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Curriculum

Our curriculum has been carefully considered to ensure broad and balanced opportunities for all children to develop and learn. As a staff, we worked together to design a programme that promotes high levels of challenge and achievement and ensures pupils are well prepared for each key stage, including secondary education, and for adult life in modern Britain.

At the centre of our curriculum are five key drivers, which together form a whole school vision and reflect the unique character and locality of our school. These drivers give children the skills and strategies necessary to be lifelong learners and successful adults.

 

  • Community: At Allen Edwards we value being part of a diverse and stimulating community and actively seek opportunities to reflect this in our curriculum. We believe it is essential to work together as we learn, inviting parents and carers to take an active role in the education of their children.

 

  • Collaboration: Learning to work effectively with others is a vital life skill, and a key focus of our curriculum. Work at Allen Edwards is devised to allow a range of paired, group and whole class activities, to ensure children learn how to cooperate, negotiate, share and empathise with their fellow learners.

 

  • Communication: Effective language skills are essential for children to access the curriculum and central to their social, emotional and intellectual development. We provide opportunities throughout the curriculum for children to develop these skills, gaining the confidence to communicate effectively with their peers and adults. The ability to ask and answer questions is a vital skill for provoking and shaping new thinking and ensuring progression.

 

  • Possibilities: At Allen Edwards we have high expectations of all our pupils and encourage them to always strive to do their best and excel in their learning. Alongside key skills, our curriculum allows pupils to develop imaginative and creative thinking, strategies for problem solving and values that they will take with them into the wider context of real life.

 

  • Resourcefulness: Our curriculum is designed to evolve and change as the world does around us. Actively encouraging resourcefulness means pupils are encouraged to take responsibility for their own learning journey, to seek new ways to approach problems and activities and to regularly review and reflect upon their work and achievements.

        

 

In addition to these drivers, we have a core focus on pupil’s spiritual, moral, social and cultural development (SMSC) that is embedded in all areas of the Curriculum. A positive school ethos which emphasises effort and achievement encourages pupils to respect themselves and others, develop a strong sense of self-esteem and become confident individuals who can flourish and thrive.

 

Each term, the curriculum is underpinned by a theme, specific to each year group. At the beginning of each theme there is a launch day. This provides a stimulus for the theme and provides pupils and parents with a way to fully engage in the theme. There is a knowledge harvest at the beginning of the theme where the teachers find out what the pupils already know and also provides an assessment tool at the end of the theme when this is re-visited and the children add the knowledge or skills they have gained throughout the theme. An enrichment activity is planned during the theme and this often forms a visit or trip linked to the theme or a visitor or workshop delivered in school. At the end of each full term the pupils share and celebrate their work with their parents. They present their work in a variety of ways. For example, through verbal or written presentations, drama or mini-plays, dressing and acting in role.

 

Year 4 pupils talked about positively their launch day of the Vikings and described a number of activities that they completed on the day.

AS Vikings, we used javelins to hunt for food in the playground. We also were put into into communities and learnt how to trade between the communities….tools and food were the popular choices for trading. We made shields using Viking colours and we created our own design. And we also made flapjacks because this was the type of food Vikings ate.

 

Although there is a clear structure to the themes and programs of study we follow, there is also room to provide teachers and pupils a chance to reflect on the work and bring in their own ideas, taking ownership of the learning. We are proud of our dynamic and exciting curriculum which supports our mission to provide a safe, stimulating and secure environment for learning and offer our pupils a positive academic start in life.

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