Mylor Bridge School
Curriculum Statement Introduction and Rationale
The core outcome for our curriculum is for all our pupils to move on to the next chapter of their learning journey with a strong sense of morality, inquisitiveness, aspiration, drive to succeed, and an ability to celebrate these successes and the successes of others. The school's culture and our climate for learning provide the following drivers that underpin all areas of our curriculum:
- Resourcefulness: Ask questions/Make links/Imagine/Think things through/Use a range of resources
- Resilience Get absorbed /Manage distractions/ Notice things/ Persevere/ Know your motivations/ Try new things
- Relationships Take charge/ Do your bit/ Learn alone / Learn together /Show empathy/ Imitate others
- Reflection Understand consequences /Have goals (plan)/ Revise learning /Prioritise/ Know how you learn best.
It is our intent to ensure that our curriculum goes beyond the experiences of the classroom to ensure that our children are exposed to the richest and most varied opportunities that we can provide to develop their social and academic learning, in order to:
- Provide outstanding outcomes for the future of young people.
- Engage children in a relevant, meaningful and challenging curriculum that stimulates and engages children, allowing and supporting the development of fluency and expertise.
- Ensure that every child exceeds their full academic potential.
- Develop children's desires to be ambitious, use their initiative, have a strong sense of community and have positive mental and physical health.
- Ensure excellent delivery of carefully sequenced, powerful knowledge that children can transfer between subjects and phases of their education.
In order to ensure that learning in every subject is sequenced appropriately, we have linked progression documents to our curriculum maps– through the Essentials Curriculum, supported by REAL PE, Charanga, Kapow, Jigsaw and Puple Mash. These ensure that learning is staged and builds on prior knowledge. This provides the children with the opportunity to revisit vital skills and knowledge regularly and embed this learning; therefore becoming experts.
As demonstrated in school data outcomes, children achieve in-line with other schools nationally in English, Maths and Science. This ensures that children are ready to face the next stage of their education because they are working in-line with national expectations. Within Foundation subjects, Proof and Progress quizzes are used to monitored and ensure retention of information, in order to allow children to build on this knowledge and skills as they progress through their learning. Monitoring opportunities within school show that children can apply key developmental skills independently in a range of contexts. Children talk with excitement about learning opportunities, attainment and development of skills. Through specific child-lead examples, pupils talk about developing the 4Rs and how this is positively impacting upon their learning.