Our school vision is embodied in our Golden Thread:
“Treat others as you would like to be treated yourself.”
Luke 6:31
Our Curriculum aims to:
· Excite and engage pupils with the knowledge and skills necessary to promote learning and so
improve their life chances.
· Prioritise Phonics and Reading as the key to a child’s learning
· Develop oracy, reading, writing and numeracy skills so that pupils are able to communicate
fluently
· Develop life skills: growth mindset, resilience, adaptability, independence, creativity and a
thirst for knowledge
· Cultivate aspiration and ambition, through self-motivation, self-confidence and self-belief.
· Rapidly address gaps in learning through effective assessment
· Teach pupils strategies to support their own mental health, physical health and well-being
· Be rigorous and broad, where there are high expectations for all pupils (including SEND,
Disadvantaged and Able)
· Be well planned and properly sequenced so that end points are clear and pupils develop their
knowledge and skills, building on what has been taught before
· Be adaptable so as to be meaningful and relevant to all Thornford pupils to ensure that they
are well-prepared for the next stage of their education
Our Classes:
At present we operate 4 classes at Thornford Church School:
Acorn Class – Year R & part of Year 1
Beech Class – Part of Year 1 & Year 2
Elm Class – Years 3 & 4 -Key Stage 2
Oak Class – Years 5 & 6 – Key Stage 2
This is our usual class structure, but can vary from year to year depending on the very best scenario for our pupils.
Due to two year groups within one class, like many small schools, we adapt our exciting curriculum accordingly.
Curriculum Overview – Please see individual class pages
The curriculum is the total range of all the work that children learn and experience at school. Thornford Church School currently operates a broad and balanced curriculum, which encompasses the content, skills, knowledge & understanding from the current National Curriculum. The basis for our learning experiences is that LEARNING SHOULD BE FUN! If you enjoy doing something, you will do it better! We teach from the National Curriculum 2014.
Teachers may use schemes of work as a starting point for some subjects, but are expected to consider their current cohorts & class and be creative when adapting schemes in order to challenge and inspire children. Where appropriate and relevant, teachers make links between subjects, so children can explore themes in depth in a more holistic way. Teachers’ personal enthusiasm and passions are positively encouraged and cross phase teaching is utilised to enhance learning where appropriate.
The curriculum is provided through subject lessons, cross curricular activities, interests outside the classroom and the values promoted by the School. The curriculum taught with EYFS & early Key Stage 1 emphasises the importance of play and focus is also placed upon personal, social and health education through our SCARF activities and whole school assemblies and our nurture programmes.
EYFS Curriculum
We use the Cornerstones: Curriculum 22 Reception projects, which stay true to early years pedagogy. There is a balance between directed and play-based activities which are aligned to the new early years framework. There is a high focus on language and communication throughout these projects. Children are introduced to a rich vocabulary through key texts and linked activities. The curriculum has the flexibility to incorporate our own ideas and follow any lines of inquiry that have come from the children. See our EYFS policy for information on how our Early Years Curriculum is delivered.
The long-term curriculum map is supported by more detailed half-termly plans which contain specific areas of focus followed by weekly plans. In all this, great care is taken to ensure that there is a balance across and between subject areas.
We use a mixture of teaching styles including:
- whole class teaching
- mixed ability group work
- ability grouped work – both within the class and across the whole age range
- individual teaching & appropriate intervention groups to both support and stretch our pupils
Subjects
Children are taught the core subjects of English, Mathematics, Science and Religious Education and the foundation subjects of History, Geography, Art, Music, P.E, MFL (Modern Foreign Languages), PSHE, Design and Technology, as well as Computing .
Sometimes subjects are taught in specific subject blocks, but mainly learning is organised in a cross-curricular way based on a variety of topics using Cornerstones Curriculum Maestro.
Through first hand experience and through the skill of investigation, we aim to encourage self motivation and an enthusiasm for learning.
Curriculum Aims for each Subject Area:
For any additional information about our curriculum, please contact our office to either acquire a copy of our prospectus or speak to a senior member of staff via contacting the school.
ENGLISH
To be able to use language as a powerful means of communicating thoughts, plans and decisions, and to become an enthusiastic and fluent reader. Reading is taught through a fun, educational & systematic synthetic phonics approach (including other strategies). Within English we teach comprehensive elements of reading, writing, the spoken word & language. Through story mapping, drama and role play, children learn and use new vocabulary in both speech and writing. Year 2 children develop their spelling, punctuation and grammar skills, with support from the Read Write Inc spelling scheme, with a broadening range of genres that link writing to our cross curricular topics. This comprehensive approach is continued in KS2. A life-long love of Reading is developed through the provision of regular opportunities, such as visiting authors. Writing and Oracy are emphasised as vital tools for communication in every-day life. The Read, Write, Inc Spelling Scheme is followed through to Year 6 to ensure consistency and continuity throughout a pupil’s school journey.
The importance of reading presentation
Phonics
When they start at Thornford, early reading and writing skills are developed through daily phonics sessions in Reception and Key Stage 1, using the DfE validated systematic synthetic phonics scheme ‘Essential Letters and Sounds’. This is supported by the use of decodable reading books, for Reception and Year 1, to allow children develop their love of reading and comprehension in books where they can read or ‘decode’ all of the words themselves. Alongside reading, oracy is a large part of English lessons in Reception and Key Stage 1We use Essential Letters and Sounds as our Systematic Synthetic Phonics Programme (SSP). This is designed to teach children how to read through the act of decoding and blending. The SSP teaches children the link between the sounds (phonemes) of our language. Essential Letters and Sounds has a consistent lesson structure, resources and language.
Reading
Becoming a fluent, skilled and attentive reader starts at the earliest stages, with the development of vocabulary through talk at nursery settings and in the home, before children even encounter a book for the first time. Reading is prioritised as a core skill. Becoming a fluent, skilled and attentive reader starts at the earliest stages, before children encounter a book for the first time. A focus is on expanding their vocabulary, which is partly driven by the quality of their parents’ talk with their child. Reading is fundamental to education. Proficiency in reading, writing and spoken language is vital for success.
Year 6 Recommended Reads Year 5 Recommended Reads
Recommended Author a-z.pptm.pptx
Writing
We aim to give our children a writing curriculum which enables them to become confident, creative independent writers who can articulate their own ideas. We support them to develop transferable skills which they can use across the wider curriculum and throughout their lives. We use educational visits, high quality literature, film and music as stimuli for writing which links learning to real life experience and provides a contextualised meaningful curriculum. We want our pupils to leave with a strong independent writer’s voice and the technical skills necessary to communicate clearly in a modern world.
Maths
Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. We use the Maths Mastery approach to develop a deep, long-term and adaptable understanding of Mathematics. This method is an inclusive approach where all children can achieve. It differentiates through depth rather than acceleration. Paired work enables children to regularly explain and articulate their learning. We use the White Rose resources for all year groups.
Science
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Computing
A high-quality computing education equips pupils to use computational thinking and
creativity to understand and change the world. Computing has deep links with
mathematics, science, and design and technology, and provides insights into both natural
and artificial systems. The core of computing is computer science, in which pupils are
taught the principles of information and computation, how digital systems work, and how to
put this knowledge to use through programming. Building on this knowledge and
understanding, pupils are equipped to use information technology to create programs,
systems and a range of content. Computing also ensures that pupils become digitally
literate – able to use, and express themselves and develop their ideas through, information
and communication technology – at a level suitable for the future workplace and as active
participants in a digital world.
Religious Education
To encourage children to be reflective, sensitive, and thoughtful, to consider the beliefs of the Christian faith and other world faiths, to be considerate of the beliefs of others and to develop their spiritual and ethical awareness. We develop a knowledge and understanding of religion to explore fundamental questions arising out of our shared human experience of life. As a Church of England School, RE is vital to our whole school mission. (See SIAMS Inspection). The Emmanuel Project is used in conjunction with Understanding Christianity planning to deliver RE across the school. Religions covered include: Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism. Humanist perspectives are also included.
The Emmanuel Project Scheme of Work Progression
Art
Art and design embody some of the highest forms of human creativity. A high-quality
art and design education should engage, inspire and challenge pupils, equipping them with
the knowledge and skills to experiment, invent and create their own works of art, craft and
design. As pupils progress, they should be able to think critically and develop a more
rigorous understanding of art and design. They should also know how art and design both
reflect and shape our history, and contribute to the culture, creativity and wealth of our
nation.
Aims of Art and Design:
· Produce creative work
· Explore their own ideas
· Record their experiences
· Become proficient at drawing, painting, sculpting
· Become proficient at general art and design techniques
· Evaluate and analyse creative works using artistic language
· Know about great artists, craft makers and designers
· Understand historical and cultural developments of art forms
Design and Technology
Design and technology is an inspiring, rigorous and practical subject. Using creativity and
imagination, pupils design and make products that solve real and relevant problems within
a variety of contexts, considering their own and others’ needs, wants and values. They
acquire a broad range of subject knowledge and draw on disciplines such as mathematics,
science, engineering, computing and art. Pupils learn how to take risks, becoming
resourceful, innovative, enterprising and capable citizens. Through the evaluation of past
and present design and technology, they develop a critical understanding of its impact on
daily life and the wider world. High-quality design and technology education makes an
essential contribution to the creativity, culture, wealth and well-being of the nation.
Geography
To inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the
world should help them to deepen their understanding of the interaction between physical and human processes and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
History
To develop a sense of the past, sequencing of events, changes and their causes and to be able to find information through stories, artefacts, places of interest and other historical sources. To develop a coherent knowledge and understanding of Britain’s past and that of the wider world. To inspire pupils’ curiosity to know more about the past. To equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
Music
Music is all around us. It is the soundtrack to our lives. Music connects us through people
and places in our ever-changing world. It is creative, collaborative, celebratory and
challenging. In our schools, music can bring communities together through the shared
endeavour of whole-school singing, ensemble playing, experimenting with the creative
process and, through the love of listening to friends and fellow pupils, performing. The
sheer joy of music making can feed the soul of a school community, enriching each
student while strengthening the shared bonds of support and trust which make a great
school. In Years 3 and 4, pupils participate in a whole-class instrumental programme lasting a minimum of one term. Years 5 and 6 will also participate in a whole-class instrumental programme. This is supported by teachers from Dorset Music Education Hub. Opportunities for development will continue beyond this mandatory term. There is access to both rhythmic and melodic instruments in Key Stages 1 and 2.
charanga-musical-progression-ks1
charanga-musical-progression-ks2
Styles and Cross-Curricular Links – KS1
Styles and Cross-Curricular Links – KS2
MFL (Modern Foreign Languages)
To begin to experience and learn languages from other cultures (this is taught in Key Stage 2). This is French and delivered with a cross-curricular focus by a specialist MFL teacher. Thornford School is twinned with a school in the village of Hudesmesnil, Normandy, France and there is an active exchange programme. We aim to give pupils:
·the opportunity to understand and respond to spoken and written language from a variety of authentic sources
· speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
· write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
· discover and develop an appreciation of a range of writing in French
Copy of MFL_KS2_Progress by Year
PE (Physical Education)
A high-quality Physical Education (PE) curriculum is delivered which supports all pupils’ physical health and emotional well-being.
Pupils learn a breadth of skills through invasion games, dance, outdoor activities, swimming and gymnastics. The underpinning values of these inclusive learning opportunities significantly support an individual’s spiritual, moral, social and cultural development inline with the whole-school approach to a pupil’s long-term success. We teach more than skills as we recognise that this opens up opportunities for all pupils through PE to develop and apply resilience, leadership and communication in a range of situations which will set them up for life.
Complete PE Whole School Progression Pathways
PSHCE (Personal, Social, Health & Citizenship Education) and RHE (relationships and Health Education)
We intend to provide a whole school PSHE curriculum that builds foundations of health and wellbeing, providing crucial skills and positive attitudes to enable children to achieve their best potential, academically and socially. We want our children to develop and deepen their personal, social, emotional development in ways that are tailored to their age group, whilst also expanding on their previous knowledge as they progress through the school. Our intention is for our children to learn about themselves as developing individuals and as members of their communities, building on their own experiences and experiences of others. We want to provide a safe space for the children to learn PSHE, providing them with the ability to make safe and informed choices, taking responsibility for their actions, respecting and valuing difference and being the best that they can be. Children will learn to show tolerance of others regardless of their background, religion, race, gender or sexuality, and develop their understanding of others as we are ‘All God’s Children’. As they progress further up the school into upper KS2 we want to provide effective relationship and health education, to enable the children to make responsible and well informed decisions about their lives, to help and support them through their physical, emotional and moral development. It is our aim to help our pupils to learn to respect themselves and others and move with confidence from childhood through adolescence into adulthood.
Relationships and health education
The overall aim of RHE is to foster a positive notion of lifelong learning about physical, moral and emotional development, including how to look after physical and mental health. It aims to support the development of self-respect and empathy for others and promotes the development of skills and understanding necessary to manage conflict peaceably and learn how to recognise and avoid exploitation and abuse. The SCARF scheme and resources are used for teaching this subject. See Relationships and Health Education Policy.
Please note that Yr R follow the National EYFS Curriculum.
PSHE-Progression-of-skills-Yr-1-6-arranged-by-theme
Spiritual, moral, social and cultural development
Our pupils encounter SMSC and British values in every aspect of school life; through their lessons, through assemblies, whole school charity days, visitor, trips and extra-curricular activities. See SMSC Vision on website.
British Values
We use opportunities such as school council (and general/local elections) to understand Democracy. Debating skills are taught to provide pupils with the opportunity to learn how to argue and defend points of views. The rule of Law is related to the need for school rules in order to keep everyone safe. A wide variety of sources are used in Collective worship and RE to help pupils learn about and understand a range of faiths (Mutual respect & tolerance of different faiths and beliefs). Individual liberty is taught through our work on The Rights Respecting School award. Our PSHCE curriculum has a strong emphasis on emotional literacy, building resilience and nurturing mental and physical health. With an ever changing society, we are able to provide our children with a strong understanding of the diverse world around them and support them in playing a positive role in contributing to the school and the wider community.
Promoting British Values at Thornford CE Primary School
For more information about our exciting curriculum please speak to a member of our teaching staff