Curriculum Planning

At Mellor Primary we aim to provide a curriculum which creates opportunities for all, engages learning through experience and is relevant to the world we live in – paying particular regard to excellence and enjoyment.  School is committed to developing and reviewing a skills based curriculum set within a thematic approach and aims to make relevant connections across subjects.

School has recently embraced the principles of developing a ‘Challenge Curriculum’.  For additional information see the presentation for parents on the ‘Challenge Curriculum’.

Where appropriate the curriculum has been developed to maximise the use of the local geography, environment and school contexts.  We are committed to the ‘Forest School’ ethos, ensuring our children have opportunities to learn in the outdoor environment.  More information about Forest Schools is available at www.forestschools.com

 

Planning Structure

Key aspects of preparing the learning experiences are as follows:

Thematic Aspect

  • The thematic aspects of the curriculum are divided into units of learning in x number of week blocks.
  • Each block is initiated with a Primary Learning Challenge question.
  • A Wow challenge is planned to engage the children; to ignite their interest in the project to be explored.
  • Teachers explore with children their existing knowledge and/or understanding.
  • Teachers and children then consider what they need to know next. At this point teachers then plan the sequence of subsidiary learning challenges.
  • At the end of the block of work there should be a planned celebration of the learning undertaken.

 

Non-negotiables/Published Schemes

Each year group has a series of Non-negotiables that must be addressed in a given year.

  • The Non-negotiables cover Literacy skills, numeracy, ICT and skills to empower learning.
  • School has a published maths scheme which acts as starting point. Teachers use this as a guide and use their professional judgement about the children to plan the sequence of learning. We also use ‘Big Maths’ across school as tool to develop the fundamental basic understanding in key mathematics concepts.
  • School has a handwriting scheme which teachers should plan weekly lessons. Spelling is taught through Jolly Phonics in Early Years and Phase Spelling in Key Stage 1 and Key Stage 2.
  • Reading of phonics is developed predominately through three main book collections from the Oxford Reading Tree : Song Bird Books, Floppy’s Phonics and Decode and Develop.

 

How does school organise the children to manage learning?

Organisational features:

Children are sometimes grouped in the following ways:

  • Ability grouping in Numeracy and Literacy and when necessary in subject areas (i.e. Science)
  • Mixed ability for foundation subjects.

 

Children will work in the following ways:

  • Individual learning.
  • Small Groups (4s to 8s) independent.
  • Paired work e.g. talk partners, speaking/listening partners/writing buddies/investigation partners.
  • Whole class.
  • One to one with adult/more able pupil.
  • Peer to peer.
  • Teacher focus led group.
  • Teaching Assistant focus led group.
  • Children may be grouped mixed age.