Curriculum Statement
Our Creative Curriculum meets the requirements to provide a broad, balanced, relevant and differentiated (and personalised) curriculum.
Our Curriculum is organised to include the teaching of Literacy and Numeracy Primary Frameworks. This usually takes place in the mornings for Years 1-6. In the afternoon session the subjects are taught through cross-curricular Study Work. A variety of teaching strategies are employed with the emphasis on individual needs.
In Reception the curriculum is delivered through the areas of learning designated in the ‘Early Years Foundation Stage’ with predominantly child-initiated learning through play.
In Year 1 the play element is more structured as children move through the ‘Learning Journey’. In Year 2-6 the structure of the Literature Study and the Study Work approach continues the ‘hands on’ approach of investigative, experiential learning.
The curriculum observes the requirements of the National Curriculum to teach the existing programmes of study in the core subjects of English, mathematics, science and information technology and to teach religious education. We adhere to the statutory requirement for schools to follow the Key stage 1 and 2 programmes of study in the non-core National Curriculum subjects of design and technology, geography, history, art, music and physical education. In planning for the non-core subjects we recognise the importance of the contribution which all subjects make to the key skills of literacy and numeracy.
The non-core subjects and science, where appropriate, are planned and delivered through a holistic approach, which we call Study Work. The curriculum is planned and delivered through discrete subject areas so that children recognise the separate disciplines. Staff can monitor allocated time and progression and continuity for each subject area.
The ‘relevant’ curriculum is interpreted as one which makes a valid contribution to the life skills required to equip the child for the future and life long learning. Science has proved that where a child can make an emotional or ‘real’ link with learning then it will be stored in the long term memory. Relevance is also interpreted as that which is appropriate to the children’s interest level and takes account of how children learn. This is met through Study Work comprising a holistic study with a Literature Study at its core.
Wybunbury Delves C of E Primary
