We make meaningful links 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.
Knowledge, skills and wisdom
We recognise that 'knowledge' is available readily in this modern era; so whilst we do gather information and learn about key dates, people and places, our main focus is on the skills we develop and the wisdom gleaned from the best that has been thought and said across the globe.
The knowledge, skills and wisdom within reading and writing are recognised in all subjects.
Underpinning this are our golden threads that permeate our curriculum.
The golden threads of our curriculum development are:
Ensure that all learners make good progress across the whole curriculum.
Provide children with opportunities to gain cultural capital - learning from the best that has been thought and said - across the globe; giving our pupils hope and aspiration.
1 Corinthians 16: 13-14. Love is our core value - we use nurture and natural consequences. We believe in helping as many children as we can to be in the right emotional place to access a curriculum that will set them up for the next stage.
Educating for wisdom comes from actively crafting an enquiry based curriculum, through which skills can be taught and nurtured.
All of our topics begin with a BIG question and the children are encouraged to lead enquiries in order to make discoveries and develop their ability to reason and apply.
We use the Philosophy for Children as a tool to foster critical thinking.
We ask the children to consider four things before they tackle a job:
Through our enquiry based curriculum, our children are taught to question, research and reason - leading them to wisdom.
We use Zone of Regulation to empower the children to recognise how they are feeling: if the class are in the yellow zone, learning will be challenging! The teachers have a tool kit of activities in order to help children 'get back to green'.
We reference Growth Mindset to teach the children about how neural pathways are formed and why learning feels hard sometimes.
We focus on teamwork and collaboration and encourage the children to be mindful when communicating. When communication becomes tricky, we coach them to find resolutions and make decisions.
Once the children have considered what their task is and what it is they are learning, we ask them to apply their skills creatively. We guide them to make links between areas of learning and to talk about the skills they are using. We also ask them to identify the skills they need help with in order to enable them to progress.
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.
Relationships and Sex Education - a guide for parents (pdf)Download
Whole School PE Curriculum 2019 (pdf)Download
Computing Long Term Planning (pdf)Download
Music Long Term Plan 19-20 (pdf)Download
Science overview and curriculum links (pdf)Download
PHSE School Overview (pdf)Download
French Overview (pdf)Download
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.
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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