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Our curriculum intent is made up of three golden threads:
Enquiry led curriculum
Wisdom from the past, the real world and the world of fiction
Diversity, Inclusion and Global Citizenship
- We want our children to gain WISDOM from the best that has been though and said.
- We want them to challenge what they read and question what they are told; particularly when online.
- We want them to develop the skills to enable them to make discoveries now; and as lifelong learners.
- We want them to develop spiritually, so that they are firm
- We want our children to gain WISDOM from the best that has been though and said.
- We want them to challenge what they read and question what they are told; particularly when online.
- We want them to develop the skills to enable them to make discoveries now; and as lifelong learners.
- We want them to develop spiritually, so that they are firmly rooted with high hopes and aspirations and the confidence to think critically.
Diversity, Inclusion and Global Citizenship
Wisdom from the past, the real world and the world of fiction
Diversity, Inclusion and Global Citizenship
- We want our children to build on the cultural capital that they come to us with, by learning about a broader range of authors, artists, scientists and musicians.
- We want our children to stand up for what is right and challenge injustice on behalf of others.
- We want our children to show tolerance and respect to all as a result of their edu
- We want our children to build on the cultural capital that they come to us with, by learning about a broader range of authors, artists, scientists and musicians.
- We want our children to stand up for what is right and challenge injustice on behalf of others.
- We want our children to show tolerance and respect to all as a result of their educated understanding.
- We want our children to be courageous advocates and global citizens.
Wisdom from the past, the real world and the world of fiction
Wisdom from the past, the real world and the world of fiction
Wisdom from the past, the real world and the world of fiction
- We want every child to be able to read by the time they are six so that they have a strong working memory and can access the whole curriculum.
- We want children to be able to escape to and learn from people and places they may never encounter.
- We want our children to have a firm understanding of the world around them.
- We want our children to gain WISDOM from the past.
Knowledge Threads
Our Golden Threads have been devised to meet the needs of the children in our community; to ensure that they are fully equipped to flourish in a diverse and complex society.
From these golden threads, we have built each subject's curriculum.
Each subject has up to nine knowledge threads that reoccur year on year at the age appropriate level. Other elements will be taught too - but through these knowledge threads, we are building what we value and what our children need.
For example in History, we revisit the Slavery Knowledge Thread year on year as this is an important part of Black history, as well as an important opportunity to gain WISDOM from the past.
You can find out more about each subject's Knowledge Threads from our individual subject pages.
How we implement the curriculum:
Enquiry led
Wisdom from the past the real world and the world of fiction
Diversity, Inclusion and Global Citizenship
- We have developed our own learning language based on the pedagogy of metacognition.
- We ask BIG questions leading to enquiry, research, hypothesis and discovery
- We use the methodology of Philosophy for Children to enable open mindedness and critical thought.
- We provide Forest School for all leading to...
- Spirituality: finding a sense of pea
- We have developed our own learning language based on the pedagogy of metacognition.
- We ask BIG questions leading to enquiry, research, hypothesis and discovery
- We use the methodology of Philosophy for Children to enable open mindedness and critical thought.
- We provide Forest School for all leading to...
- Spirituality: finding a sense of peace, Taking time to ground yourself in the natural world. The awe, wonder and connection we gain from special people, moments, places and the sense of a greater power or force.
- We plan for mastery: cake - icing - sprinkles - cherry
- We plan opportunities for spaced retrieval.
- We use editing stations, peer marking, whole-class marking so that the children can look analytically and critically at their own work.
- Helping hands are tools that support learning, whilst promoting independence.
Diversity, Inclusion and Global Citizenship
Wisdom from the past the real world and the world of fiction
Diversity, Inclusion and Global Citizenship
- Our planning allows for first access for learners with complexities or additional needs through planned differentiation or support - our 'Helping Hands'.
- We make conscious decisions to include a diverse range of role models through texts chosen, scientists studied etc – including all underrepresented minorities (LGBTQIA+, ADHD, ASD, ODD,
- Our planning allows for first access for learners with complexities or additional needs through planned differentiation or support - our 'Helping Hands'.
- We make conscious decisions to include a diverse range of role models through texts chosen, scientists studied etc – including all underrepresented minorities (LGBTQIA+, ADHD, ASD, ODD, Para community, BAME community) - and this is overtly discussed with the children at every opportunity; ensuring that all children in our school see people like them and people with differences in their everyday life.
- Links to other schools / countries
- Global Neighbours charity work
Wisdom from the past the real world and the world of fiction
Wisdom from the past the real world and the world of fiction
Wisdom from the past the real world and the world of fiction
- Our cross-curricular approach is driven by either History or Geography.
- Meaningful links are made across the curriculum wherever possible to ensure a wholistic and immersive approach to subjects studied, leading to knowledge being moved to the long-term memory.
- Activities are designed to be engaging, but not distracting from the knowledge
- Our cross-curricular approach is driven by either History or Geography.
- Meaningful links are made across the curriculum wherever possible to ensure a wholistic and immersive approach to subjects studied, leading to knowledge being moved to the long-term memory.
- Activities are designed to be engaging, but not distracting from the knowledge on offer.
- There is planned repetition (Knowledge Threads) within the curriculum to reinforce core skills and knowledge.
- The English Curriculum is driven by a spine of diverse and inclusive texts, linked to the Topic theme.
- Read, Write Inc ensures that all children are readers by the time that they are six.
- Milestones enable us to plan for progression.
Metacognition language: rewards for positive learning
Self-regulation
Self-regulation
Self-regulation
Dove
Perseverance
Self-regulation
Self-regulation
Swallow
Wisdom
Self-regulation
Wisdom
Owl
Courage
Creativity
Creativity
Goose
Creativity
Creativity
Creativity
Lyrebird
Curiosity
Co-operation
Co-operation
Magpie
Co-operation
Co-operation
Co-operation
Starling
Our values underpin school life and link to our learning behaviours and British Values:
Wider-curricular Activity
The Arts
Wider opportunities
Wider opportunities
The Arts are vitally important to us; especially Music.
NMPAT provide peripatetic music lessons on site during the school day. Children can learn anything from guitar to clarinet; piano to flute.
Alongside individual lessons, NMPAT provide First Access, where whole classes learn an instrument. Many children choose to take up an instrument
The Arts are vitally important to us; especially Music.
NMPAT provide peripatetic music lessons on site during the school day. Children can learn anything from guitar to clarinet; piano to flute.
Alongside individual lessons, NMPAT provide First Access, where whole classes learn an instrument. Many children choose to take up an instrument following a term of learning and performing as a class. See our Music page for more information.
We have a choir that regularly performs locally and we hold a Songs of Praise as part of our daily Collective Worship.
As well as hosting touring theatre companies and visiting the Panto each year, we also put on two full scale productions, performed by the children.
Wider opportunities
Wider opportunities
Wider opportunities
We regularly take part in sporting competitions against local schools and have sports coaches delivering PE sessions during and after school.
We also run before and after school clubs covering a range of subjects to further enrich the children's learning experience.
Please contact office@pattishallschool.co.uk for our club timetable.
Further afield
Wider opportunities
Further afield
In Key Stage Two, your child will have the amazing experience of a residential trip to an outdoor, adventurous activity centre - not once, but twice!
Last year we visited the Kingswood Activity Centres on the Isle of Wight (Years 5 and 6) and at Staffordshire (Years 3 and 4).
We also carefully plan trips and visits to support our learning through each topic that the children study.