Seahouses Curriculum Intent
To cultivate an enthusiasm for lifelong learning through a curriculum which reflects our rural and coastal context, adapting to the needs of our children- locally, nationally and globally.
At Seahouses Primary School, we offer a rich and vibrant curriculum that is ambitious for all.
We are very proud of our rural and coastal setting and rich heritage and we make a conscious choice and commitment to emphasise the importance of cultural capital for all. Our carefully planned and sequenced, broad and balanced curriculum, along with our ASPIRE values, inspire enthusiasm for new experiences, develop creativity, a thirst for knowledge and is driven by the desire to prepare our children to be lifelong learners. We encourage all of our children to become resilient, independent, confident and happy individuals, who strive for personal success and encourage and celebrate the success of others.
Our curriculum places the child at the centre of all we do and encompasses not only the formal requirements of the National Curriculum, but goes beyond the experiences of the classroom to ensure that our children are exposed to the richest and most varied opportunities that we can provide adapting to the needs of our children- locally, nationally and globally. We aim to enrich every child's school experience by creating an environment where they are encouraged to succeed and be the very best that they can be.
Our lessons are designed to encourage every child to be involved and adopt a positive attitude to their learning. We strongly believe this prepares our children with the essential knowledge and skills necessary for their exciting futures as the exploration of new skills and experiences helps to nurture resilience, inquisitiveness, curiosity and creativity.
How we teach is based on the most up-to-date and comprehensive meta-research into cognition and memory. We realise that teaching is complex and children are unique. We use research as a lens to underpin our teaching pedagogy. Rosenshine’s Principles of Instruction and EEF Seven Step teaching Model are woven into our teaching pedagogy. These support acquisition, deepening, and securing of knowledge and skills. In conjunction with this, we are embedding our learning from the Huntington’s Research School (York) where staff and children are developing self-regulation strategies. We know that self- regulated learners are aware of their strengths and weaknesses, and can motivate themselves to engage in, and improve, their learning. Resources such as Knowledge Organisers are beginning to be used as ‘foot soldiers’ to help our children gain, retain and build the knowledge and skills as set out in our curriculum. Recall Four, retrieval and interleaving are strategies weaved throughout our plans, ensuring that learning is maximized and key concepts are transferred from working memory to long-term memory; because ‘if nothing has altered in long-term memory, nothing has been learned’.
In line with our ASPIRE values (Achievement, Attitude, Success, Sharing, Perseverence, Independence, Resilience, Respect, Encouragement and Enthusiasm), the curriculum is planned and adapted to meet the range of individual needs of all pupils at Seahouses Primary. All our pupils have access to a broad and balanced curriculum. We set high expectations for every pupil, whatever their prior attainment. Learning is always based on building on prior knowledge whilst working towards clearly defined end points. Teachers at our school use appropriate assessment to set targets which are deliberately ambitious. Lessons are planned to address potential areas of difficulty and to remove barriers to pupil achievement. By planning this way, our pupils with SEN and disabilities are able to receive their full entitlement to the National Curriculum. The progress of SEN pupils across the curriculum is carefully monitored and is part of the continuous professional development we offer all staff. Further details can be found in the SEN and Accessibility Plan policies
Teachers at our school use appropriate assessment to set targets which are deliberately ambitious. Pupils’ progress is measured through ongoing assessment and through three key assessment points during the year. Work is planned to address misconceptions and gaps in learning are identified to ensure that the curriculum effectively meets the needs of all pupils.
Teaching mixed aged classes is complex. At Seahouses Primary, we are reflective practitioners who access up to date continuous professional development. This in turn enables us to regularly evaluate and refine our teaching pedagogy and curriculum offer in line with evidenced based research, which we know will impact on our children’s outcomes. We constantly review our curriculum to ensure our mixed aged classes of children, which may change annually, not only receive their full curriculum entitlement, but can build on and secure their sequential skills and knowledge overtime. Our children study the full national curriculum AT LEAST- it is our delivery model that must differ from larger schools.
ASPIRE To Be The Best You Can Be
All children achieve well by developing knowledge and skills during their journey through school. This is demonstrated through outcomes at EYFS, Phonics (Year 1), Key Stage 1 and Key Stage 2. Assessment and lesson observations show knowledge and skills are embedded across the curriculum.
Children with SEND achieve the best possible outcomes and are monitored individually by Governors rigorously in
Everything we do is with the child in mind. Strong relationships are built between pupils and staff which create an atmosphere for learning which is conducive to success. We aim for every child to make a successful transition to their next stage in education and in life, with a thirst for lifelong learning, always aspiring to be the best that they can be and embracing all the opportunities life has to offer.
Due to our broad, balanced, and knowledge-rich curriculum, children leave Seahouses Primary School with a solid foundation of the key skills gained through meaningful learning experiences and with the cultural capital that they need to succeed.
They are socially, morally, spiritually and culturally responsible and aware. They make positive contributions to their school and local community.
Due to our broad, balanced and knowledge-rich curriculum, children leave Seahouses Primary School with a solid foundation of the key skills gained through meaningful learning experiences and with the cultural capital that they need to succeed.
From their different starting points, all children will make good progress academically, emotionally, creatively, socially and are morally and culturally responsive and aware. Knowledge, understanding and skills will be secured and embedded so that children attain highly and are fully prepared for secondary school. Children make positive contributions to their school and local community.
Everything we do at Seahouses Primary is with the child in mind and strong relationships are built between pupils and staff, which creates an atmosphere for learning which is conducive to success. We aim for every child to make a positive transition to their next stage in education with a thirst for lifelong learning, always aspiring to be the best they can be and embracing all the opportunities life has to offer.