Statement of Intent

In response to the Coronavirus pandemic, our school’s curriculum provision has been adapted. Whilst the intent of our curriculum remains unchanged, our method of delivery has been re-modelled, using remote learning.

We will continue to provide remote learning for all year groups (see Remote Learning Policy). We will also make provision available in school for all vulnerable pupils and for those whose parents are Key Workers. The in-school programme for these children will consist of the remote learning activities which other pupils are receiving at home.

During this time, the focus of our academic support will be to improve pupils’ knowledge and understanding of learning taking place remotely. Provision will also attempt to address identified gaps in pupils’ learning, resulting from the pandemic. We will continue to provide a broad and balanced curriculum for all our pupils, including literacy, mathematics and science and the range of other Primary National Curriculum subjects.

At Engayne, we aspire to give every pupil the opportunity to reach their full potential in a safe, enjoyable and stimulating environment, which prepares them for the ever changing world. As a result, it is our clear intent that our school curriculum promotes both learning and personal growth and development – our curriculum is designed to develop children’s love of learning and their willingness to explore.

While there is a focus on literacy, mathematics and science, we ensure that we provide a broad and balanced curriculum for all our pupils. Developing children’s independence and motivation as learners and their potential to become well-rounded, well-informed citizens of the future is at the heart of all our teaching and learning. Therefore, we aim to deliver a substantive school curriculum, incorporating a diverse range of activities and opportunities to enrich and deepen children’s cultural capital. These activities and opportunities include but are not limited to:

  • theme weeks and theme days, e.g. Games and Puzzles Week, Safer Internet Day, No Pens Wednesday and National Mental Health Awareness Day
  • weekly traditional game-playing sessions in all classes, which help children develop their reasoning and metacognitive skills
  • a wide variety of extra-curricular activities, including sporting, drama and other clubs
  • educational visits, including visits to art galleries, museums and places of worship
  • in-school workshops, e.g. road safety, palaeontology, financial awareness
  • visitors from the local community, e.g. the police, borough library service and faith groups
  • school shows, drama, dance and music performances and special assemblies
  • Forest School and other outdoor learning activities
  • residential visits

Our curriculum also includes the ‘hidden curriculum’ – what the children learn from the school environment, the values we promote and how they are treated and expected to behave. We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others while developing knowledge, understanding, skills and attitudes, so that they achieve their true potential. An example would be our school’s kindness tree project, which encourages children and adults to spread the ethos of kindness around school.

We are continually reviewing and improving the curriculum we offer to our children. The Engayne school curriculum is always evolving, according to the needs of our children and to the aspirations of the staff and community. As evidence of this, we now explicitly teach metacognitive learning strategies to children, help them to organise and effectively manage their learning independently.

In addition, and in response to the recent national pandemic, we also have a recovery curriculum in place, which is designed to help our school community recover emotionally, while sensibly addressing children’s gaps in learning, during and after the pandemic. The recovery curriculum proactively supports children’s wellbeing through the promotion of the values of reconnection, recovery and resilience. The aims of our Recovery Curriculum are:

  • to build trust and relationships
  • to learn how to socially interact with adults and peers
  • to begin to follow a structure and routine
  • to learn how to co-regulate or self-regulate emotions and behaviours
  • to learn how to manage emotions
  • to engage in learning

Above all, we believe that children are entitled to receive a high quality curriculum that leads to the highest possible standards and to an enjoyment of learning.

National Curriculum overviews, for every year group can be found in the Long Term Plans section of the curriculum page, on our school website. Please see the links below, for further details of our curriculum:

National Curriculum overviews, for every year group can be found on year group links

Communicating the Curriculum to Parents and the Public

Details of how parents and other members of the public can find out more about our school curriculum

Phonics and Reading

Information about our approach to phonics and teaching reading.

Activity Passport

In January 2019, The Department for Education released a new initiative known as the Activity Passport, which encourages primary school children and their families to take part in a number of non-academic challenges and pursuits, during the school year. Examples include going on a nature trail, visiting a local landmark and making a treasure map.

We would love to hear of any experiences that you have, if you do decide that you would like to make use of the passport. As a suggestion, your child could bring in some photos at the end of a term, showing their teacher what they have done.

If you are interested in taking a look at what’s involved, please read the Schools Enrichment Booklet

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