Curriculum Statement 2019-2020
Our Curriculum Intent – what are the aims of our curriculum?
Our Curriculum places an emphasis on enabling our pupils to access learning that is best suited to their needs and their starting points; one which develops key skills in the core subjects, provides opportunities to broaden life experiences and supports our children to be the very best that they can be, helping them to become successful, independent, resilient and motivated learners.
At Gurney Pease we are very proud of the rich and varied curriculum which is offered and enjoyed by our children. We are proud of the creative and inclusive opportunities provided and the high standards of achievement and progress which are aspired to: the excellent whole school ethos developed around our PSHCE curriculum and achievement of PSHE Quality Mark; the many visitors and trips which enrich our learning; our work as a Rights Respecting school and the variety of sporting opportunities and clubs we offer are all part of the wider curriculum.
Along with high academic standards, the school places great emphasis on nurturing kind, respectful and honest citizens. We encourage pupils to take responsibility for their actions and to work collaboratively as part of our whole school community. Ultimately, we encourage our children to develop the life skills to become confident, caring citizens who can play a positive and active role in modern society.
We believe the following principles underpin our philosophy of education:
Curriculum Implementation – how is our curriculum delivered?
The curriculum at Gurney Pease incorporates the statutory requirements of the EYFS curriculum and the new National Curriculum 2014 and other experiences and opportunities which best meet the learning and developmental needs of the pupils in our school.
Using secure subject knowledge, staff at Gurney Pease deliver sequences of engaging lessons that build children’s understanding incrementally. Lessons are planned to capture the children’s interest and support the development of knowledge and skills in all areas of the curriculum.
Much of the curriculum at Gurney Pease places an emphasis on reading, oracy and vocabulary. These elements are threaded through every subject as we firmly believe that good levels of reading and a wide vocabulary are essential. Every opportunity is taken to promote reading and vocabulary as we believe that these are essential to learning and progress in all areas of the curriculum. The ability to communicate well is also vital and this is a focus from Early Years upwards.
We are also keen to ensure that our children learn through a curriculum, and in an environment, where children feel emotionally safe and where they are confident and comfortable in expressing their views; the pastoral offer we provide is something that we are very proud of.
Our curriculum gives opportunity for children to achieve and develop a love of learning and is dynamic so that it can be tailored to changing needs and circumstances. Our curriculum also encourages independence and resilience in order to prepare our children for any challenges that they face both as children and as young adults.
English and Maths lessons are delivered every day from Reception to Year 6. Some subjects are now delivered over a two week block to support children’s interest and engagement. We also feel that this helps children to retain the knowledge and skills necessary for learning in subjects such as Science, History, Geography, Music, MFL in Key Stage 2, Art & Design and Design and Technology. Computing is taught from Year 1 to Year 6 on a weekly basis, as is PSHE.
In addition to this themed days and weeks are held throughout the academic year, such as Anti-bullying week, E-Safety week and Space Week.
A broad and balanced curriculum which prepares our children for the next stage in their education is something that our children are entitled to and something that we work hard to provide over the course of the academic year.
Curriculum Impact - so what?
The impact of our curriculum delivery in Reading, Writing and Maths is measured through termly teacher assessment judgements which are based on learning throughout the year to date .We use both formative and summative forms of assessment to support teacher judgements in these areas. Formative assessments are carried out in Reading and Maths from Y1 - Y6 on a termly basis and are used alongside work in books and assessment grids completed by teachers over the course of the year. These assessments support teachers in identifying gaps and where teaching and learning needs to be directed next.
Throughout the term, Writing is regularly assessed using Writing trackers which are based on the National Curriculum key objectives. These trackers are evident in pupils' books in order for them to also see what they have achieved and what they need to work on next, therefore giving the pupils some autonomy over their own next steps.
In Year 1, children take the statutory Phonics Screening Test every June which assesses their decoding skills with regards to reading. In Year 2 and Year 6 children take annual formal assessments in Reading, Maths and Grammar, Punctuation and Spelling.