Stanley Common

Live, enjoy, believe, aim high

Overview

Recovery Curriculum

We have adapted our curriculum for the next phase of our school’s response to the impact of the Covid-19 pandemic. We are calling this our recovery curriculum, which acknowledges that there have been a wide range of experiences and impacts for children over the past year, particularly as a result of several lockdowns. The focus for school in the remainder of the Spring and Summer Terms 2021 will be upon ensuring that pupils are ready to learn and therefore, social and emotional learning will be prioritized. The act of recovery is at least as much an emotional and social one as it is academic, and our ability to recognize and plan for this will be at the heart of our learners’ eventual success.  We have prepared plans for all areas of the curriculum for the Summer Term.

 Curriculum Overviews

On this page you can find links to our Curriculum Overviews for each class.

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The children are grouped into three class groups, which are:

Infants – Key Stage 1 – Ages 4-7

Juniors – Key Stage 2

J1 – Ages 7-9

J2 – Ages 9-11

 

The school has a happy, secure and relaxed atmosphere in which children are given tasks appropriate to their ability.  The work for the children is carefully planned on a half term basis in line with DfE policies to ensure that all educational needs are met and that the curriculum is interesting, motivating and creative.  The children are given the opportunity to work individually, with a partner, in groups and as a class.

We aim to provide our children with:

  • A broad and balanced curriculum that prepares them for their life in modern Britain;
  • Experience of a wide range of enjoyable and effective teaching and learning practices;
  • Regular assessment that impacts on future teaching;
  • Differentiated work and support;
  • Development of their abilities by receiving high quality oral and written feedback;
  • Opportunity to have their achievements celebrated.

We will encourage parents through Home/School Agreements to:

  • Be involved in the learning process through homework, parent information evenings, reports, productions and assemblies, the web site and school newsletters.

Organisation

  • We teach the Foundation Stage Curriculum, the National Curriculum and the agreed local syllabus for Religious Education.
  • Our long term curriculum frameworks set out how and when subjects are to be taught. 
  • The National Curriculum and the documents that support it are used as the starting point for English activities.  Appropriate links are made to topic areas within the Creative Curriculum.
  • The National Curriculum and supporting documents are used as the starting point for maths activities. Opportunities are provided to use and apply skills across the curriculum.
  • Key skills are used as a starting point for the medium term planning of the Foundation subjects.
  • The local agreed syllabus is used as a starting point to plan RE.
  • Monitoring of curriculum provision is part of the self-evaluation process and the outcomes are recorded on the self-evaluation form.
  • Performance Management procedures monitor the range and effectiveness of different teaching and learning practices together with the Individual Staff Teaching and Learning Profiles.
  • A framework of annual end of year tests is in place to provide the Headteacher, Governors and Teachers with useful data on progress.
  • Teacher’s planning and pupil work are scrutinised to monitor differentiation and written feedback.
  • The School Improvement Plan is used to develop the curriculum provision; as well as the quality of teaching and learning.
  • Pupils have the opportunity to have their work celebrated in class and by the whole school.
  • Parents are informed of the pattern of homework at the start of each year; have three parents’ evenings a year, receive an annual report on their child’s progress and are invited to attend their child’s productions.
  • Individual lessons are differentiated to ensure all pupils can access the curriculum.
  • Pupils with special educational needs or a disability have an Individual Education Plan that sets out how they will be supported.

 

For further detail please see the National curriculum in England: primary curriculum.