Our curriculum intention is to promote a Values based education, so children take responsibility for themselves and their actions, are respectful and develop resilience. Our curriculum encompasses not only the formal requirements of the National Curriculum, it goes beyond the classroom so that children encounter varied opportunities in their life.
For us, the primary curriculum is the way in which we are going to develop a broad band of knowledge that exposes children to different ways of looking at the world. We aim to tailor education to individual need, interest and aptitude so as to fulfil every child’s potential. Every child will have access to a rich, broad, balanced and differentiated curriculum. We will use diverse teaching strategies to develop the talents of each child, and teachers will use the flexibilities that already exist to ally high standards in the basics with opportunities for enrichment and creativity.
This cultural capital prepares children with skills and experiences to nurture resilience, curiosity and creativity.
Our Values based approach, including Fundamental British Values, enables children to develop an understanding and empathy of others in their immediate and wider community, understand their own feelings and beliefs and ultimately become better people. The curriculum will enable children to be Ready, Respectful and Safe.
Our curriculum, whilst fulfilling the requirements of the National Curriculum, also has a focus on local and individual needs. Our work with predominantly vulnerable groups means our focus is not solely on core subjects but the wider contextual curriculum which seeks to address the most prevalent needs of the children and ensure there are no gaps in attainment and closes the academic and social gaps between peers who do not face the same disadvantages for these groups of learners.
The Curriculum
For us, the primary curriculum is the way in which we are going to develop a broad band of knowledge that exposes children to different ways of looking at the world. Though the children may have had a negative experience in education, we aim to tailor education to individual need, interest and aptitude so as to fulfil every child’s potential. Every child will have access to a rich, broad, balanced and differentiated curriculum. We will use diverse teaching strategies to develop the talents of each child.
YEAR 3 & 4
Year 3-4 Autumn 1 Curriculum Overview
Year 3-4 Autumn 2 Curriculum Overview
Year 3-4 Spring 1 Curriculum Overview
Year 3-4 Spring 2 Curriculum Overview
Year 3-4 Summer 1 Curriculum Overview
Year 3-4 Summer 2 Curriculum Overview
YEAR 5 & 6
Year 5-6 Autumn 1 Curriculum Overview
Year 5-6 Autumn 2 Curriculum Overview
Year 5-6 Spring 1 Curriculum Overview
Year 5-6 Spring 2 Curriculum Overview
Year 5-6 Summer 1 Curriculum Overview
Year 5-6 Summer 2 Curriculum Overview
PSHE
Common Values and Purpose
The curriculum is broad, balanced and challenging.
The curriculum is used to increase children’s knowledge i.e. key concepts in mathematics, skills i.e. the ability to use the acquired knowledge, understanding as they grow and develop and become more aware of the world around them and fostering positive attitudes to the work they do at school.
The curriculum will be carefully planned and structured to ensure that learning is continuous, and that the children make good progress with the development of their learning. We try to ensure that the knowledge and skills gained are used across the whole curriculum and not simply in isolation, and that meaningful links are made between subjects in our half termly themes.
The curriculum will enable the children to re-engage with learning and build trust in their teachers, peers and themselves. The curriculum will engage the children’s interest, encourage and motivate them to want to learn, and enable them to access a world from which they may feel excluded.
The Curriculum is exciting and offers children first-hand experience to reinforce their learning and to underpin their growing knowledge, skills, understanding and attitudes.
Pupil assessment and reports.
When a pupil is referred to The Regis Academy, we request that the referring school or local authority share relevant information on the child that includes attendance, behaviour and assessment data.
Within 2 weeks of a pupil starting their place with The Regis Academy, our teaching staff use various assessment tools to gather baseline data in Reading, Writing, Maths, Behaviour and Well – Being. This information assists the school to best support the pupil while they are on our roll. Further assessments are completed at the end of each term and teacher assessment half termly.
A pupil report is completed and shared with parents/ carers and schools at the end of each term or when the pupil reintegrates back to their referring school or another provision.
We work in partnerships with parents/ carers, schools, education authorities and wider agencies and organise regular review meetings to discuss progress.