Curriculum statement

Our Curriculum for 2015 Onwards

The Primary School is an ideal breeding ground to develop creative and enterprising skills and attributes through cross curricular work from the very youngest children upwards. Children come to us full of creativity, that can be, tragically, chipped away at until there is very little left.

In order to bring about high achievement and attainment the curriculum needs to be adapted to suit the needs of the learners; it needs to be “localised” and “personalised” to have direct meaning for all who are involved. Raising aspirations is an aim that is never too early to relate to.

The “Can Do” attitude is a pre-requisite for any ideas and processes. Engagement in “how to learn” rather than “what to learn” is crucial for our ever-changing world today and the unknown future which our pupils will find themselves part of all too soon. Children need to know how to acquire a set of knowledge and skills.

Our curriculum gives them this power, through knowledge and skills lessons plus independent activity sessions which the children can plan on their own or with their teacher. The direction the learning takes is determined by the questions the children want answered. Evaluations of the learning that has taken place are completed by the teachers and pupils together in the form of “Pink Posters”.

There is an open learning partnership between teachers, pupils, parents, family and the community which is all inter-related, through the planning stage , the delivery of lessons and the participation in homework plus the delivery of lessons and the evaluation. Homework is strong with all learners and their families given choices to develop different learning styles and to come to value learning in all contexts.

In Britain today there are more creative industries than in the rest of Europe put together; employers are crying out for people with good communication skills, imagination and the ability to solve problems.
The curriculum needs to be exciting and dynamic to engage the learner and to provide the lifelong learning skills of becoming an independent enquirer, creative thinker, reflective learner, a team worker, a self manager and an effective participator.
The future economy depends on the calibre of tomorrow’s learners – we can influence this.
Research tells us that high achievers are not necessarily good real – life learners, nor are they necessarily life-long learners. Spoon feeding may improve results, but it doesn’t develop chewing muscles. It is quite possible to help students learn more without helping them become better at learning. Indeed, some ways of raising achievement actually damage or undermine student’s learning ability. Helping people learn better is also not the same thing as helping them become better learners.

Guy Claxton
Building Learning Power

We want to provide the best possible education for all those who come into contact with us.

We want to give our pupils their childhood back and ensure they are motivated, engaged and excited by their learning.

We want to put fun into it so that all concerned feel the joy of learning.

reativity plays key roles throughout the school and is constantly developing and changing; we have to be at the forefront of these changes so that we can make a significant difference to our pupils and then our pupils can make a significant difference with us.We are empowering all levels of learning through an exceptional and dynamic curriculum which receives local , national and international acclaim. It is also a simple strategy, which links economic regeneration to learning regeneration.