Our Creative Curriculum
Our Curriculum Intent
We invite and encourage individual pupils, over the years that they are with us, to
Let Their Light Shine
By promoting and developing the following six values, underpinned by our Gem Learning Powers, our intention is that Our Creative Curriculum nurtures vigorous academic, personal, and spiritual growth in everyone:
Kindness: We believe that helping children to become kind, responsible members of their community is just as important as developing core academic skills. Children need to recognise the influence that they have on the world around them and value and respect each other and their environment.
Ruby Power: Supporting others and recognising their achievements.
Curiosity: Developing a spirit of enquiry results in curious children who want to know ‘why’ and ‘how’ and is a key to success. We want our children to be excited about learning new things, thirsty for knowledge and motivated to ask, ‘what if…’ Curiosity makes learning fun and motivates deeper learning, understanding and supports informed decision making. As children build a broad ‘web’ of knowledge it allows them to encounter and absorb new concepts with more ease.
Sapphire Power: Coping with distractions and remaining focused.
Resilience: In order to achieve we recognise that children need to believe in themselves and believe in each other. Resilience can only be realised if we believe that we will get there and engender in ourselves an optimistic outlook on life. Children should be able to recognise their own talents and gifts and have the confidence to share them.
Emerald Power: Being courageous, brave and bouncing back.
Perseverance: Without bravery children will not realise what they are capable of. The skill and judgement in taking risks is a key aspect of development. Bravery allows children the moral courage to be in control, to be resilient and to do the right thing.
Diamond Power: Face a challenge and be responsible for solving problems.
Collaboration: This is a fundamental attribute of successful and fulfilled individuals. We plan opportunities for effective collaboration in small and larger groups in class and across the school. Collaboration can come in many forms throughout life in school. Collaborative skills and the open mind set that collaboration engenders equip pupils for the next stage of their school journey and a productive future.
Topaz Power: I can actively learn with others in a group Amethyst Power: learning well with a partner.
Equality: Equity is a key driver in all that we do in our Federation. We are firm in our belief that everyone can achieve and should be fully supported to reach their goals. We recognise that, in order to reach the same goal, individual children need agile and bespoke levels of support and provision tailored to their ongoing specific needs. Equity positively encourages and makes social mobility possible by increasing life chances; we are resolute that everyone can do it and our curriculum is designed for all to succeed. Our Gem Learning Powers: Click here
Our Curriculum Implementation
Using the EYFS Statutory Framework and National Curriculum, age-appropriate progression in knowledge and skills has been identified and mapped out across Key Stages creating a bespoke rolling curriculum for the children in our schools and the context in which they live. We view our curriculum design as a creative, continuous and fluid process, which takes into consideration the contextual needs, characteristics and interests of our children and the rigors and depth of the National Curriculum. Key Stage Leaders and Subjects Leaders work together to update and review this regularly with the current children’s needs and interests always at the heart.
We ensure the National curriculum for every subject and the Chris Quigley Milestones are fully covered and delivered whilst winding into our 2 year Long Term Rolling Plans a creative ‘Theme Hook’ to ignite children’s interests, inspire, motivate and promote our stated values.
We recognise the importance of a clear singular focus on discrete subject specific knowledge and skills as well as the value of connections between subjects.
We know that Knowledge underpins and enables the application of skill and we strive for children to learn new skills alongside knowledge, ensuring that both are explicitly developed. We employ an enquiry approach combined with progress learning activities, and quizzes in subjects to engage pupils and deepen their subject knowledge.
Each theme incorporates every curriculum subject, inspiring hook days, trips and/or or visits and finishes with a celebration or event to share the highlights of what has been learned and achieved.
Look to the right or below to our specific subjects to see how we implement the teaching and learning of each individual subject.
In our federation, we strive for all pupils to achieve their potential, by having elevated expectations across the board. Children make good to excellent progress throughout the Foundation Stage due to the high-quality interactions between staff and children, the quality relationships between home and school and the bespoke educational program catered to our children’s interests and needs.
Attainment in the Year 1 phonics check has risen significantly and continues to rise due to the implemented, rigorous, tailored and tracked approach to Early Reading. Attainment in Reading, Writing and Maths at KS1 and KS2 has improved significantly due to the consistent teaching and learning approaches adopted for the core subjects and our bespoke and tailored creative curriculum design. By the end of Key Stage Two, children are performing and responding with more depth to their knowledge and understanding.
Moreover, children leave our federation with a broad experience across national curriculum subjects, equipped with the key knowledge and skills to enjoy the learning opportunities that KS3 has to offer. Passions for particular subjects are developed and fostered; a talented artist is valued alongside an excellent reader.
Placing our school values at the heart of our curriculum means that children leave our federation with the attitudes and dispositions to equip them as responsible members of the differing communities in which they can live and prosper: in short, children leave us in Year Six with aspiration and the grounding to fulfil their dreams and potential and to contribute positively to society throughout their life time by letting their light shine.
We use the revised synthetic phonics programme called Read Write Inc to support the teaching of phonics in Reception and Key Stage One and to ensure no child is left behind. We have implemented our own RIC lessons (Reading, Inference and Choice) for Key stage 2. We use Talk for Writing to support the teaching of Writing. We are linked with St Peter’s English HUB to support school development in this area.Find out more
MathsFind out more
Science is drawn directly from the National Curriculum and Early Years statutory framework. Our two-year rolling programmes in the Early Years, Key Stages 1, Lower Key Stage 2 and Upper Key Stage 2 ensures coverage and continuity.Find out more
Design and Technology
Design and Technology is drawn directly from the National Curriculum and Early Years statutory framework. A two-year rolling programme in the Early Years, Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2 ensures coverage and continuity. Links are often made to other areas of study within the curriculum.Find out more
History is drawn directly from the National Curriculum and Early Years statutory framework. A two-year rolling programme in the Early Years, Key Stages 1, Lower Key Stage 2 and Upper Key Stage 2 ensures coverage and continuity. Themes are delivered through a local context where possible.Find out more
Geography is drawn directly from the National Curriculum and Early Years statutory framework. A two-year rolling programme in the Early Years, Key Stages 1, Lower Key Stage 2 and Upper Key Stage 2 ensures coverage and continuity. When relevant, units of study are delivered in a local context.Find out more
Art and Design
Art and Design is drawn directly from the National Curriculum and Early Years statutory framework. A two-year rolling programme in the Early Years, Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2 ensures coverage and continuity. Study of the work of a famous artist provides inspiration for developing specific skills.Find out more
Music is largely taught discreetly using our implemented Music Express programme. We use in house and local talent projects including Wells Cathedral and composition and performance workshops with Jane Taylor to enhance our curriculum. SINGUP materials are used in support of the National Curriculum.Find out more
Our Federation P.E. coach (Mr D!) alongside teachers plan using resources and planning from the Somerset Activity Sports PartnershipFind out more
Computing is also mostly taught discreetly. The Teach Computing materials are used to support National Curriculum objectives and intertwined into our creative curriculum.Find out more
Modern Foreign Language
Modern Foreign Languages in the form of French is drawn directly from the National Curriculum and links are made with the Early Years statutory framework. A two-year rolling programme in the Early Years, Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2 ensures coverage and continuity. Links are often made to other areas of study within the curriculum.Find out more
Religious EducationFind out more
Personal, Social, Relationship and Health Education
Personal, Social & Health Education and Relationships & Sex Education are both taught using the Jigsaw programme. Government guidelines for RSE teaching are fully supported through the Jigsaw programme.Find out more
Spiritual, Moral, Social & Cultural Education
SMSC Spiritual, Moral, Social and Cultural Education is taught in many ways through our Federation Core Values, Assemblies, behaviour expectations, through PSRHE and R.E.Find out more
Forest School is delivered by a certified Forest School practitioner. It is a child-centred inspirational learning process, that offers opportunities for holistic growth through regular sessions. It is a long-term program that supports play, exploration and supported risk taking. It develops confidence and self-esteem through learner inspired, hands-on experiences in a natural setting.Find out more
The following British Values are taught mainly through School Assemblies but are also woven into the class curriculum as and when relevant:
The Rule of Law
ToleranceFind out more