are able to offer opinions and views as well as listen to and appreciate the beliefs, ideas and views of others. They understand their responsibilities and know that they are special because they are unique and valued. The secondary schools that pupils move on to always feedback that students from Condover thrive at secondary school because they are well prepared and use their previously learnt skills and knowledge well to move their learning on in Key stage 3 and beyond.

Click on the links below to read the latest information on curriculum mapping across the individual classes. Cycle 3