At Chorlton CE our vision is:
Shaping our Curriculum
From this we have developed a ‘knowledge-engaged’ curriculum where knowledge and skills are intertwined; we do not perceive a tension between these areas of learning. With a clear curriculum overview drawn from the National Curriculum, we have carefully mapped the knowledge and skills in an age-appropriate and progressive way from Nursery-Y6. This ensures that pupils are able to build upon prior knowledge and apply skills across the curriculum. Where appropriate, cross curricular links are made, in order for the curriculum to be relevant and meaningful for pupils and to put knowledge into context.
At the same time, through the curriculum, pupils’ spiritual/emotional, moral, social and cultural wellbeing is nurtured. When they leave Chorlton CE as well as achieving in their learning they will also be prepared for life, with resilience, compassion and having developed courageous advocacy.
For details of how each curriculum area has been shaped and an overview of the progression of skills and knowledge please see individual curriculum subject pages
Position Statement For Recovery September 2020.
Re-establishing the ‘basics’ using the National Curriculum, English Programmes of study was paramount for reading and writing. Oracy and reading was prioritised in the first weeks to ensure that children heard stories, asked questions, used role play and shared enjoyment of books. In the first week all children had the opportunity to read with the class teacher.
Short discussions took place with each child about their reading habits over the summer, favourite authors and book preferences. Initially children were asked to read a text from their spring time book level and observations based on fluency and comprehension was made. During the month of September, the children’s reading level was benchmarked so that appropriate texts could be selected for home books and their guided reading sessions. In EYFS and KS1 this also provided an opportunity to assess phonics understanding (grapheme- phoneme correspondence) and reading of tricky words. Once benchmarked, reading books started being sent home and children were able to choose a book for pleasure from a selection from the library.
During the initial weeks teachers used high quality texts to support the recovery curriculum. These texts instigated talk about hope, friendship and feelings and was a slight change to our original long term English curriculum to reflect the unique situation that we returned to in September. On return to school all classes used the text ‘While we can’t hug’ by Eoin Mclaughlin, to encourage discussion about social distancing and alternative ways to show others that we love and care for them.
After a review of these first few weeks, we were in a position to return to our original Long Term Planning.
Throughout the year, writing experiences were planned to encourage the freedom of writing again whilst also allowing teachers to assess the ‘fundamentals’ of children’s writing, including:
· letter formation/handwriting
· word level - spellings
· sentence punctuation
· composition & grammar
· writing stamina
Following this, teachers were able to complete a gap analysis and reflect on content and objectives that needed to be covered or included from the previous year. This continues to be a priority so teachers are able to adjust/tailor planning to support catch up and meet the needs of their classes.