Our Curriculum
We work collaboratively with our colleagues in schools across the Warriner Multi- Academy Trust (WMAT) to provide a high quality, broad and balanced curriculum for all of our children. To find out more about the WMAT curriculum, it's development and it's content, please click on the red 'button' below to look at the curriculum pages on our WMAT website.
Curriculum Statement
"From little acorns....mighty oaks do grow"
Our curriculum is all the planned activities that we, as a school, organise in order to promote and support learning and personal development, in the widest sense. Whilst our school curriculum incorporates the formal requirements and expectations of the National Curriculum Programmes of Study, it extends well beyond this to include things like Forest School and Protective Behaviours, as well as the broad range of curriculum-linked and extra-curricular activities that the enrich the experience of our children. We are committed to providing a broad and stimulating curriculum for all our pupils, rich in opportunities to work in practical and creative ways both indoors and outside and with planned links to the local and wider community.
Children need firm foundations on which to develop as learners. We believe that our curriculum supports all of our pupils to develop as interested and engaged, confident and able communicators and learners regardless of their prior experiences and opportunities.
Curriculum Intent and Rationale (WMAT Curriculum)
September 2023
Our aim is for every child within the MAT to flourish academically, socially and personally through the challenging, engaging and knowledge led curriculum that has been developed across our schools.
Our vision and moral purpose translates into a knowledge rich curriculum which is driven by a strong set of values about what matters. It is informed by research and deliberately designed to enable all of our children to have equal access to knowledge, to value the pursuit of that knowledge and to be able to use that knowledge for good.
Our curriculum is ambitious for all children and the careful sequencing and planning, underpinned by research, aims to support even the most vulnerable or disadvantaged appropriately to close the attainment gap. We know that our classrooms may be the only source of the structured knowledge essential in providing firm foundations for the future learning journey of some of our most vulnerable children and so this must be guaranteed. From the Early Years onwards, the knowledge and understanding that children acquire in their time at Sibford Gower Endowed Primary School support the development of critical thinking, analysis and creativity which we view as necessary precursors to future educational success.
Our curriculum is a framework for setting out the aims of our programme of education, including:
Curriculum ambition
The curriculum enables children to deepen their understanding of the key concepts within each curriculum area and develop their knowledge through carefully sequenced units of work. The detail of this is informed by research carried out by subject associations such as the Historical Association and Geographical Association, through the work of subject specialists and through ongoing feedback from staff delivering the curriculum.
We believe that the knowledge base of our curriculum is key to developing understanding and is perhaps the most significant factor that the school can control regarding tackling disadvantage, hence the need for it to be mapped so precisely. Specific tiered Vocabulary is also essential for that knowledge development and understanding and so it is both identified, sequenced and taught explicitly in order that children have the necessary language to communicate both orally and in written form in each subject area.
The sequencing of our curriculum is a key factor in enabling our children to make appropriate and informed links in their learning which we believe will deepen their knowledge and provide opportunity to apply, evaluate and analyse what they have learnt.
The curriculum is enriched through carefully chosen trips and workshops, which give children the experiences that bring knowledge to life.
Realising the ambition
We are committed to high quality professional learning that focuses on developing excellence in teaching, including strong subject knowledge and supported by robust, research-based formative assessment practices. Curriculum design is driven by a curriculum team which supplements the traditional subject leader roles. Subjects are taught discretely but links are made where there is natural alignment to ensure that children develop an interconnected web of general knowledge. A core reading curriculum is identified for all children and the non-core curriculum is a key driver in developing reading comprehension thereby supporting children to engage on a ‘level playing field.’
How we know if the curriculum is being learned
The curriculum is the progression model – if children are keeping up with the curriculum then they are making good progress. Within the context of the WMAT curriculum we understand progress to mean knowing more and remembering more and being able to demonstrate that knowledge in different contexts. We ask: has the child gained the knowledge to understand the key concepts and ideas? Is this enabling them to develop the skills they need to master? We set regular low stakes quizzes as well as cumulative quizzes on previous topics. Assessment is carefully planned and activities are underpinned by the principles of Bloom’s Taxonomy. We know that if knowledge has been learned and retained in the long-term memory is can then be used to analyse, create and evaluate and so opportunities are planned to enable this.
In addition to the 'formal' curriculum, we embrace opportunities to further broaden our pupils’ experiences. This takes many forms including things like:
Through the prism of our RESPECT Code, we focus on qualities such integrity, honesty, empathy, interest in others and acceptance of difference and a strong team spirit. The nurturing ethos within the school supports the development of a ‘confidence to contribute’ in our pupils which they take with them as they move on to secondary education.
Impact
To measure impact in terms of educational outcomes, we use a variety of monitoring approaches including lesson observations, book scrutiny, pupil interview and peer review to see if pedagogical style matches our depth expectations and to bench mark and compare progress over time.
Because learning is a change to long-term memory it is impossible to see impact in the short term. We do, however use probabilistic assessment based on deliberate practise within the classroom and pupils responses and approach within lessons. This ongoing assessment is used to inform termly teacher judgements as to whether we consider a pupil to be ‘on track’ to attain end of year expectations in each subject.
We use comparative judgement in a number of ways. We use it in the tasks we set within the classroom to assess learning which are sufficiently open-ended to allow pupils to show the depth and security of their understanding, in comparing an individual pupil’s work over time, and in comparing and bench marking pupil’s work with that of their peers, e.g through distance moderation of writing outcomes.
We formally assess attainment in maths and reading through termly tests; reading (PIRA) and mathematics (PUMA). Test outcomes are used to generate gap analyses, which then inform future planning in aspects of these subjects.
We also complete formal assessments of pupil attainment against the Early Learning Goals, in phonics, mathematics, reading and writing, in line with statutory requirements.
Children need firm foundations on which to develop as learners. We believe that our curriculum supports all of our pupils to develop as interested and engaged, confident and able communicators and learners regardless of their prior experiences and opportunities.
Curriculum Intent and Rationale (WMAT Curriculum)
September 2023
Our aim is for every child within the MAT to flourish academically, socially and personally through the challenging, engaging and knowledge led curriculum that has been developed across our schools.
Our vision and moral purpose translates into a knowledge rich curriculum which is driven by a strong set of values about what matters. It is informed by research and deliberately designed to enable all of our children to have equal access to knowledge, to value the pursuit of that knowledge and to be able to use that knowledge for good.
Our curriculum is ambitious for all children and the careful sequencing and planning, underpinned by research, aims to support even the most vulnerable or disadvantaged appropriately to close the attainment gap. We know that our classrooms may be the only source of the structured knowledge essential in providing firm foundations for the future learning journey of some of our most vulnerable children and so this must be guaranteed. From the Early Years onwards, the knowledge and understanding that children acquire in their time at Sibford Gower Endowed Primary School support the development of critical thinking, analysis and creativity which we view as necessary precursors to future educational success.
Our curriculum is a framework for setting out the aims of our programme of education, including:
- The knowledge and understanding to be gained at each stage (intent)
- Translating that framework over time into a structure, narrative and with subject specific pedagogy (implementation)
- Evaluating what knowledge and understanding pupils have gained against expectations (impact)
Curriculum ambition
The curriculum enables children to deepen their understanding of the key concepts within each curriculum area and develop their knowledge through carefully sequenced units of work. The detail of this is informed by research carried out by subject associations such as the Historical Association and Geographical Association, through the work of subject specialists and through ongoing feedback from staff delivering the curriculum.
We believe that the knowledge base of our curriculum is key to developing understanding and is perhaps the most significant factor that the school can control regarding tackling disadvantage, hence the need for it to be mapped so precisely. Specific tiered Vocabulary is also essential for that knowledge development and understanding and so it is both identified, sequenced and taught explicitly in order that children have the necessary language to communicate both orally and in written form in each subject area.
The sequencing of our curriculum is a key factor in enabling our children to make appropriate and informed links in their learning which we believe will deepen their knowledge and provide opportunity to apply, evaluate and analyse what they have learnt.
The curriculum is enriched through carefully chosen trips and workshops, which give children the experiences that bring knowledge to life.
Realising the ambition
We are committed to high quality professional learning that focuses on developing excellence in teaching, including strong subject knowledge and supported by robust, research-based formative assessment practices. Curriculum design is driven by a curriculum team which supplements the traditional subject leader roles. Subjects are taught discretely but links are made where there is natural alignment to ensure that children develop an interconnected web of general knowledge. A core reading curriculum is identified for all children and the non-core curriculum is a key driver in developing reading comprehension thereby supporting children to engage on a ‘level playing field.’
How we know if the curriculum is being learned
The curriculum is the progression model – if children are keeping up with the curriculum then they are making good progress. Within the context of the WMAT curriculum we understand progress to mean knowing more and remembering more and being able to demonstrate that knowledge in different contexts. We ask: has the child gained the knowledge to understand the key concepts and ideas? Is this enabling them to develop the skills they need to master? We set regular low stakes quizzes as well as cumulative quizzes on previous topics. Assessment is carefully planned and activities are underpinned by the principles of Bloom’s Taxonomy. We know that if knowledge has been learned and retained in the long-term memory is can then be used to analyse, create and evaluate and so opportunities are planned to enable this.
In addition to the 'formal' curriculum, we embrace opportunities to further broaden our pupils’ experiences. This takes many forms including things like:
- whole school themed topic days and weeks, e.g Space week, Colours Week, Egg Week, where children have the opportunity to work collaboratively across phases
- celebration/special days such as Bastille Day, International Women’s Day, Internet Safety Day, World Book Day
- participation in inter-school sporting events and competitions
- pupil leadership roles within school e.g. sports leaders, mental health ambassadors, pupil school council
- a planned schedule of wide-ranging assemblies, whole school and Key Stage, focusing on issues from the local to the global, pupil pedagogy, well-being, Greek myths and their continuing influence, singing and music
- cultural community events such as ‘Sibford Gower’s Got Talent’ where children can publicly perform in a supportive environment
- Global Learning activities, including exploration of current affairs and global issues through lessons, regular assemblies and events days
- making full use of our extensive grounds to promote outdoor learning with outdoor learning areas linked to each classroom and regular Forest School sessions for all age groups across the site, as well as for identified groups of children who we feel will gain additional benefit from this. We have have trained Forest School Leaders within our permanent staff.
- an annual Protective Behaviours programme for all of our pupils from Reception to Year 6 with a focus on keeping safe and respecting ourselves and others
- after-school clubs such as karate, Spanish, football, netball, hockey, chess and so on.
- peripatetic music teachers for flute, saxophone and clarinet.
- whole school healthy week
- an Enterprise Fair for which children have to plan, cost, make, market and make a profit
Through the prism of our RESPECT Code, we focus on qualities such integrity, honesty, empathy, interest in others and acceptance of difference and a strong team spirit. The nurturing ethos within the school supports the development of a ‘confidence to contribute’ in our pupils which they take with them as they move on to secondary education.
Impact
To measure impact in terms of educational outcomes, we use a variety of monitoring approaches including lesson observations, book scrutiny, pupil interview and peer review to see if pedagogical style matches our depth expectations and to bench mark and compare progress over time.
Because learning is a change to long-term memory it is impossible to see impact in the short term. We do, however use probabilistic assessment based on deliberate practise within the classroom and pupils responses and approach within lessons. This ongoing assessment is used to inform termly teacher judgements as to whether we consider a pupil to be ‘on track’ to attain end of year expectations in each subject.
We use comparative judgement in a number of ways. We use it in the tasks we set within the classroom to assess learning which are sufficiently open-ended to allow pupils to show the depth and security of their understanding, in comparing an individual pupil’s work over time, and in comparing and bench marking pupil’s work with that of their peers, e.g through distance moderation of writing outcomes.
We formally assess attainment in maths and reading through termly tests; reading (PIRA) and mathematics (PUMA). Test outcomes are used to generate gap analyses, which then inform future planning in aspects of these subjects.
We also complete formal assessments of pupil attainment against the Early Learning Goals, in phonics, mathematics, reading and writing, in line with statutory requirements.
| final_curriculum_intent_and_rationale_-_sept_21.pdf |
Please click on the icon below to view a document detailing the development of the WMAT curriculum
| final_curriculum_background_document_-_sept_21.pdf |
Please click on the icons below to view the WMAT Primary Curriculum Policy, our Principles of Assessment Policy and our Learning & Teaching Principles
| 10._primary_curriculum_policy__wmat__approved_dec_22.pdf |
| principles_of_assessment.pdf |
| high_quality_teaching_and_learning_principles_-_september_2020.pdf |
Curriculum drivers inform our curriculum breadth and aspects of our curriculum implementation. They are derived from an exploration of the backgrounds of our students, our beliefs about high quality education and our values. They are used to ensure we give our students appropriate and ambitious curriculum and extra-curricular opportunities.
They support in raising the cultural capital of our students by giving them the vital background knowledge and qualities required to be articulate informed, thoughtful and fully participating members of our community who understand and believe in societal values.
Curriculum breadth is shaped by our curriculum content, curriculum drivers, including the raising of cultural capital and our ambition for pupils, as described in the National Curriculum document, “to study the best of what has been thought and said by many generations of academics and scholars”
They support in raising the cultural capital of our students by giving them the vital background knowledge and qualities required to be articulate informed, thoughtful and fully participating members of our community who understand and believe in societal values.
Curriculum breadth is shaped by our curriculum content, curriculum drivers, including the raising of cultural capital and our ambition for pupils, as described in the National Curriculum document, “to study the best of what has been thought and said by many generations of academics and scholars”
Our Curriculum Drivers
Despite our leafy rural location, we have a varied socio-economic demographic within our pupil body. We recognise that, for a number of reasons, our children have widely varying levels of access to cultural, sporting and other opportunities in their home lives and that this can have an impact on things such as language, social and creative development as well as well-being, self-esteem, resilience and self-confidence. These things can in turn affect all aspects of children's learning. We believe that as educators we have a responsibility to ensure that all our pupils have access to a wide range of curriculum enrichment and extra-curricular activities to increase their 'cultural capital', develop creativity, raise their aspirations and realise their potential. We want all our children to become life-long learners who recognise that education does not have limits and that school is not just a building.
Communication: The cultural capital obtained through becoming a confident and articulate user of a wide and rich range of vocabulary is one of the key drivers underpinning our wider curriculum. It is a core aim of our curriculum that our children develop as articulate communicators who are able to formulate and communicate their thoughts, ideas and feelings successfully, in a wide range of different formats and contexts. We focus on developing high levels of articulacy through the explicit teaching of vocabulary and high expectations in spoken and written language developed through opportunities to talk, listen, write and read in a wide range of formal and informal contexts, and a curriculum enriched by the use of high quality, vocabulary rich texts.
Community: We believe our children need to develop a sense of community, local, national and international; to understand what it means to belong to a community and the importance of making a positive contribution, and to recognise the value of diversity and what we can learn from each other.
Possibilities: Children cannot aspire to things they have never encountered. Through our wider curriculum, we work to broaden pupils’ horizons by expanding their knowledge of the world and its opportunities, social, economic and cultural. Regardless of their background, we support our children to aim high and develop the confidence and ability to make informed, responsible choices. Through strategies such as Building Learning Power, My Personal Best and Taking Care, our curriculum promotes the development of character attributes such as a growth mindset, self- belief, resilience, integrity, respect for self and others, and confidence to contribute.
Environment: A knowledge and understanding of the world and our relationship with it underpins almost every aspect of our wider curriculum. We believe developing an awareness of the environment in all its rich diversity and complexity is an essential part of our children’s education. Through our dual focus on learning in the environment and about the environment, locally by maximising the use of our extensive school site with its varying habitats as a learning space, and globally, our pupils develop an interest in, and sense of respect and responsibility for, the environment.
Being Healthy/Active learning: There is clear evidence that daily physical activity has a positive impact on learning. It promotes mental and physical health and well-being, improving levels of concentration and engagement. We believe that understanding how to be healthy is a basic educational right and that involvement in active learning opportunities such as Forest School and sport develops important transferable attributes such as teamwork, responsibility and leadership.
| curriculum_drivers.pdf |