The curriculum within our school aims to be creative and flexible and as far as possible follow the interests and learning styles of our pupils.
Here you will find an overview of the EYFs framework and the Curriculum offer for children in Years 1 to 6. There are also sections on Spiritual, Moral, Social and Cultural Development (SMSC), and British Values.
From September 2014 Nettlesworth Primary School have adapted their curriculum in line with the new Government guidelines. In the below file (Long Term Curriculum Plans 2015-2016) we have provided an overview of each year groups curriculum with direct reference to the new National Curriculum.
In EYFS the curriculum is heavily child initiated with children choosing the topics or areas they wish to study. This is done on a half termly basis via consultation with adults and children.
In Key Stage 1 children follow National Curriculum guidelines but within this there is still the opportunity for child initiated topics to be covered. To date these have included The World, Pirates, Light and Dark, Undersea and Vehicles.
At Key Stage 2 there is a similar picture with children undertaking child initiated learning in areas such as Fashion and Space.
We are a UNICEF Rights Respecting School and as such give children the opportunity to explore global issues within their curriculum. Children therefore learn about issues such as Fair Trade, Land Mines, Refugees and Endangered Species.
This approach to the curriculum and learning we feel gives us a broad and balanced curriculum which allows children to have a voice in what and how they learn whilst also equipping them with the necessary skills they need in order to be effective learners.
Early Years Foundation Stage (EYFS)
The EYFS Framework (2012) explains how and what children in our EYFS will be learning to support their development.
Our EYFS pupils learn skills, acquire new knowledge and demonstrate their understanding through seven areas of learning and development.
Children in the EYFS should mostly develop the three prime areas first. These are:
- Communication and language;
- Physical development;
- Personal, social and emotional development.
- These prime areas are those most essential for children’s healthy development and future learning. As children grow, the prime areas will help them to develop skills in four specific areas. These are:
- Understanding the World;
- Expressive arts and design.
- These seven areas are used to plan our EYFS children’s learning and activities. Our EYFS staff members teach and support the EYFS children, making sure that the activities taking place in the EYFS unit are suited to each child’s unique needs. This is a little bit like the curriculum in the rest of the school, but it is particularly aimed at and suitable for very young children; and it is designed to be really flexible so that the EYFS staff members can follow the children’s needs and interests.
Spiritual, Moral, Social and Cultural (SMSC)
In our school our work with UNICEF/UNCRC on the Rights Respecting School agenda forms a vital part of and basis for all of our work in the area of SMSC.
All National Curriculum subjects provide opportunities to promote pupils’ spiritual, moral, social and cultural development. Explicit opportunities to promote pupils’ development in these areas are provided in religious education and the non-statutory framework for personal, social and health education (PSHE) and citizenship. A significant contribution is also made by the school ethos, effective relationships throughout the school, collective worship, and other curriculum activities.
Pupils’ spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will to achieve. As their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life’s fundamental questions. They develop the knowledge, skills, understanding, qualities and attitudes they need to foster their own inner lives and non-material wellbeing.
Pupils’ moral development involves pupils acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. They are able and willing to reflect on the consequences of their actions and learn how to forgive themselves and others. They develop the knowledge, skills and understanding, qualities and attitudes they need in order to make responsible moral decisions and act on them.
Pupils’ social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good. They display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process in each of their communities.
Pupils’ cultural development involves pupils acquiring an understanding of cultural traditions and ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others’ ways of doing things and curiosity about differences. They develop the knowledge, skills, understanding, qualities and attitudes they need to understand, appreciate and contribute to culture.
Promoting Personal, Social and Health Education and Citizenship
The non-statutory guidelines for PSHE and citizenship are designed to help schools establish coherence and consistency, and to promote curriculum continuity and progression in pupils’ learning. This in conjunction with our RRSA work provides a wide platform for our children to learn about their place in the world and develop into rounded individuals who are ready to take up their place in a multi-cultural, global world.
What are British Values?
Schools have been asked to explain how they promote British values. So what are ‘British’ values? There are certain values that have been attributed to being British, by the government and some institutions, and these fall into the following broad areas:
- The Rule of Law
- Individual Liberty
- Tolerance & Respect.
Once again the work we do on our Rights Respecting School curriculum forms a very solid basis from which we can promote this area of the curriculum.Democracy
- We seek to promote British values in our policies and practice here at Nettlesworth. Our activities and the way we manage learning and behaviour, clearly reflect British values. We promote these values in the following ways:
How do we specifically promote ‘British Values’ at Nettlesworth Primary?
- Provide pupils with a broad general knowledge of, and promote respect for, public institutions and services – by discussing these whenever appropriate in curriculum work.
- Teach pupils how they can influence decision-making through the democratic process – e.g. in our Rights Respecting Council work.
- Include in the curriculum information on the advantages and disadvantages of democracy and how it works in Britain – e.g. when considering periods of history where democracy was not as fully developed as it is now.
- Encourage pupils to become involved in decision-making processes and ensure they are listened to in school – UNCRC Article 12
- Organise visits to democratic establishments e.g. local council events such as Have Your Say.
- Hold ‘mock elections’ so pupils learn how to argue and defend points of view e.g. when electing representatives to the Rights Respecting Council for each class and when appointing ‘Buddies’ to work in school.
- Help pupils to express their views e.g. through English lessons and opportunities to present work and opinions.
- Model how perceived injustice can be peacefully challenged e.g. through our interactions with pupils and the school’s behaviour system and discussing scenarios in assemblies and class PHSE work.
The Rule of Law
- Ensure school expectations are clear and fair e.g. by discussing these with pupils and establishing classroom and whole school charters with the pupils themselves.
- Help pupils to distinguish right from wrong e.g. during everyday interactions and discussions of stories, fables and other literary materials.
- Help pupils to respect the law and the basis on which it is made e.g. by showing how rules help everyone to interact in an orderly and fair manner and protect the vulnerable in society.
- Help pupils to understand that living under the rule of law protects individuals
- Include visits from the police in the curriculum e.g. have sessions with the Community Police Officers and visits from the Fire Service.
- Teach pupils aspects of both civil and criminal law and discuss how this might differ from some religious laws.
- Develop approaches focused on fairness and justice to resolve conflicts e.g. as part of sanctions in our approach to behaviour.
- Support pupils to develop their self-knowledge, self-esteem and self-confidence e.g. through all areas of teaching and learning in school.
- Encourage pupils to take responsibility for their behaviour, as well as knowing their rights.
- Challenge stereotypes e.g. through SMSC/PHSE work and assemblies.
- Implement a strong anti-bullying culture – as enshrined in our policies for Anti-Bullying and Behaviour.
Respect and Tolerance
- Promote respect for individual differences in all areas of learning and interaction.
- Help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life e.g. through our Religious Education work and SMSC/PHSE.
- Challenge prejudicial or discriminatory behaviour e.g. through discussion and use of illustrative materials as well as our approach to behaviour in school.
- Organise visits to places of worship e.g. visits to the local churches and other diverse places of worship as appropriate to the curriculum.
- Develop critical personal thinking skills throughout our curricular work.
- Discuss differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations, such as looked-after children or young carers e.g. through our SMSC/PHSE and broader curricular work and through visitors to school sharing their experiences.
You can view or download our long Term Learning Plans by clicking the links below. You can see our curriculum in action by visiting the Our Classes section of our website.
Special Educational Needs and Disabilities (SEND)
As an inclusive school our curriculum is flexible and fully matches the individual learning needs of all children including those with SEND.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.
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