Statement of Education Quality
‘I can do everything through Him who gives me strength’.
Our curriculum is based around the premise that children, given the right encouragement and support, can reach their full potential. Our role at Camm’s is to provide a curriculum that enables all children to flourish, be it social, academic, physical or practical.
The child is at the centre of what we do at Camm's, and everything starts from there.
Our curriculum is built on strong pedagogical principles, with every child encouraged to meet and achieve their potential. We make it our aim to discover what children are good at and use this to promote a positive attitude to learning.
Our curriculum aims to be broad and balanced, with opportunities for pupils to celebrate, share, and learn about their different cultural and spiritual beliefs. This includes expanding the horizons and experience so the children. We are in an area of low diversity and feel that it is important to truly reflect the 'World Outside Eckington'.
The breadth of curriculum content allows pupils to explore through an enquiry based curriculum where there are no limits to learning and there is a clear development of skills and knowledge. Pupils may not have access at home to the learning and experiences that pupils have access to at Camm's.
The curriculum is about achievement, enjoyment, engagement and enrichment.
The curriculum is based on good quality resources, quality first teaching and a secure knowledge of the children.
English is taught through quality whole class texts, and Maths teaching starts with concrete resources, that the children can touch and manipulate, and progress through to abstract concepts.
Other curriculum subjects are topic-based, with an enquiry question to bring the learning together. We aim, where appropriate, to create a thematic approach to learning so that learning is joined up and children can see how subjects link together.
Creativity and teacher expertise is woven into the curriculum with specialist teachers and outside agencies working with pupils and teachers, sharing good practice and ensuring that learners learn from the best.
Each subject area has a ‘3I’s statement’ to set out what is to be taught, learnt and assessed, and annual action plan which outlines development opportunities and clearly links with the school development plan.
The impact of the curriculum is monitored though gathering and analysis of outcomes: pupil voice, test/data outcomes, planning, monitoring of books and displays, lesson learning walks, discussions with teaching staff, pupils and parents. This information is used to assess standards and identify next steps in children’s learning.
The desired outcomes of the curriculum will ensure that pupils are well rounded students, ready to embark on high school education. They will be equipped with the foundations and skills to achieve success in later education.
Pupils will have an understanding of what they are good at
and have developed skills to face their challenges.
Each child is different and each success is equally different and the school motto runs through every aspect of our teaching. It is our aim that:
‘Every Child Succeeds’.
We operate a very flexible curriculum in terms of when certain topics or units are taught, and try to match this with overall themes.
Sometimes this mean that gymnastics, for example, is taught in Term 4 instead of Term 2, because it better fits with the overall teaching theme. The skills are still taught, just not where the over-arching document says so.
If you require any more information about what is being taught during the year, please speak to your child's teacher. We are happy to share long and medium-term plans (these are generally on the website anyway), but please be aware that teachers will not have time to explain everything on there!
All of our curriculum documents and teaching complies with our duties under the Equality Act 2010, SEND Regulations 2014 and aim to ensure that we make reasonable adjustments to include all children in all lessons at all times.
We are also beginning to look at the inclusion of the STEP technique for inclusion whereby teachers look at modification to:
A example of this would be to restrict the length of a pitch (S) played on when throwing a larger ball (E) to a team mate (P) instead of trying to hit a target (T).
This is our over-arching policy covering all aspects of our taught curriculum. The broad principles apply to all subjects (so no need for individual ones), but each subject has its own set of statements and values which are specific to that area.