We define ‘curriculum’ as the totality of a child’s experience at Chew Stoke Church School, ensuring that they are secondary school ready with the right knowledge but also with the right skills for the next stage of their educational journey.
At Chew Stoke Church School, we value the uniqueness of each individual child, recognising and nurturing their potential for learning. Our aim, through our tailor-made curriculum, is to enable each child to fully participate in current and future society as a responsible, self-confident citizen.
We believe that our curriculum offers a balance between understanding and using knowledge as well as developing and applying skills, leading to better understanding and progression for the pupils.
Our curriculum is inclusive for all has been designed with the following principles: it is personalised around what our children need, most importantly reflecting the background and diverse experience of the pupils we have; it is outward-facing, setting learning in local and global contexts; it celebrates diversity to emphasise unity and it is rooted in authenticity and context so that learning is relevant, purposeful and sequenced and age appropriate.
- We strive for children to learn skills alongside knowledge, ensuring that both are developed and intertwined. The curriculum is about how we can ensure that pupils develop both.
- We do this by having an emphasis on cross-curricular teaching with a strong focus on sequential and progressive skills. We believe that this is important for making the curriculum relevant and meaningful to pupils and for putting knowledge into context.
- We believe that it is our responsibility to develop the Literacy and Numeracy skills for all of our pupils. Using the Early Years Foundation Stage and National Curriculum as a basis, age-appropriate progression and knowledge for each core and foundation subject has been identified. This has been mapped out to ensure coverage of identified knowledge is secured across KS1 and KS2. We carefully select the sequence of when, what and how knowledge is taught and subject leaders work actively to review this regularly.
- At Chew Stoke Church School, we have tailored a curriculum which is ambitious for all our children.
- We recognise that not only is each child an individual but also each class and each member of staff, who all have unique interests, skills and talents. Our curriculum is designed to develop the whole child.
- To develop each child as an individual
As part of the curriculum design, we have addressed the following:
- Developing sequential, progressional learning, where pupils know more and can do more, building on what they have been previously taught
- Local and global context and enriching the lives of pupils
- Strong focus on subject disciplines and subject-specific skills
- Considering depth, breadth and curriculum content
- Seeing the curriculum as a progressional model, by reviewing and evaluating curriculum design
- Having a clear purpose for assessment
- Listening to pupil's voice so that this feeds into the curriculum
- Clear curriculum leadership and ownership for all
- Respect of children’ values
Chew Stoke Church School is a Values-based school. In order to give our children the opportunity to thrive socially, morally, personally and culturally, we underpin our practice with eighteen Christian Values including six carefully-chosen core Christian Values. Our Values help to build the children's character education.
In choosing our core Values, we consulted with children, parents, all staff and governors to ensure that the final Values reflected the needs of our children.
Each Value is studied in-depth during one term: it is introduced and worked upon in-class and then consolidated and extended in Collective Worship. The Values are not just taught in ‘one off’ lessons, they are linked throughout the curriculum, especially through PSHE and RE. Values can also be seen in everyday events and goings-on in school. They are not just studied; they are lived in classrooms, corridors, on the playground and in the dinner hall.
Our eighteen Values are studied in each and every year group so that, by the time children leave at the end of Year Six, they have a thorough understanding of the Values that we feel build good, whole children, who can go out into the world and genuinely make it a better place.
In actively teaching and promoting our Values, we aim for our children to develop into well-rounded individuals who are ‘confident in learning and caring in life’.
At Chew Stoke Church School, we value the diverse backgrounds of all pupils, staff and families and undertake a variety of events and lessons to celebrate these throughout the year. We teach our children to be tolerant and respectful towards others, embracing the differences in our community and the wider world. Within this, we recognise the importance of promoting fundamental ‘British Values’ as part of our school’s programme of spiritual, moral, cultural and social development.
These include the values of:
The Rule of Law
Celebrating and understanding those with different faiths and beliefs
At Chew Stoke Church School, we recognise that such development is most successful when those values and attitudes are promoted by all the staff and provide a model of behaviour for our pupils.
How do we promote British Values at Chew Stoke Church School:
The ability to communicate is the most important area of learning. At Chew Stoke Church School we ensure that pupils are given a ‘voice’ to communicate. The method of using this ‘voice’ could be using words, objects, photographs, pictures, symbols, touch cues, eye pointing or body language. We empower our pupils by giving them opportunities to make choices about the things that they believe to be important. By valuing each ‘voice’ and by listening and responding to that voice we demonstrate that we support democracy and liberty. We hold the bronze ‘Rights Respecting Schools Award’ and are currently working towards becoming a silver level school.
Rule of Law:
We involve pupils in setting codes of behaviour; helping pupils to make decisions and choices that are acceptable to the school community and society at large. Pupils are helped to learn to manage their behaviour and take responsibility for their actions. Staff are committed to providing a consistent and enriched learning environment within the school and beyond. We can help some pupils to understand the connection between actions and consequences. This type of environment enables pupils to feel safe and secure; this in turn, promotes the optimum conditions for learning to take place.
Pupils at Chew Stoke Church School are encouraged to become good and valued citizens. We do this by supporting each pupil to become as independent as possible. We endeavour to demonstrate that everyone has rights; this includes the right to say ‘No’ to ideas or activities that they do not want to take part in. Some pupils will be able to take responsibility for particular roles and to understand that with certain rights comes a level of responsibility. Learning to do things independently is an important part of learning to understand yourself. We support others by participating in charitable events such as Red Nose Day/Comic Relief, Children in Need, distribution of food through the Bristol foodbank. At Chew Stoke Church School we believe that by engendering a caring and helpful environment and by learning to be independent can boost and nurture a healthy self-esteem.
We promote each pupil’s inclusion, where possible, in a range of activities, settings and locations. The children in Early Years have opportunities to integrate with other children in the school. As pupils move into the other Key Stages, further planned events and circumstances are planned for pupils to go into the community to meet with a range of people in a variety of situations which include: sports events, community functions (helping at the soup lunch) and shared participation with other schools. It is important to facilitate opportunities for Chew Stoke Church School to be part of the community as the pupils, families and staff have much to offer in the development of community cohesion.
Celebrating and understanding those with different faiths and beliefs:
At Chew Stoke Church School every person is respected and valued equally without regard to ability, gender, faith, heritage or race. Cultural appreciation and development form part of our curriculum. We place great emphasis on providing encounters and participation in events and celebrations to broaden all pupils’ experiences and awareness of others. Our school values help all pupils to find out about themselves and others linking their lives to the communities to which they belong.
Pupils are encouraged to experience British Culture through our curriculum themes (please see our subjects overview).
PHONICS AND READING
At Chew Stoke Church School, our aim is to share our love of reading with all of our pupils and to encourage them to choose books which are interesting, enjoyable and varied. Children are encouraged to read at home, ideally every day, we believe that this extra practise really increases fluency and confidence in younger readers and helps older readers develop their comprehension skills.
Pupils in EYFS (Reception) and Year 1 have short, focused daily phonics teaching based on ‘Letter and Sounds’ and supplemented by resources from ‘Jolly Phonics’. Children are given homework linked to their phonics learning and all parents/carers are provided with an information leaflet covering the teaching of phonics from Reception to Year 2. Our phonics teaching is explained at the induction meeting held by Miss Hennessy for all Hedgehog parents and carers during term 1. If you have any questions about phonics at our school, please speak to your child’s class teacher.
In Year 2, following the phonics screening in Year 1, children continue to have regular phonics input, either through discreet phonics teaching or through the teaching of spelling. If children entering Key Stage Two need ongoing support with their phonics, we continue to give input that is appropriate for them.
The reading scheme that we use in Key Stage One is primarily the ‘Oxford Reading Tree’, but we also use books from other schemes, including Jelly & Bean. This is to promote and encourage breadth of reading and to better cater towards and inspire a range of interests. Where children have moved off the scheme books, we call this ‘free reading’. When children are confident in their reading, we encourage them to choose their own reading materials from the wide range of reading books we have in school, either from their class Book Corners or from our school library.
Reading skills are further developed in Key Stage 2 (Years 3 to 6) through a wide range of activities. These may include any of the following:
- reading with an adult,
- reading partners,
- guided reading sessions,
- reading aloud in class,
- sharing books and other texts in literacy or other lessons,
- learning to answer ‘comprehension’ questions,
- and more besides!
We know how valuable it is to appreciate the importance of reading in different contexts. As such, indirect teaching of reading skills may also happen in RE, topic, science or maths as well as during assemblies, circle times or when preparing for a performance. It is all valued as part of our learning!
Finding reading materials
Finding news books for your child can be challenging, especially if you feel that they may be ready to move onto something new. Here are a couple of websites that could help you:
- The Book Trust gives recommendations by age group, with lists for 0 to 5-year-olds, 6 to 8-year-olds and 9 to 11-year-olds.
- The World Book Day website has a ‘Reading Ideas You’ll Love’ page. This allows you to select an author that you like and then gives recommendations of other books you may enjoy.
Love of literacy!
We include curriculum enrichment activities throughout the school year, from author visits to workshops and theatre trips. Our enthusiasm for all things book-ish can be seen in the national celebration days that we take part in. These often include a fancy dress theme and involve as many cross-curricular links as we can imagine!
Keep an eye out for announcements about these on the website and in our school newsletters.
The curriculum maps below show what your child is learning in class this year.