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Mickleton Primary School

To become the person I need to be


Mickleton Primary School Curriculum Statement 2017  
Statement of intent and summary of our Curriculum Statement


At Mickleton Primary School we aim to provide the children with a curriculum which is broad, well balanced and, above all, stimulates the children to learn. In addition to acquiring skills and knowledge, we aim to help the children to grow in confidence and maturity so that they can enter secondary school and later adulthood with the ability to pursue wholeheartedly, academic social and cultural activities. This document describes how we deliver our curriculum at each phase and each subject, including personal, social, health and economic education. The National Curriculum sets out what children should be taught. Attainment targets set out the expected standards of pupils’ performance, and schools may choose how they organise their school curriculum to cover the programmes of study from years 1 to 6. 
When children start school in Reception they work on all the areas of learning in the Early Years Foundation Stage (as detailed in the 2017 Statutory frameworks for EYFS).  This includes learning indoors and outdoors in our purpose-built outdoor learning area.  All children then follow the National Curriculum for KS1 and KS2.  We deliver programmes of study that meet the National Curriculum requirements issued by the DfE. This National Curriculum comprises of three core subjects (English, Mathematics, Science) and foundation subjects (History, Geography, Design and Technology, Art, Music, Physical Education/ PE, Computing, Religious Education and FL /Foreign Languages) The teaching of Religious Education is statutory in all schools. It is taught as a subject outside the National Curriculum but follows the Gloucestershire Agreed Syllabus. At Mickleton Primary School we place great emphasis on Maths and English as these underpin many of the other aspects of the taught curriculum. Whilst the core subjects are taught on a regular basis, the foundation subjects may be taught as blocks of work or integrated into cross-curricular lessons over a period of time. The planning of the curriculum is currently based around a rolling programme to ensure coverage of selected topics by all children who progress through the school. The rolling programmes for all Key Stages make use of our local environment. We also study other localities so that children gain an understanding of Britain as a diverse society. We also teach about other countries, enhancing the children’s understanding of their global community. 
This programme is regularly reviewed to ensure compatibility with new directives or to make necessary improvements to the existing programme of work. The National Curriculum was revised in 2013, reducing the content prescribed in the previous document, and this was implemented in September 2014. There is now a great deal of emphasis in the use of ICT across the curriculum with a focus on ‘Computing’ and, in particular, computer skills to enhance the learning in all subjects of the curriculum. Through the subject of ‘Computing’ we aim to teach a progressive set of skills that enable all the children to become competent and confident users of ICT. At Mickleton Primary School we seek to create opportunities for children to experience and excel in a range of activities that enhance and extend the National Curriculum. Children have opportunities both inside and outside the classroom e.g. educational visits, residential trips, greater depth workshops, a variety of sporting events and visiting other schools. We also have excellent after-school clubs. We value the role of foreign languages in the curriculum and French is taught throughout KS2. When children leave Mickleton Primary School at the end of Year 6, they should be equipped with the full range of skills that enables them to become lifelong learners. As a school we have a ‘Learning Behavior Reward’ system for all of the individual pupils in all of the classes. Pupils earn rewards linked to our key values and mission statement. Academic achievement is valued through House Points and our fortnightly Praise / Celebration Assembly.   
Mission statement

Our aspirational school nurtures curiosity and creativity through a high quality, inclusive environment, where a love of learning and communication is at the heart of all that we do. Our children learn to become resilient and self-assured individuals in a safe and secure setting. Everyone is challenged and encouraged to thrive and achieve as individuals through a broad and engaging curriculum; this prepares them for their role as tolerant and respectful citizens in modern Britain. 
Vision statement

We aim to be an outstanding school at the heart of our community, striving for excellence and enabling our children to achieve their highest potential in all areas of the curriculum and beyond. 

 Promoting fundamental British values  Citizens of the UK should:

  • Respect and obey the law.
  •  Respect the rights of others, including their right to their own opinions.
  • Treat others with fairness.
  • Look after themselves and their family.
  • Look after the area in which they live and the environment. 

  We believe that our code of conduct underpins the fundamental British values to: 

  • Always try our best at everything we do.
  • Listen to each other.
  • Treat each other with respect and value our differences.
  • Make time to talk through our problems.
  • Care for our environment and everything in it. 

We promote fundamental British values throughout our curriculum. 
 Personal, social, health and economic education (PSHE) 
PHSE is taught through a range of whole-school, class and house assemblies, class lessons and circle    time. In KS1, we consolidate the learning made in EYFS through a scheme of work linked to the New Curriculum (PINK Curriculum – People in the Know – Gloucestershire Scheme of Work).  
 The progression continues through the use of the ‘Pink’ curriculum and also taking into account developing individual personalities, culture and religion of pupils.  In Years 5 and 6 we prepare our pupils for transition to secondary school through visits and induction days whilst also engaging and encouraging them to become citizens of the world.  As a school we are currently implementing the new RSE (Relationships and Sex Education) that has been developed by Gloucestershire County Council.   

 Subject overview 
English  PRIMARY National Curriculum English The English Curriculum is delivered using the National Curriculum guidance 2014 and the Foundation Stage is followed to ensure continuity and progression.  Speaking and listening The Four Strands of Speaking and Listening: Speaking; Listening; Group Discussion and Interaction and Drama permeate the curriculum. Interactive teaching strategies are used to engage all pupils in order to raise reading and writing standards. Children are encouraged to develop effective communication skills in readiness for later life.  


Reading The opportunities, organisation and provision for the teaching and learning of reading are as follows:  
Shared reading, guided Reading, independent reading. Resources – A book level reading scheme operates across the school which comprises of a range of different schemes. Children work their way through the scheme and then become free readers; 
Phonics - LCP Scheme (throughout the school) and ‘Phonics Play’ for planning and interactive resources; 
Teachers also take time to read class novels and model reading for pleasure. It is important that children enjoy reading and also have the opportunity to experience books from classic and modern classic authors such as Michael Morpurgo, Roald Dahl and Enid Blyton amongst others;  
A range of intervention programmes are used to ensure that all children’s needs are catered for: Dancing Bears – Phonics Phases, Toe- by-Toe, Spelling Phases;  
Class books: Stories are read to the children on a daily basis throughout the school; 
Reading at home: Children are encouraged to read at home every day; this is given high priority. Each child has a reading record book which logs books they have read and comments about their reading. Parents and teaching staff write in this book;

Library- All children visit the school library on a regular basis to change their book; Children in school are encouraged to use the local library at Chipping Campden. The school is developing whole class visits to the Library.   
Writing Opportunities, organisation and provision for the teaching and learning of writing are as follows:

 • Phonics and spelling: Daily 20 minutes ‘LCP’ sessions in EYFS and  KS1 classes; 
• Emergent writing: In Reception and Key Stage 1 children are given regular opportunities to write freely within a particular genre, teaching sequences and across the curriculum. This gives them the opportunity to become emergent writers;

• Shared Writing: Within every teaching sequence shared writing is a key part;

• Guided Writing/Independent Writing:  Each teaching sequences ends with an opportunity for guided and independent writing. There are also frequent opportunities for independent writing throughout the other curriculum areas;

• Extended writing: Twice every half term there are opportunities for extended writing. On a half term basis samples of these extended writing outcomes are used for assessment purposes especially in Years 2 and 6; • Children are immersed in a plethora of stimuli in order to ensure they are truly inspired to write;

• ‘Talk for Writing’: The whole school is developing the talk for writing model termly to aid children with their writing. The children are able to appreciate structure, vocabulary and style and add this to their personal writing toolkit; • Handwriting: The school has adopted a new cursive handwriting scheme for 2017 (letter-join) and this has been introduced, taught and reinforced regularly in EYFS and Key Stage 1. Children in Classes One and Two write in pencil.  As children move through the school opportunities to practice handwriting continue and when the class teacher feels a child is able to join fluently they are encouraged to write in pen;  • Spelling: Children from Years 1 to 6 are assessed diagnostically and taught and tested in ‘spelling phases’ groups once a week. Each spelling phase has its own list of appropriate spellings for each pupil to learn each week at home. Children are tested on these words weekly. Spelling Homework reinforces these words by encouraging the children to write a different sentence for each spelling; 
Work is marked and assessed against specific criteria in line with the marking and assessment policies; regular staff meetings within school and across the local cluster of Primary schools, involve teachers moderating the assessment of this work. Samples of work at the various levels are kept in a moderation file; 

Mathematics: PRIMARY National Curriculum Mathematics 
 The Maths Curriculum is delivered using the New National Curriculum 2014 and the Early learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum.  
Maths is taught in strands (as applicable to the Year/KS) : Number Place Value, Addition and Subtraction, Multiplication and Division, Fractions, Measures, Shape, Position, Statistics, Ratio, Algebra;  
We aim to provide all pupils with some direct teaching every day, which is oral, interactive and stimulating. Teaching styles and lesson structure provide opportunities for pupils to consolidate their previous learning, use and apply their knowledge, understanding and skills, pose and ask 
questions, investigate mathematical ideas, reflect on their own learning and make links with other work. 
 Our approach to teaching is based on some key principles:

• A dedicated mathematics lesson every day

• Direct teaching and interactive oral work

• An emphasis on mental calculation

• Activities differentiated in a manageable way so that all pupils are engaged in mathematics                            related to a common theme

• Opportunities for investigation and reasoning. 
The Classrooms are stimulating learning environments. Displays contain a mixture of:  

• Problems to stimulate imagination;

• Prompts to help pupils develop an image of number and the number system (for example                              number squares and number lines) and to help them remember key facts and vocabulary;

• Pupils’ work, which celebrates achievement. 

At Mickleton we teach the concrete, visualisation and abstract of maths skills and apply reasoning skills and problem solving to most lessons throughout all of the year groups. Children are often taught in mixed ability groups within the class/year group, whilst still allowing for some individuals to be extended to complete challenge/mastery tasks or to work on closing the gap on their previous learning. At Mickleton we feel that mental maths skills are crucial to allowing children to access the more complex calculation and number objectives set out in the National Curriculum and as such mental maths skills are integral to the maths starters and lessons. We have introduced the use of ‘Numicon’ into EYFS and KS1 to reinforce and aid visualisation and understanding of the numbers.  ‘Numicon’ is also used for some children higher up the school. 
Children are assessed in a variety of ways: - formative assessment throughout lessons and short, informal tests focusing on rapid recall of mental calculation skills; Assessment activities are planned that involve a range of ideas and skills linked to one or more of the key objectives covered previously. As a result of these assessments, individual targets are discussed with pupils. These targets are related to the list of key objectives. Parents are kept informed about these through Parents’ Evenings; Long-term assessments are undertaken through a combination of teacher assessment and end of year tests. The tests used are the national tests at the end of Year 2 and 6 and class based assessments are used in other year groups. These are recorded on the online tracking system.


Continuity and progression:  The yearly teaching objectives and the termly planning sheets from the Framework are used consistently by all teachers to ensure continuity and progression across the school. Teachers also use the supplement of examples in the Framework to ensure that planned activities, irrespective of the age and ability, are pitched at the right level. All amendments are recorded on our tracking system, which all teachers can access.        Each teacher has time allocated to discuss each pupil’s attainment and progress with the existing teacher at the end of the Summer term before pupils move class. 

 Science:  PRIMARY National Curriculum Science

Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It also satisfies their curiosity with knowledge. Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific method is about developing and evaluating explanations through experimental evidence and modelling. Pupils learn to question and discuss science- based issues that may affect their own lives, the direction of society and the future of the world. KS1 and KS2 follow the Science New Curriculum 2014 objectives. At Key Stage 1 pupils observe, explore and ask questions about living things, materials and physical phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They begin to evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share ideas and communicate them using scientific language, drawings, charts and tables with the help of ICT if it is appropriate. At Key Stage 2 pupils learn about a wider range of living things, materials and physical phenomena. They make links between ideas and explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They think about the effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, using a wide range of scientific language, conventional diagrams, charts, graphs and ICT to communicate their ideas. Teaching and learning in all lessons have clear learning objectives and success criteria, which are shared and reviewed with the pupils. A variety of strategies, including questioning, discussion and marking, are used as day to day formative assessment and to assess progress. Activities inspire the pupils to experiment and investigate the world around them and to help them raise their own questions such as “Why…?”, “How…?” and “What happens if…?” Each half term the classes will spend a minimum of one lesson completing a Scientific Enquiry Investigation and this will be recorded in their Class Science Enquiry Investigation Book, which is displayed in each classroom. Activities develop the skills of enquiry, observation, locating sources of information, selecting appropriate equipment and using it safely, measuring and checking results, and making comparisons and communicating results and findings. Lessons make effective links with other curriculum areas and subjects, especially English, Maths and Computing.  Pupils have frequent opportunities to develop their skills in, and take responsibility for: planning investigative work, selecting relevant resources, making decisions about sources of information, carry out activities safely and decide on the best form of communicating their findings.   There are strong links between the local secondary school, feeder primary schools and the Ogden Trust. We are an Ogden Trust Primary School and continue to lead the local primary school science cluster group. There are opportunities for the children to attend additional science visits and events outside school, including visits to the local Phiz Lab. The school worked towards the PSQM (Primary Science Quality Mark) 2014-2015 and was the first primary school in Gloucestershire to be awarded the prestigious Gold Award.  Continuity and progression: The school ensures curriculum continuity by following a programme of science units of work and by close liaison between staff at the planning stages. 

Physical Education: (PE) PRIMARY National Curriculum PE 

The aim of physical education is to promote physical activity and healthy lifestyles. Children are taught to observe the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators. Children take part in games, gymnastic movement, dance and athletic activities using indoor and outdoor environments where appropriate. Children can take part in after school clubs and have the opportunity to compete against other schools. 
Children from EYFS through to Year 6 all have x 2 PE lessons a week with a scheme of work / LTP to ensure coverage and progression throughout the key stages. In Year 5/6, children go on a residential course for outdoor activities. Children have swimming lessons from Year 1 at the local swimming baths/ secondary school to ensure that they achieve the 25 metre swimming standard.  Physical education is seen as key to developing healthy lifestyles in young people and at Mickleton we provide a wide array of opportunities to develop this and sporting skills outside of the normal curriculum time. Regular after school clubs include: Football, Netball, Floorball, Cricket, Rounders, Cross Country and Reception KS1 Multi-skills. We participate in the Cotswolds Primary Sportshall Athletics League/Competition, Interschools Netball and Football Matches and as a school we organise the Cross Country Races for the North Cotswolds Primary Schools (which is held annually at Moreton-in-Marsh).


Computing: PRIMARY National Curriculum Computing

Children follow a progressive scheme of work (using i-compute and espresso) which is designed to enable our pupils to be ‘computer doers’ rather than just ‘computer users’. KS1 and KS2 pupils have a weekly computing lesson which is skills based and focuses on the new national curriculum requirements and objectives.  
Children are taught and encouraged to use word processing across all areas of the curriculum. 
KS2 pupils have recently started to use the ‘Duolingo’ app in school and at home to support their learning of Foreign Languages.  
KS1 and KS2 pupils use an online music resource ‘Charanga’ as recommended by the Local Authority (which they can access at home). Education City is also used in school and children also have access to this at home for homework tasks.    
Laptops and I-pads are used in a cross-curricular way across a wide range of subjects for research, data work, using data-loggers, enhancing the curriculum and learning of children.    
Foreign languages: (FL) PRIMARY National Curriculum Foreign Languages 

We offer French as part of the National Curriculum. We are committed to making pupils ‘citizens of the world’ and we believe that 'learning a foreign language is liberation from insularity and provides an opening to other cultures’. A highquality languages education should foster pupils' curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries. 
We have links and support with the Foreign Languages Staff at Chipping Campden School. All Class Teachers in KS2 teach their own FL lessons. We are developing the FL Curriculum by implementing the ‘Duolingo’ ladder for progression across KS2.   Humanities  In the most part, History and Geography are the key drivers behind termly topics whilst other areas such as English will be utilised as a vehicle to explore these areas. At Mickleton we are keen to provide children with opportunities to experience geography and history first hand and as such teachers organise regular school excursions/trips to help inspire the children.


 History: PRIMARY National Curriculum History 
 In Key Stage 1 children learn about the lives and lifestyles of familiar people in the recent past and about famous people and events in the more distant past, including those from British history. 
In Key Stage 2 children learn about people and important events and developments from recent and more distant times in the locality, in Britain and in other parts of the world. Children will learn about historical enquiry by looking at as many real sources as possible and by recreating events from the past.  


Geography: PRIMARY National Curriculum Geography 

Geography is concerned with the study of places, the human and physical processes that shape them and the people who live in them. We are quite fortunate in the village of Mickleton to have a very good resource of features for Geography and History in the local area. We use these as a focus as much as we can and this involves visits to local churches, houses and gardens. The children study these local features and then begin to expand their learning outside the area to other parts of the UK and further afield to locations abroad. The children are taught various geographical skills, such as use of maps, atlas work, coordinates etc. They also look at weather, 
climate, population, settlements, natural resources, animals, plants and a great deal of this work is supported by visits and trips to various locations. In the Early Years, children learn about their immediate environment and how to read and draw simple maps using invented and conventional symbols. In Key Stage 2, the children develop this knowledge into a wider area and study transport, weather and landscapes, both in their local area and in many other countries. 
Art and Design:  PRIMARY National Curriculum Art & Design

Children have opportunities to draw, paint, print, make collages, use fabrics and threads and use clay. They are taught the skills and techniques and then given the opportunity to practise them to produce individual and group pieces of work. Children are encouraged to critically evaluate their own work and that of others in order to learn from their experiences. 
Art work is often linked to cross-curricular work and topic worked linked to History ,Geography, Science and /or English.  


Design Technology: PRIMARY National Curriculum Design Technology 
 Design Technology ‘DT’ incorporates many traditional skills – cooking, model making, drawing and sketching, problem solving, observation and discussion – putting them together in an approach which encourages the children to become designers and inventors. The children are taught how to use tools and materials safely and economically.  

Music:  PRIMARY National Curriculum Music

The school teaches the new music curriculum using ‘Charanga’ an online music resource that the children can also access at home.  Assemblies are used to enhance the children’s listening and appraising skills and to celebrate music talent.  We have weekly singing assemblies.  Visiting peripatetic teachers for guitar and trumpet offer the opportunity to work towards music accreditation.  We have a wide range of music activities ranging from singing at the local Churches, an annual KS2 Christmas Carol Service, EYFS and KS1 nativity performances and a KS2 Summer Musical,  to performing at the Birmingham LG Arena ‘Young Voices’ concert.


Religious Education

Religious Education is a curriculum entitlement for all children and the school follows the Gloucestershire ‘Agreed Syllabus for Religious Education’. Religious Education does not seek to urge religious beliefs on children or to compromise the integrity of their own beliefs by promoting one religion over another.  Parents have the right to withdraw their child from Religious Education. Suitable alternative provision will be made.  We promote a tolerance of and respect for people of all faiths (or those of no faith), cultures and lifestyles through the effective spiritual, moral social and cultural development of pupils, including through the extent to which our school engage our pupils in extra-curricular activities and volunteering in the local community.  Aims: To develop an understanding and respect for the beliefs, values and practices of other people. To reflect on and respond to the values, beliefs and practices of religions and philosophies. To enable pupils to develop their own insights.


Spiritual, Moral, Social, Cultural (SMSC)

At Mickleton, through regular worships, references in RE and other lessons, as well as seizing upon opportunities in other areas of the school children are taught the values of SMSC. Each term, opportunities to further enhance SMSC understanding are identified in teacher’s planning. As a school we welcome children from all backgrounds and are proud of how children and their families from other cultures are welcomed by our children and the rest of the school community. In all teaching the teachers look to inspire the children. Teachers look to develop a love of learning and a working atmosphere where children enjoy learning.  Children are given opportunities to take on responsibility around the school: Y6 reading buddy system, office helpers, assembly monitors, class monitors, gardening projects, playground sports leaders (huff and puff),  house leaders, school council and after school clubs. 
 The school has a clear behaviour policy that sets high expectations and promotes a good moral understanding, mutual respect, tolerance and understanding.  Each class has the opportunity each year to perform to the rest of the school and their parents through assemblies and annual KS performances.  We have very good interschool links and as a school have taken over the organization of the local inter-school sporting fixtures along with Chipping Campden School. We work with the other local primary schools and the local secondary school on a joint music performance every year.  There are opportunities for children to work alongside children from other local schools at the various greater depth events that are organized by the cluster for Maths and Science.  Friendship, respect and tolerance are taught as part of our Personal, Social, Health Education program. Through a combination of approaches the school is able to ensure that children develop an understanding of the key British Values: Democracy, Rule of Law, Mutual Respect, Personal Liberty and Tolerance of other faiths and cultures.


Extra Curricular Activities  

We provide a wide range of activities (dependent on the time of year) including: KS1 and KS2 Football, KS2 Netball, KS2 Floorball, KS2 Cricket, KS2 Rounders, Reception KS1 Multi-skills, 
KS1 Karate KS2 Cross Country, KS1 Singing, Gardening, KS2 Science Club (linked to the Ogden Trust and run by 6th formers from Chipping Campden School), and KS1 and KS2 Craft.  Such activities are run voluntarily by the staff and are dependent, at any time, on the interests and enthusiasm of individual teachers with the co-operation and of parents and the availability of outside providers. Volunteering/links with the local community  The school has historically been very involved in setting up the Mickleton Archive Website which aims to preserve and archive the memories of Mickleton. ( We have a link to the Mickleton Archive Website via an app on all the pupil I-pads in school. We have recently launched a Twitter school account to develop links with the local community.nThe school has a regular article in the Mickleton Parish Magazine. The school worked with the Village Society to create the new mural for the Bus Stop in the centre of the village. 
The school children contributed to the designs of the new village playground and attended the opening ceremony.  School children planted trees along the Heart of England Way.  Children regularly visit Hidcote Gardens (National Trust).  Strong links with the Methodist and St Lawrence’s Church in Mickleton.