Our Curriculum

A quote from Mick Waters  (Professor of Education, Wolverhampton University) following a Curriculum visit to St David's C of E Primary in November 2018

'The success of the approach to learning and the curriculum model is apparent from just a short while in school. The outcomes, analysed within this report, the purposeful enthusiasm of pupils and the positive evaluation by staff, evidence the effectiveness.'

'It is clear that children’s speaking and listening are being developed through the imaginative approaches and, through this, the quality of literacy generally is developing positively. This imaginative approach is appealing to children’s natural inclination to ‘suspend disbelief’ and provides opportunities for linking high level concepts across curriculum disciplines.'

Enquiry Curriculum

The statutory National Curriculum for the majority of subjects is taught through a thematic and engaging cross-curricular approach. Each theme takes a main subject to drive the learning forward. We believe that choosing the right context to engage our children in their learning is vital in fostering a love of learning and also maintaining our high standards.

Why take an enquiry based approach to learning?

  • It is planned around the distinctive needs the children.
  • It promotes curiosity.
  • It has a clear outcome, designed to raise standards.
  • It gives a real context for the application of basic skills.
  • It allows writing to be meaningfully embedded.
  • It is interesting for the teacher as well as the children.
  • It integrates empowering learning (learn to learn).
  • It is underpinned by leading research about quality learning and brain-based learning.

How enquiry based learning works: The learning journey is explicitly shared with children in order to ensure they connect to the big picture of their learning, i.e. knowing what to expect. Each class has an Enquiry Working Wall (What are we Learning) display that includes a representation of the learning journey, which is referred to and added to as the unit of work progresses.

Hook into learning: Teachers provide an initial stimulus experience that helps children connect with the content and skills of the overall theme. These can take many forms, e.g. a meteorite landing in the playground, a video message from a particular character, receiving a letter or email.

Pupil Voice: Active planning input from the children is integral to enquiry based learning; we want the children to feel that they are able to drive part of their learning journey. This is essential to ensure that the curriculum meets the ongoing varied needs and interests of the children. Pupil voice is used throughout the unit of work to steer learning by asking children to pose questions that they want to know more about. Teachers refer to children’s questions throughout the theme so that the children can see that their contributions are valued and their questions drive their learning.

Outcome: Each unit of work has an agreed outcome that is shared with the children and may be negotiated with the children. e.g. art exhibition, museum presentation, film showing etc etc.

Relection Activity ~ Review & Celebration of Learning: At the end of each unit of work we will be introducing an opportunity for refection and evaluation of learning. This will focus on what has been learnt and how it has been learnt; we want the children to become reflective learners. Parents and carers are invited to share learning reflection activities with their children.

Planning for Enquiry based Learning: Enquiry teaching covers the majority of curriculum areas (Science, RE, History, Geography, Art, DT, Music and PSHE) and these provide a vehicle for delivery of the English requirements and enable children's writing to be real and purposeful. There is usually discrete teaching of Maths, Computing, PE and MFL appropriate to the specific year group - although on occasion it may appropriate to embed these in the curriculum without making the links too tenuous.