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Curriculum

Our Curriculum

Introduction

At Fitzwilliam Primary School we view the design of the curriculum as an evolving and fluid process which takes into consideration: the needs and character of our children; the children’s prior learning; children’s experiences; the community in which school exists, the statutory curriculum (National Curriculum) and educational research which is evaluated and relevant to our school. We have designed a curriculum which teaches what matters to our children so that they know more, remember more and understand more.

We aim to deliver a curriculum which is accessible to all and that will maximise the development of every child’s ability and academic achievement so that they know more, remember more and understand more. School has identified key intentions that drive our curriculum. Fitzwilliam Primary School curriculum intentions are:

Intention 1:     To build a curriculum, with reading at its core, which develops learning and results in the acquisition of knowledge so that all children know more, remember more and understand more.

Intention 2:     To build a curriculum which nurtures children’s learning behaviours and develops a curiosity towards the exploration of knowledge so that all children know more, remember more and understand more.

Intention 3:     To build a curriculum, which ensures children know right from wrong, are respectful and responsible, celebrate diversity, experience cultural capital and are ‘Life Ready’ so that children know more, remember more and understand more.

Implementation

  • We plan using the National Curriculum.
  • We enhance the curriculum using progression grids.
  • Subject Progression grids are used to develop long term planning.
  • Teachers use the long term planning to plan units of work and deliver individual lessons

The Curriculum and Equality

The curriculum in our school is designed to be accessed by all children who attend the school. School takes seriously its responsibility to promote equality and uphold the 9 protecetd charactersitics of age, disability, race, gender, sex, sexual oreintation, marriage and civil partnership, pregnancy and maternity.

If it is necessary to modify some children’s access to the curriculum, in order to meet their needs, then we do this only after their parents or carers have been consulted and reasonable adjustments will be made.

If children have special needs, our school does all it can to meet the individual needs, and we comply with the requirements set out in the SEN Code of Practice. If a child displays signs of having special needs, then his/her teacher makes an assessment of this need in partnership with the SENCo. In most instances, the teacher is able to provide the resources and educational opportunities that meet the child’s needs, within normal class organisation. If a child’s need is more severe, we consider the child for statutory assessment, and we involve the appropriate external agencies in making an assessment. We always provide additional resources and support for children with special needs. The SEN Policy explains in greater detail schools approach to meeting the needs of this group of children.

The school provides Pupil Page Profiles for each of the children who are on the special needs register and Support Plans for children who are undergoing statutory assessment. These documents set out the nature of the special need, outlines how the school will aim to address it and also sets targets for improvement, so that we can review and monitor the progress of each child at regular intervals.

Some children in our school have disabilities. We are committed to meeting the needs of these children, as we are to meeting the needs of all groups of children within our school. The school complies fully with the requirements of the amended Disability Discrimination Act that came into effect from 2005. All reasonable steps are taken to ensure that these children are not placed at a substantial disadvantage compared with non-disabled children. Teaching and learning are appropriately modified for children with disabilities. For example, they may be given additional time to complete certain activities, or the teaching materials may be adapted.

The school has implemented the recommendations of The Stephen Lawrence Inquiry: Macpherson Report (1999). Our schemes of work address the diversity of our society, and reflect the National Curriculum programmes of study.

The school is aware of the need to ensure that our curriculum meets the needs of the Pupil Premium children and contributes to them making accelerated progress in order to narrow the gap between them and non-pupil premium children. The Pupil Premium Policy explains in greater detail schools approach to meeting the needs of this group of children.

The school is aware of the importance of the physical development of all children and hence the Sports Funding is used to maximum effect to ensure that all children receive specialist PE teaching weekly and through this school provides excellent opportunities for teachers to develop their quality first teaching in PE.