Curriculum Overview

 

A curriculum that is motivating and compelling for our children and for us to teach.

Inspiring and challenging all children to prepare for their future.

This overview outlines the thinking used to develop the curriculum at Cadishead. It sets out what we aim to achieve in our curriculum and why we want to achieve it. We hope that setting out the thinking behind our curriculum will mean all members of staff and parents will have a clearer understanding of the rationale behind the curriculum and it’s planning and organisation.

What is the curriculum?

Our curriculum is our school’s method of securing our children’s entitlement to a full range of learning opportunities. It includes a commitment to breadth, balance and progression to enhance the quality of the learning that takes place. The curriculum is driven by our schools context locally, nationally and internationally and is placed within the ethical framework we have adopted as a school.

 

Rationale

Our curriculum seeks to prepare our learners for life in Modern Britain. Making sure that at the end of each stage of their education they are ready for their next step.

School seeks to uphold the values and virtues of ethical education and this forms one of the drivers for our curriculum. We try to use the Ethical Leadership Framework in everything we do and this provides a universal element to the way we plan our curriculum. This is the Universal driver. Parents, children and staff created the Cadishead Carta, which forms part of another of the drivers for our curriculum – the School driver. We also consulted with the cluster of schools within the community to create a Local driver. The National Curriculum provides us with the National Driver. Staff then took the requirements of these four drivers and decided together how they could use topics to meet their requirements in the most creative and interesting way.

The curriculum has been organised and established in full consultation with all members of the school community. It is regularly reviewed and developed in accordance with: DfE guidelines, the School Development Plan, and following consultation with Governors, Parents, Children and Teaching Staff.

 

Aims

Our Curriculum

-Is underpinned by clear aims, values and purpose which are shared and understood across the school

– Develops the whole person’s knowledge, skills, understanding and attitudes

-Is Broad, balanced and has clear progression in subject knowledge, skills and concepts

-Is filled with rich first-hand purposeful experiences

-Is flexible and responsive to individual needs and interests enabling all learners to access the content and make progress

– Includes all the requirements of the National Curriculum and other prescribed aims but goes beyond these through enrichment and extension to enable our leaners to make the best progress through the most varied experiences we can offer.

– Puts the development of a love of reading at the heart of all we do.

– Embeds mathematical fluency and skills through practice and application across the curriculum

-Embeds the principle of sustainability

-Has an eye on the future and the needs of future citizens

-Encourages the use of environments and expertise beyond the classroom

– Has a local, national and international dimension

-Considers time, place, space, people and technology

 

Developing a Creative Curriculum

Through a collaborative approach, Staff developed and plan exciting themes for each half term that inspire, challenge, incorporate and promote our school values. We have created a skills and knowledge based continuum which includes coverage of the new National Curriculum. This is part of a broad and balanced curriculum which meets the needs of Cadishead Primary’s pupils.

 

When we consulted our parents these are the skills and experiences that our parents wanted to see the children develop.

We used these skills and experiences to help develop our curriculum and learning promises.

By developing the children’s basic literacy and numeracy skills, as well as life skills such as perseverance, co-operation, adaptability, resilience and self-discipline and by providing them with an environment where excellence is identified and celebrated, we hope to ensure all our children do the best they possibly can.

 

Curriculum drivers

Universal Driver

School Vision

At Cadishead our vision is to enable a rich education where all children can fulfil their potential.  Through access to a wide range of opportunities, we aim to provide an aspirational and nurturing environment where children can develop resilience and grow in confidence, self-awareness and understanding.

Working alongside families and the community, school will ensure that our children will achieve excellent standards of learning, establishing a strong foundation to access all possibilities for their future success.

We try to use the Ethical Leadership Framework in everything we do.

We hold the principles of selflessness, integrity, objectivity, accountability, openness and honesty to be crucial to our school and will always seek to promote and robustly support them as well as exhibit them in our own behaviour.

We value the following personal characteristics or virtues and will always try to exhibit them within our working lives; trust, wisdom, kindness, justice, service and courage.

 

Cultural Vision

Cadishead will be a positive team of professionals who hold high expectations for children and colleagues.  By holding the children at the centre of all we do, we will work strategically, in collaboration with one another, giving and receiving developmental feedback.

By fostering an honest and open culture we will use adult to adult relationships to ensure all feel valued and grow as people and as a team.

We seek to uphold the values and virtues of ethical education.

We hold the principles of selflessness, integrity, objectivity, accountability, openness and honesty to be crucial to our school and will always seek to promote and robustly support them as well as exhibit them in our own behaviour.

We value the following personal characteristics or virtues and will always try to exhibit them within our working lives; trust, wisdom, kindness, justice, service and courage.

Local Drivers

Our local cluster of schools seek to uphold the values and virtues of ethical education and this forms one of the drivers for our curriculum. The cluster aims to provide learners with a mastery curriculum which provides them with powerful knowledge enabling them to think about concepts outside of their experiences. Irlam and Cadishead schools encourage their learners to develop and apply knowledge which has a local, national and international dimension with cultural richness.  Our aim is to foster a love of learning that encourages learners to be inquisitive, reflective and able to challenge their own and other’s thinking.

Having extensively considered the common barriers to learning across our community, we have agreed to address these by incorporating the following intentions in each of our individual school curriculums:

  • To promote high levels of aspirations
  • To promote positive wellbeing (both physical and emotional)
  • To promote and support language development
  • To broaden the range of life experiences for our learners
  • To ensure high quality EYFS provision facilitates the best educational start

  School Driver

The Cadishead Carta which drives all our policy and practice in school. These key elements that form relentless, consistent threads that run through everything we do including our curriculum. These were devised by all parts of the school community to meet the wider needs of our children now and as they go forward in their lives.

The school driver also takes into account local factors which inhibit the progress of our children. These contextual factors that influence our curriculum design and the way we seek to address them, can be found in our school curriculum policy Appendix 1..

For each topic, alongside the curriculum content, we will be planning for and teaching sessions that develop these drivers

We will keep you safe and happy.

We will treat you equally and fairly.

We will have fun learning about the world together.

We will help you to become the best person you can be.

We will guide you to become independent.

Competence in reading is the key to independent learning and is given the highest priority, enabling the children to become enthusiastic, independent and reflective readers. Success in reading has a direct effect upon progress in all other areas of the curriculum.

At Cadishead Primary , from Y1, our pupils follow the National Curriculum and the Salford agreed syllabus for Religious Education..

These clearly set out the objectives to be taught throughout Key Stage One (Yrs 1 & 2) and Key Stage Two (Yrs 3, 4, 5 & 6). Prior to that, the children follow the Early Years Foundation Stage Curriculum in our Nursery and Reception classes.

Each phase of school has a Learning Promise in which the skills that will be developed and experiences the each child will be offered are detailed. Please click on the links to each year group and the links to the Learning promises to read in more detail what your children will learn about and when.

If you have any further queries over the school’s curriculum, please email the school or speak to the school’s Headteacher or Deputy Headteacher.

The curriculum is divided between three phases – Foundation Stage, Key Stage One and Key Stage Two. The Foundation Stage curriculum is wholly thematic and cross-curricular based on the Early Learning Goals.

At Key Stage 1 and 2, the curriculum is predominantly thematic with some subject specific work.

All pupils from the age of 3 have experience of and study the core subjects of English, Mathematics and Science at a level appropriate to their age and ability. The school holds daily Numeracy and Literacy sessions for children from Reception onwards.

Pupils also cover an appropriate curriculum in the foundation subjects of History, Geography, PE, Music, Art, Design Technology, Information Technology and RE. All the children will have to study a Modern Foreign Language.

Play is an integral part of the Foundation Stage curriculum, decreasing in importance as the children progress through the infants. The curriculum is based on the National Curriculum and is enhanced by LEA and school priorities.

Reading starts in the Foundation Stage through games and book sharing. We do not follow one particular reading scheme, using books from a range of sources which are put into age appropriate bands, represented by colours. Home readers then come from the book bands and regular guided reads in school promote essential learning. We follow the phonics programme ‘Letters and Sounds’, although we incorporate aspects of other synthetic phonics programmes into our teaching.

Regularly throughout the year, children’s reading and maths are tested, and continuous teacher assessment ensures pupils’ work is matched to their abilities. A thorough process of target setting for each child is ongoing in order to set up the next steps of learning.

Classes are of mixed ability and pupil groupings are flexible dependant upon the task. Children will sometimes work independently, in mixed ability or ability groups or as a whole class. A variety of teaching approaches and strategies are used.

It is extremely important that home supports learning by completing homework, reading books and encouraging the children to have a positive attitude towards school.

In addition to this, please find the following supporting documents below:

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