Curriculum at Thorner
Our curriculum at Thorner is the planned activities that we organise in order to promote learning, personal growth and development. It includes not only the formal requirements of the National Curriculum 2014, but also the range of extra activities and experiences that the school organises in order to support and develop children in reaching their potential in their learning, play and lives.
We are continually reviewing and improving the curriculum we offer to our children, responding to their needs and to the aspirations of the children, staff, parents and community.
Our curriculum is progressive, challenging and builds on prior learning.
Vision and Values
Flourishing Together
Through our core values within a distinctively Christian context, our vision is to inspire, develop and nurture all of our children, rooted in a strong sense of belonging, enabling them to flourish, succeed and go forward into the world with the skills, compassion and resilience to make a positive difference. “The fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, self-control;” Galatians 5:22
Our values at Thorner, which are underpinned by biblical inspiration and teaching are:
Enthusiasm, Responsibility, Courage, Perseverance and Ambition.
Intent
Our curriculum intent is to:
- Ensure that all children feel safe, cared for and happy and valued as individuals.
- Develop confident, enthusiastic, independent and self-motivated learners.
- Support children to persevere when facing the successes and challenges that life brings them now and in the future.
- Have high expectations for what all children can achieve in their learning and lives.
- Ensure that learning across the curriculum is progressive and sequentially planned to build on knowledge and skills.
- Provide the opportunity for all members of the school community to explore their own values, spirituality and faith, and how this impacts on their own and others’ lives.
- Explore and appreciate different cultures and beliefs through global learning experiences
- Confidently challenge and confront injustice and inequality as articulate advocates of change, celebrating and respecting diversity.
- Prepare children to be a responsible person and citizen, who can work successfully and empathetically as part of a team
- Encourage children to willingly make contributions to society, being courageous advocates for change and a better world.
- Immerse our children in physical, active and outdoor play and learning, supporting their physical and mental wellbeing.
- Prepare children for their next steps; from key stage to key stage and beyond.
- Be inspirational, engaging and bring learning to life through a creative and ambitious approach.
- Develop strong parent partnerships to ensure children receive effective and valuable support at home.
- Emphasis on knowledge and vocabulary acquisition and teaching is carefully structured to ensure children remember what they have been taught.
- Build strong community links to support the children’s understanding of the world around them and to enable the children to make positive contributions to others.
- Develop secure skills in reading and provide an environment and opportunities which promote a love of reading
Our approach to our curriculum
At the heart of our curriculum are core knowledge and skills. Each set of year group core knowledge and skills comes from the National Curriculum and the Elevate subject progression documents. The progression for each of our subjects can be found on the subject pages on the curriculum menu.
- Teachers plan and sequence lessons carefully to build on prior knowledge and maximise learning opportunities
- The curriculum is connected where possible to reinforce and activate prior learning
- Teachers plan to inspire, engage and immerse the children in their learning across the curriculum
Our pedagogical approach
- Teaching strategies are based on research-led practice that have proven to have high levels of impact on teaching and learning.
- Practice includes careful sequencing of learning, interleaving and revisiting previous learning and building on existing knowledge to aid working memory
Assessment of learning
Ongoing and comprehensive teacher assessment of children’s learning in all subjects is used to inform planning and implementation of targeted support. Teachers develop a clear and accurate picture of each child’s strengths and areas to develop. Peer feedback, regular low-stakes quizzes and challenges are also completed by pupils.
Summative Assessment
Statutory assessments are completed at the end of EYFS, KS1 and KS2. In Year 1, children undertake a Phonics Screening Check and in Year 4, children undertake a Multiplication Tables Check. Termly maths and reading standardised assessments support teacher assessments and inform planning against National Curriculum objectives.
