The Curriculum

How do we believe and achieve at Crook Primary?

At Crook Primary we want our children to “believe and achieve.” Children only get one chance at school and it is incumbent on us to ensure that every child has a successful future. We aim to develop children who are skilled readers, writers and mathematicians as well as having an interest in all aspects of the curriculum. We believe that children need to learn to take risks and learn from their mistakes in order to challenge themselves. We also want them to have informed opinions and respect others and to be curious about the world in which they live.

In addition, in the Early Years and Key Stage 1,

♦ We want to become more confident and believe in ourselves.
♦ We want to learn to be independent.
♦ To respect ourselves and others.

In Key Stage 2

♦ We want to develop critical thought.
♦ We want to become ambitious.
♦ To persevere

We want our children to be happy, successful and achieve their best and have equality of opportunity.  They will be working in an ordered way to cater for all aspects of their development. All teachers will present subjects in accordance with National Curriculum requirements and programmes of study. Our curriculum is a connected curriculum underpinned by key skills and values. Topics are designed to reflect the interests of the children.  We want our curriculum to be broad, interesting and dynamic. We relentlessly pursue opportunities such as international links and working with the Royal Shakespeare Company.

Crook Primary recognises that the spiritual, moral and cultural element of a child’s education is as crucial to their development as an individual, allowing them to take their rightful place in the community as local, national and global citizens.

When planning and assessing, teachers will ensure that:

♦ Children are challenged so that they achieve their potential and that mastery skills are developed.
♦ The curriculum is tailored so that any gaps in children’s knowledge are closed.
♦ The learning objectives of every unit of work will reflect our curriculum statement of intent.
♦ Teachers will ensure that there is equality of opportunity for all children regardless of any additional needs or  socio economic background.
♦ The context in which we teach will reflect the interests of the children and aim to provide exciting, engaging learning experiences.
♦ Our curriculum will extend the  limited life experiences and opportunities of some of our children.
♦ The curriculum is organised so that children are able to retain the acquired knowledge, skills and understanding in the long term.

Basic skills will be taught throughout the curriculum so that our children have equality of opportunity. Our children, in particular need to be given many opportunities to communicate effectively and confidently.   

The Connected Curriculum 

Intent

Children need to make connections between their learning and different aspects of their lives so that they can “believe and achieve” From experience, we have found that children tend to compartmentalise their learning and as a result have not retained knowledge or used their knowledge in the wider context.

Our “ Connected Curriculum” aims to give children a greater understanding and sense of place in the world. Using the Sustainable Development goals to underpin many of our subject enquiry questions, children  will develop a sense of connectivity and responsibility to the world, see the benefit of new technologies and become critical thinkers. Throughout our curriculum we will also teach explicit learning behaviours to enable our children to regulate their emotion, improve their long term memory and enable them to reflect and be connected to their preferred styles of learning. 

Implementation

  • Commando Joes will be used as the stimulus. The study of explorers, heroes and adventurers will  show children real life examples of how people “ believed and achieved”
  • The study of SDGs interwoven within the curriculum will give children a sense of connectivity and a growing sense of responsibility towards their world.
  • Learning will be centred on children’s own sense of place and the relation of the world to them.
  • Learning will be linked to our behaviour system “ Gems” which develops metacognition and encourages children to make connections.
  • Subjects will be taught discretely in blocks of units each term so encourage depth of understanding with an overarching topic so that connections can be made.
  • Generic metacognition strategies will be taught across subjects.
  • Leadership of the curriculum will be through Phase Leaders rather than subject leaders so that in each phase, the curriculum is connected and Phase Leaders will work closely with each other to ensure progression which will be overseen by the SLT. Maths, English and Reading will be led by subject leaders 
  • Reading will be central to all subjects.

 

Key Stage 1

 

AUTUMN

SPRING

SUMMER

YEAR 1

HERO/HEROINE

TRADITIONAL TALES

Once Upon a Time - 3 Little Pigs, Goldilocks, Jack & the Beanstalk 

ADVENTURER

SIMBA & ME -

Walt Disney Circle of Life 

EXPLORER 

STEVE BACKSHALL & ME

Walk on the Wild Side

YEAR 2

HEROINE

THE QUEEN -

The Longest Reign 

ADVENTURER

POCAHONTAS - Trouble in the Tribe

EXPLORER 

SAMUEL PEPYS -

London’s Burning

 

Lower Key Stage 2

 

AUTUMN

SPRING

SUMMER

YEAR 3

ADVENTURER

SIR ERNEST SHACKLETON - 

Endurance

HERO

ED STAFFORD - Walking the Amazon

EXPLORER

NELLIE BLY - 

Around the World in 72 Days 

YEAR 4

EXPLORER

SPARTACUS

Roman Revolt

ADVENTURER

LEVISON WOOD -

Survival 

ADVENTURER 

KIRA SALAK -

Gorillas in the Mist

 

Upper Key Stage 2

 

AUTUMN

SPRING

SUMMER

YEAR 5

HERO

TIM PEAKE - 

Blast Off

ADVENTURER

SIR RANULPH FIENNES -

Transglobal Adventure

EXPLORER 

LEIF ERIKSON -

Voyage of Discovery

YEAR 6

HEROINE

NANCY WAKE - 

The White Mouse

ADVENTURER

AMELIA EARHART -

Final Flight 

EXPLORER

IBN BATTUTA - 

Eastern Odyssey

 

Impact

  • Children will be engaged  and excited by their learning 
  • Children will be able to make connections between subjects whilst having a deep understanding of specific subjects.
  • Children will develop their long term memory.
  • Children will take responsibility for their own learning behaviours.

 

Subjects

 

If you have any questions or would like further information about the curriculum then please contact the school office.

Click here for information about how to contact us.

 


 SEND Information

At Crook Primary School we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.

It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.

The following lists our main aims:

Ensure that all pupils have access to the school curriculum and all school activities.

Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.

Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.

Pupils to gain in confidence and improve their self-esteem.

To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children's special educational needs and disabilities.

To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)

To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.

Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.

To promote self-worth and enthusiasm by encouraging independence at all age and ability levels.

To give every child the entitlement to a sense of achievement.

To regularly review the policy and practice in order to achieve best practice.