Cromwell Primary Phase is about developing learners in a phase that understands that to be successful in modern Britain, there are things we have to do differently. Education at Cromwell Primary Phase provides children with transferable skills that will hold up to a rapidly changing world, not prescribed content that has been chosen for its past relevance. At the end of a seven year association with the Primary Phase, each child should leave with a portfolio of rich and happy memories.
At Cromwell Primary Phase it is our aim for all pupils to:
- be academically and physically prepared for life in the secondary phase, modern Britain and the World.
- have the ability to think critically and creatively being excellent collaborators who communicate clearly setting up for success in school and lead happy and healthy lives.
- have fully rounded characters with a clear understanding of complex values like equality, friendship, trust and many others and approach challenges everyday with rigor and the skills to overcome them being resilient to the influence of others.
- not give up, are highly motivated to succeed and achieve and are equipped with all the personal skills to do this so they make decisions for the right reasons and in the best interests of their community.
- have developed their spiritual, moral, social and cultural education with a deep sense of well-being and develop entrepreneurial credentials to solve problems around ecology.
- reflect positively understanding the impact that learning outdoors can have on their wellbeing and go out into the world and make a difference in their own life and the lives of others.
To achieve this we have a creative curriculum that is underpinned by the National Curriculum and strengthened by 5 specific pillars for learning:
Social, Moral, Spiritual and Cultural Education (SMSC) the over-arching umbrella that encompasses personal development across the whole curriculum
Ecology (providing opportunities for pupils to connect with complex environmental issues, and to develop positive attitudes, knowledge, and motivation to take action on the environment
Global (helping pupils make sense of the world in which they live and to understand their role within a global society)
Entrepreneurial Learning (a combination of competencies including creative, innovative thinking, problem solving, communication and team work)
Outdoor learning (a broad term that includes discovery, experimentation, learning about and connecting to the natural world, and engaging in adventure activities and outdoor sports).
Our curriculum consists of many planned experiences in school and out: lessons, topic days, school council, assemblies, clubs, sports, trips and visits, workshops, residential visits, fund raising, and community work. Outcomes may be designed to meet the requirements of the new National Curriculum but also to develop the skills needed for learning and for life. Our vibrant and rich curriculum is designed so that the subject specific skills are scaffolded within a cross-curricular theme or context each term. We use Cornerstones themes which builds on prior learning from EYFS to the end of KS2 ensuring consistency and progression across the whole school. There are four distinct parts to the cross curricular planning progress:
Engage - children take part in memorable experiences designed to stimulate their curiosity, ask questions and talk about prior learning. Here pupils are introduced to the required knowledge to support future learning.
Develop – children delve more deeply into the theme, explore and acquire new skills and knowledge, revisit previously acquired skills and knowledge, make links between subjects, explore, make, read and write for a variety of purposes across the curriculum.
Innovate - is a crucial opportunity for children to return to previous skills and knowledge and apply them in new contexts.
Express - gives children a structured opportunity to reflect on their learning, test their knowledge and celebrate their achievements
In order to ensure that progression and balance is maintained, the detailed programmes of study are then turned into termly topic overviews. These topics are designed with the end in mind, working towards a final project, show or community event. Teachers then translate these plans into smaller units – half term, weekly, daily plans where the specific needs of the learners are addressed. Assessment is both ongoing where previously taught skills and knowledge are checked within new concepts to confirm if a child is confident. For more detailed coverage within each subject, use the subject tabs.