Curriculum Provision

"The good quality curriculum makes a significant contribution to pupils’ personal development, behaviour and welfare. Forest school is particularly valued by pupils and is shared with pupils across the federation." OfSTED September 2018.

Our vision is 'Believing we can achieve' and we have applied that principle to our curriculum design. We have carefully designed our curriculum to meet our children’s needs and planned it so that children learn knowledge and skills which will prepare them for life in modern Britain.

Every state-funded school must offer a curriculum which is balanced and broadly-based and which promotes the spiritual, moral, social, cultural and mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences of later life.

The school curriculum comprises all learning and other experiences that each school plans for its pupils. The  National Curriculum forms one part of the school curriculum. Maintained schools in England are legally required to follow the statutory National Curriculum which sets out in programmes of study, on the basis of key stages, subject content for those subjects that should be taught to all pupils.

All state schools are also required to make provision for a daily act of Collective Worship and must teach Religious Education to pupils. The school’s Religious Education curriculum is defined through the SACRE Shropshire Agreed Local Syllabus. For more information about  Religious Education and Collective Worship please follow the links. 

All schools should make provision for Personal, Social, Health and Economic education (PSHE). From September 2020 Relationships, and Health Education (RHE) becomes compulsory for all primary schools in England, having to be fully implemented by Summer 2021. The government’s aim in introducing this subject is to ‘put in place the key building blocks of healthy, respectful relationships, focusing on family and friendships, in all contexts, including online. This will sit alongside the essential understanding of how to be healthy.’ Parents continue to have the right to withdraw their child from Sex Education in primary schools.

Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education. In order to do this and make our school curriculum relevant to our pupils we drew up a set of ‘curriculum drivers’ - areas of learning we believe are important over and above the National Curriculum - and have woven these into each topic plan. We use the National Curriculum, our Curriculum Drivers (see below) and our topic themes (see below) to plan an engaging, knowledge-filled curriculum which will enable our children to excel.

Our five Curriculum Drivers enable our school vision to be lived out: Exploring Opportunities (Visits and Visitors); Outdoor Education; Christian Values; Learning for Life; Our Place in the World. These drivers are planned for in each of the curriculum topics we teach each half term. Through our rich curriculum, we are determined to: encourage pupils to think about the opportunities that lie ahead of them; teach them how to enjoy the great outdoors; show pupils what a wonderful world we live in; help them understand their place in the world as tolerant and caring citizens; and share with them the joy of education and lifelong learning as a path to fulfilling their dreams.

Staff are resourced with good schemes of work and opportunities to attend high quality training, so that their pedagogical and subject knowledge is being regularly enhanced and updated. This allows them to plan and deliver high quality, engaging lessons.

At AddMore Federation we believe that children learn best when knowledge is put into a context and when children have opportunities to be active in their learning through first-hand experiences. As well as specific subject lessons, our teachers plan opportunities for cross-curricular learning and time to apply skills and knowledge in a variety of contexts. We ensure that our pupils have the opportunity to encounter a range of educational experiences across their school career e.g. visiting museums, galleries, theatres, other local areas, so that they have an understanding of our the rich culture we live in and other cultures around the world. School is both engaging and challenging.

Our curriculum is full of opportunities for our pupils to be involved in hands-on experiences as a natural part of their learning. For example, activities such as: building real structures including dens, bird boxes, bug hotels; testing how the fire of London may have travelled through modelling; hot seating (taking the part of a character in a book or story); recreating ‘historical’ artefacts (Egyptian canopic jars, shields, Greek pottery); testing in science: e.g. properties of materials for warmth and waterproofing, friction and air resistance; cooking as a means of promoting healthy eating and practising mathematics skills in a practical way. 

Our rolling programme of topics is based on the Lancashire Scheme of Work, which has been planned to cover the whole range of the DfE National Curriculum requirements. Please see our ‘Curriculum Overview’ below.

The curriculum at Adderely CE Primary is taught through a combination of discrete subjects and topic themes. Mathematics and English are taught as discrete subjects, usually in the morning sessions. However, additional reading and writing opportunities are planned and linked to each term’s topic theme, providing further practise for the skills taught in English lessons across a range of other subjects.  Similarly, opportunities to practise maths skills are woven into other topic work wherever possible. We want children to see connections and make link in their learning.

Computing, PE, Music, Languages (French), Religious Education, RHE/PSHE (Personal, Social and Health Education) are also taught as discrete subjects but again links are made to the topic theme where practicable.

Science, Geography, History, Art & Design and Design Technology are all taught within topic themes. Topics are planned on a two-year rolling programme. In some terms there may be an additional Science theme.

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