For further information about primary school curriculums please visit the Department for Education's website: 

https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum

Curriculum Intent Statement

‘Knowing those things- and not just recalling the bald facts but deeply understanding them- gives you the upper hand. It gives you the confidence to discuss a wide range of live topics with those around you, it gives you social status. It makes you part of the club that runs the world, and the inside track to change it‘.

Dame Rachel De Souza

Our curriculum is fundamental to our school day. We want pupils to love learning and be totally immersed in the local community and the wider world. We want to nurture enthusiasm and empower pupils to take ownership of their leaning. We take pride in excellence and forge life-long learning habits which include being physically active, mentally healthy and being independent. We want our pupils to aspire high and have a secure knowledge and understanding of fundamental British values.

We believe that only a well-rounded, knowledge rich curriculum can overcome inequality of opportunity. It will build cultural capital. Knowledge must be sequential and built upon- it cannot be briefly encountered and fleetingly experienced. Vocabulary development plays a vital role in this.

Our curriculum is distinctive in that it takes pupils on a journey from knowing about themselves; their personal beliefs and the community in which they live in the Early Years and Key Stage 1, through to a consideration of the differences between lifestyles across the world and the issues people face in Key Stage 2. Our school is located in a semi-rural market town and the school serves an area which includes municipal housing. The school has a growing number of pupils who speak English as an additional language and those eligible for the pupil premium grant.

Our curriculum is underpinned by enquiry and curiosity, ensuring learning is contextualised within a broad and balanced curriculum. Learning must be purposeful and equip pupils to live in the 21^st century. The school values enquiry, determination, collaboration and respect and these principles are fostered in all aspects of curriculum provision. These along with characteristics of effective learning aim to prepare pupils for life-long learning and to contribute positively to society. We believe perseverance, imagination, motivation, adaptability, reflection, inquisitiveness, communication and being principled are all essential to pupil growth in our school. Making use of the curriculum to support the development of the whole child is an essential element.

We want our children to be avid communicators and to demonstrate high levels of collaboration, self-regulation and resilience. We believe developing metacognition is fundamental to this. Our curriculum must lend itself to an active approach to learning and encompass talk and movement as a vehicle for education.

Our curriculum map is constructed to ensure all subjects are covered throughout the primary phase. We have reviewed subjects carefully to ensure there is connectedness where it makes most sense and that pupils are given ample opportunity to revisit content. We aim to encourage our pupils to remember knowledge and build on their prior learning by ensuring we carefully consider how knowledge is sequenced. Teachers must understand what pupils must know and be able to do in each subject by the end of each academic year; they must recognise what has come before and what pupils will continue to learn in the next year. Pupils will demonstrate knowledge and understanding in line with year group expectations. In addition to this, pupils will encounter a wide range of experiences including places, modes of transport and residential visits. Pupils will work with peers in the same year group and beyond and contribute to their House.

We want pupils to experience and do the following:

Implementation

We cannot expect children to learn about gravity, evolution, the Anglo-Saxons or Paul Klee by talking to those they meet. We have to impart the ideas to them, consistently and over a long period of time. When children enter school they need to be exposed, deliberately, to new knowledge. We must structure that knowledge so that children build on prior foundations.

Our curriculum is delivered through enquiry, talk for learning and an essential need for spiritual and cultural appreciation. Overarching themes take our pupils on a journey, beginning with themselves and their locality in the Early Years and Key Stage 1 to an appreciation of the wider world in Key Stage 2. Each year, we expect our pupils to create and refine their work, explore possibilities, evaluate their outcomes and present their findings. We expect our children to represent what they learn to others, with confidence and excitement.

Much of the curriculum is delivered to whole, mixed ability classes, however, where we have evidence to suggest small group tuition is more advantageous we implement this accordingly. Specialist teachers are used to deliver the majority of the computing, art and languages curriculum. We recognise the importance of using specialists to upskill others in school. Where subjects naturally connect we expect links to be made under an overarching enquiry question, however, RE, PSHE, PE, Music and Science are taught discretely using schemes of work, for example, Science Bug and Active Music.

Knowledge and skills organisers have been created for all foundation subjects and science. These ensure progression, sequencing of learning and connectedness of subjects from years 1 to 6. Knowledge and skills are delivered via a combination of direct teaching and pupil-led, collaborative learning. We expect progressive talk for learning strategies to be used in all year groups to facilitate teaching and learning. Pupils are encouraged to learn actively where possible and we have several active learning schemes to support teachers to deliver the curriculum.

Expectations for each subject at the end of each year have been established and these are used to assess pupils’ attainment.

Medium term planning is viewed as an essential tool to translate the school’s long term plan into a sequence of learning tailored to meet the need of a specific class. Some subjects have well-designed knowledge tracks to support teaching. Short term planning is used to plan for core subjects. 

English Curriculum 

 https://www.maltonprimary.org/policy_pdf/English-curriculum-2019-20.pdf

Find out more about Read Write Inc Phonics

Spellings

https://www.maltonprimary.org/policy_pdf/Whole-school-spellings-2019-20.pdf

https://www.maltonprimary.org/policy_pdf/NNS-Spelling-pathway.pdf

Maths

https://www.maltonprimary.org/policy_pdf/Mastery-Calculation-Methods-CPA-.pdf

Foundation Subjects and Science 

https://www.maltonprimary.org/policy_pdf/History.pdf

https://www.maltonprimary.org/policy_pdf/Geography.pdf

https://www.maltonprimary.org/policy_pdf/RE-Overview.pdf

https://www.maltonprimary.org/policy_pdf/PSHE.pdf

https://www.maltonprimary.org/policy_pdf/DT.pdf

https://www.maltonprimary.org/policy_pdf/Languages.pdf

https://www.maltonprimary.org/policy_pdf/PE.pdf

https://www.maltonprimary.org/policy_pdf/Music.pdf

https://www.maltonprimary.org/policy_pdf/Computing.pdf

https://www.maltonprimary.org/policy_pdf/Science-Bug-Unit-Map-with-Learning-Objectives.pdf

https://www.maltonprimary.org/policy_pdf/Art.pdf

SMSC

https://www.maltonprimary.org/policy_pdf/SMSC.pdf

We have a well-thought out assembly plan which includes opportunities for our children to learn about British Values, different cultures, matters in the news and music. 

Assembly plan autumn 2019

Picture News plan autumn 2019

Assembly Plan spring term 2020

The following plans show the topics and enquiries our children in Key Stage 1 and 2 will be covering over the course of this year:

Class Armstrong 

Class Blyton

Class Dickens

Class Edison

Class Lennon

Class Gates

Class Benz and Shakespeare