Curriculum Provision

Our school has developed its own ‘Creative Curriculum’, which is based on the National Curriculum.

To view a copy of the Government’s National Curriculum, click below:
 Primary School National Curriculum (Jul 2014).pdf

 

Curriculum Statement: Inspire – Create - Achieve

Intent:
We aim to provide a safe, happy and healthy environment in which all children are encouraged to be creative, confident and enquiring individuals in an atmosphere of mutual trust, respect and support.

We, therefore, offer a curriculum that gives pupils the best possible start to their education by developing their independence, curiosity, imagination and desire to learn. We want our children to love learning and to develop as successful learners with high aspirations, and who know how to make a positive contribution to their community and wider society. 

Leaving our school with a memorable collection of learning experiences, pupils from Orchard will move onto secondary school with the skills, knowledge and understanding that will enable them to thrive.

Our Curriculum Aims:

  • The underpinning principles of our curriculum are committed to providing quality and excellence through an exciting, stimulating environment that stretches and develops the child as a whole.
  • To provide a broad and balanced curriculum that includes our statutory obligations within the Early Years Foundation Stage Curriculum and the National Curriculum.
  • To enhance pupils’ individual capabilities, encouraging individuals to become independent, self-motivated and self-disciplined learners and members of the school and the community.
  • To encourage lively, enquiring minds and enthusiasm towards school and education.
  • To build confidence, self-respect, self-esteem and a sense of responsibility in each child; to help pupils to work co-operatively with consideration for others; to encourage pride in our school and community and to establish high standards in work and behaviour.
  • To ensure that our pupils become literate and numerate.
  • To develop enquiry, problem-solving and creative skills and IT capability in line with the aims of the National Curriculum.
  • To enable each pupil to develop physical awareness, stressing the values of healthy living and an understanding of the workings of the human body.
  • To develop in pupils respect for other people’s cultures and origins, and to reject biased attitudes towards sexism, racism and disability.
  • To provide opportunities for spiritual growth. To help children to consider their own beliefs and those of others.
  • To develop an understanding of an ever-changing world concerning work, leisure and the environment.

Implementation - Creative Curriculum Design: A Learning Adventure!
Our ‘Creative Curriculum’, which is taught in a two-year rolling programme, has been designed to foster a life-long love of learning, through adopting a practical, and thematic, cross-curricular approach to learning.

The curriculum offered at Orchard takes children on a different narrative each half term using the Mantle of the Expert approach. The children are part of the ‘story’ they are following, and this ensures that every piece of work the children do within the adventure is meaningful and has a real purpose. This creates the ‘botherdness’ of learning and ensures that the children are fully engaged.

We work hard to include the 'wow' factor to motivate and inspire our learners and free up additional time in the school week to enrich our children’s learning – our teachers have real freedom to own the curriculum and be truly creative with the learning experiences they give their children. A stunning start through a Mantle of the Expert (MOE) ‘Inspiration Day’ therefore launches the learning and hooks the children from the very beginning. (We also offer additional opportunities such as Discovery Days, Themed Days, specialist workshops, French teaching in KS2, residential visits, outdoor learning, trips and visits and whole class instrumental lessons).

The focus for our Learning Adventure is to provide contextualised, purposeful learning that develops ‘life skills’ so that children are ‘secondary’ ready by the time they leave us. The journeys in learning foster the development of writers, mathematicians, artists, designers, historians and geographers etc.

Teaching and learning are underpinned by cognitive challenge. Teachers use the model of ‘Basic, Advancing, Deep’ to ensure differentiation is appropriate and does not place a glass ceiling on learning for any child, no matter their ability or needs. Various levels of challenge occur through careful and strategic task matching and questioning where staff create the correct conditions for learning by delivering learning centred around an essential ‘Question for Learning’ which provides opportunities for depth of learning.

The learning environment is designed in a way that engages and inspires children; it is linked to current learning and language-rich to support the children’s vocabulary, oracy and writing development throughout the Learning Adventure.

The design of our curriculum ensures that cross-curricular links drive the Learning Adventure in a purposeful and contextualised way. In all our Learning Adventures these cross-curricular links offer a creative way to develop children's knowledge, skills and understanding while motivating them to learn through stimulating, interconnected topics. Each Learning Adventure crosses subject boundaries thus allowing for investigations that engage children's imagination. It also gives teachers opportunities to encourage active enquiry, taking the initiative, and discussion and debate by children.

Long-term plans and coverage grids ensure that pupils receive their entitlement to the whole primary curriculum. They map the curriculum for the school over a whole year and are shared with all stakeholders.

We rigorously drive home knowledge (facts and information) which underpins pupils’ learning and enables the progressive application of skills in a range of contexts so that our children will have the tools needed to be successful independent learners for life. Each Learning Adventure therefore has clearly identified main subject drivers for progress as well as end goals (planning with the end in mind); these provide the framework and key focus whilst cross-curricular opportunities are rightly maximised. Knowledge, skills and understanding is built up over time to ensure long-term retention as children have the opportunity to practice and rehearse their learning over time.  Connections between concepts provide the basis for progression.

Teaching is typified by hands on, practical learning in a creative context both inside school and outdoors. The classroom environment fully immerses the children in their learning. They are stimulating and motivating places to learn and display a mixture of inspiration for learning, celebration of learning and support for learning. The journey through the adventure is clearly evident on the classroom walls. A great emphasis is placed on providing a broad curriculum ensuring every subject is valued.

Our Curriculum has also been designed to ensure that each and every child can ' live life in all its fullness' by offering stimulating and awe-inspiring learning experiences with values, wellbeing and character education at its heart. Effective learning characteristics, including being ambitious, reflective and imaginative drive teaching and learning. There is a high focus on developing children’s moral, spiritual, social and cultural understanding and in ensuring that children are well-prepared for life in modern Britain. Thus, we aim to develop outward-looking pupils who are able to engage in learning about themselves and have an understanding of the wider world and its complex cultures.

Impact:
The high staff moral and dedication of the teachers to provide the very best experience for all children means that all staff are completely on board with delivering an original and inventive curriculum to our children.

Whilst the impact of our curriculum will be measured by standardised assessment procedures that allow us to evaluate outcomes against all schools nationally, for example:

  • Percentage of EYFS pupils achieving a ‘Good Level of development’ (GLD)
  • End of Y1 Phonics Screening Test
  • Percentage of end of KS1/KS2 pupils working towards or at the expected standard and at greater depth in reading, writing and maths

Its impact will be more greatly arbitrated by how effectively it helps our pupils develop into well-rounded individuals who embody our values and carry with them the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens.

At every opportunity, we aim to connect learning, and give children first-hand experiences that they can relate their learning to. We rigorously drive home knowledge (facts and information) which underpins pupils’ learning and enables the progressive application of skills in a range of contexts so that our children will have the tools needed to be successful independent learners for life.

We work hard to include the 'wow' factor to motivate and inspire our learners and free up additional time in the school week to enrich our children’s learning – our teachers have real freedom to own the curriculum and be truly creative with the learning experiences they give their children. We also offer additional opportunities such as Discovery Days, Themed Days, specialist workshops, French teaching in KS2, residential visits, outdoor learning, trips and visits and whole class instrumental lessons.

Our Curriculum has been designed to ensure that each and every child can ' live life in all its fullness' by offering stimulating and awe-inspiring learning experiences with values, wellbeing and character education at its heart. Effective learning characteristics, including being ambitious, reflective and imaginative drive teaching and learning.

It is bespoke to the needs of the pupils at Orchard, not only by focusing on appropriate subject-specific knowledge, skills and understanding as set out in the National Curriculum, but by developing individual and collaborative learning experiences, a positive growth-mindset, a sense of responsibility and challenges that take them beyond the classroom.

A primary focus of our curriculum is to raise aspirations, engender a sense of personal pride in achievement, and providing a purpose and relevance for learning. It includes not only the formal requirements of the National Curriculum, but also the range of extra-curricular activities that the school organises in order to enrich the experience of our children.

We provide a highly inclusive environment where all learners enjoy their education and pupils at all levels are helped to achieve their potential.

There is a high focus on developing children’s moral, spiritual, social and cultural understanding and in ensuring that children are well-prepared for life in modern Britain. Thus, we aim to develop outward-looking pupils who are able to engage in learning about themselves and have an understanding of the wider world and its complex cultures.

Impact:
Whilst the impact of our curriculum will be measured by standardised assessment procedures that allow us to evaluate outcomes against all schools nationally, for example:

  • Percentage of EYFS pupils achieving a ‘Good Level of development’ (GLD)
  • End of Y1 Phonics Screening Test
  • Percentage of end of KS1/KS2 pupils working towards or at the expected standard and at greater depth in reading, writing and maths

Its impact will be more greatly arbitrated by how effectively it helps our pupils develop into well-rounded individuals who embody our values and carry with them the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens.

Please click on the link below to view the Creative Curriculum titles studied at Orchard:
 Creative Curriculum LTP 2019.pdf

Please click on the link below to view our 'Teaching & Learning Policy':
 https://www.orchardprimary.org/policy/teaching-and-learning-policy

 

Subject Information

 

‘Everyone’s Welcome’ – teaching children about equality and diversity
At Orchard, we are committed to preparing our children for life in the diverse society, which is modern Britain today.

As a school community therefore, it is important for us to continue to commit to the shared values that diversity is a strength and an asset; that every individual has equal human value and that a secure and safe environment, as well as peaceful conflict resolution, are essential to learning and to society. 

Using the ‘Everyone’s Welcome’ programme to promote an ethos of inclusion and tolerance, we make our children aware of the Equalities Act 2010 through picture books/stories, drama, discussion and assemblies. The focus of the programme is around noticing, celebrating and developing resilience around diversity.

The work we do is not a one-time conversation, but rather a continual process of education through an open and ongoing reflection.

Our aim is to foster an environment where all members of our community feel welcome, valued, and accepted so that our children leave primary school happy and excited about living in a world full of difference and diversity, whether that difference is through ethnicity, gender, ability, age, sexual orientation or religion.

How will we deliver the programme?
Class teachers will deliver the programme throughout the year using developmentally appropriate picture books.

All school staff will promote and recognise the ‘Everyone’s Welcome’ ethos as part of the school day.

Assemblies will support and explore related topics and promote the inclusive ethos.

Why is it important?
It is important we create a school culture in which children, staff and the whole school community work together to foster an environment of inclusivity through effective spiritual, moral, social and cultural (SMSC) and character education.

It is vital that our pupils can discuss inappropriate and discriminative language and understand how to address boundaries in order to prepare them for a future in modern Britain.

We strive to ensure that our pupils are surrounded by a consistent message:

  • There are no outsiders at our school – everyone is welcome
  • Everyone is different
  • We like being different
  • We are all equal in our difference
  • I can get along with you even if we are different
  • We live in the U.K.; our British values support this and the law says this too

Resources
For your information, click on the link to view a list of the picture books that we use across the year groups.
 Everyone's Welcome Book Overview.pdf
 Everyone’s Welcome Long Term Plan.pdf

 

Relationships and Sex Education (RSE)
As a part of your child’s education at Orchard, we promote personal wellbeing and development through a comprehensive Personal, Social, Health and Economic (PSHE) education programme.

During the Summer Term, your child’s class will be taking part in lessons that will include the relationships and sex education (RSE) aspect of this programme.

Lessons will be taught in age-appropriate ways that reflects the children’s maturity.

Content will cover concepts relating to:

  • Healthy relationships, including friendships
  • Families
  • Growing and changing, including puberty and personal hygiene
  • Keeping safe
  • Sexual reproduction, including knowledge of the sexual organs, conception and birth

All RSE teaching takes place in a safe learning environment and is underpinned by our school ethos and values.

The scheme of work for each year group can be viewed below:
 RSE Scheme of Work.pdf

It was drafted with reference to the Sex Education Forum’s Curriculum Design Tool as well as the PSHE Association’s Programme of Study to secure full coverage of relevant objectives from its three Core Themes: Health and Wellbeing, Relationships, and Living in the Wider World.

 

Developing Pupils' Cultural Capital

What is Cultural Capital?
Cultural capital is the accumulation of knowledge, behaviours, and skills that a pupil can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a student will draw upon to be successful in society, their career and the world of work.

At Orchard Primary School, we recognise that for pupils to aspire and be successful academically and in the wider areas of their lives, they need to be given rich and sustained opportunities to develop their cultural capital.

Please follow the link below to see an overview of how we give pupils opportunities to enhance their lives through a broad and diverse range of exciting experiences:
 Cultural Capital at Orchard Primary School.pdf