Curriculum Intent Statement
Learning is a change to long term memory.
Our aims are to ensure that the children at Manor experience a wide breadth of learning which enriches their knowledge and experiences, is purposeful and appropriate building on their foundations.
Curriculum Drivers shape our curriculum. The purpose of our curriculum is to motivate learners in a purposeful way, building on prior knowledge and experience. We aim to provide a rich curriculum which exposes our children to knowledge and understanding that they otherwise would not receive. The curriculum is underpinned by our core Christian values of Love, Trust and Truth.
Our aims are:
To try our best at everything we do.
To develop the ability to work independently, co-operatively and with self-discipline.
To value and appreciate one another.
To listen with respect to one another.
To prepare pupils for the responsibilities, opportunities and experiences of adult life.
To foster a caring attitude to the world around us.
Cultural Capital gives our pupils the vital background knowledge required to be informed and thoughtful members of our community who understand and believe in British values. We plan learning experiences that many of the children would not necessarily experience in their everyday life eg trips to the theatre, places of worship, places of historical interest.
Our Curriculum breadth is shaped by our curriculum drivers, cultural capital, subject topics and our ambition for children to learn in different ways, for example through real life experiences both inside and outside of the classroom.
By learning through different topics, children are exposed to a progression in skills and knowledge for each subject in the national curriculum. Our curriculum planning is informed by the National Curriculum, HeartSmart, Living Difference III and Understanding Christianity.
Subjects are planned progressively through topics into meaningful schemes of work whereby children return to the same concepts over and over in order to build greater understanding.
Within each unit key vocabulary and key knowledge is taught. By the end of the key stage all children are expected to be able to use all vocabulary and recall key facts taught in a unit.
Progression is highlighted on every medium term plan.
Our curriculum design is based on evidence from cognitive science; three main principles underpin it:
Learning is most effective with spaced repetition.
Our topic approach aids long term retention.
Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength.
In addition to the three principles we also understand that learning is invisible in the short-term and that sustained mastery takes time.
Our content is subject specific. We make links across the curriculum where possible.
The impact of learning can be seen in the long term.
We constantly review planning in order to ensure that teaching is matched to our learners needs. Real time assessment is used within lessons to take learning forward and ensure that all children achieve well in lessons.
Pupil interviews, work sampling and observations highlight good quality outcomes for learners.
We use learning walks and learning observations to track the implementation and pact of our Curriculum Intent.
Results from national tests illustrate the high expectations and outcomes for our pupils.
Our curriculum provision ensures that children are secure and ready for the next stage in their education, whether joining a primary or junior school.
Early Years Foundation Stage Curriculum
Children learn a great deal during their early years when they are growing, changing and exploring their world. They enter school with a significant background of learning experiences, which parents and carers have helped to develop and extend.
At Manor Church of England Infant School we believe that it is vital that we work in partnership with parents to further support and develop children’s learning experiences.
The need for all children to feel included is of paramount importance. Participating actively from the earliest years has an important and positive part to play in ensuring that children feel secure, are valued and have a sense of belonging.
At Manor C.E. Infant School, our over-riding aim in the EYFS is for our pupils to develop a positive foundation for life long learning. We will achieve this by promoting and supporting the four key themes in the EYFS statutory framework:
- a unique child – developing resilient, capable, confident and self-assured individuals
- positive relationships – supporting the children in becoming strong and independent
- enabling environments – where opportunities and experiences respond to the individual needs of the child by developing a strong partnership between practitioners, parents/carers and the child
- learning and developing – an acknowledgement that children learn in different ways and at different rates
There are seven areas of learning and development within the EYFS, of which three are “prime areas,” and four “specific areas”.
The prime areas:
- Communication and language
- Physical development
- Personal, social and emotional development
The specific areas:
- Understanding the world
- Expressive arts and design
In planning and guiding children’s learning, staff regularly reflect on the way that children learn using:-
The learning characteristics:
- playing and exploring – the way they investigate, explore and ‘have a go’
- active learning – the way they concentrate, persevere and enjoy achievement
- creating and thinking critically –developing ideas and strategies for doing things
Planning within the EYFS is based around half termly themes, using the Development Matters Statements as planning objectives. These plans are used by the EYFS teacher as a guide for weekly planning; however the teacher may alter these in response to the needs, achievements and interests of the children.
We plan and deliver learning for all of the areas through purposeful play and learning experiences, with a balance of adult-led and child-initiated activities. Through play our children explore and develop learning experiences, which help them make sense of the world. They practise and build up ideas, and learn how to control themselves and understand the need for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems. Staff routinely interact with the children to question, challenge and take the children’s learning forward.
Regular assessment of the children’s learning in the EYFS takes the form of observations. Staff are skilled at observing children to identify their achievements, interests and next steps for learning, using the Development Matters Statements to assess against. These observations are recorded in a variety of ways and are used to inform the EYFS Profile. Within the final term of the EYFS, we provide a written summary to parents/carers, reporting their progress against the 17 Early Learning Goal descriptors, alongside a short narrative describing the child’s three learning characteristics.
Key Stage One Curriculum
We use an integrated approach to learning covering both academic and personal development, with some subjects, such as PE, taught discretely. We use information technology to support and enhance all learning.
We encourage all children to become fluent readers, confident writers, accurate spellers and effective communicators. We firmly believe that the acquisition of good communication skills lies at the heart of successful learning. We ensure that children learn how to listen, express and record their ideas clearly and use language confidently.
Children are introduced to mathematical ideas, skills and thinking strategies that are essential in everyday life. Maths tasks and activities encourage children to make sense of the numbers, patterns and shapes they see in the world around them. It offers ways of handling data in an increasingly digital world and makes a crucial contribution to learning.
This area of learning is fundamental to exploring, understanding and influencing the natural and man made worlds we live in. It offers a wealth of experiences and ideas that encourage children’s natural curiosity and creativity, inspiring awe and wonder.
Our children live in a fast-moving age of technology. Through exploring and learning how to use technology effectively to support their learning, children will be able to research and access information as well as consolidate their learning.
Children will learn techniques and skills, which they can use creatively to design and turn their ideas into reality.
Geography and History.
These subjects help children make sense of our place in the world and are central to their development as informed, active and responsible citizens. Geographical, historical and social understanding fires children’s curiosity and imagination about who we are, where we have come from, where we live and where we might be going next.
Music, Art, Drama, Dance
We provide opportunities for children to learn to express their thoughts, and emotions, use their imaginations, experiment and develop creativity through these areas of the curriculum.
We encourage all children to lead healthy and active lives through our PE curriculum which includes gymnastics, games and dance.
The Governing Body has adopted the Hampshire agreed syllabus for religious teaching which is predominantly Christian, but we also explore Hinduism.
An act of Collective Worship takes place each day for all children. Many topics, which help to teach children how to be caring, considerate and valued citizens, provokes challenging questions about life, beliefs and issues such as right and wrong, are planned at this time.
We celebrate good work and excellent behaviour every Friday and parents are invited to join us when their child receives an Achievement certificate. Parents who do not wish their children to take part have the right to withdraw their child and alternative arrangements will be made.
Personal, Social, Health and Citizenship
This area of learning is central to the development of confident individuals. Children learn important skills such as co-operation, empathy and consideration. It contributes to their mental, social, emotional, economic and physical well being and helps them to lay the foundations of long term well being.