Curriculum Intent and Rationale

Curriculum Intent and Rationale                  

Introduction

Scole CE VC Primary School is situated just outside the market town of Diss in a rural village setting. A Victorian build, the school currently has 78 pupils on roll and is made up of four mixed age classes – Reception, Key Stage 1 (Years 1/2), Lower Key Stage 2 (Years 3/4) and Upper Key Stage 2 (Years 5/6). There is a predominantly White British demographic with just 1% EAL. Scole is a church school with four classrooms (one being a mobile classroom), a library / intervention room, small additional teaching areas, a vegetable garden, field with all-weather track and an offsite outdoor classroom, donated by a local voluntary community group.

 

 

Intent

At Scole CE VC Primary School we have designed and implemented a curriculum that is both immersive and progressive. We use a carefully planned model, with both breadth and depth, that is highly relevant and purposeful, exciting for both staff and pupils and that truly broadens pupils’ outlook and views by promoting global perspectives as well as raising aspirations.

We aim to offer hands-on, cohesive and challenging learning, highlighting human creativity and achievement. We strive to help our pupils realise the full potential they have to achieve and succeed, not just at school, but as educated citizens within their own community and on a wider global scale. We want the pupils’ learning to be more ‘outward-facing’, enabling them to become well-rounded and happy individuals who not only care about themselves, but about others and the environment.

Our curriculum is inclusive, challenging the more able, whilst directly addressing specific areas for development.

 

Rationale for Implementation

 

We use Dimensions ‘Learning Means the World’ Curriculum as the main vehicle for achieving our outlined intent, with a view to providing an ambitious, highly visible curriculum offer.

 

The ‘Learning Means the World’ Curriculum is underpinned by four highly relevant world issues, known as the four Cs:-

Culture

Communication

Conflict

Conservation

Communication

We believe that language is the key to learning and provides pupils with the necessary tools in order to fully access the broader curriculum.

We want our pupils to be confident communicators, especially through oracy. In order to do this, we have a focus on vocabulary across the school and speech and language is a priority on entry.

We want our pupils to be able to articulate, share and value their own and each others’ ideas, knowing that their opinions matter. We also want them to be able to express their thinking and reasoning clearly in discussion, by encouraging collaboration and the exchange of ideas, with a focus on social interaction and conversational skills.

 

Culture

As a school that predominantly represents a White British demographic, with little personal awareness or experience of other cultural groups, we want our pupils to fully appreciate and embrace diversity by learning about, celebrating and developing an understanding of a range of different cultural and faith heritages.

We want them to value difference, understand the roots and importance of cultural heritage and behave in a respectful and tolerant way towards others, regardless of faith, ethnicity or background. We actively and explicitly promote cross-cultural friendship, respect, tolerance and understanding through ‘Learning Means the World’.

 

Conflict

We believe that life skills should be taught throughout the curriculum and an understanding of responsible, respectful behaviour is an important aspect of learning. Having a developed understanding of sources of conflict and recognising the impact that conflict can have on relationships at a personal, local, national and international scale, we believe, will make a difference to their own choices. We want our pupils to be ready to deal with conflict, whenever it may arise, in a constructive, timely manner.

 

Conservation

We want them to care passionately about our world and to engage actively with conservation issues as good stewards of God’s world, both now and in the future.

We feel they will do this best through a curriculum that puts sustainability at the heart of the curriculum, employing a more structured approach to developing environmental awareness and appreciation, not just at local, but also national and global levels.

 

We also want our curriculum to be centred around our Seven Skills for Learning:-

 

Resilience, Ambition, Challenge, Risk-taking, Rigour, Curiosity, Perseverance.

 

We believe the Competency Units within the ‘Learning Means the World’ Curriculum, coupled with the Learning Pathways, will truly help and inspire our pupils to develop these skills and then apply them appropriately in their learning for life.