CURRICULUM
At Manorfield Infant & Nursery school we believe in nurturing children so they can thrive in school and as a result they are ready to learn and can achieve their goals. Our curriculum has been developed to ensure all children develop skills to enable the children to be the very best that they can be. Underpinning the curriculum is the rule of law, mutual respect and tolerance of those of different faiths and beliefs.
We believe that all pupils are entitled to an engaging and enriched curriculum which should be accessible to them, enjoyed by them and which results in them knowing and remembering more.
Curriculum Intent
At Manorfield Infant & Nursery school we provide a broad and balanced curriculum which is designed to support our children to become successful members of society.
The school teaches all individual subjects in the National Curriculum and covers all areas of learning in the Early Years Foundation Stage (EYFS).
The curriculum is designed in a sequential and coherent way so that children build skills, knowledge and understanding towards defined outcomes in each area from the start of nursery to end of Year2. Individual subject information can be found on the school website.
Each individual subject is organised through a progression model that maps out knowledge, skills and vocabulary to be taught to specific end goals. Teachers use the subject specific progression for each area to formulate their long term plans. Teachers make clear the subject specific skills and knowledge being taught so that children have a clear understanding of each subject area. These themes allow teachers to link subject areas so that they make sense for the children. Learning is regularly revisited over the course of a school year or key stage so that children’s understanding is built on a deepened over time. The curriculum is planned so that children access the above aims throughout their time in school with each one being woven into the core learning over the half term.
Implementation
All learning will start with a review of previous knowledge. This will be scaffolded to support children to recall previous learning and make connections. Staff will explicitly model the subject specific vocabulary, knowledge and skills relevant to the learning to allow pupils to integrate new knowledge into larger concepts.
Teachers support children to practice new learning, questioning for understanding, checking for misconceptions and giving clear appropriate feedback. This moves children from supported practice to independence at the correct pace for them ensuring all children are challenged.
Learning will be supported in a variety of ways in the classroom environment which provide children with scaffolding that supports them to retain new facts and vocabulary in their long term memory. Consistent learning in every classroom provide constant scaffolding for children. Subject specific vocabulary is displayed on the learning wall along with key facts and questions. Assessment is ongoing throughout relevant cross curricular themes to inform teachers with their planning, lesson activities and differentiation.
Our children will be given a variety of experiences both in and out of the classroom where appropriate to create memorable learning opportunities and to further support and develop their understanding and language acquisition.
Impact
The learning environment, Evidence me, seesaw and pupils work will demonstrate what the children have learnt. In addition the children will show that they know more and remember more about what they have learnt. We will ensure that pupils have opportunities to meet concepts and learning in a variety of ways and over an extended period so knowledge and understanding is embedded. We will use work scrutiny to demonstrate that the curriculum has been taught in a well sequenced and coherent way that allows children to show what they have learnt and allows children to experience and embed relevant learning
We use pupil voice to check that pupils are retaining knowledge from across the curriculum and making appropriate connections across units of learning.
Inclusion
We set high expectations for every pupil. We will plan stretching work for pupils whose attainment is significantly above the expected standard. We also have to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. We will use appropriate assessment to set targets which are deliberately ambitious.
At Manorfield we have a significant proportion of children who speak English as an additional language. We recognise that the ability of pupils for whom English is an additional language to take part in the national curriculum may be in advance of their communication skills in English. We will plan teaching opportunities to help pupils develop their English and aim to provide the support pupils need to take part in all subjects. Monitoring of their progress will take account of the pupil’s age, length of time in this country, previous educational experience and ability in other languages.
We will take account of our duties under equal opportunities legislation. We will plan lessons so that SEN pupils can study every national curriculum subject. Some pupils who have identified as SEN may need additional resources or adaptations for them to access the curriculum. Potential areas of difficulty will be identified and addressed at the outset of work.
To find out more about individual subjects, please click on the links on the menu.
If you would like to know more about our curriculum, please get in touch with us following the contact details above.
