Our curriculum includes all the planned activities which we organise in order to promote learning, personal growth and development here at John Mayne Church of England Primary School. Not only does this include all the National Curriculum requirements for children in Key Sages 1 and 2 and the Early Years Foundation Stage (DfE,2012), but also the additional vibrant and enriching elements that enable us to develop our learners further.
Running through our curriculum is our vision:
Aspiring to live life in all its fullness.
We aim to achieve this through our values of: courage, hope, respect and compassion.
Our vision and values are at the heart of every decision we make, from senior leaders and governors to teachers and teaching assistants. They are not a ‘bolt on’, they form the way we live our lives each and every day.
Our curriculum design:
- Like every school, we aim and plan for our curriculum to be rich, broad and balanced, one that is based on our location and our unique Christian distinctiveness. We want our children to be inspired to learn more, question more and be creative in their thinking.
- We also recognise that no one class or year group is the same, for that reason, we personalise our curriculum to meet the needs of individuals and each class ensuring that we equip our children with the vital knowledge and skills they will need to succeed in the future.
- Throughout our curriculum we aim to develop the core skills of reading, writing and mathematics. Where links can be made, subjects are taught creatively in a cross curricular thematic manner. Where this is not achievable, subjects are taught discretely.
We aim to develop pupils’ abilities within an integrated programme of Speaking & Listening, Reading & Writing. Pupils will be given many opportunities to unify the requirements of English within a broad and balanced approach to the teaching of English across the curriculum, with opportunities to consolidate and reinforce taught English skills.
Our English curriculum aims to ensure that the needs of all pupils including SEND and disadvantaged, can be met within the environment of high quality teaching supported by targeted interventions where appropriate. In this way it can be seen to be impacting in a positive way on pupil outcomes, and preparing each pupil for the next phase in their learning lives.
At John Mayne, it is our hope for every child to develop a love of reading, so children are encouraged to read for pleasure at home and school. Teachers read a variety of high-quality texts to the children on a regular basis.
Guided reading is a regular part of our timetable where teachers work closely with a group to read and discuss a range of texts. The texts are carefully selected to include fiction, classics, poetry and non-fiction. During these sessions children are taught techniques to scan and retrieve information directly from the text and discussions are led to support inference and deduction skills of author’s meaning.
One to one reading occurs in Reception and vulnerable readers are identified in each class to ensure reading progression and a love of reading. During the reading sessions, there is an emphasis on vocabulary, the retrieval of facts and inference. Teachers read a variety of high-quality texts to the children on a regular basis. We currently use a range of different reading schemes to meet the interests and individual need of each and every child.
Quality reading and quality discussion fuel quality writing. Our focus at John Mayne is providing children with the raw materials to write well and with purpose.
We believe in giving children regular opportunities to write for extended periods across all subjects, giving them the chance to apply the skills they have been taught in spelling and grammar and to experiment with techniques and styles they have seen in their study of texts.
Shared writing is often used and is an effective way of scaffolding the writing process for pupils. It helps to teach them how to write and involves a gradual movement from instruction to independence.
At John Mayne Primary School all pupils are taught mathematics based on the National Curriculum for Mathematics. The programme of study aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils
- develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and non- routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
At John Mayne Primary School it is our aim that all children develop a love of mathematics. We provide a challenging Maths curriculum, following the mastery approach, inspiring and encouraging independence; developing confident and successful mathematicians. Our aim is for pupils to become independent, self-assured mathematicians with the skills to achieve and continue their success in education and beyond.
Number skills and previous learning are revisited regularly using the Early Bird approach in all classes in KS1 and KS2. These daily activities ensure children are able to recall previous learning and continues to support their recall of number facts.
Opportunities are also given for our children to apply their skills into everyday activities on a regular basis e.g. cooking, shopping, exploring pattern, role play and solving problems. In KS2 our older children are also encouraged to develop their skills solving problems involving estimating, budgeting, scaling and practical design and costing tasks for real life scenarios.
The 2014 National Curriculum for Science aims to ensure that all children:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
- are equipped with the scientific skills required to understand the uses and implications of science, today and for the future.
We understand that it is important for lessons to have a skills-based focus, and that the knowledge can be taught through this.
At John Mayne, we encourage children to be inquisitive throughout their time at the school and beyond. The Science curriculum fosters a healthy curiosity in children about our universe and promotes respect for the living and non-living. We believe science encompasses the acquisition of knowledge, concepts, skills and positive attitudes. Throughout the programmes of study, the children will acquire and develop the key knowledge that has been identified within each unit and across each year group, as well as the application of scientific skills. We ensure that the Working Scientifically skills are built-on and developed throughout children’s time at the school so that they can apply their knowledge of science when using equipment, conducting experiments, building arguments and explaining concepts confidently and continue to ask questions and be curious about their surroundings.
All pupils can expect a religious education (RE) curriculum that is challenging, rich and varied, enabling learners to acquire a thorough knowledge and understanding of a range of faiths and world views. As a church school, the teaching of Christianity is at the heart of our RE curriculum. Through the Understanding Christianity resource, the use of an enquiry approach engages with significant theological concepts and the pupil’s own understanding of the world as part of their wider religious literacy. We provide a wide range of opportunities for learners to understand and to make links between the beliefs, practices and value systems of the range of faiths and world views studied. All linked to our Christian Values and school vision.
Early Years - Geography is taught in reception as an integral part of the topic work covered during the year. We relate the geographical aspects of the children’s work to the objectives set out in the Early Years curriculum which underpin the planning for children aged three to five. Geography makes a significant contribution to the ELG objectives of developing a child’s understanding of the world through activities such as finding out about different places and habitats and investigating our locality.
During Key Stage 1, pupils investigate their local area and a contrasting area in the United Kingdom or abroad, finding out about the environment in both areas and the people who live there. They also begin to learn about the wider world. They carry out geographical enquiry inside and outside the classroom. In doing this, they ask geographical questions about people, places and environments, and use geographical skills and resources, such as maps and photographs.
During Key Stage 2, pupils investigate a variety of people, places and environments in the United Kingdom and abroad, and start to make links between different places in the world. They find out how people affect the environment and how they are affected by it. Pupils carry out geographical enquiry inside and outside the classroom. In doing this, they ask geographical questions, and use geographical skills and resources, such as maps, atlases, aerial photographs and ICT. Children will develop geographical enquiry skills, including asking geographical questions, collecting and recording information and identifying different views. They will acquire the appropriate practical skills associated with Geography, including using suitable vocabulary, fieldwork techniques and maps, plans and atlases. Pupils will use secondary sources of information with accuracy, including aerial photographs, satellite images, etc. As well as making its own distinctive contribution to the school curriculum, geography contributes to the wider aims of primary education. Teachers will ensure that links between subjects are maximized.
Early Years - History is taught in Reception as an integral part of the topic work through child-initiated and adult led activities. The children are given the opportunity to find out about past and present events in their own lives, and those of their families and other people they know. In the Foundation stage history makes a significant contribution to developing a child’s understanding of the world through activities such as looking at pictures of famous people in history or discovering the meaning of new and old in relation to their own lives.
During Key Stage 1, pupils learn about people’s lives and lifestyles. They find out about significant men, women, children and events from the recent and more distant past in Britain and the wider world. They listen, and respond to stories and use sources of information to help them ask and answer questions. They learn how the past is different from the present.
During Key Stage 2 pupils learn about significant people, events and places from both recent and more distant past. They learn about change and continuity in their own area, in Britain and in other parts of the world. They look at history in a variety of ways, for example from political, economic, technological and scientific, social, religious, cultural or aesthetic perspectives. They use different sources of information to help them investigate the past both in depth and in overview, using dates and historical vocabulary to describe events, people and developments. They also learn that the past can be represented and interpreted in different ways.
Art and Design
At John Mayne CE Primary School, we value Art and Design as an important part of the children’s entitlement to a broad and balanced curriculum. Art and Design provides the children with the opportunities to develop and extend skills and an opportunity to express their individual interests, thoughts and ideas. Following the National Curriculum guidance, we aim to promote the highest forms of creativity, developing skills alongside the ability to think critically by analysing art and design. Working collaboratively on projects directly develops our key Christian value of Friendship underpinning the core values of our school community.
Design Technology teaches Children to design products with a purpose in mind and to consider the intended user of the products which imbeds our core Christian values of Hope and Compassion. It is an inspiring, rigorous and practical subject, requiring creativity, resourcefulness, and imagination. Pupils design and make products that solve real and relevant problems within a variety of contexts. Food technology is implemented across the school at John Mayne, with children developing an understanding of where food comes from, the importance of a varied and healthy diet and how to prepare this. DT also draws upon other areas of subject knowledge and skills such as Maths.
Our music curriculum encourages an appreciation for music. Music is used throughout our school day in areas such as singing in collective worship and as a tool to focus during activities. Music from all genres and times is appreciated by listening to and discussing the content, use of instruments and atmosphere intended by the piece. Children explore how to compose music with a range of tuned and un-tuned instruments to suit a theme and develop, perform and evaluate their own compositions. The school has recently adopted the Charanga, award-wining music scheme.
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Our aim is to provide a high-quality computing education which equips children to use computational thinking and creativity to understand and change the world. The curriculum will teach children key knowledge about how computers and computer systems work, and how they are designed and programmed. Learners will have the opportunity to gain an understanding of computational systems of all kinds, whether or not they include computers.
We will ensure that children are aware of the possible risks when using the internet through a rolling programme of assemblies and specific lessons as well as making sure the rules are displayed in each classroom area. Parents and children will be given any information necessary to keep them safe online both inside and outside of school.
By the time they leave John Mayne, children will have gained key knowledge and skills in the three main areas of the computing curriculum: computer science (programming and understanding how digital systems work), information technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). The objectives within each strand support the development of learning across the key stages, ensuring a solid grounding for future learning and beyond.
Our PSHE curriculum aims to develop skills and attributes such as resilience, self-esteem, risk management, team working and critical thinking. We look at three main themes; health and wellbeing, relationships and living in the wider world (which includes economic wellbeing and careers). Our lessons aim to engage and prepare children for a healthy and safe life style to encourage them to reflect our school values. The Heartsmart curriculum encourages children to explore Respect, Hope, Compassion and Courage in a safe considerate way.
At John Mayne, we aim to provide a PE curriculum that pupils from Reception to Year 6 not only enjoy but also allows them to experience a range of activities that help them to develop their health, fitness and wellbeing. We intend to offer a high-quality physical education curriculum that inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It provides opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.
The national curriculum for PE aims to ensure that all pupils:
- develop competence to excel in a broad range of physical activities
- are physically active for sustained periods of time engage in competitive sports and activities lead healthy, active lives