Topics
Creative Curriculum Overview and topics
The Creative Curriculum has been organised into integrated topics. Each topic has been given a key focus of History, Geography, Art and DT, and links have been made to other curricular areas within the topic and curricular focus.
Opportunities for Speaking and Listening are optimised and basic skills are delivered through this holistic approach to teaching.
The use of ICT is encouraged in all topic areas as a subject in its own right and in both the teaching of the topic and in the opportunities for children’s independent learning.
Each class teacher is responsible for the delivery of the curriculum through a ‘topic based’ approach, which incorporates key skills as set out in the National Curriculum.
Although links can be made with all subjects, English, Maths, RE and PE are taught as discrete sessions.
Teaching staff are encouraged to broaden the experience of the topics for the children through educational visits, visitors into school and shared experiences of the wider school community, e.g., involvement with parents and school links etc.
The Objectives
When pupils are thinking and behaving creatively in the classroom, they are likely to:
- Question and Challenge
- Make connections and see relationships
- Envisage different and possible outcomes
- Explore ideas, keeping options open
- Reflect critically on ideas
The Creative Curriculum aims to:
- provide a broad, balanced and relevant education, offering continuity and progression whilst taking individual differences into account
- implement and develop an agenda for Excellence and Enjoyment
- support the Every Child Matters principles
- help learners to listen and read, and convey meaning accurately and appropriately through different communication media and for a variety of purposes
- teach learners about geographical, historical and social aspects of local environments and national heritage and be aware of other times and places, recognising family, local, national and international events and connections
- develop the use of ICT across the curriculum
- gain a basic knowledge of major world religion beliefs
- teach learners to apply the basic principles of health, hygiene and safety
- develop learners enquiring minds and a scientific approach to problem solving
- enable the communication of knowledge and feelings through various art forms including art/craft, music, drama
- discover techniques enabling learners to develop inventiveness and creativity
- develop social skills and encourage children to become active citizens within the school community and beyond.
What the Creative Curriculum will do for our learners:
- increase learners’ motivation, enthusiasm and engagement in their learning, making learning more meaningful through appropriate context
- raise standards in both teaching and learning
- help learners become more independent and take greater ownership of their learning, developing confidence and motivation to learn through the use of a range of learning and teaching styles
- support a flexible timetabling approach to encourage true depth of study
- establish cross-curricular links to foster a broader understanding
- create and maintain an exciting and stimulating learning environment, including Whole school and ‘specialist weeks’
- provide opportunities to apply knowledge and learning in practical ways and to solve problems in a variety of situations
- provide enrichment opportunities where teaching and learning take place beyond the classroom
Effective Learning
A Creative Curriculum will drive creative teaching and learning, allowing pupils to
- know what they are going to learn (learning objective shared)
- know what they need to do to be successful learners (steps to sparkle)
- assess their learning and the learning of others
- receive positive feedback which identifies what they need to do next
- reflect and review their learning
- feel cared for, happy, secure, motivated and stimulated.
- experience an organised, attractive, stimulating and positive learning environment
- experience a variety of learning situations, both indoors and outdoors
- experience interesting, stimulating and fun lessons and learn through first-hand, multi-sensory experience.
- develop high expectations
- be spontaneous and learn to adapt to change.
Teaching and learning strategies
Introducing with whole class teaching, using open ended probing questions, visual stimuli and talk partners; followed by a period of learning, where children may work independently, in pairs or as groups. A plenary may be delivered at any point during the session to extend or review learning. We recognise that children have preferred learning styles, and so make allowances for this in our planning and delivery. (Further guidance can be found in the Teaching and Learning Policy).
To achieve this, open ended tasks elicit a variety and depth of response; setting tasks of increasing difficulty and scaffolding where appropriate, practical opportunities are provided for kinaesthetic learners; using visual stimuli and artefacts are used to promote interest; Teaching Assistants are used to support the work of individual children or groups of children. Trips and visitors are organised to further understanding
Assessment and record keeping
Class teachers assess and record attainment and progress of the core subjects, (see Assessment Policy)
Class teachers monitor the coverage of Knowledge, Skills and Understanding by cross referencing with planning and ensuring progression from one class to the next. Each term children are assessed according to the Skills and children who are below, at and above expectations are noted. At the end of the school year class teachers plot children on a whole class tracking sheet and a copy is given to the subject leader. Subject co-ordinators collect evidence; planning, assessment data, photographs, work, and children questionnaires from year groups to compile a portfolio that allows them to assess how well their subject is being delivered.
Planning and organisation
National Curriculum programmes of study provide the minimum requirements of Key Stages 1 curriculum – a principle aim being that the required “Knowledge, Skills and Understanding” are covered as many times as possible throughout the Key Stage. To track progression of skills each subject is assessed in levels which are used to plan the next steps in children’s learning. Long term plans indicate what themes will be taught and when. Using a brainstorm of activities, a topic is devised and consideration given to the best learning sequence. Each topic will include a ‘WOW’ factor e.g. an educational visit, film or outing. Medium term plans for each topic hold the relevant
Each topic will also include a STEM (Science, Technology, Engineering, Maths) activity. STEM activities will be carefully planned and delivered during each topic in order to develop thinking, reasoning, teamwork, investigative and creative skills. They will link to real life problems and experiences and encourage hands on learning to engage the children into the topic and encourage critical thinking, learning targets and experiences
Equal opportunities and special educational needs
It is expected that all children will be given the opportunity to learn in a creative and encouraging learning environment which encompasses a range of learning and teaching styles. All children are entitled to this as part of the Every Child Matters Agenda.
Equality Act 2010
The curriculum will be delivered to ensure equal opportunities for all, incorporating opportunities to tackle key inequalities for pupils including gender stereotyping, prevention of bullying and raising attainment for individuals and groups.
Health and safety
We actively follow Bucks Council guidelines. Risk assessments are carried out for every educational visit and equipment used is regularly checked by the subject coordinator.