We are currently in the process of developing our curriculum. This is an important process and we do not want to rush it, as it will require a lot of thought and care. We have put together a timeline for the process. We have been involved in a lot of exploratory work and are working closely with other schools in Crofty MAT to create progression maps for knowledge, vocabulary and skills for each year group in every subject. We will keep you updated on this exciting process. We have created an intent statement that can be found below. We still teach through topics as we feel it is important for children to see the links but we are also ensuring that each subject is recognised in its own right. We want to help our children to work like scientists, artists, historians etc.
To support parents we have created three leaflets: End of year expectations in reading, writing and maths (RWM) for each year group, class termly/half termly curriculum leaflets and knowledge organisers. The curriculum leaflets for each class, explain some of the learning that will be happening during the term/half term. The knowledge organisers contain key vocabulary and information that the children are expected to learn during the topic. Children have one of these at school and one at home. We would really appreciate parents helping their child to learn these words and facts at home too. The children will be learning more than the things on the knowledge organiser and in the leaflet but these contain the key things we plan to cover. These can all be found on class pages or at the bottom of this page. We hope parents will find them useful. Below please find our long term plans.
We have also created a list of key experiences we would our children to have whilst at Portreath School:
Portreath School’s Curriculum Intent Statement
At Portreath Primary School, the curriculum is designed to create lifelong learners with a passion for life and inner confidence. Our intent is to include a range of positive experiences that enrich the children’s lives, ignite their curiosity and imagination and spark their interest in all aspects of the world around them. The spiritual, moral, social and cultural development of our pupils and their understanding of the core values of our society are woven through the curriculum.
We aim to provide a broad, balanced and creative curriculum that is underpinned by the teaching of basic skills and knowledge to ensure children become confident and effective speakers, readers, writers and mathematicians. For specific details of our reading, writing and maths intent and curriculum please see our English and Mathematics policies.
At Portreath School we lead our curriculum through a variety of rich and varied experiences. We recognise the important of having a structure to the curriculum in order for it to be coherent. The schools in the Crofty MAT are working together to create a structured progression of key skills, knowledge and vocabulary for each subject. Each school is using this as a reference point to develop its own unique curriculum to reflect its own needs, ethos, direction and community. A key question for our teachers is “Why am I teaching this?”. We ensure that we make the reasons for teaching particular skills and topics explicit to the children so they understand the purpose of their learning and see how it fits in to the bigger picture.
Learning Behaviour and Learning to Learn
We believe powerful knowledge opens doors and it is through knowledge that children can make sense of and improve the world we live in. Our curriculum is designed to foster a love of learning. As well as preparing the children for life in the 21st century, we also want to celebrate the joy of learning in its own right. We believe that a child needs to know how to learn and so characteristics of effective learning and behaviours for learning are emphasised. As part of this the school promotes five key learning behaviours: we want children to be brave, ready, responsible, resilient and happy so the curriculum is about giving children opportunities to develop these qualities. We teach our children to become independent so even from EYFS we look at how routines, expectations and the environment enable them to do this. We encourage them to develop a growth mind-set and to do this we teach what this means and introduce the pupils to people who have achieved great things due to their growth mind-set. We explicitly teach children that mistakes are not bad but a natural and important part of learning. Our curriculum allows children to be challenged, we want them to grapple with problems and ideas and achieve a sense of satisfaction from overcoming difficulties
Mental Health and the Brain
We want our children to understand some of the basic principles behind how the brain works so our curriculum includes learning about emotions. It is guided by Trauma and Mental Health Informed School (TISUK) principles. We want to give everyone the skills and understanding to build happy, healthy and trusting relationships. We expect everyone to show tolerance and understanding; we teach that diversity and difference are to be celebrated.
In our topic work, the children have an input into the design of the curriculum. As long as the key components and skills are included, we allow the curriculum to be flexible because we want to respond to the children’s interests and needs. We start topics by not only finding out what children already know, but also asking them about what they want to discover and what would take their learning on further. Rather than cover a wide range of topics superficially, we choose to take our time and cover topics in more depth, usually working on one topic for half or a whole term. We understand the importance of revisiting key concepts and building upon what has come before to create coherence. We like to have an endpoint with a real purpose or audience for the children to work towards e.g. an assembly for the school and parents. We have adopted a cross-curricular topic approach. However we are adapting and develop the curriculum to ensure the integrity of individual subjects are preserved. We want our children to act and talk like, for example, scientists, historians and artists.
Our English work is linked to our topic whenever appropriate. This enables English work to have context and purpose and allows the children to gather information through the texts explored. Books and class novels are an important feature, and whenever possible we use them to enrich the topic work; in turn we use the topic work to help us understand the novel. We recognise the importance of vocabulary in order to fully access the curriculum and promote a love of language. We are looking to develop academic transferable language skills as well as knowledge of subject-specific language. We emphasise the importance of speaking and listening, as we believe great learning ‘floats on a sea of talk’. .
Arts and Sport
Being creative and developing a good imagination are vital life skills; our curriculum includes opportunities for children to experience the creative arts. We believe it is important for children to work with professional artists and make use of our creative community. As well as including at least one annual professional theatrical experience, the school prides itself on the performances the children regularly stage.
Sport is an important element of school life and we teach the children how important it is to have a healthy body and mind. The school is involved in a variety of competitive sporting events but also offers a range of experiences to engage all children in physical activity.
We aim to help our pupils to appreciate and be interested in the wider world around them; we introduce them to a diverse range of art, music, historical events. We explicitly encourage them to value diversity. We like to take advantage of experiences and opportunities that arise; these might link to local, national or international events. We use these to supplement and direct our teaching. Enrichment is provided through off-site trips, visitors and special experiences. We have created a list of key experiences we strive to provide for each child during their time at the school.
Sense of Place and The Environment
Our curriculum celebrates the importance of the local area, and includes learning local history so the children have pride in, and understand, where they live. The school has achieved ‘Plastic Free Status’ and is involved with #loveportreath to ensure our village is a wonderful place to live now and in the future. We are passionate about outdoor learning and helping children to learn to manage risk for themselves. We want them to remain in touch with the natural world and we make use of the fantastic school grounds and local environment, including the beach and woods. We give them the knowledge, skills and understanding to be thoughtful citizens who care for each other and the world around them.
We understand that a primary school is only one stage of a child’s learning journey and, as such, the curriculum, or what a child experiences whilst at Portreath, needs to be carefully thought through, planned and implemented. Through high quality teaching, the aim is for our pupils to develop transferable skills together with the knowledge, enthusiasm, concepts and values that will help them to thrive not only in secondary school but also in life as global citizens. Our curriculum promotes our motto: Believe, work hard, succeed.
The Early Years Statutory Framework is used to support an integrated approach to learning and care. The planning of learning follows the children’s interests and learning needs. Close tracking of individual children’s progress, through the use of the Early Years Foundation Profile, is carefully monitored to ensure all children make progress. For more details lease see the EYFS tab under curriculum.
Please use the links below to look at the year group expectations for reading, writing and maths:
Class Curriculum Leaflets:
People who help us Maple Aut 2019
For Information about RE please click on the following link: RE Overview
In Portreath School we are trying to provide regular opportunities, throughout, that allow children the process of design, make and evaluate.
In Ks1 this will be based through more naturally occurring links in their topic work which might be food based: a nutritional smoothie or milk drink; or product based: a moving toy.
Across Ks2 DT is linked as much as possible to topic based learning, where a more deliberate focus is placed on ensuring they meet a variety of opportunities as they travel through the school. A wider range of material choices are offered as they progress along with a wider range of tool choices. This allows them to take more responsibility for their design and outcomes as they develop the skills and maturity to do so. By Year 6 they are expected to take part in a small enterprise topic, which allows them to design, make and evaluate a product of their own with the purpose of actually raising money for a charity.
For more details about DT please click on the following link: DT at Portreath School
Please use the links below to access each class’s page: