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Curriculum Aims

Our Curriculum Aims

We believe that the purpose of our Curriculum is to breathe life into our school Vision and Values. It is therefore designed to equip our learners with the necessary knowledge, skills and experiences to allow them to “Live, Love and Learn” in the ever-changing modern world in which they live, to spark curiosity in our pupils and foster their love of learning.

We also believe that a healthy, safe and caring environment is a precursor to raising achievement and attainment within any curriculum framework.

Our definition of “The Curriculum”

At Pensilva Primary School, we define “The curriculum” in the broadest sense of the word. To us, it is not simply the academic subjects on the school timetable, but the whole experience of education. In this sense, our curriculum comprises everything that our children do, see, hear or feel in our School, both planned and unplanned.

 

Our Curriculum Offer

To meet the expectations arising from our definition of the curriculum, we recognise that our curriculum offer is comprised of four different parts.

We ensure the delivery of the National and Basic Curriculums, in which we cover the principles and full scope of the subject specific programmes of study prescribed to schools nationally. Within these, it is our belief that the knowledge, concepts and overarching ideas of individual subjects are an entitlement for every child.

Our Local curriculum offers opportunities for learning beyond the National Curriculum programmes of study.is.  We make connections with our local area, including the natural environment, business and community links, to further enrich our overall curriculum offer. 

Finally, we recognise the important contribution of the hidden curriculum in our overall offer, enabling us to fully deliver on our intended principles and purposes of education here at Pensilva School. The Hidden curriculum comprises those elements of learning and development that children benefit from simply through “being” at our school, which may be unplanned and are not explicitly taught within lessons. This includes learning through interactions with each other, the staff and how we conduct ourselves around the school, showing the behaviours and values we aim to model across our school community.

We believe that a healthy, safe and caring environment is a precursor to raising achievement and attainment. It is also our belief that the knowledge, concepts and overarching ideas of individual subjects are an entitlement for every child. We cover the principles and full scope of the National Curriculum but our school curriculum offers opportunities for learning beyond this.  We make connections with our local area, including the natural environment, business and community links to further enrich our curriculum. 

Our overall curriculum offer has been designed with the following principles in mind, however The overarching aims of our curriculum are set out below. weWe are never complacent and recognise that provision needs to be regularly reviewed in consideration of the ever-changing requirements of the curriculum and the needs of our pupils.

 

 

Principles which underpin our Curriculum Offer Our Curriculum Aims…

Broad and Balanced

Our curriculum endeavours to place equal importance on academic, creative, spiritual, moral, emotional and physical development.. which is broad and balawhich builds on the knowledge, understanding and skills of all children, whatever their starting points, as they progress through each Key Stage.  (whatever their interests or talents)

Through our curriculum we aim to spark curiosity in our pupils and foster their love of learning.

We aim for our children to be confident, independent learners, inquisitive about the world around them.

We support the positive development of pupils’ emotional health and wellbeing. 

We expect pupils to develop:

  • positive social skills;
  • sensitivity and consideration towards others and an inclusive attitude;
  • a sense of responsibility themselves and for others – eg: Year 6 pupils receive guidance and training to take on a Sports Leader role;
  • an ability to listen respectfully and with tolerance to the views of others;
  • emotional resilience;
  • skills that enable them to face and embrace challenges successfully and to grow into resilient and resourceful learners;
  • the ability to apply knowledge, consider, weigh, analyse, evaluate, create and adapt - to learn how to be reflective and wise, not just well informed.
  • skills and knowledge to support good lifestyle choices such as healthy eating and physical activity.

 

CoherentRelevant

  • Our broad and balanced curriculum includes activities that aim to inspire and motivate children – eg: school trips and Outdoor Learning activities, including Forest School.
  • Pupil creativity is fostered and promoted throughout the curriculum.
  • We aim for members of the school community to feel a strong sense of identity and belonging. They should be able to work collaboratively with others across the school, and also contribute positively to the wider community and work as part of a team.
  • We enable our pupils to become actively involved in the local community, celebrating local traditions and taking part in events throughout the year and promoting the school in a positive and effective way.
  • We take advantage of the geographical and historical features within our local area.  Through activities such as field studies and visits linked to topics studied and through involving local experts, we aim to inspire learning and to fuel pupils’ interest in their locality.
  • Children will gain knowledge and develop skills that will equip them for an ever-changing digital world.
  • Through the exploration of topical issues, our curriculum aims for our pupils to begin to consider global perspectives.Through the exploration of topical issues, our curriculum aims for our pupils to begin to consider global perspectives.

Vertically Integrated and Appropriate

  • Our curriculum which builds on the knowledge, understanding and skills of all children, whatever their starting points, interests or talents, as they progress through each Key Stage.  (whatever their interests or talents)
  • Teachers are very clear about the sequence of learning in each subject. Progressive planning and provision for each subject aims to ensure that all pupils, regardless of background, ability or individual needs, build upon prior knowledge and skills to achieve his/her best and so flourish to become the very best version of themselves.
  • Pupils should make good progress from their individual starting points academically, emotionally, creatively, socially and physically.

 

Focussed

  • Assessment is used effectively to check understanding and to help to ensure that children embed and use knowledge fluently.  Pupil voice is important to us and we aim to engage our pupils in the assessment process.
  • We strive for pupils to:
  • secure and embed the key knowledge, understanding and skills that they need to attain highly and to be fully prepared for secondary school;
  • develop effective communication skills, both written and verbal;
  • be secure in their knowledge and depth of understanding;
  • take pride in all that they do, be motivated to do their best and develop confidence in their own abilities. 
  • Assessment is used effectively to check understanding and to help to ensure that children embed and use knowledge fluently.  Pupil voice is important to us and we aim to engage our pupils in the assessment process.