Designing the curriculum is not just being clear about 'what' your child should learn; it includes knowing 'why' we want your child to learn those particular things and 'how' we are going to deliver this in an inspiring way that your child will remember for the rest of their lives! We ask ourselves continually... 'Will this learning experience help your child to learn more, remember more, and do more?'
At Fairlands, we believe great learning should be a rewarding and enjoyable experience for everyone. Our commitment to great teaching aims to equip your child with the knowledge, skills and vocabulary necessary to be ready for the next stage in their education and a fulfilled life beyond school. In particular, great reading is at the heart of our curriculum because it unlocks access to life-long learning.
In designing our curriculum, we know the importance of being clear about what your child should be expected to know and be able to do at each stage of their development. But we also know that great learning only happens when the whole child feels safe, supported, inspired and challenged. This underpins our curriculum design principles which we use to evalute our curriculum:
We have pulled this together into one large framework to give us a clear overview:
Each month, we focus on a different value as part of our Values Education. A Values-based approach encourages reflective and aspirational attributes and attitudes. These can be nurtured to help us discover the very best of ourselves, which enables us to be good citizens and prepare us for the life of work. The Values are mapped out in our policy (below) but are also adapted to respond to local, national and global current issues.
Every aspect of our curriculum is also underpinned by the five British values of:
Our Values Education & British Values Policy is here.
At Fairlands we strive to create a safe and happy environment, which inspires, challenges and supports pupils to achieve their potential. The Statutory Framework for the Early Years Foundation Stage provides the structure for our curriculum and approach.
We use the four guiding principles to shape our practice:
The framework covers the education and care of all children in Early Years provision, including children with special educational needs and disabilities.
For each national curriculum subject, the school has developed a year by year breakdown of the knowledge, skills and vocabulary which children must progress through. These progression documents form the 'backbone' of our curriculum.
Fairlands values high-quality teaching and learning of English.
The National curriculum for English aims to ensure that all pupils:
Reading & Phonics
Spelling - Progression Document (Spelling: Y1-Y6)
Writing - Progression Document
Maths - Progression Document
Science - Progression Document
Science is a body of knowledge and skills built up through experimental testing of ideas. It is also a methodology, a practical way of finding reliable answers to questions we may ask about the world around us. At our school, we believe that science is about developing children's ideas and ways of working that enable them to make sense of the world in which they live through investigation. We also believe that it is important for children to learn how to use and apply process skills, such as observing, measuring, and inferring.
Computing - Progression Document
We believe that computing skills are fundamental to children's learning and should be incorporated into all areas of the curriculum wherever possible. We have a responsibility to encourage digital literacy in all pupils in preparation for their future. New technologies require children to be able to interact fully with computers, laptops, tablets, and a growing number of other devices, programs, and software. The level of expectation on children's capabilities for using new technologies is rising, especially within the new National Curriculum for Computing.
Religious Education (RE) - Progression Document
All children receive Religious Education (RE) in classroom teaching and during school assemblies. Children learn about many religions of the world and a variety of other worldviews. The curriculum is aligned with the Hertfordshire locally agreed syllabus and delivered through the Discovery RE programme. Parents and carers have the right to withdraw their children from RE. Those wishing to do so should consult the headteacher.
Design and Technology - Progression Document
Design and technology is part of every child's immediate experience. It is important for children to be aware of what design and technology is, and to develop a practical approach to it. We ensure that children develop skills and knowledge of a wide range of materials and equipment through practical activities in a safe and controlled environment.
Music - Progression Document
Music is a unique way of communicating that can inspire and motivate children. It reflects the culture and society we live in, and the teaching and learning of music enables children to better understand the world. We provide opportunities for all children to create, play, perform, and enjoy music. We also help them develop the skills to appreciate musical forms and make judgements about the quality of music.
Geography - Progression Document
We believe that geography helps children understand the world around them. We provide opportunities for children to learn about their world and develop the skills, knowledge, and vocabulary to do so. The geography curriculum at this school is age-appropriate and follows the National Curriculum guidelines.
Art & Design - Progression Document
We believe that art is a vital part of the education of all children. We aim to provide an art curriculum that will help each child reach their full potential in art. This will be achieved through investigating and making, research, skill development, and evaluation of their own art and that made by others.
History - Progression Document
The aim of history teaching is to stimulate children's interest and understanding of the past. We teach children a sense of chronology, which helps them develop a sense of identity and cultural understanding based on their historical heritage. This helps them value their own and other people's cultures in modern multicultural Britain.
By considering how people lived in the past, children are better able to make their own life choices today. We teach children to understand how events in the past have influenced our lives today. We also teach them to investigate these past events and develop the skills of enquiry, analysis, interpretation, and problem-solving.
Physical Education (PE) - Progression Document
Physical education develops the children’s knowledge, skills and understanding, so that they can perform with increasing competence and confidence in a range of physical activities. These include dance, games, gymnastics, swimming and water safety and athletics. Physical education promotes an understanding in children of their bodies in action. It involves thinking, selecting and applying skills and promotes positive attitudes towards a healthy lifestyle. Thus we enable them to make informed choices about physical activity throughout their lives.
Modern Languages (ML) - Progression Document
We believe that many children really enjoy learning to speak another language. We believe that the earlier a child is exposed to a foreign language, the faster the language in question is acquired as children tend to be less self-conscious about speaking aloud at this stage of their development. The early acquisition of a foreign language facilitates the learning of other foreign languages later in life and indeed has a positive impact on literacy skills in English. The study of languages prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly carried out in languages other than English. The increased capability in the use of languages promotes initiative and independent learning and encourages diversity in society.
Relationships, Sex and Health Education (RSHE) - Progression Document
Relationships education is learning the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.
Health education is learning about physical health and mental wellbeing to give them the information that they need to make good decisions about their own health and wellbeing.
Sex education is learning about the facts of human sexual reproduction.
We deliver these three curriculum areas through an integrated programme called 'Jigsaw'.
Parents and carers have a crucial role to play in supporting all of their child's learning, but especially in relation to sex education. Alongside our legal obligations, we are very conscious of the different cultural sensitivities in this area and want the whole school community to feel included in our approach. We make all our materials available to parents and carers in advance for them to see. Our sex education lessons are supplemented with a resource called 'Teaching SRE With Confidence'. The 'scheme of work', or breakdown of precise content, for each year group can be found below, and even more detailed lesson plans can be provided upon request.