At Norwood Primary School we believe that education is a key factor in transforming the lives of our children so that they can be whatever they choose to be and reach their full potential. We believe in fostering a love of learning within our children so that they thrive in school and as a result are ready to learn and progress towards their goals.
Our mission statement is :
At Norwood Primary School, we value all individuals in our community and have a commitment to ensuring good quality provision and outcomes for all. Through our creative curriculum and the enthusiasm of adults, we instil a curiosity for and love of learning. Key skills are systematically taught and recognised as the building blocks of lifelong learning.
Never Give Up
Follow Your Dream
Lead By Example
Our School Values
We believe that all children have a right to learn, working within a curriculum that is engaging and enriched with experiences that are accessible to them, which results in the children knowing and remembering more.
At Norwood Primary School we provided a broad curriculum that is underpinned by core aims which are designed to support our children to become successful adults who make a positive contribution to society. We work on the principles of ‘Equity for All’ and ensure that our approach is inclusive of all of our community.
To further develop a reading-rich curriculum which develops learning and result in knowledge acquisition that is transferred to the long-term memory and therefore retained which ensures that all pupils know more, remember and understand more.
· Children acquire the full range of knowledge, skills and understanding that enables them to lead fulfilling and success lives
· Children access a wide range of enriching experience that support them to gain first-hand knowledge and develop a varied vocabulary
To provide an enriched curriculum that it celebrates diversity, develops and understanding of right from wrong and which ensures pupils develop a strong moral core as they move through their phases of learning.
· Children are well equipped to manage their feelings and behaviour as well as understand the feelings and behaviours of others which leads to their emotional resilience
· Children develop a deep respect for themselves and others, understand the importance of equity and make a positive contribution to society
To design a challenging curriculum which builds progressively upon acquired language and skills which nurtures learning behaviours, develops inquisitive minds and resilient attitudes, understanding the ‘power of yet’ in order to ensure all of our children reach their full potential.
- Children are emotionally and physically healthy, socially confident and understand how to develop and sustain positive relationships with others
- Children are resilient when challenged by their learning and are confident to take risks – understanding growth mindset and the ‘power of yet’
- Children develop a cultural capital through rich experiences, exposure to the arts, development of vocabulary and interaction with and an appreciation of human creativity and achievement
Our curriculum is designed in a sequential and progress way to enable children to build skills, knowledge and understanding. Individual subject information that shows the intent and implementation of each area is available on the school’s website. We are developing a range of exemplar materials that demonstrate the desirable outcomes of the curriculum.
Subjects are taught through themes that allow teachers to develop links between subjects and builds upon prior learning to enable children to make sense of their knowledge and skills and deepen their understanding over a period of time.
Learning will start by revisiting prior knowledge and will be scaffolded to support children in making connections. Modelling of subject specific vocabulary is explicitly used to enable children to access concepts and positively engage in learning discussions.
Teachers support the children in their practice of the new learning, questioning for understanding, checking for misconceptions and providing clear and concise feedback that moves children on in their learning. The cycle of modelling, supported practice, independent implementation and application ensure that all children are appropriately challenged in their learning.
Knowledge organisers are being developed throughout school as they provide children with scaffolding to support the retention of new facts, vocabulary and knowledge – moving from short term to their long-term memory.
Classroom display areas are used to support the children and tier three subject specific vocabulary is displayed alongside key facts, questions and model examples of the current learning.
Frequent quizzes and low stake tests are used to review children’s learning and to check that the children know and remember more. Assessment is ongoing to inform the teachers of the next steps and summative assessments in core subjects are part of working in partnership with PiXL (Partners in Excellence).
Whilst our learning environments, website and pupils work demonstrates how our pupils are exposed to the curriculum, the true impact can be seen when children show that they know and remember more.
A raft of evaluation and monitoring activities, such as observations, book looks, pupil discussions and moderation exercises are undertaken to ensure that our approach is effectively implemented, ensuring that children make links and connections in their learning.
- Read, Write Inc Programme, our teaching method based on a synthetic phonic approach http://www.ruthmiskintraining.com/home/index.html
- speaking and listening, reading and writing, phonics, spelling, grammar through word and sentence work and handwriting
- a daily learning session plus extra time during the week for extended writing linked with other subjects, guided reading groups and phonics
- includes oral and mental mathematics, number, shape and space, data handling, measures, applying and investigating through problem solving
- a daily learning session, with relevant cross curricular links to other subjects such as ICT, Science and Geography
- taught in a cross curricular way making links with Geography, Art, Mathematics
- investigational and experiential science is a high focus – interpreting data and drawing conclusions
- includes physical, biological and environmental sciences e.g. the study of materials, habitats, food chains, our changing world, wildlife protection and growth etc
- making links with our wider school environment e.g. pond dipping, growing seeds and looking after our school garden
- cross curricular approach where children use a range of software for data handling, designing, modelling, controlling, presenting and using text, graphics and music
- each classroom is very well resourced with laptops, netbooks, iPads, digital cameras, visualizers, video cameras, CD players, interactive whiteboards and wireless access to the internet.
Sex and Relationship Education
During Year 5 and 6 the children are taught the changes that occur in their own bodies from birth to adulthood including - puberty, the development and birth of a baby as well as sex education, including the range of relationships and emotional changes experienced during development.
Religious Education – Peterborough City Council Agreed Syllabus
- visits to local places of worship and speakers of other beliefs make the curriculum meaningful to the children
- appreciation and respect for the beliefs of others is encouraged through our teaching and learning
- beliefs include Hinduism, Islam, Sikkhism, Christianity, Judaism
- children are encouraged to play a proactive role in sharing their beliefs and festivals in class and whole assemblies
- cross curricular links are made through Literacy, Music, Art and other subjects
Design and Technology
- children learn a range of skills e.g. measuring, cutting, joining, cooking and using a range of tools safely
- children use a range of materials in their products
- children engage in planning, designing, making and evaluating their own products
- ICT links are made e.g. designing an Eid/Christmas card
- cross curricular links are made through Art, English, Maths and other subjects where appropriate
- Cross curricular links are made with subjects such as Literacy, Art/Design and Music etc.
- Local visits, drama days, speakers and museums are a focus of this learning e.g. Tudor day, World War 2 day, Victorian Day etc
- Use of secondary sources enriches learning e.g. maps, photographs, diaries and video clips.
- cross curricular opportunities are made e.g. Science, Mathematics and ICT
- the use of the local environment makes learning purposeful e.g. our school garden, Cuckoo’s Hollow, River Nene etc
Art and Design
- a high profile cross curricular subject making links with design technology, ICT, Mathematics, History and Drama
- study of famous artists work
- use of a variety of media e.g. pastels, clay, collage, Mod Roc and fabric paint
- application of skills e.g. drawing, painting, modelling
- children have first hand experiences using pitched and non pitched instruments
- children learn to sing and compose using nursery rhymes, chants, sounds, songs from different cultures, developing their own music and songs, setting poetry to mood music
- children in KS2 learn to write musical notation, in KS1 children draw this pictorally
- children across school learn the music vocabulary in the interrelated dimensions of music as relevant to their year group
- cross curricular links are made to Maths, English and other subjects where appropriate
- specialist musicians offer taught lessons in a range of instruments including guitar, recorder, keyboards and flute
- at least 2 hours of PE for all children each week
- extended opportunities after school hours
- TOPS sport programme
- swimming, dance, athletics, outdoor and indoor games, gymnastics, short tennis
- Is integral to the curriculum provides for debate and opinion, deals with issues such as bullying, racism, kindness, honesty etc
- SEALS programme (Social Emotional Aspects of Learning) is used both in class and during assemblies