We will help them to be curious, ask probing questions and be brave in finding solutions.
They will engage with the familiar and be engaged by the unusual; be immersed in language and communicate in multiple languages; know how to practise, be resilient and challenged; to be proud of their local environment and think on a global scale; work individually and add their voice to the many; to accept help, give charitably and embrace altruism; to love difference, be different and stand up for the rights of others just because it is the right thing to do.
We want them to be relentlessly creative, critically curious and to live ambitiously.
Our intention is to create a culture of enquiry, curiosity and challenge that permeates both explicit and hidden curricula.
Our school is in the early stages of implementing a local, bespoke version of the Curious-city approach that inspires and guides our teachers to create contextually relevant enquiry-led experiences. This enquiry-led approach is enabling our school to create a bespoke, locally focused curriculum over the course of two years that goes beyond the National Curriculum 2014.
The skeleton of curious and creative learning opportunities, progressively planned and matched to cognitive development, exposes learners to the wider world in carefully planned stages. The skeletons provide just enough guidance whilst enabling our teachers to inspire learners with local people, places and stories relevant to the school’s locality. The current structure also has plenty of room to respond to the ever changing world. Enquiries are shaped by our school over time. Our curriculum will be unique but not isolated: we are part of a family of curious, enquiry-led settings and collaborate regularly at learner, teacher and leader level.
We implement the enquiry-led approach in several ways.
Using seven themes that help to steer and give a particular flavour to an enquiry, learners seek answers to questions posed. The seven themes help teachers ensure that a broad range of perspectives are offered during a year, and that they understand the purpose of the enquiry. This helps create a balance of experiences each and every year and ensures a breadth of experience in every year group.
States of Being (below) enable learners to focus on and/or combine powerful knowledge in different enquiries. Each knowledge-engaged state symbolises an aspect of the curriculum, helping learners to master both the know of and know how of a subject, not just remember it. For instance, we want our learners to be Scientists, not just learn about science. As a result, whilst we have enquiry skeletons, we build on these responding to the needs of learners: as they get older, we help them cross-pollinate states. We want learners to discover for themselves that they can be an Author, Scientist, Geographer and Philosopher at the same time and that some adults combine these states to become Archaeologists, for instance. We want our learners to see the interconnection between what they are learning in how this knowledge is applied.
Cognitive development aligned with enquiry-led learning
In a nutshell, enquiry-led learning provokes learners with key questions too big to answer in one go, but not so conceptually large that they cannot understand. The purpose is to guide learners through a scaffolded process, answering the big question with a piece of writing for example, performance or animation. As cognitive development, emotional literacy and language immersion underpin the Curious-city approach, as well as purposeful links to mastery-led learning principles, we recognise children's awareness of the world develops as they mature and that this has a significant impact on their ability to learn. Our job is to help learners make sense of the world, not just expose them to it.
More than the National Curriculum
Lessons may also feel different in our setting from the norm. Think of a child’s time in school as a continuum of experiences rather than a set of lessons. Sometimes experiences are short, sharp and immersive, other times they are light-touch events over a longer period of time. This is exactly what a curious, knowledge-engaged curriculum should be. The usual Author (literacy) and Mathematicians (numeracy) teaching sequences continue, enhanced by locally rich and relevant experiences through the inclusion of significant people, places and stories by weaving in faith, community and culture into enquiries. National Curriculum subject objectives from Science, History, Geography, Art & Design, Design and Technology, Music are woven throughout enquiries as seen on the Whole School Enquiry Overview. Some subjects (renamed using the States of Being) are taught discreetly, such as Foreign Languages, Physical Education, Religious Education (Discovery RE) PSHE and SMSC (Jigsaw). Where possible links are made, but more often than not, they are stand alone experiences.
The seven themes enable learners to become:
Geographers • Scientists • Musicians • Authors • Philosophers • Mathematicians • Artists • Engineers • Historians • Linguists • Athletes
The impact of Curious-city can be seen and heard as well as represented in outcomes.
Impact can be seen through pupil books, displays and challenges the children produce. The process of enquiry, as well as final outcomes, are represented within individual pupil Enquiry books. In classrooms, enquiry working walls demonstrate the learning journey; States of Being characters should feature in books, classroom displays and visual timetables as well as our website and newsletters. Our children and families also talk about the approach positively. We know that in time, it will affect our reading and writing outcomes as the contexts and purpose for being an Author, for instance, become stronger and stronger.
To find our more about our local, knowledge-engaged, globally connected, enquiry-led curriculum ask us about the deliberate action we are taking to shape our curriculum to meet the needs of our learners and community that we are proudly a part of.
Curriculum Overviews and Curriculum Newsletters
Each year group have their own Curriculum Overview.
Teachers evaluate the curriculum termly and co-ordinators will adapt and change the curriculum in response to their evaluations. Our curriculum is therefore continually evolving in order to meet the needs of our pupils.
Please visit the Year Group pages to see their Curriculum Overviews and Curriculum Newsletters.
In accordance with the school’s Equal Opportunities, SEN and Inclusion Policies (see school policies page), all children at Corsham Primary School will be given full access to the National Curriculum/Early Years Foundation Stage Curriculum. Staff will endeavour to help all children to reach their full potential irrespective of race, physical ability, gender, age or learning ability.
Management of the School Day
The school day starts at 8.50am and finishes at 3.10pm
Morning Break Pound Pill
KS1: 10.30 – 10.45am
KS2: 11.15 – 11.30am
Lunch Break Pound Pill
KS1: 12:15 – 1:15pm
KS2: 12.45 – 1.45pm
Morning Break Broadwood
10.30 - 10.45am
Lunch Break Broadwood
12:30 – 1:30pm
Total direct teaching hours and indirect teaching time is 28 hours 20 mins
Classroom Management and Organisation
The learning environment is managed to cater for different learning styles and needs considering a range of levels and abilities:
- Whole class teaching.
- Group work and focus groups that are organised according to appropriate criteria (i.e. ability, mixed ability, single sex, interest etc.
- One to one teaching.
- Collaborative learning with talk partners or groups- Independent learning.
All areas of the learning environment will be utilised including provision for outdoor learning, which ensures learning opportunities for a range of varied and stimulating learning experiences for all areas of the curriculum, which develop appropriate skills, concepts and knowledge.
Teaching Assistants and external agencies are employed to support children with Special Educational Needs and disabilities, as outlined on their Individual Education Plans. Inclusion is at the forefront of planning for these children which may indicate working 1:1 outside the classroom for short periods.
As outlined in the whole school Behaviour Policy every class will display the Golden Rules poster.
- Classrooms are organised to facilitate learning and the development of independence.
- The resources in each area are grouped according to curriculum subject and clearly labelled.
- To enable whole class interactive teaching from years two to six, pupils’ tables and chairs are organised in a horseshoe arrangement. This offers good sightlines and good lines for communication, both verbal and non-verbal. In year one the tables are organised in groups but in a horseshoe around the carpet area. In the summer term year one tables are then organised into the horse shoe shape.
- Writing resources are available for use at all times, and are easily accessible.
- Book corners are comfortable and attractive.
- Labels and posters should wherever possible reflect the language diversity in the school community.
- In the Foundation Stage and Key Stage 1 areas for imaginative play change termly and are linked to topic themes. These give opportunities for a range of play and role-play experiences which contribute to learning in a purposeful manner.
- Pupils are involved in the maintenance and care of all equipment and resources.
- Pupils are encouraged and allowed access to water bottles.
We aim to provide a “vibrant” interactive and supportive learning environment.
We are committed to raising standards of Basic Skills at Corsham Primary School. By Basic Skills, we mean the ability to read, write and speak in English, and to use mathematics and computing at a level necessary to function and progress in the work place, and in society in general.
Our vision statements for Reading, Writing and Maths
At Corsham Primary School we will endeavour to provide outstanding reading experiences with exciting and inspiring learning opportunities that promote the importance of this lifelong skill. All children, both boys and girls will experience a wide variety of contexts and settings with a range of stimulating resources to ensure the most effective progression takes place according to their age and ability.
We believe that children learn best when they are provided with a range of opportunities and skills for writing across the curriculum. Teachers will provide a stimulating environment that promotes all aspects of literacy learning. Children have access to a range of writing equipment and resources to support and further develop their writing.
We believe that maths at Corsham Primary should be creative and engaging. It should be presented through a context which is meaningful and stimulating for all children at their own level. Children should be confidently able to apply their skills and knowledge to imaginatively solve problems.
Phonics and Reading Schemes
At Corsham Primary School we use the 'Read, Write, Inc' phonics scheme, and children will bring home 'Read, Write, Inc' reading books matched to their phonic level.