We redesigned our curriculum in Autumn 2015 and we are continually evaluating the impact of the themes chosen and their appropriateness for the community we serve and the needs of the pupils in our setting. In nursery our curriculum is very much led by the needs and interests of the pupils and we follow the principle of 'In the moment planning', inspired by Anna Ephgrave. This principle harnesses the immediate and longer term interests of the children to inspire creativity, curiosity and in particular a genuine love of learning. Although this principle is followed through into reception as far as possible, the children work to a cycle of themes, planned in advance and planning responds to what is known about the strengths and weaknesses of the cohort.
Children are taught from the Read, Write, Inc programme in phonics. This programme is becoming established in reception and key stage 1 and our planning for English is directly linked to it. This leads to a holistic approach to early literacy and enables the children to link letters to sounds and to meaning.
In key stage 1 and 2 the children work to a topic cycle detailed below. Great emphasis is placed on providing as many real life experiences as possible. You will find a copy of our programme of visits on our parents page. With this level of parental support and engagement we can ensure that our children experience a rich, varied and appropriate curriculum designed with their pastoral as well as academic performance in mind.
Our approach to reading has changed recently to take account of the difference between children learning to read and reading to learn. Once children have mastered the art of reading we place greater emphasis on the child's ability to understand, interpret and interrogate a text. We have given our approach the title R2L (Reading to Learn) and base our questioning on Bloom's taxonomy to ensure that we are continually challenging the children to read between the lines. Further support and guidance can be found on our parent support for homework page.