Long Term Curriculum Planning Can be found here
Sandal Primary Curriculum Vision
In order to have highly effective learning, our curriculum will:-
- help our children become the very best that they can be
- be inspiring, motivating and challenging for all
- be dynamic, responsive to change, relevant and engaging
- be relevant for our children, our community and wider society
- be driven by children’s interests
- encourage wondering, questioning and independence
- be purposeful
- foster a lifelong love of learning
- encourage both collaborative and independent learning
- encourage children to take risks, make mistakes and persevere
- develop the whole child
- provide a wealth of experiences
Our Curriculum and its Roots
First and foremost we want children to be confident and inspired learners. At the heart of our curriculum are Sandal’s Roots of Learning:
- Aiming high – challenge yourself and see what you can do!
- Working together – everybody is important!
- Thinking for ourselves – you decide!
- Looking back – What went well? What could be even better?
- Keeping going – believe in yourself!
- Daring to be different – take a risk; you’re one in a million!
These roots support broader learning beyond the curriculum including Spiritual, Moral, Social and Cultural (SMSC) development of the children making RE and PHSE major components of our whole school curriculum as is the teaching of values to prepare children for life in modern Britain; a broad range of teaching and learning strategies are used to “teach the things you cannot google” and to make learning “3D”.
The promotion of British values is an integral part of our curriculum. Ofsted define four fundamental British Values:
- Rule of law.
- Individual liberty.
- Mutual respect and tolerance for those with different faiths.
We aim for pupils to have:
- an understanding of how citizens can influence decision-making through the democratic process;
- an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety;
- an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;
- an understanding that the freedom to choose and hold other faiths and beliefs is protected in law;
- an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour;
- an understanding of the importance of identifying and combatting discrimination.
At Sandal Primary School we teach Spanish to all children in KS2, in addition to this, a French club is also available at lunchtimes. All children have at least two hours of high quality PE a week. Sport festivals and tournaments allow children to participate in events as well as compete in competitions. Playtimes and lunchtimes are recognised as part of learning and so high quality activities and high standards of behaviour are expected by all adults at all times.
Whilst ensuring children understand the differences and distinctiveness of individual subjects, teaching and learning takes place through termly themes and challenges. Creativity is central to the curriculum and can be defined in the following ways:
- Connecting: seeing relationships and combining in new ways
- Risking: having the self-confidence and freedom to fail and keep trying
- Envisaging: being original and imaginative about what might be
- Analysing: asking critical and challenging questions
- Thinking: taking time for reflection and soft thinking
- Interacting: sharing ideas and collaborating
- Varying: testing options and trying different ways
- Elaborating: exploring, embellishing, doing the unnecessary
Through our curriculum design we…
- Focus on curriculum creativity by:
- Encouraging imagination and originality
- Making time to reflect critically
- Allowing space for thinking and choice
- Giving freedom to fail with the confidence to try again
- Create a culture of collaboration by:
- Sharing values and ethos with the whole school community
- Promoting the importance of talk and collaboration in consolidating learning
- Ensuring everyone has the opportunity to learn from others
- Promoting teamwork
- Emphasise cognitive approaches by:
- Advocating a range of teaching strategies and learning styles
- Promoting the importance of learning across the curriculum
- Encouraging teachers to make children active partners in their learning
- Encouraging teachers to structure tasks and pace of learning to make it challenging and enjoyable
- Make a real commitment to the community by:
- Promoting the importance of dynamic partnership
- Involving parents and carers at every opportunity
- Focusing on the importance of the learning environment
- Extending involvement into the local community and beyond
- Balance continuity and change through:
- Inspirational, up to date and interactive professional development
- Making staff feel valued
- Promote child-centredness by:
- Promoting personal, social and spiritual aspects of the curriculum
- Encouraging teachers to develop each child’s confidence, self-discipline and understanding of their learning
- Encouraging teachers to make learning vivid, real and meaningful with many first-hand experiences
Staff need time to teach and enjoy a creative curriculum that allows them to use their imagination and feel more motivated. Long term plans are reviewed regularly to ensure that the national curriculum and the Bradford Agreed Syllabus are covered meeting legal requirements.
Senior leaders should:
- Think with staff about how children really learn best
- Try individual initiatives to excite learners and staff
- Reclaim time and space in the curriculum for creative thinking
- Be brave and individualistic
Monitoring and Evaluation
Subject leaders will monitor and evaluate individual subject within the curriculum for progression and standards; the curriculum leader and SLT will monitor the curriculum as a whole and children’s learning both direct and indirect across the whole school.
Governors will monitor and evaluate the curriculum through the strategic plan objective and also through the School Improvement committee.
This policy should be read alongside the
- Teaching and Learning Policy
- Assessment policy
- Marking Policy
- Maths policy
- English policy
- RE agreed syllabus
- PSHE policy
- Staff handbook
Long-Term Curriculum Planning