Learning at Grampound Road
The Colourful Curriculum
Intent-What are we trying to achieve in our curriculum?
At Grampound Road our intention is that our sequenced curriculum extends opportunity, raises aspirations, opens children’s eyes to the world beyond their immediate environment, enables children to live happy, healthy and productive lives and inspires them to learn more. Our curriculum encourages our children to be curious, knowledgeable, collaborative, reflective and positive. Underpinning our curriculum are the school values of trust, respect, perseverance, compassion, forgiveness and wisdom. Our curriculum will give children the opportunity to learn to respect and tolerate the opinions or behaviour of others and understand, accept, respect and celebrate diversity. We aim to build resilience and encourage a positive mindset amongst children as it often through mistakes that we learn the most.
We place a great emphasis on the entitlement of all to access a broad range of learning experiences in a safe and nurturing environment where all pupils are valued. The learning journey starts with building good relationships based on trust and identifying prior learning and knowledge. Our curriculum is focused on the development of children’s knowledge and skills across all primary subjects with the aim of ensuring pupils are ready for the next stage of their learning. It is important that the children understand the purpose and value of their learning and see its relevance to their past, present and future
Our families are key partners in developing their children’s knowledge and we are grateful to all our families who support their child’s learning. We are a reflective school and continually strive to improve our teaching and learning in light of the latest research and this has included a focus on how to improve children’s long-term memory of the knowledge provided in school.
Our children are happy learners who love learning more.
Implementation -How do we deliver our curriculum?
The curriculum incorporates the statutory requirements of the National Curriculum and we strive to enrich the curriculum wherever possible with planned experiences and opportunities such as residential camps, trips, fundraising, collective worship and sporting events which best meet the learning and developmental needs of the children in our school. A variety of teaching styles are used in school, based on good practice and teachers continually reflect on their teaching. We are always seeking to innovate where appropriate, to maintain high standards and provide the best in primary school practice. Our curriculum is designed so that the subject specific skills are scaffolded within a cross-curricular theme or context each term, focusing on building learning into the long-term memory. Our curriculum builds on prior learning from EYFS to the end of KS2 ensuring consistency and progression across the whole school.
The Curriculum is organised into these separate documents:
Long Term Planning documents are to ensure full curriculum coverage and mapping of National curriculum/EYFS framework objectives, skills, highlight sticky knowledge, topic questions, linked texts, trips/visits to support learning, topic finale and links to prior learning.
Skills Progression – sequence of skills taught in each year group for each subject. Specific maps for EYFS to National curriculum too. These are mapped in Long Term Plan and Curriculum Drivers.
Curriculum Drivers – Subject specific topic plans to ensure integrity of each subject taught, if taught through thematic approach, for teachers to plan from - including intent, hooks from old learning, skills and knowledge components, sticky knowledge, key vocabulary, subject end composite, impact and hooks for future learning within the school progressive curriculum.
Sticky Knowledge Organisers – identified key significant sticky knowledge for children to learn throughout the topic for children to use to support new knowledge and long-term memory. Details previous learning that will help for this topic too.
Sequence of Learning documents – details intent, hooks from old learning, each individual lesson for each subject detailing quiz for assessment ('Cold' assessment at the start of the topic and 'Hot' assessment for end to assess progress) lesson question and objective, revisit learning lessons for long-term memory focus, reignite lessons to continue to spark curiosity, subject composite, hooks for new/future learning and intended impact.
Assessment, Monitoring and Subject Leadership – systems in place for assessing and monitoring the above.
Wider Curriculum Subject documentation - show the progression of each subject across the school in one document and are used by Subject Leads in monitoring of their subject. They include, National Curriculum objectives, the learning objectives and sticky knowledge.
Topic Flipbooks showcase end of topic learning on the website to share with parents and school community.
SEND Subject Specific Strategy documents - details specific strategies to support children in each subject according to individual need. Some children need further support to access learning and had individualised curriculums, developed between the class teacher, SENDCo and SEND Support staff who work with the child.
Long-term memory strategies – action-based research strategies by Rich Allen and his work on 'Green Light Classrooms' to build long-term memory and ensure sticky knowledge ‘sticks’ in children’s long-term memory.
Daily plans are reviewed and adapted where the specific needs of the learners are addressed. There are clear systems for assessing all subjects across the curriculum, to ensure that coverage is met and teaching is carefully tailored to meet the needs of all the children.
Reading
At Grampound Road, we want children to become avid readers who engage in high quality reading opportunities that are both pleasurable and challenging. We aim to ensure all children have access to a broad range of high-quality reading materials & opportunities, which will enable them to become lifelong, independent and confident readers who read for pleasure and for information. We want our children to be able to read fluently and widely and express preferences and opinions about the texts and authors that they read.
We run a reading challenge which requires children to read at least three times a week outside of school. We strive to make reading as much fun as possible through visiting authors and initiatives and we have a well-stocked library. We believe the development of children’s vocabulary is a vital tool in learning and understanding the full curriculum.
We teach reading through Read Write Inc. Which is a phonics programme. We start teaching phonics during a child’s first week in school. We have further improved provision by purchasing decodable readers for children to read at home. Once a child has completed the phonic programme they move onto the Accelerated Reading Programme. This is a management and monitoring programme that aims to foster independent reading. The internet-based software assesses reading age and suggests books that match pupils' needs and interests. Pupils take computerised quizzes on the books and earn AR points as they progress. Pupils progress is closely monitored, and interventions put in place to support children who are not making the expected progress. KS2 children also have guided reading sessions each week where the children learn reading skills. Every class also listens to a class novel everyday which is matched to their year group, and this is chosen from our reading spine.
Writing
English is taught through a sequential journey that encourages children to read like a writer and write like a reader. It is our intention that children use their rich and varied reading experiences to inform their writing. We aim to expose our children to a wide range of ambitious vocabulary (through reading and writing) which they are expected to apply in their speaking, listening and writing. We want children to have opportunities to write for a range of audiences and purposes using the grammatical accuracy, application of their spelling and phonic knowledge and the use of a cursive handwriting style appropriate for their age.
Maths
We use concrete, pictorial and abstract strategies to support learners in maths. Our learners are introduced to a wide range of mathematical vocabulary, which enables them to articulate their understanding in a concise and logical manner both orally, and in written form. Our curriculum aims to equip learners with the skills, knowledge and understanding needed to be successful in the next stage of their learning. We believe that all children are capable of achieving high standards in mathematics.
We use White Rose Maths as a basis of our maths lessons. This is an exciting mastery approach that works for every child. It has been recommended by the Department of Education, to ensure that the aims of the National Curriculum are achieved. At the heart of White Rose is the belief that all children can achieve. It rejects the idea that people simply ‘can’t do’ maths. It is built around hard work, practice and a willingness to see mistakes as learning opportunities.
Science
Our vision is to provide children with a science curriculum that excites and engages them, delivering opportunities to investigate and explore the world around them to develop a love of Science that prepares them for the next stage of their education. We aim to give children exciting, practical experiences that challenge their knowledge, whilst also encouraging them to become confident explorers who ask questions to deepen their own understanding. We aim to develop children’s skills, through working scientifically, which can be transferred across the curriculum and into the real world. All of which is underpinned by the aim of equipping them with the knowledge and skills to understand the complex, evolving world that they are growing up in.
The national curriculum for science aims to ensure that all pupils:
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develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
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develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
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are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
Foundation subjects
Technology is everywhere and will play a pivotal part in pupils' lives and help pupils to make accelerated progress. We support pupils to develop their skills such as researching, typing, editing and art skills. Then we use those skills in cross-curricular work. We use Purple Mash as a resource when teaching ICT.
Design and Technology is a subject where our pupils are involved in designing, researching, making and evaluating a range of everyday objects from designing and making a beach hut to designing a school meal! Children learn about food, textiles, construction and technological developments. Children are taught to use tools correctly and safely.
In Art and Design children learn about the work of artists, architects and designers as a starting point to developing their own ideas. Children develop skills in drawing, painting, printing, using mixed media and creating sculpture. They are taught the skills and techniques and then given the opportunity to practise them to produce individual and group pieces of work. Children are encouraged to critically evaluate their own work and that of others in order to learn from their experiences. We are developing our displays in school to showcase some of the artwork produced by the children.
Music and drama is a key part of our curriculum offer. We use Charanga to teach EYFS and KS1/2 music to build the foundations of music. We have a music teacher who teaches music to all classes, and she runs a recorder club at lunchtime. Performing and visual arts also play a significant part within our curriculum with a Christmas nativity for Key stage 1 and a summer performance for KS2, often drawing upon our rich and varied regional culture and staff expertise. We teach singing lessons and keyboard as well as run a popular choir.
Languages are taught across KS2, we teach Spanish. The children enjoy learning new vocabulary and testing out their Spanish speaking. They particularly enjoyed their recent food taster afternoon.
Religious Education is based on the Cornwall Agreed Syllabus 2020 - 2025. We follow a 2-year rolling plan to ensure coverage is rigid and thorough. The principle aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living. All pupils develop their understanding of Christianity in each stage of their learning and in addition, pupils will develop understanding of the principal religions represented in the UK, with a consideration of other religious and non-religious worldviews. Links are also made to Religion in Cornwall and how beliefs and traditions affect the people and landscape around us.
Physical Education (PE) is an important part of our curriculum, and we encourage all our children to participate in a wide range of activities. We are supported by partnerships with Plymouth Argyle, Cornish Pirates, Katie Bell/dance teacher and cricket coaches. The aim of physical education is to promote physical activity and healthy lifestyles. Children are taught to observe the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators. Children take part in games, gymnastic movement, dance and athletic activities using indoor and outdoor environments where appropriate. Children can take part in after school clubs and can compete against other schools. In KS2, children go on a residential course for outdoor activities. Children have swimming lessons in KS2. Extra-Curricular Clubs are very popular, and there are a variety of clubs available for KS1 and KS2 pupils. Playtimes are an important part of our pupils being happy, healthy and ready to learn. We have well-staffed and equipped playgrounds, a sports field and an Outdoor Area specifically for the EYFS children. Our Year 6 children can choose to become Play Leaders to younger children and Buddies to the Reception children and they do this very well.
SEN
We believe that all children are entitled to a broad, balanced and relevant curriculum through which we support children with additional needs. All children are encouraged to achieve their full potential and to be included in the social and academic life of the school. Pupils with special needs are well-supported in school with extra support and/or resources deployed where necessary to help close individual learning gaps. We aim to provide educational experiences that take into account the individual needs of children, appropriate to their level of ability. We have developed a programme of early intervention in order to identify pupils who have special educational needs. The school is supported in this work by a variety of outside agencies, which provide specialist advice.
Our approach to the curriculum complies with our duties in the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014 to ensure the curriculum is accessible for those with disabilities or special educational needs. See our SEN Information and Supporting SEND subject specific strategies for accessing the curriculum.
Impact-What difference is our curriculum making to pupils?
We are confident that our revised curriculum will have significant future impact in improving outcomes across the school as we feel it is an exciting curriculum with real life links and learning that will motivate and inspire young learners.
Assessment is used to identify children’s progress and find out areas where they are less confident. These assessments inform teacher’s lesson planning. Assessment is carried out across the curriculum through questioning and low risk quizzes. Children complete summative assessments termly to show progress in reading, writing and maths. using NFER, independent write, Accelerated Reader, RWI (half termly), to ensure that the progress of all children is monitored. Where children are not making progress, the teachers will provide interventions to support children. Children who need extra support to ensure barriers to learning have individual SEND trackers and individualised planning, which are reviewed by the Trust SEND team.
We believe our curriculum prepares our children well for their secondary education and has inspired them to find out more about the world around them.