At St Martin’s CE Primary we aim to provide a creative, inclusive, challenging and real-world curriculum that inspires our children to ‘be the best they can be'.
We pride ourselves on starting with the needs of the child first. We endeavour to find out what makes the children tick and how they want to learn. We start with the interests of the child and then tailor elements of the ‘The Inspire Curriculum’ to ensure that the curriculum is broad and balanced. We then design and build learning opportunities that are relevant and engaging, which develop global awareness and have real authentic world outcomes. Children have the opportunity to design their own learning journey, finding key aspects, which engage them. Teachers then plan the outcomes ensuring they always start with the children at the heart of the planning and then delivery.
The children complete topic based learning where they gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. This approach allows children to apply skills to real life problems that are relevant and engaging for the 21st Century. The projects are underpinned by the 6Rs for learning (Resilience, Respect, Responsibility, Resourcefulness, Relationships and Reflectiveness), ensuring that the children are prepared with the necessary life skills that they need for the future.
We strongly believe this effective curriculum will provide the most exciting and engaging learning opportunities and the best curriculum for the children of St Martin’s as we prepare them for life in ‘Modern Britain,’ and lead then to ‘be the best that they can be.’
Learning at our school will continue to flourish with the freedom and creativity which it inspiringly brings. We will embellish, mould and make it our own as we continue to deliver in as innovative a way as possible to meet the needs. This will incorporate advancing technology, literacy and numeracy throughout.
How we build our exciting curriculum
Stage 1: We have a whole school theme. Class teachers then identify with the children what the children want to learn about connected with the theme-what makes the children ‘tick’, what engages the 21st century child? It could anything at all!
Stage 2: Class teachers then plan an ‘authentic’ outcome to work towards with a big question to answer. This could be planning an Art exhibition to share their learning with the local community. Or it could be to make a complete film and show it to the whole school. This is what we work towards immersing the pupils over the term in a variety of learning opportunities.
Stage 3: Class teachers map the learning across the term. They present their curriculum plan for all staff to then contribute during a staff meeting. (see above).
Stage 4: Class teachers ensure that they cover the school’s non-negotiables (see below). They are taken from the national curriculum 2014. This approach allows for us to engage the children in what they want to learn, addressing the national curriculum non-negotiables, preparing children for the 21st century, enabling accurate assessment and more importantly outstanding outcomes for our children.
How we learn
We use fluid groups in class that allow every child to reach their highest potential in every lesson, whilst building self-esteem. Imagine what it feels like to be that child who is with the ‘red’ group? Or even worse, the child who is in the red group, but can actually access the learning at a much higher level. If we use mathematics as an example, some children struggle with shape, space and measure-but not calculations. If we grouped them we would be limiting their opportunity to accelerate their progress in calculations. Each activity that is provided will be for well above, below and in line with national age related expected outcomes. Following the input phase of the lesson, the class teacher will support the child through a visual assessment to ensure that they choose the activity that will challenge them to achieve their highest potential and continue to develop, independence, confidence and self-esteem.
We assess against the non-negotiables (national curriculum age related expectations) using Classroom Monitor for foundation subjects termly using the language significantly below, below, on-track, above and significantly above. The core subjects we assess half-termly using key performance indicators relating to age. Again we use the same language as we do for foundation subjects for core subjects ensuring continuity and understanding.
The curriculum is important to us and we dedicate a lot of our time, energy and effort in ensuring that it’s exactly perfect for what our children want in a creative and immersive manner.