The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
Early Years Curriculum
All aspects of children’s growth and development are woven together but can be separated into 7 different areas of learning. These areas are consistent with the Early Learning Goals within the Early Years Foundation Stage for 0-5 year olds. The 7 areas are split into 3 Prime Areas (these are the areas the children should mostly develop first) and 4 Specific Areas (these will develop as the child grows).
The Prime Areas:
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development
The Specific Areas:
- Understanding the World
- Expressive Art and Design
These 7 areas are used to plan your child’s learning and activities. We make sure that the activities are suited to your child’s unique needs. The Early Years Curriculum is designed to be really flexible so that we can follow your child’s unique needs and interests and activities are often child initiated.
National Curriculum (Year 1 – Year 6)
Our Curriculum not only includes the requirements of the National Curriculum 2014, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. This includes a variety of Educational Visits out of school and a wide range of visitors and events in school.
What does our Curriculum look like?
We believe that an effective curriculum engages the thinking of both pupils and staff. Staff are inspired to teach and children are enthused to learn. As such we strive to promote a variety of subject specific topics across the age ranges which support the development of knowledge and skills through enriched cultural capital and the provision of an ambitious body of procedural and semantic knowledge to develop long-term memory.
At Evenwood we want children:
- To enjoy learning and see education as a life-long process
- To become independent learners throughout life by being able to use their initiative across the school community and beyond, now and in the future.
- To develop lively, enquiring minds and the ability to: find and use information, question and debate rationally, apply understanding and skills in order to address issues, solve problems and carry out practical tasks
- To develop worthwhile personal values and attitudes, including good manners and respect for others
- To understand the world in which they live and the interdependence of individuals, groups and nations
- To develop appreciation and concern for the environment in relation to the eco-school philosophy of sustainability.
As a school we want to:
- To develop a curriculum which promotes progress and understanding for each child.
- To follow the Early Years Foundation Stage statutory guidance (2014) and the National Curriculum (2014).
- To develop cultural capital to give our students the vital background knowledge required to be informed and thoughtful members of our communities who understand and believe in British Values.
- To give children appropriate experiences to develop as confident, aspirational citizens;
- To provide links with our local and wider community to make learning relevant and purposeful;
- To provide a coherent and structured curriculum that blends skills and knowledge.
Our curriculum design is based on principles derived from evidence through cognitive science:
- Learning is most effective with spaced repetition.
- Retrieval of previously learnt content is frequent and regular, which increases both storage and retrieval strength.
In addition to the principles, we also understand that learning is invisible in the short term and that sustained mastery takes time.
Our content is subject specific. We make intra-curricular links to strengthen schema.
Continuous provision, in the form of daily routines and starters to lessons, provides retrieval practice for previously learnt content.
The long term planning in the school sets out when and what component is taught for each curriculum subject to ensure full coverage. Foundation subjects are planned over a two-year cycle to accommodate mixed age group classes. The content is coherently planned to allow for a progressive, well-developed curriculum that builds on skills to develop strong procedural and semantic knowledge, providing a deeper, more sustainable understanding of the curriculum content where children are active in making connections to everyday life and the world they live in.
Structure of School Day
Our weekly timetable is bespoke for each class to provide full coverage of each subject whilst efficiently using curriculum time to retrieve previously taught knowledge and skills from long term memory. The school day itself has been revised to better match Curriculum 2014 and to assist in a creative yet balanced delivery of the curriculum subjects. Phonics, Reading, Mathematics and English are taught daily. RE is allocated the required minimum 5% of curriculum time. PE has a two-hour allocation and daily Fit For Life sessions help to achieve the governments’ ambition to reduce childhood obesity and increase physical and mental fitness. Foundation subjects and key skills make up the remainder of the timetable, which alternate over a half-termly basis to ensure full and even coverage.
The intended impact of our curriculum is that children build knowledge, make connection between this knowledge and use it to explore and create.
Impact is monitored through:
- Summative testing in Reading, Maths and Grammar, Punctuation and Spelling, to support teacher assessment of long term memory retention.
- Teacher assessment in Writing, Science and Foundation subjects
- Lesson observations to ensure pedagogical style matches our depth expectations.
- Learning walks
- Work scrutiny
- Assessment data tracking at Pupil Progress Meetings
- Attendance and Behaviour data tracking at Local Governing Body meetings
Nothing is learned unless it rests in pupils’ long term memory. This does not happen, and cannot be assessed, in the short term. Assessment therefore answers the following questions: ‘How well are pupils coping with curriculum content’ and ‘How well are they retaining previously taught content?’
Early Years children are assessed using the Early Learning Goals. The rest of the school assess children based on their year group expectations. We have incorporated and developed the Durham County Council assessment system. The children are assessed as emerging, developing, secure or mastery. Children will work on the appropriate objectives based on their needs. Timely interventions are planned for all children who are identified with gaps in knowledge or skills to narrow the attainment gap. Where a child is below their year group objective intervention will take place to narrow the gap.
All assessment is recorded on our personally designed school tracking grids. These are completed by class teachers and monitored by our Assessment Leads. Core subjects including, reading, writing, grammar and spelling, maths, RE and Science are tracked termly making use of teacher assessment alongside summative quiz/test data. The remaining foundation subjects are tracked over the year and submitted once, at the end of the school year.
All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. Our SEND philosophy places SEND children at the heart of personalised learning and our curriculum is tailored to meet individual pupils needs.
At times and when it is felt appropriate, modifications to the curriculum may be implemented to successfully match pupil ability to the curriculum. We provide a wide range of support strategies which are tailored to meet the needs of the individual child these may include:
- A range of teaching and learning styles
- Differentiated learning materials
- Access to ICT and Technology
- Additional in-class support
- Additional out of class support
- Many Enrichment and Enjoyment opportunities to stimulate and motivate learning
- Flexible groupings including small group work or peer support
- An innovative and supportive curriculum
- The appropriate use of rewards and sanctions
- A broad range of extra-curricular activities
- Assessment procedures that emphasis children’s strengths and achievements
- Celebration of achievements in all areas of the curriculum
- Application during national testing at KS2 to obtain access arrangements as appropriate
Support Provision for children with Social, Emotional or Mental Health (SEMH) Needs
A number of our staff are trained to deliver or facilitate various intervention programmes which can support children with SEMH. We can provide:
- School Councillors
- Time out area
- Individualised Programmes
- Listening Matters
Staff Training and CPD
Our team are trained in specific interventions and are also able to deliver individualised intervention programmes depending upon the need of the child.
We ensure our team are continually updated with SEND training and professional development. When a child has a specific need we endeavour to ensure our team are trained to respond their specific needs. Our current skill base is as follows:
- Toe by Toe
- LEGO Therapy
- Team Teach
- Supporting children with SEMH
At Evenwood C of E Primary School we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development. Further information can be found in the SEN Information Report
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