Our school curriculum follows the Windsor School Master Curriculum, which can be found here (see left of the screen for options for different subjects)
The National Curriculum can be found here
CURRICULUM AND LEARNING POLICY
At Trinity St Stephen CE Aided First School we want to give each child the very best opportunity to Achieve Success within our Caring Christian Environment.
Our curriculum fulfils the legal requirements of the Early Years Foundation Stage (EYFS) and the National Curriculum Key Stage 1 and Key Stage 2 programmes of study.
We provide a broad, balanced, creative and exciting curriculum focused on equipping each child with the knowledge, understanding and skills they will require for the beginning of middle school.
Our curriculum promotes the development of each child as a whole person. To this end when designing the curriculum we ensure that it promotes Spiritual, Physical, Intellectual, Cultural, Emotional and Social development.
Our curriculum aims to ensure that each pupil has a positive attitude to learning and retains their natural curiosity as they mature. We seek to ensure that pupils are actively involved in their learning acquiring the vital skills that teach them how to learn.
Through our curriculum we aim to:
- Ensure that every child is a fluent reader, writer and communicator in spoken language.
- Give every child a good start to acquiring mathematical knowledge and skills.
- Help every child acquire good ICT skills.
- Equip every child to think critically and creatively in a variety of situations and purposes.
- Encourage exploration of the physical world through scientific enquiry.
- Encourage creative expression through art, design, music and drama.
- Introduce children to at least one Modern Foreign Language.
- Explore our place in the world through history and geography.
- Encourage children to adopt a healthy lifestyle with positive attitudes to food, relationships, and physical activity.
- Equip children with good personal attributes of citizenship so that they become responsible citizens of the local, national and global community.
- Encourage pupils to explore and appreciate their own beliefs and the beliefs of others through an appreciation of the place of religion in society.
- Teach children Christian values and give them the skills to adopt their own values that will endure into adult life.
We are concerned with the development of the whole individual. We recognise the importance of inclusion and understand that fostering confidence in learning is key. We want children to be actively engaged in their learning and understand that context and relevance is vital. We want children to enjoy school and to make the best use of their time here.
We seek to create positive learning environments that will allow each child to undertake their learning in a variety of ways. For this reason, learning takes place in the classroom and out of the classroom for example, in the school's grounds; in the local area and by day and residential visits.
We do not forget that we are part of a process, and we want our children to go on to the next stage of their education with confidence and a built-in desire for further interesting work and experience.
We believe that learning is a cooperative process. We expect to actively engage parents in their child's learning and in the wider learning that takes place within the school. We will encourage pupils to consider each other as valuable learning resources and to see learning as a shared process and not purely an individual pursuit.
It is vitally important for children to be able to make links in new learning and understand that skills can be transferred into different contexts.
We believe that every experience in life is an opportunity to learn.
We believe that children learn effectively when they know what is expected of them and how new learning fits with prior learning. For this reason in most lessons the learning outcomes and success criteria will be shared explicitly. Also, children will be given planned and regular opportunities to reflect on their learning and assess their own progress against shared criteria.