Our Curriculum Vision

Over the last few years, our curriculum has developed, grown and changed. We are passionate about ensuring that the curriculum and learning opportunities we offer are as personalised to the needs of our children as possible.

As a starting point for our learning each term, we choose 3 key concepts which the children will discuss and reflect on through their topics. These concepts are big ideas which require deep thinking e.g. compassion, equality, diversity, prejudice and resilience. All of our topics are based around a key question which enables children to consider and develop these concepts fully.

Over the course of our school year we cover three different types of topic: Create – which has an emphasis on the arts; Discover – with a history focus and Explore – which places the emphasis on Geography. This is not to say that we don’t cover all subjects each term – we do! But we have found that placing a real focus on one area of learning each term ensures that children are given the opportunity to linger longer and delve deeper in their learning.

It is very important to us that progression through our year groups is carefully mapped so that we know children are learning in a systematic way which builds on previous knowledge. We use progression maps and skills matrices to ensure that learning in each year group meets the specific needs and curriculum of the children. This is especially important in our mixed-age classes.

Our curriculum is wholly designed to ensure that children move from engagement to investment in their learning. We want children to be provided with opportunities which encourage them to care passionately about the topics they cover, ensuring that they grow up to become empathetic and critically thinking members of society. We believe in a curriculum of hope (Debra Kidd, 2020) and seek to ensure that our children feel supported to find ways of solving their own problems and playing their part in making the world a better place.

Children in our schools spend the first part of each day on Key Skills and Maths before moving on to topic sessions which allow children opportunities to wallow in their learning. We do not teach discrete lessons at the same time each week but rather spend days on certain subjects to enable children to learn at a greater depth.

Outdoor learning and Forest School are a big part of the provision we offer and we know that these enable children to broaden their understanding of their learning in class, enhancing this with real-life experiences. We seek to invite visitors into school whenever possible and to take part in visits and events which provide writing opportunities rooted in real world situations.

Nurture is at the heart of all we do and we work hard to meet children where they are and support them in developing their self-esteem and identity.

Planning and teaching

In Reception, Year 1 and Year 2, phonics is taught following the Letters and Sounds programme with Northrepps specifically using the Floppy’s Phonics Scheme. We use phonics-based reading books from Oxford Reading Tree, Big Cat and Phonics Bugs to support our early readers.

Spelling in Years 2 – 6 is taught using the No Nonsense Spellings scheme.

All of our lessons closely follow the 2014 National Curriculum, closely linked to the topics we cover. More information on this can be found by looking at our termly knowledge organisers and our topic cycles on the relevant class’ page.

PSHE and RSHE are fundamental to our curriculum and we use resources from the PSHE Association alongside other schemes such as No Outsiders. Please see the dedicated RSHE page for further information.