Curry Mallet Curriculum 2019/2020
Our curriculum is under review and development during this 2019/2020 academic year.
The Curry Mallet Primary School Curriculum is designed to be inclusive and engaging for all, constantly building on our children’s progression in knowledge, skills and understanding whilst developing their personal qualities, values and attitudes.
We carefully plan and develop links across the curriculum to enhance application of knowledge, skills and understanding at every stage.
Curriculum Impact – We deliver progressive subject knowledge and use purposeful assessment to ensure that learning is embedded in the children’s long-term memory. We believe our curriculum is broad, engaging and inspirational, fuelling a curiosity and love of learning. Our pupils achieve well, not only academically, but also as rounded, balanced individuals ready for the next steps in their life and learning when they leave our school.
Curriculum planning and development
Each term, our teachers create a curriculum map to show learning intentions and objectives to be taught with each enquiry-based curriculum project. These are shared with children and parents.
Knowledge Organisers are created to plan knowledge and vocabulary to be taught within each termly project.
Teachers also compile and review a curriculum objective plan each term, this details which learning objectives are being taught in each curriculum area, and is used to ensure full coverage of National Curriculum 2014 across each year group within our rolling programme.
Curriculum links document – this academic year we are also developing the use of a curriculum links document to clearly articulate links and sequencing of knowledge, skills and understanding within our curriculum.
Curriculum Overview for Years 1-6
Curriculum Class 3 Yearly Overview 2019-20
The following have been taken into account when designing the Curry Mallet Curriculum: –
Our school structure of three classes incorporating both mixed year group and some mixed Key Stage classes.
Our rural community and outstanding, local, outdoor environment.
Our committed and supportive parent body, church links and local community.
A wide range of financial circumstances to consider when paying for educational trips, visits and experiences.
The wellbeing and workload of every member of our staff.
Pupil voice: each pupil has been consulted in the planning of the subject content of our curriculum.
National Curriculum 2014
We teach the programmes of study and subject content as set out in the National Curriculum 2014. The National Curriculum 2014 provides the core content and starting point of our school’s curriculum. However, our curriculum offers more than the National Curriculum 2014 because of the content we choose and opportunities we provide. https://www.gov.uk/national-curriculum
Literacy Rolling Program
The New National Curriculum – Parents Guide
Early Years Foundation Stage
Children in the Foundation Stage (Reception Year) have a profile that tracks their progress against 17 Early Learning Goals. This profile summarises and describes children’s attainment at the end of the Reception year. It is based on observations and assessment in the three prime areas and four specific areas of learning as well as the three learning characteristics, set out below:
The Prime Areas of Learning:
|Communication and Language||Physical Development||Personal, Social and Emotional Development|
The Specific Areas of Learning:
|Understanding the World
|Expressive Arts and Design
The Learning Characteristics:
|Playing and Exploring||Active Learning||Creating and Thinking Critically|
A completed EYFS profile consists of 20 items of information: the attainment of each child assessed in relation to the 17 ELG descriptors, together with a short narrative describing the child’s three learning characteristics. For each ELG, practitioners must judge whether a child is meeting the level of development expected at the end of the Reception Year (expected), exceeding this level (exceeding), or not yet reaching this level (emerging). As the completed Profile must include a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning this will form the basis of the End of Year Report for the Reception Class.
We teach Religious Education using Understanding Christianity and Somerset-Awareness, Mystery and Values.
As a Church school we have chosen to use the ‘Understanding Christianity’ resource, which has been recommended by the Diocese of Bath & Wells. It offers a broad and in-depth approach to teaching Christianity, alongside the study of different religions from the AMV teaching scheme.
We teach PSCHE, SRE and British Values using JIGSAW- the mindful approach to PSCHE and Forest School outdoor learning.
Providing additional learning opportunities
Our curriculum offers many wider opportunities for children to experience life and learning:
- A varied Collective Worship rota which includes visiting speakers, our local ‘Open the Book’ bible story-telling team, celebration assemblies and singing assemblies
- A wide range of after school clubs, led by coaches, specialists and teachers; e.g. gymnastics, French, recorders, gardening, table tennis
- Forest School outdoor learning for children in EYFS, KS1 and lower KS2
- Life skills coaching to support social & emotional mental health for children in years 4,5 & 6
- Yoga and mindfulness
- Engagement in charitable fundraising events for both local, national and international charities
- Participation promoted in the wide range of CLP sporting events and taster sessions at Huish Academy
- Participation in community events, such as Remembrance Services and Carol Services
- Performances, including our Christmas productions and local music events
- Opportunities to develop a student voice, such as the School Council and House Captaincy
- Opportunities to develop responsibility such as librarians and playground leaders
- Residential educational visits for Year 4, Year 5 and Year 6
- Visits to inspire and educate; such as local museums and The Houses of Parliament
- Leaders of the Curriculum
Core curriculum subjects of Mathematics, English, Science, Computing and RE each have a curriculum lead, as does PE.
At Curry Mallet every class teacher also has the role of Leader of the Curriculum and as such we all take responsibility for the other foundation subjects and work together to ensure the development of every aspect of the curriculum throughout the school.
Curry Mallet Primary School has worked hard to develop and implement our unique curriculum. The teachers and staff plan and review the curriculum to ensure key concepts and skills have been taught.
Curriculum intent, implementation and impact continuously guide our role as Leaders of the Curriculum.
Table of Curriculum Leadership Responsibility
|Curriculum Area||Curriculum Lead|
|Art||All Curriculum Leaders|
|Assessment||Mrs N. Stoddart / Mr T. Richards|
|Computing||Mr T. Richards|
|Design Technology||All Curriculum Leaders|
|English||Mrs E. Leighton|
|EYFS||Mrs E. Leighton|
|Forest School||Mrs E. Leighton/ Mrs M. Trout|
|Geography||All Curriculum Leaders|
|History||All Curriculum Leaders|
|PE||Mr T. Richards|
|Mathematics||Mr T. Richards|
|MFL||All Curriculum Leaders|
|Music||Mrs N. Stoddart / Mrs M. Collins|
|Phonics||Mrs E. Leighton|
|PSHCE||All Curriculum Leaders|
|Reading||Mrs E. Leighton|
|Religious Education||Mrs E. Leighton|
|School Council||Governor/ Mrs N. Stoddart|
|Science||Mrs N. Poulton|
Reading at Curry Mallet
All children at Curry Mallet are inspired to develop a love of reading. We teach from and share quality texts and introduce all children to a range of authors, text types and structured activities to ensure wider reading is promoted and children are taught to read fluently and with understanding.
If or when any child is working below age-related expectations, we ensure targeted support is put in place to ensure the development of their fluency and comprehension to enable them to make progress.
Reading activities for all children
- Children are all taught Systematic Synthetic Phonics from the beginning of their reception year.
- Children in each class have a non-fiction or fiction book carefully selected to match their reading ability or, as and when appropriate, of their own choosing to read at home and at school.
- Resources 4 Learning books are ordered termly, providing access to a range of authors and texts for children to read and study linking learning across the curriculum.
- The learning environment in every class promotes the acquisition of vocabulary.
- The school library is open at lunch times for children to choose and share books of their choice.
- Guided reading activities take place in each class and provide the opportunity to discuss texts with adults and their peers.
- CGP books are used in class to discuss different comprehension questions and explore texts in detail.
- The teacher has a class reader which is read from regularly to expose children to vocabulary beyond their reading age as well as link to the term’s project.
- Each class has a comfortable and inspiring reading area.
- World Book Day is celebrated each year, with themed activities to engage and inspire children to read.
Reading activities for children not at Age Related Expectations (ARE)
- Targeted interventions, such as Individualised Literacy Intervention are used to develop accurate, fluent reading with good comprehension.
- Volunteers from the local community, visit school each week and listen to selected children read, encouraging discussion about the texts and fluency when reading aloud.
- The Teaching Assistant or class teacher will also hear the children read regularly.
- Targeted reading support groups will take place on a regular basis.
- Small group interventions take place with a teacher or teaching assistant.
At Curry Mallet Church of England Primary School we follow the Letters and Sounds programme and this is supplemented with additional teaching resources such as Phonics Play. Phonic lessons are taught every day in Foundation Stage (Reception) and Key Stage 1 (Years 1 and 2). Children are taught Phase 2, 3 and 4 in Foundation Stage, Phase 4 (revision) and 5 in Year 1 and Phase 6 in Year 2.