Our rich, broad and balanced curriculum is designed to enable the school to be successful in achieving its mission statement, vision and aims.
The curriculum has been designed by the class teachers, led by the subject leads, and the Headteacher and Deputy Headteacher. It is based on the National Curriculum and we teach Religious Education based on the locally agreed syllabus.
Parents may choose to withdraw their child from RE lessons and the non-statutory parts of the Sex and Relationships curriculum. We would always ask that this is done after consultation with the Headteacher.
Every year group has a curriculum map to ensure coverage and breadth over a year and across the school. Please note that the curriculum maps have some flexibility to ensure that we are best matching teaching to the children's needs.
Phonics: We use Letters and Sounds to teach phonics.
Have we designed our curriculum? How did we design it?
The curriculum was created by the Headteacher and Deputy Headteacher based on ideas and suggestions by subject leads and the class teachers. The curriculum maps ensure breadth over a year and across the school and it links themes and subjects where appropriate. Class teachers revisit the curriculum maps every year and edit them based on their learning and experiences from the previous years.
How does our curriculum promote our schools culture and aims?
We believe that children are more able to make good progress and attain highly if they are enjoying what they are learning. School and learning should be fun but we are acutely aware that we have a responsibility to ensure that our children have the necessary skills to do well in life academically and as a human being. Our school values, noted below, taught via the PSHE & C curriculum but they are also refereed to, where appropriate, within other lessons (e.g. the resilience needed when writing longer pieces, the curiosity required to discover new facts.)
How does our curriculum promote SMSC and British values?
The Government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated in 2014.
The DfE have recently 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.”
British Values are taught via The Fitzjohn’s Values: Respect, Individuality, Curiosity, Responsibility, Excellence and Resilience. These are taught discretely via our PSHE & C curriculum and assemblies but also through the language we use when speaking to the children.
Democracy – We all have a voice and we are all listened to: We have a School Council and we all get to vote so we can make important decisions about our school (Links to Respect and Responsibility)
The Rule of Law – We follow our Golden Rules to make sure everyone is safe, happy and achieving well at school (Links to Respect and Responsibility)
Individual Liberty – We all have the right to choose: We help each other to make choices that are safe, wise and considerate (Links to Individuality)
Mutual Respect – We show empathy and appreciation for each other. (Links to Respect)
Tolerance of Those With Different Faiths And Beliefs – We celebrate our diversity. (Links to Respect and Individuality)
How have we designed our curriculum to ensure deep learning, engagement, breadth and balance?
Topics and themes were based on our prior knowledge of the children and those things that they enjoyed learning about. Where a topic hasn’t worked we have changed it to make it more engaging. Some of our topics are “traditional” such as the Romans or Egyptians but we also have more esoteric themes such as “Conflict and Cooperation” or “Let’s Go to the Movies”. Wherever possible we link subjects together but equally some subjects are taught as stand-alone ideas. Over the course of a year and a child’s schooling we want a balanced curriculum where ideas, skills and knowledge are revisited and improved.