The Manor Field Infant School Curriculum 2019-20
Our guiding principles which are the drivers for our curriculum
What is best for your children is at the heart of what we do. Our curriculum encompasses the statutory requirements within a project-based style to create lifelong learners with essential life skills. (Learning values)
- Success - Understanding how they have achieved and made progress.
- Teamwork- Working as part of a team within a group or as part of the whole class, alongside a peer or with an adult.
- Aspiration- Reaching for their goals- persevering and trying their best.
- Respect - Achieving successful learning by respectfully listening and working independently or cooperatively.
'The foundation of every state is the education of its youth'
At Manor Field Infant School, we follow the national curriculum. However, as a school we enrich and complement the national curriculum through our vision and our STAR values. This draws upon the interests of our children, with each project adapted to meet the needs of our cohort. This ensures a mix of key skills and knowledge, building upon what each child knows and has learnt previously to ensure a secure and engaging learning journey from FS to Year 2 and into Keys Stage 2. Our curriculum celebrates each pupil’s unique talent or skill and pupils are encouraged to find answers for themselves within their project. To enhance this learning, visits, workshops, theatre groups and trips are carefully planned and linked to learning. To engage the children further each unit begins with a ‘hook’ and the project culminates in a project outcome. This can range from a museum display, drama production to a plant sale.
Knowing that every child learns differently, our teaching teams use a range of teaching styles to ensure our children are engaged and motivated. They are encouraged to think independently, work collaboratively, be resilient and apply their previous learning in a range of ways.
Our year teams and subject leader’s work together to ensure progression and coverage meets the needs of pupils across the school. Projects are planned sequentially using rich texts and key questions that support the knowledge and skills pupils are required to learn. Pupils are encouraged to enquire as well as ponder. The curriculum is values based curriculum and pupils use of STAR values to support and guide their learning. The curriculum reinforces prior learning, is contextualised and is ambitious for all pupils and increase with cognitive complexity. Cross-curricular links are made explicit to allow our children to see the learning pathways and make connections allowing them to see the maths within art and explore and develop new ways of thinking. Our learning environment is carefully planned and well-resourced allowing pupils to access resources independently and to see good examples of work displayed on our working walls, this allows pupils to develop independence as well as know what success looks like,
For those pupils who are ready, deeper learning opportunities are provided through 'mastery’ of a particular element or skill and a transference of knowledge across the subjects. Our teaching team closely monitor pupil progress within lessons and will adapt lessons and tailor learning so that it is reflective and responsive; this is done via continued feedback and assessment.
The use of formative and summative assessment, which are used to inform teaching, enables pupils’ progress through the curriculum to be captured. This also informs teaching teams on how projects can be refined and adapted to meet pupil needs. Teachers use this wealth of assessment to determine if pupils meet age related expectations across the curriculum.
We review our curriculum regularly and use our July INSET day to reflect and refine our strategic vision, year group action plans and review the year group overviews.
We teach phonics from Foundation stage using the government recommended Letters and Sounds programme.
Our Year 1 pupils are screened in June as part of a national phonics screening check. We have made phonics a key priority and use Letters and Sounds in conjunction with Jolly Phonics. In Foundation Stage we run frequent phonics workshops for parents and carers and via our open door policy we encourage parents to observe phonics in action.
We use a book banding system which draws on a variety of reading schemes and real life texts to enrich our pupils reading experiences at home and at school.
From September 2014 we have been revising our projects in order to deliver the new Primary National Curriculum for our Year 1 and 2 pupils.
Our Foundation Stage Pupils (Year R) follow the statutory framework for the Early Years Foundation Stage.
We have planned our curriculum to ensure that it:
- meets statutory requirements.
- is broad and balanced.
- offers practical and enjoyable first-hand experiences.
- has a clear skills progression.
- develops children's understanding through learning links and cross curricular projects
- promotes health and well-being.
- develops a sound social, moral, spiritual and cultural appreciation and awareness that links to our RRE ethos
- fulfils the requirement to promote British values.
- supports and accelerates the life chances of vulnerable groups and individual needs.
Religious Education is delivered through the locally agreed syllabus.
Personal, Social and Health Education (PSHE) is taught throughout the school, and offers learning opportunities and experiences which enable pupils to learn skills to develop effective relationships and to keep themselves safe.
Trips and Visits 2019-20
Maths progression in calculation
Long Term Planning
Curriculum Provision and Skills Progression
The model below is our approach (it has rules but it is content free) as we are continually adapting projects to meet the needs and interests of each cohort of pupils. This unique curriculum has underpinning learning values which are the bedrock of lifelong learning. We continue to reflect on each project and share the childrens' learning via project books and online to keep you abreast of your child's learning.
'Education is not just about information but also formation'