We redesigned our curriculum over the academic year 2018-19 with a view to developing a knowledge-led curriculum. Children are taught separate subjects with connections made where they naturally fit. The Schemes of Work in place have been written by each of our teachers who take a lead on a specific subject or area of learning. We begin by looking at what our community can offer us in terms of learning, celebrating the rich cultural and historical traditions of this Derbyshire town. Our curriculum is held together by the themes of Innovation, Regeneration and Conservation and these concepts are visited regularly.
Innovation describes occasions where communities and society has been forced to innovate to solve a problem
Regeneration describes society's need for hope and resilience after a setback (this supports our approach to Attachment Aware Schools for which we have an accreditation)
Conservation describes the school's commitment to teaching children about healthy approaches to tackling climate change and allows the children to engage in social activism.
We have paid close attention to what is known about how children learn and also the neuroscience behind 'remembering'. We have used articles such as this to inform our practice:
Find out more about the National Curriculum here:
If parents or visitors would like to know more about our approach to the design of our curriculum please contact our Curriculum Lead Teacher: Miss Rianna Jackson via the school office.
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.