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Coppetts Wood Primary School

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Curriculum

We hope that these pages will tell you about our approach to the curriculum at Coppetts Wood School. If you want to know more specifically what your child is learning, please look on their class page.  For information on how we teach British Values, please see School Aims.

 

At Coppetts Wood School our curriculum reflects the requirements of the National Curriculum Programmes of Study, which all maintained schools in England must teach. The National Curriculum comprises:

 - three core subjects  (English, Mathematics and Science)

-  foundation subjects (History, Geography, Design and Technology (D.T), Art, Music, Physical Education (P.E.), Modern Foreign Language (in KS2) and Computing.

We also teach P.S.H.E. and Religious Education (R.E.). 

Our curriculum also reflects requirements for inclusion and equality as set out in the Special Educational Needs and Disability Code of Practice 2014 and Equality Act 2010

 

Our wider curriculum aims to:

  • Provide a broad and balanced education for all children
  • Instill in all children a positive attitude and a love of learning
  • Enable children to understand concepts and  acquire knowledge and  skills which they can  use and apply in relevant situations across all subjects
  • Support our pupils to be creative, independent learners so who are inquisitive and able to question and problem solve
  • Support pupils’ spiritual, moral, social and cultural development
  • Support pupils’ physical development and responsibility for their own health, and enable them to be active
  • Enrich and develop children’s vocabulary
  • Provide wider opportunities for children to make their learning come alive
  • Ensure equal access to learning, with high expectations for every pupil and appropriate levels of challenge and support

 

Through our curriculum and other activities we aim to reinforce the British Values of   democracy, the rule of law, individual liberty, mutual respect, and tolerance of those of different faiths and beliefs. British Values are threaded through our whole ethos including our wider curriculum

 

Equal opportunities

Our school is committed to valuing all members of the school community and strives to ensure that the opportunities to succeed are equal for all. We believe we have a key role in combating discrimination and promoting fairness, justice and equality through our teaching and in the role models we offer. We endeavour to make careful choices of materials that we use with children and aim to represent the diverseness and richness of the world we live in. The use of any stereotyped or biased images will be discussed with the children.

 

Staff set high expectations for all pupils. They will use appropriate assessment to plan challenging work for all groups, including:

  • More able/higher prior attaining  pupils
  • Pupils with low prior attainment
  • Pupils from disadvantaged backgrounds
  • Pupils with SEND
  • Pupils with English as an additional language (EAL)

 

Our Approach

Our vision for learning is underpinned by wanting our children to be creative and have a love of learning. We aim to instil in them a positive approach to learn where they persevere, believe in themselves and have a curiosity about the world around them.

 

We are committed to providing a broad curriculum and ensuring our children have a rich learning experience with access to opportunities they might not otherwise have. In planning our curriculum we recognise that our families come from a wide range of backgrounds  - as a school, we have a high number of children entitled to pupil premium funding and who speak English as an additional language. We also have a high number of children with SEND including those placed in our Additional Resource Provision.  Our curriculum aims to help children develop their understanding, skills and knowledge as well as providing opportunities to make the children’s learning vivid, real and exciting and to develop vocabulary and creativity.

 

We have a curriculum map for each year group which sets out the learning each class will follow in each subject, each term. Teachers adopt a range of teaching styles and strategies, dependent on the cohort and lesson intentions. Some subjects are taught across the term and other are blocked. In some terms, certain subjects are more prominent than in others. It is the role of Subject Leaders and the Senior Leadership Team to ensure that adequate time is dedicated to each subject across the school. Our overview sets out what needs to be covered termly.  Subject Leaders ensure that there is sufficient coverage of their subject and support staff with this. Our topic themes allow for depth of study. In order to ensure that this happens, staff only make links to the theme when it is appropriate and, if skills or knowledge need to be taught discretely, this will be planned for. As well as ensuring there is breadth and depth, Subject Leaders also monitor work to ensure that progression in skills both within and across year groups, takes place.

 

Teachers plan trips or invite visitors into school to bring class work to life. Examples of places we visit are: the British Museum, the Postal Museum, The Arts Depot Theatre. We also have themed events/weeks where classes come off timetable and focus either for a day/two days or even a week.  Examples of this include: International Week, Healthy Living Week, Anti-bullying Week, Online Safety Week, etc. These can be class based events or whole school events. We also have some blocking of subjects such as art. These give children the opportunities to focus in depth on an area and to really immersive themselves in the learning.

For our school community, we believe that it is important that our children have a rounded education. We value PSHE and also ensure regular opportunities for children to express their views and develop their understanding of others (e.g. circle time, School Council). The British Values (Democracy, Rule of Law, Individual Liberty, Mutual Respect and Tolerance of those of different faiths and beliefs) are integrated into our approach and teaching, rather than taught separately and are a regular feature in assemblies, helping children to realise their part in being positive citizens.

 

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