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Peartree Primary School Curriculum

"The curriculum is well planned and lessons effectively incorporate a wide range of enrichment activities, such as drumming and cookery. Regular visits and visitors embellish learning. Clubs, too, contribute to the breadth of learning activities". 

February 2016, Ofsted

Our Leader of Curriculum is Sam Squires.

Peartree's  Intent

 

In shaping the intent of our curriculum, we have asked ourselves:

  • What are our ambitions for our pupils?
  • What is our vision? What are our values?
  • Have we designed a curriculum that achieves these ambitions?

 

We separate our intentions into curriculum and teaching intentions. This is informed by the needs of the Peartree community and also relevant research. The curriculum, taught and untaught, represents the totality of the experience of a child within schooling: it includes wider elements, including opportunities to acquire vital ‘personal’ and ‘social’ capitals.

 

INTENT - Curriculum intentions

 

The following act as a rationale for the focus and organisation of our curriculum. We remember our curriculum intentions with the acronym SHADOW.

  • To develop safe behaviours both on-line and in day-to-day life.
  • To develop a healthy lifestyle.
  • To develop core reading, writing and mathematical skills, so the majority of pupils reach age related expectations (ARE).
  • To develop an appreciation for Peartree's diverse, inclusive community including a love of language.
  • To develop an appreciation for the outdoor environment, to give breadth to their learning.
  • To develop a love of learning and an inquisitiveness about the world around them.

 

INTENT - Teaching intentions

 

Our teaching intentions are research informed. A number of Peartree staff have engaged in and continue to engage in further academic study. This new learning shapes our teaching intentions.

 

We strive to:

  • explicitly model and scaffold learning, alongside opportunities for exploration;
  • close the word gap with talk, vocabulary development and questioning;
  • establish an environment and ethos in which every child can learn;
  • develop continuous formative assessment, with deliberate feedback;
  • develop self-efficacy, a growth mindset and a questioning mind;
  • provide appropriate challenge and support to meet individual’s memory needs.

Curriculum Maps

 

Every two years, we updated our curriculum maps to further develop coverage and cohesion. The links below give you an overview of the curriculum for each phase.  If you would like to know more about the curriculum your child is following, please make an appointment (via the staff in the school office) to meet your child's class teacher.

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