Chilcote Primary School Curriculum Statement
At Chilcote Primary School we offer a curriculum which is rich, building on the knowledge, understanding and skills of all children, (as they progress through each Key Stage), whatever their starting points. At Chilcote, our curriculum is underpinned by our values and ‘AIM HIGH’ learning principles:
All together we are Inspired, Motivated, Healthy, Independent, Generous and Happy.
The curriculum at Chilcote Primary School aims to:
- inspire children to develop a love for learning
- embed skills to prepare children for further learning
- take learning beyond the classroom
- develop children to become reflective learners who have a sense of responsibility for their own learning and development
- build confidence and motivation
- grow children who understand the importance of perseverance and resilience
- nurture our children on their journey through life so they can grow into safe, caring, democratic, responsible and tolerant adults who make a positive difference to British society and to the world
- encourage our children to be creative, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world
- enable children to use their acquired skills and knowledge to observe, question and think
- learn to value others, their views, cultures and beliefs.
For children in Nursery and Reception at Chilcote Primary School we follow the ‘Early Years Outcomes September 2013’ curriculum guidance. In Key Stage 1 and 2, the children follow the 2014 National Curriculum for English, Mathematics, Science, Art and Design, Computing, Design and Technology, Geography, History, Languages, Music and Physical Development (P.E.), which is a statutory requirement. The curriculum contains the programmes of study and attainment standards for children in Years 1 to 6. The ‘Early Years Outcomes September 2013’ and ‘The National Curriculum in England Framework document July 2014’ (pdf) links are available below.
Across the school, teachers work to ensure that the children’s learning is exciting, rich and varied, and that provision utilises all areas of the school and local community where appropriate. Where commonality exists between subjects and aspects, learning is linked and lessons taught using a cross-curricular approach. Where this is not achievable, subjects are taught discretely. The rehearsal and application of basic skills learned in the core curriculum is a driver for the entire curriculum.
Curriculum Coverage Overviews’ for every subject in each year group can be found on our website. The information in the documents below have been taken directly from the Early Years Outcomes and the recently revised National Curriculum. ‘Outlines of work’ are also provided, detailing information on each topic covered and key objectives to be taught across the curriculum.
Phonics and Reading
Phonics is taught in a highly structured programme of daily lessons across the EYFS, KS1 and KS2 in groups differentiated according to children’s phonic awareness and development. The Letters and Sounds programme is followed, providing a synthetic approach to the teaching of phonics. This is supplemented by Jolly Phonics, Phonics Play and other ICT games. Each session gives an opportunity for children to revisit their previous learning, be taught new skills, practise together and apply what they have been taught.
At Chilcote Primary School children will learn to read with confidence, fluency and understanding. In school children read in school independently, in guided groups and in shared class sessions. They listen to adults and other children read, as well as taking part in paired reading with their own and other age groups. We use a variety of different reading schemes including: Oxford Reading Tree, Collins and other phonics books. Children are exposed to a variety of different authors and genres. They have the opportunity to explore class novels (including picture books) in every year group. These texts are used to foster a love of reading as well as develop comprehension ability.
Assessment of reading is undertaken regularly. Techers also use the online Accelerated Reader scheme (AR). AR gives teachers the information they need to monitor students’ reading practice and make informed decisions to guide their future learning. Children are rewarded through the AR scheme dependant on the complexity and length of the book they have read. Further information on AR can be found on the schemes website (http://www.renlearn.co.uk/accelerated-reader/).
Personal, Social, Health, Education (PSHE)
At Chilcote, pupils learn about personal, social and health education through a range of discrete and cross-curricular learning opportunities, alongside a number of citizenship opportunities. Children in the Foundation Stage follow the Early Years Outcomes, where 'Personal, Social and Emotional Development' is a key component, along with 'Understanding of the World.' Each child is assessed according to the Early Learning Goals. From years 1 to 6 the Social Emotional Aspects of Learning (SEAL) programme is followed. SEAL contributes to personal development by promoting social and emotional aspects of learning through discrete learning. Children are also actively encouraged to participate in a range of Citizenship opportunities within their class and across the school including: School Council, House Captains, monitor roles and peer mentoring duties.
Children have opportunities to share their learning with each other, their parents and carers through school-based and external exhibitions, performances, competitions and events involving other schools. Developing their independence and motivation as learners and their sense of responsibility as future citizens is at the heart of our teaching and learning at Chilcote.
The Department for Education (DfE) has introduced a statutory duty for schools to promote British Values more actively from September 2014, and to ensure they are taught in schools. The DfE statement: “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”
The DfE set out its definition of “British Values” in its “Prevent Strategy”; values of
- The rule of law
- Individual liberty
- Mutual respect
- Tolerance of those of different faiths and beliefs
At Chilcote Primary School we take our responsibility seriously to prepare children for life in modern Britain. We value the ethnic backgrounds of all pupils and families and undertake a variety of events and lessons to celebrate and explore these alongside other cultures in our country.
We ensure that the fundamental British Values are introduced, discussed and lived out through the ethos and work of the school. Curriculum areas provide a vehicle for furthering understanding of these concepts. Our cross curricular approach, assemblies, trips and extra-curricular opportunities provide excellent opportunities to deepen and develop understanding developing the spiritual, moral, social and cultural (SMSC) education of our children.
The school makes considerable efforts to ensure children have exposure to a wide experience beyond their local community during which these concepts are shown, through for example, music concerts, sporting events, a range of visits and the use of outdoor education centres for residential trips. Their strong rooted values-based understanding gives them an excellent platform for embracing differences.
At Chilcote, we value the voice of the child and promote democratic processes such as our School Council whose members are voted for by the children.
Religious Education (R.E.)
At Chilcote, we teach Religious Education in accordance with the Birmingham Agreed Syllabus 2007. Religious Education is taught through twenty four dispositions and incorporates all major religions. At Chilcote, we believe that is it important for our children to have an insight into the main six world religions: Christianity, Islam, Sikhism, Hinduism, Judaism and Buddhism.
Spanish is taught to all children in Years 3 to 6 during weekly lessons. The children learn classroom instructions, body parts, telling the time, talking about where they live and the geographical location of Spanish towns and cities. The units revisit the previous year's learning and cover them in greater depth each year.
Please click below for DfE Curriculum Documents:
Early years outcomes
(9 September 2013 non statutory guidance)
National curriculum in England: framework for key stages 1 to 4
(2 December 2014 Statutory guidance)