At Culverstone Green we build our curriculum model around 6 Curriculum Capitals, these Curriculum Capitals are embedded within our curriculum and support pupils to build their: moral, social, cultural, knowledge, skills and professional capital, in recognising and developing the skills and attributes they already have in these areas and challenging them to think strategically about how they can further enhance their education beyond the classroom.
The underpinning values we have at CGPS are to develop: respect, equality, resilience, courage, awareness and collaboration within our pupils – young people who are ready to embrace their secondary education and life beyond. We want our pupils to be prepared for, and excited by, the challenges and opportunities that lie ahead in an ever-changing and ever-difficult-to-predict world. They will require a flexible outlook and a wide-range of skills to succeed in such an environment.
An overview of our Curriculum Capitals can be seen below:
Our curriculum has been developed over time and is constantly evolving in order to provide the best possible learning experiences for our children. We do not simply buy and deliver schemes of work but use the resources we feel best serve the children and then adapt and impart them so they work for us. Examples of this would be our use of Read, Write, Inc. to deliver our phonics teaching. We use this excellent scheme but have regularly and successfully modelled it to our own needs and the groups of children we teach. Similarly, we employ WhiteRise to deliver a mastery approach to mathematics learning, but, again, this is adapted slightly to suit our own leaning needs. As a result, we have seen significant improvements in our reading and maths results since these have been introduced.
However, we are determined to ensure that the children’s learning experiences are not focused exclusively on English and maths, although we are proud of the children’s achievements in these subjects. We aim to provide breadth, depth of balance of learning by constantly reviewing and modifying our curriculum and ensuring that all subjects are taught with equal interest, depth, enquiry and challenge. We use a topic-based, enquiry-focused approach to learning and provide a wide range of experiences and ‘hooks’ in order for the children to be engaged and proud of their learning. Whether this means spending a night on a naval warship, visiting wolves at a wildlife park, cycling at the local cycle-park, studying philosophy in Enrichment sessions, walking with the school dog or participating in a national general knowledge competition, we aim to provide a rich and balanced curriculum. We are determined to give the children who attend Culverstone Green the best possible start to their education and their lives by preparing them for the next chapter in their school lives and for their future years.
Each teacher has responsibility for at least one subject, usually one they have a passion for. It is that teacher’s responsibility to oversee the planning and delivery of that subject; this would mean monitoring the planning of that subject for each year group, comparing the progression via the long term and medium term plans, observing lessons, checking books, offering suggestions and support and generally promoting their subject across the school. They ensure that the subject is covering all the elements that are required by the National Curriculum but also that there is a depth of learning too. We aim to do this by a ‘teach, practise, repeat’ methodology whereby children will have the opportunity to use the same skills repeatedly but not necessarily by following the exact same lessons. One example of this could be passing and running skills in rugby: they are taught and practise the principles of throwing and catching in every year group, in Year 3 they will begin to participate in catching and throwing games and then these become small-sided or invasion games which might be rugby but could be basketball or handball. By Year 6, the children are able demonstrate strong rugby skills: passing correctly, running in straight lines, attracting defenders, making ‘miss’ passes and looping around support runners. This would show a good depth of learning. Our children’s French skills are improving too: simple phrases and words are learned but by the end of Key Stage 2 children can hold simple conversation and write some straightforward sentences.
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