About our curriculum
Curriculum intent and implementation
Our curriculum is progressive and underpinned by an understanding of how children learn and how knowledge is assimilated into long term memory. Based upon the National Curriculum, it is subject driven and built upon to address the needs of our localised community. Curriculum development (both academic and social/ emotional) is underpinned by research. We have an evidence informed approach to teaching and learning.
Crowle Primary Academy curriculum is based on a rich accumulation of knowledge and the skills and attributes that contribute to success. It aims at developing the whole child: intellectually, physically, emotionally and socially. We provide opportunities through a wide range of activities, both in and beyond the classroom. Through first-hand experience, we endeavour to educate and celebrate the whole child.
We recognise that we need to develop children's knowledge of themselves as learners through use of self-regulation and metacognition. We teach strategies for children to organise their knowledge; how to plan, monitor and evaluate their learning as well as attending to their motivations.
Throughout 2020-21 we developed a subject recovery curriculum to allow for missed learning during the Coronavirus pandemic (this can be found below) some subject recovery also took place in the 2021-22 academic year.
In 2023 - 24 the academy undertook a full curriculum review. The documents in this section reflect those changes.
Over the next few years our curriculum will continue to adapt to the changing needs of our academy as we move from a mixed phase planning to pure year group planning for each subject. The plan for this is detailed below.
Organisation of the curriculum
The curriculum at Crowle Primary Academy is organised into discrete areas;
-
English and maths are taught daily and hold a priority position in our curriculum.
-
The teaching of humanities (history and geography), science and creative subjects (art and design/ design and technology) is focused on the acquisition of key knowledge.
-
Other subjects such as computing, E-safety, religious education, French, music and PSHE are unique in their approach and have specific guidance/ programmes for their implementation.
Calm curriculum
As we returned to full school opening from September 2020, following the partial closure during the pandemic, we needed to ensure that the curriculum meets the differing needs of the children at this time. We therefore developed our CALM curriculum which was followed for the first 4 weeks of the autumn term. This was based on research and knowldege of what our children need. Details of this can be found in the downloads section at the bottom of the page.
Screening and formative assessment during this time helped us develop a sound knowledge of the gaps in learning that the children had and plan the curriculum accordingly.
March 2021
Following the second period of national partial school closure, screening and formative assessments were repeated to again help us to assess any gaps in learning for each individual child and then plan appropriate interventions and learning plans. The recovery curriculum was revisited by subject leaders to ensure coverage of all of the key knowledge in each subject area allowed the children to catch up.
Curriculum overview.
You will find a document in the downloads section below that shows the curriculum map. English and maths are not detailed on this document, the coverage mapping for these can be found within the english and maths pages.
Equality and diversity across the curriculum
The Academy will promote equality and diversity through an inclusive curriculum
-Discrimination will be challenged in all areas of the curriculum
-Curriculum planning will take account of the needs of all
-Curriculum provision will be monitored and evaluated by senior colleagues and the core team
-Allocation of learners to classes and option groups will reflect equality for all
-Assessment outcomes will be used to revise curriculum provision where appropriate teaching methods will be diverse and appropriate for all needs and learning styles Resourcing will reflect the need to provide equal access for all
-The Academy will seek to make full use of resources available within the wider community