,
Message sent from:

Curriculum Overview 2019-20

Field Lane Curriculum overview 2019-20

Please click the links below to see our long term plans for each phase/year group

Early Years            Key Stage 1            Year 3/4            Year 5/6

Curriculum Statement

At Field Lane, we believe that our commitment to a curriculum that is rich with challenges and opportunities for investigation and problem solving, both indoors and out, enables all our young people to develop the resilience to manage life’s tests and grow into well-rounded healthy adults with the skills they need to achieve in their chosen fields and the knowledge and understanding to become positive global citizens. This exciting curriculum has a positive impact on both behaviour and self-confidence. 

Our curriculum follows a two year cycle, and an annual in depth evaluation ensures that new ideas and relevant content can be incorporated to keep it fresh. It is essential that the curriculum is  inspiring for us to teach as well as developing a passion for learning in our young people. The curriculum design is influenced by the interests of children and staff, whilst being carefully constructed to ensure that key knowledge, concepts and skills are taught systematically throughout school and across the year. 

In addition to complying with the requirements of the National curriculum, and with British Values carefully woven through it, our curriculum is underpinned by five key drivers

Curriculum Drivers

  • Our World – To understand that we are world citizens and that we will get the most out of life if we engage with others no matter what our differences. Our children learn to speak with confidence to a variety of audiences (every child has to speak to an audience at least twice a year) and listen attentively to others’ points of view. They engage in debate and discussion, learning how important it is to understand a subject from different angles. Activities such as our bi-annual ‘Soup!’ event and ‘My Country, My Vote’ give children the opportunity to present a campaign, debate and vote. We encourage children to be involved in what is happening in our local community and take an interest in world affairs, with a focus on their rights and responsibilities and  the role they can play in making the world a better place.

  • My Health  – Healthy body, healthy mindset.  In addition to a comprehensive and  inclusive PE curriculum, Field Lane offers all children a wide programme of interschool sports and activities. The ‘Healthy Me’ Jigsaw unit is studied by children. Our Mighty Masterchef programme ensures every child in school cooks at least five times a year, creating a variety of healthy dishes whilst learning about the origins of ingredients, different cultures and the science that makes it work. The children are keen gardeners, growing fruit and vegetables that are either used in our kitchens or given to our local community. Mental health and our emotional well-being are discussed openly, and we teach strategies for coping with everyday situations . The children understand how to keep safe.

  • Creativity – Brilliance occurs when we are not afraid to make mistakes. At Field Lane we allocate time for our learners to experiment, to use and apply the skills and knowledge taught and so develop their creativity. Smart Time, based on the EYFS continuous curriculum, promotes independent learning and allows children to follow their own lines of enquiry at their own pace. They create their own projects,  developing their organisational and time management skills . Our staff members are also encouraged to conduct their own research to develop their pedagogy, thus becoming role models for the children. The Arts have high status here, evident in our environment and the work the children produce; drama and singing are regular features of class performances.

  • Learning  – Emphasis is placed on how we learn as much as the learning itself.  From the Early Years through to Year 6, children learn through exploring, navigating their way through problems and coming to their own conclusions. Practitioners create an enabling environment that encourages and facilitates thinking. Children are helped to identify their current thought process and select helpful strategies to tackle challenges more effectively. The concept of a ‘growth mindset’ and ‘the learning pit’ are embedded in our approach to problem-solving - adults and children alike. 

  • Aspirations  - Our aim is to make children be the best people they can be -  confident, ambitious and hard-working individuals with high aspirations who are willing to take risks.  Our Friday assemblies, to which parents are invited, celebrate achievements made in school and at home. In Year 6, the children and their parents take part in the ‘Reach for the Stars’ programme where they meet inspirational people from all walks of life (e.g. doctors, pilots, athletes), and find out about the paths they have taken to be where they are today, culminating in a graduation ceremony at Leeds Trinity University. We organise a variety of visits (seaside, theatre, farms…) and visitors to develop the children’s cultural capital.

Each half termly focus: 

  • is centred around a concept that allows flexibility of content to ensure that our teaching is relevant to children’s lives and current events and is not narrowly based around one subject.

  • builds pupils’ core skills of reading, writing and maths in both discrete lessons and through rich foundation subject offer, Smart Time and interventions

  • is geared to ensure all pupils are challenged and achieve regardless of their starting points whilst due attention is given to their spiritual, moral, social and cultural growth. 

  • is not strictly timetabled to enable teachers to judge the best time to end an activity so that a deeper understanding is not compromised, a process can be completed and links can be forged.

A key strategy  for our success is 'Smart Time', which is based on an Early Years continuous curriculum approach.  Smart Time encompasses a mixture of targeted group work and independent learning based around a half termly concept. Children have the freedom to use and apply knowledge and skills taught in discrete lessons but without the constraints of a strict timetable, taking control of their learning. This allows for greater depth in learning, the development of personal style and nurturing passion for enquiry. Children write scripts, poems and reports; create animations, sculptures and presentations; choreograph dance sequences and perform plays…the list goes on.  Students who may struggle to succeed in traditional lessons, flourish as they become the den building expert, the actor or the potion master. Self-motivation and a sense of success permeate these sessions.

From the continuous provision in our Early Years Unit, through to playtimes and lunchtimes in KS1 and KS2, play is seen as important as time spent on the ‘formal’ curriculum.  Through play, children develop language skills, their emotions and creativity, social and intellectual skills. Although small, our outdoor spaces have been designed to maximise opportunities for learning. We have construction areas, an eco-garden, places for dens, a treehouse,  sports court, mini stage, mini road, gazebo, outdoor classrooms and mud kitchens... Our next project is a quarry for digging and archaeology. 

Working closely with families, we extend learning into homes with our ‘Learning Conversations’ that have largely replaced traditional homework. Ideas for activities and conversations, based on classroom activities, are sent home every week to enhance the learning experience  and deepen understanding. We also subscribe to a number of online resources that can be accessed at home. Parents are invited to workshops to develop their skills, for example, ‘Getting Ready for Nursery’; ‘Learning Together’ sessions in reception and ‘Funky fractions’. 

Our curriculum is inclusive and designed to be accessed by all; we empower our young people to develop their potential and to make informed and responsible decisions. It has an explicit emphasis on the development of skills and capabilities for life-long learning and for contributing effectively to society. All students will have opportunities to acquire, develop and demonstrate these skills in all areas of the curriculum in ways which are appropriate to their individual needs.

For further information about our curriculum, please contact Hilary Towers-Islam (Headteacher)

 
X
Hit enter to search