We follow the Chris Quigley Curriculum, where meaningful links are made between subjects so that schemas can be built and connections between neural pathways strengthened.
We plan using milestones to ensure progression year on year. Our pedagogical approach is that of mastery - which focuses on deep understanding and questioning, rather than cognitive overload and rapid coverage of content.
Everything we do at Pattishall CE Primary School centres around developing the whole child, in preparation for the next step in their education.
When planning a carefully crafted curriculum, we take into account - and actively plan for - the children's spiritual, moral, social and cultural development: providing experiences that deepen their understanding, tolerance, respect, knowledge and self-awareness.
Fostering a child's spiritual development means, for us at Pattishall CE Primary, enabling them to find a sense of peace. Giving them time to ground themselves and experience awe and wonder in the natural world.
Our rules are simple: Think, Care, Seek, Build, Respect. These are reflected in our values - thoughtfulness, kindness, perseverance with courage, co-operation, respectfulness and love; and also in the identified British Values of tolerance, mutual respect, liberty, democracy and Rule of Law (see above).
As a Church School, we teach the children to respect others through a deepening of their understanding of other's opinions.
We operate a democratic system for electing Student Council each year across Key Stage One and Two.
From our results, our own monitoring, pupil voice, work with external agencies and our pedagogical beliefs, we have reflected on our strengths and the areas we want to excel in.
The golden threads of our curriculum development are:
We plan on a two year cycle. This means that teachers can plan exciting opportunities, experiences, trips and visits together. The Topic curriculum structure is planned so that children get a deep and immersive experience and so that there is clear delineation between topic themes to avoid confusion. between different ancient cultures. Art, DT and Music, to some extent, are also linked to the topic driver.
The English curriculum is driven by the topic, as we base all our learning in quality texts, which are linked to the topic. It is our belief that this cross-curricular approach deepens and embeds learning to ensure that information is transferred to the long-term memory.
When studying ancient cultures such as Greece and Egypt, the children also compare and contrast to the modern day counterpart; thus immersing themselves in cultural diversity.
In Geography led units, the children learn about (and from) cultures, faiths and communities; as well as physical geography.
Here are the long-term overviews of the themes covered.
Wherever possible, meaningful links between the topic driver and the objectives being taught within a subject are made.
How do we teach English? (pptx)Download
How do we teach Maths? (pdf)Download
100 Books to read before you leave Pattishall (pdf)Download
Out and about 1 - Shopping centre and walking home. (pdf)Download
Out and about 2 - Shoes and clothes and Supermarket. (pdf)Download
Out and about 3 - Books and clocks. (pdf)Download
Out and about 4 - Kitchen and park. (pdf)Download
Out and about 5 - Catalogue and car journey. (pdf)Download
Out and about 6 - Calendars and reading. (pdf)Download
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