From the beginning of the Spring Term 2019 we have been involved in conversations about our curriculum. As a school community we have listened to each other about what we feel the curriculum is for, what the needs of our children are and how we can best delivered learning that is outstanding.
Our vision for the curriculum is ‘Deep learning, principled success’
As such, our principled approach to designing our curriculum is rooted in the child as a learner and as a compassionate, active citizen of the world. A curriculum should empower children to make sense of the complex world in which they live; develop their ability to question; to discuss, challenge and contest diverse positions respectfully and compassionately; and to consider views about our world and how we should live in it.
The curriculum should inspire a relentless optimism for and about children and a restless ambition for what we want them to achieve. Our curriculum should also give children the life skills to flourish and thrive.
Deep learning looks beyond a superficial acquisition of points of knowledge that can be passively recalled in order to answer a question. Instead our curriculum should promote questioning, enquiry and challenge. The learning imparted by adults and children should in turn lead to more or greater learning, so that a piece of knowledge is part of a pathway to other opportunities.
Principled success is concerned with achieving excellence in the metrics by which schools are judged but done so in a way that supports and nurtures the deeper values within our curriculum – who our children are as people and as learners for life, the compassionate advocates of the future. We strive for outstanding outcomes in national tests not as the force that drives our curriculum but as a product of the values that shape our curriculum and our approach to learning.
To help shape the narrative of our conversation Mr Carlyle visited a number of good and outstanding schools, to look at their provision and what lessons we can learn from them. Sapientia Education Trust is also engaged in the process of curriculum design and development and school leaders at primary and secondary level have met to discuss the vision for a world class education at a local level.
Our curriculum is accessible to all of our pupils. To find out how our curriculum is accessible to pupils with special education needs please visit the SEND section of our website.
For further information please look at the class pages on the website. Alternatively, please email the school office at firstname.lastname@example.org or write to the school, the address for which is on the homepage of the website.
Information on the curriculum and how it relates to each year group can be found by clicking on the links below.
The School Curriculum 2020-2021
For the academic year 2020-2021 we have made changes to our curriculum model. Early Years Foundation Stage (Year R) will follow their own EYFS curriculum, which focuses on the key early learning goals. For Key Stage 1 and Key Stage 2 pupils are following a two week rolling timetable, in which every subject is taught during that cycle. English and maths are taught daily, with other subjects being taught at least once during the two-week timetable. Further details can be seen by visiting the class pages as the term progresses.
Reading is always a key focus at Burston and Tivetshall, it is taught from day one and is at the heart of our curriculum. We want to enable all of our children to not only become skilled and confident readers but to enjoy reading for pleasure.
We use the Letters and Sounds phonics programme to teach early reading. Phonic skills are essential for the decoding of and spelling of words. The children are taught to discriminate and produce sounds of speech, to develop their knowledge of spelling patterns and how to apply grammar rules during daily, systematic and enjoyable sessions. It is our aim that by the end of Key Stage 1 the children will have developed fluent word reading skills and have a good foundation in spelling and comprehension.
Comprehension skills are a huge aspect of reading and these skills are developed through one to one reading, whole class story sessions and short sessions planned by class teachers to meet the needs of their classes delivered three times each week. Adults read with all children on a regular basis to help them secure their word reading and comprehension skills. During reading sessions, pupils are given the opportunity to secure the core elements of reading: summarising, vocabulary work, question asking, prediction and question answering.
All children take home reading books. Children here are encouraged to read at home daily and we ask adults to support their child’s learning by recording the reading that they do at home in the individual record each child brings home. We want our children to become proficient readers to enable them to access all areas of the curriculum and so that the children can develop a lifelong passion for reading.
Throughout the year we promote reading widely for example by celebrating World Book Day and by sharing a range of exciting, high quality class reads.
Long Term Overviews
Our Long Term Overviews for the foundation subjects can be found at the bottom of the page.