At Guyhirn Primary School, our curriculum is a . We teach ‘to the top’ because we know that pupils in our classes are entitled to all the knowledge. We provide for those pupils that are slower graspers. If our pupils have understood and retained knowledge from the we have taught, we know that they are where they should be.
Where pupils have not grasped, understood or retained a piece of knowledge or concept, this is noted, revisited and passed on to teachers in subsequent year groups, ready for when they revisit those same concepts. As a small teaching group we work collaboratively in all aspects of our curriculum so discuss the progress and knowledge of our children, particularly as they move classes.
We use through lesson activities (such as cumulative quizzes, knowledge and retrieval tasks) to know that children are keeping pace and address any misconceptions or gaps quickly.
We are aware that, because of the change of curriculum and its scope, and our class organisation, we know that some children will begin units without (or with gaps in) We assess for this and plan to fill these gaps before moving on. We also pick up incidental gaps in knowledge, such as missing pieces of vocabulary, through our lessons. If there are any concerns about a specific child’s progress in an area of the curriculum, this would be raised through our pupil progress meetings and collaborative staff meetings.
The nature of our curriculum serves faster graspers well, but we also look for opportunities to extend children’s understanding as appropriate..
Subject leaders understand the curriculum across all year groups, including our Pre-school, and how this is sequenced and shows progression. We know this because we look at the planning as a staff team.
During the school year, (in line with our subject-specific pedagogy) and with fidelity to the programmes of study. We have a system of checking this through lesson visits, looking at books and – importantly – through conversations with pupils.
Through these monitoring processes, subject leaders will become aware of any individual children or groups of children are struggling to progress through the curriculum. This is then
We believe that, broadly, all children are entitled to the national curriculum. However we recognise the value of using such as historical links to Thomas Clarkson, English abolitionist, and a leading campaigner against the slave trade in the British Empire.
Ensuring that children can all access the curriculum is part of making the curriculum suit our school.
As a Church school it is also pertinent that we link our Curriculum to Global Learning. We do this through the Sustainable Development Goals. Essentially, education for a fair and sustainable world, where our children learn to live life in all its fullness. This fullness involves developing academically, physically, socially, spiritually, morally, culturally, and artistically. Our curriculum is the means by which we engender this development and ensure that our children receive their fair share of the rich cultural inheritance our nation and our world affords.
Our intention is that through this marriage of values and cultural capital, children are suitably equipped to make sense of the increasingly globalized, complex and rapidly changing world in which they live.
We strive to ensure that children leave our school being able to think critically about world issues and to develop an awareness of the impact their own actions can have on others.
Subject content is crucial to this approach- the rich content of the curriculum inspires children and plants the seeds for a lifetime of learning. , we include a full range of issues, ideas and materials to expose pupils to thoughts and ideas of all kinds, however challenging or controversial, In doing so we ensure that the way in which issues are taught does not subject individual pupils to discrimination.
We believe that inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. Our curriculum includes, not only the formal requirements of the National Curriculum, but also a range of additional opportunities to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning, personal growth and development of independence.
We adapt the curriculum and learning environment for pupils with SEN:
It may be necessary for some children with SEND to receive a Personalised Bespoke Curriculum in whole or in part. We will tailor make this in line with advice from external professionals.
Simply click on the Subject Specific Pages on this website.
You may also like to attend one of our parent workshops held throughout the year.