At Seething and Mundham Primary School our curriculum is designed to meet the bespoke needs of our rural children in a 21st century society. At the heart of our intent, is ensuring that our children gain the skills and knowledge of, not just their locale, but the wider world, and not just the here and now but also the past, to ensure they have a broad and wide set of skills and knowledge to best serve them going forward into a yet unknown world. The broad set of skills and knowledge that we set out to teach will be taught in a multi-sensory fashion. This will incorporate not only use of pen, paper and books but will extend to research conducted online and in person, it will include hands on learning experiences in school, on site in our extensive grounds and on trips or with visitors. Our multi-sensory approach will ensure that memorable opportunities for learning occur and that we give the children the best opportunity to commit skills and facts to long term memory. Our half termly curriculum maps, drawn from research-based schemes of work, show exactly what we will be teaching. These schemes were chosen on the basis that they provide our children with the opportunities to broaden and develop their learning. From the outcomes and objectives of these schemes we then have developed an assessment grid which allows staff to track coverage and highlight the needs of each child individually. At Seething and Mundham Primary School, in order to do our very best for all children we do not narrow our curriculum. To allow children to access the curriculum at all levels, we will raise the child up, not bring the curriculum down. This means we will scaffold, support, differentiate and resource in different and unique ways, as required, to ensure that not only we meet our aim of allowing every child to flourish, but also to meet our statutory requirements of the Equalities act 2010 and Special Educational Needs and Disability Regulations 2014.
At Seething and Mundham Primary School our pupils are organised into mixed age classes, apart from year 4, therefore we have a 2-year rolling programme, we teach our subjects discretely, we feel this allows us to ensure clarity and understanding of the complex skills and levels of knowledge required. This however is not strictly limiting, and as such we will when opportunities arise reference skills and knowledge in other curriculum areas. This allows us to develop schemata as well as develop cultural capital and wider/deeper understanding.
We have written detailed progression maps for each foundation subject, which specify the skills and knowledge that will be developed through the subject area, along with the National Curriculum expectations, a list of key vocabulary, SMSC and enrichment ideas. The progression maps are written for single year groups from year 1 up to Y6 and we decided to show through our teaching how EYFS links to the National Curriculum subjects in order for the progression of knowledge and skills to be easy to see as pupils move from EYFS to Year 6.
As we are a mixed aged class Reception - Year 1, Children within their Reception year will be following the Early Years Foundation Stage and Development Matters within the mixed age class context. We will focus on skill sets and themes highlighted with the EYFS and DM.
These progression maps allow subject leaders to ensure that their curriculum area is progressive, and that children’s knowledge and skills develop as they move through each year group. Within the academic year 2020-21 teachers followed the Year A long term cycle, within the academic year 2021-22 teachers will follow the Year B cycle.
By following the progression maps in a two-year cycle, we can be sure that each pupil will have covered the required concepts contained within the National Curriculum by the end of each key stage. The rolling programme details the topics taught in each half term. The teachers plan the concepts for each unit of work, deciding on the specifics of which knowledge and skills will be taught.
• Teachers will consider how the learning experience will differ for the year groups they have within their class.
• Questioning will be skilfully used to address the different expectations for each year group.
• At times the learning activities set will address different objectives to move the pupils’ learning on and ensure that a deep understanding of the concepts is gained.
This will be monitored through lesson observations, learning walks and through book looks. This will be conducted by the Headteacher, the Governors and by subject leaders. Pupil voice will be gathered as part of the monitoring to give pupils an opportunity to discuss their learning and to evidence.
Children with additional needs
At Seething and Mundham Primary School, in order to do our very best for all children we do not narrow our curriculum. In order to allow children to access the curriculum at all levels, we will raise the child up, not bring the curriculum down. This means we will scaffold, support, differentiate and resource in different and unique ways, as required, to ensure that not only we meet our aim of allowing every child to flourish, but also to meet our statutory requirements of the Equalities act 2010 and Special Educational Needs and Disability Regulations 2014.