Pattishall Church of England Primary School
Pattishall Church of England Primary School
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  • More
    • Home
    • Parent Info
    • Safeguarding
    • Christian Distinctiveness
    • The Pattishall Curriculum
    • Meet the team
      • Staff
      • FOPS
      • Governors
    • Class Info
    • Curriculum Pages
      • Maths
      • Science
      • PSHE
      • PE, Sport & Swimming
      • Topic
      • French
      • Religious Education
      • Music
      • Computing & Online Safety
      • Reading and Writing
      • Early Years
      • Anti-racist curriculum
    • Inclusion, Nurture & ELSA
    • School Council
    • Ofsted, SIAMS and Results
    • Grants and Policies
      • Premium Grants
      • Policies
    • Events and Gallery
    • Useful links
    • Contact Us
    • Vacancies

  • Home
  • Parent Info
  • Safeguarding
  • Christian Distinctiveness
  • The Pattishall Curriculum
  • Meet the team
  • Class Info
  • Curriculum Pages
  • Inclusion, Nurture & ELSA
  • School Council
  • Ofsted, SIAMS and Results
  • Grants and Policies
  • Events and Gallery
  • Useful links
  • Contact Us
  • Vacancies

We are building what we value

The Pattishall Curriculum Vision

We recognise that we are educating children for an unrecognisable future. 


  • They need to have a well-developed working memory through the acquisition of early reading skills. 
  • They need to develop wisdom from the knowledge gained from the best that has been thought and said. 
  • They need to develop skills that they can apply to new concepts. 
  • They need a firm sense of self and be rooted in their beliefs. 
  • They need a strong moral compass and embedded values to help them make good choices. 


Through the delivery of our curriculum, our pupils will be critical thinkers with enquiring, unbiased and open minds - leading them to life-long learning in a vibrant and diverse society.   

A chord of three threads is not easily broken

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. 

We want our children to leave us knowing that they can change the world.

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. It can also be played forward, linking in with our PSHE curriculum; drawing parallels to modern day slavery, including County Lines - an issue in our locality. 


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. 

Curriculum Subjects

Maths

Reading

Reading

White Rose Hub 

Reading

Reading

Reading

Read, Write Inc and Book Talk 

We also have a reading spine that is the backbone of our English curriculum. 

Writing

Reading

Writing

We use the principles from Talk for Writing and the structure from Hamilton to ensure progression and coverage. 

Science

Physical Education

Writing

We have devised our own core knowledge and use Twinkl as the base structure for delivery. 

Physical Education

Physical Education

Physical Education

PE Hub and S4A 

Music

Physical Education

Physical Education

Cheranga and BBC Ten Pieces 

PSHE and RSE

Religious Education

Religious Education

Jigsaw 

Religious Education

Religious Education

Religious Education

Northamptonshire Agreed Syllabus and Peterborough Diocesan Syllabus 

Computing

Religious Education

DT and Art

Twinkl

DT and Art

History and Geography

DT and Art

Kapow 

History and Geography

History and Geography

History and Geography

History and Geography are our thematic curriculum drivers. 

We have organised the National Curriculum in chronological order and link in as much of the rest of curriculum as possible, including the texts we use in English. 

French

History and Geography

History and Geography

Language Angels 

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

Growth Mindset

Brain Architecture

Brain Architecture

We use Carol Dweck's language of Growth Mindset. 


Our pupils are encouraged to THINK, CARE, SEEK, BUILD and RESPECT when faced with new challenges. 



Brain Architecture

Brain Architecture

Brain Architecture

Every time a child has a new experience, a neural pathway develops. Our job is to create as many pathways and connections as possible in order to prepare for future learning. 

Team Effort

Brain Architecture

Team Effort

Children are at school for 190 days a year: 52%

Therefore we're passionate about working together with families to ensure that each child reaches their full potential. 


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. 

Music lessons

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. 



Pattishall Sports

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. 

Kingswood

And everything we do is done with love...

You can find our curriculum policies here: 

Policies

Copyright © 2018 Pattishall Church of England Primary School  - All Rights Reserved.



  • Christian Distinctiveness
  • The Pattishall Curriculum

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