Our Curriculum
Our aim is helping learners grow to be ready for life
We put the children’s personal development at the forefront and use an enquiry-based curriculum of experiences to engage and enrich their education whilst building knowledge cumulatively throughout their journey.
We teach a broad, balanced and ambitious curriculum, which will provide the children with the knowledge and skills that they need to become well-rounded and well-informed and curious individuals ready for the next stage of their life.
- The full range of core and foundation subjects have been carefully mapped out and sequenced in clear progression documents in a way that enables children to acquire the knowledge and skills that they need and then gives them opportunities to practice and apply them over time, in order to master them.
- As part of our carefully mapped out curriculum, we also ensure we provide all children with opportunities for experimental learning through residential visits, day visits, extra-curricular sports, arts and music
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2 year foundation subjects overview | [pdf 439KB] |
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Our Values
Our core values of: Gratitude, Resilience, Empathy, Attitude and Teamwork underpin all that we do in our school
GREAT Values = Ready for life
Using our core values we prepare children for the next exciting steps in life by shaping children to be upstanding citizens who function and are a valuable member of their community.
Curriculum Implementation
Great Steeping Primary school is proud of the rich curriculum it offers its pupils.
Teaching is based around core learning in English and Maths. Other subjects, such as science, History, geography, Religious Education and computing are taught throughout the school in a broad and balanced curriculum and complement these core subjects.
Where possible, we take a broadly topic-based approach to learning with a chosen theme each term to explore different subject areas in Key Stage 1 and 2 which is planned on a two year cycle.
The reception and preschool curriculum is planned on a yearly basis linked to the Prime and Specific area of learning in the EYFS and is guided by the children’s interests. However, we also maintain discrete subject areas and ensure that knowledge within them is built sequentially and from the children’s starting points. Our inventive and imaginative approach to the curriculum ensures all children are engaged and enthused about learning.
Our curriculum is implemented with our intent at the heart of all we do at Great Steeping Primary school.
Curriculum Progression
Progression documents have been produced by the staff to ensure we have a clear progression across the school of knowledge and skills that children need to acquire to be “ready for life”. Carefully selected enrichment opportunities are key to providing all pupils rich experiences to enhance their learning which will be found in the medium-term plans.
Our curriculum design is based on evidence from principles of learning, on-going assessment and organisation and cognitive research.
The main principles underpin this:
- Start from a learners’ existing understanding
- Involve the learner actively in their learning process
- Develop the learner’s overview- the metacognition – requiring learners to have a view of purpose, have an understanding of the criteria for success and self-assess.
- Emphasis on the social and emotional aspects of learning, learning through talking, as these make a specific contribution to learning.
Our curriculum organsiation and timetabling give learners’ opportunities for constant recapping of knowledge and skills with well-placed reviews.
Curriculum Review
We regularly review how well our curriculum design enables success with high quality outcomes such as:
- Has the learning led to a purposeful outcome or product?
- Do the learners’ have ownership of the outcomes?
- Are teaching expectations ambitious?
- Is there a clear pathway for success?
- Are learners’ challenged to think and to evaluate their learning?
- Is assessment purposeful, efficient and used to shape future learning?
- Is the curriculum content relevant and responsive to the learners’ needs?
We evaluate through monitoring, work scrutiny, data analysis, outcomes, pupil interviews and work scrutinies in line with our monitoring and evaluation schedule.