The implementation of the curriculum is concerned with how we go about the business of teaching our curriculum. We want our pupils to retain the nuts and bolts of the subjects they need to master to gain a good education. At Newquay Primary Academy, we understand that teaching and learning involves some widely applicable principles – explanation, modelling, scaffolding, practice. However, we also understand that different areas of the curriculum may benefit from being taught in different ways. We are incredibly passionate and excited about our bespoke curriculum. We have given much thought to how best to match content with teaching in order to ignite children’s imagination, develop motivation and engagement, boost creativity and develop a true thirst for learning.
Our curriculum planning at Newquay Primary Academy follows a thematic, cross curricular, knowledge and skills based, creative approach. We plan in three phases:
A long-term plan is agreed for each year group. The long-term plan shows the thematic titles, when they will be taught and to which year groups. Each subject has a detailed progression of knowledge and skills for each year group ensuring a clear learning journey for all pupils. Our long-term plans are reviewed on an annual basis.
Our medium-term plans give clear guidance on the subject knowledge and skills to be taught across a theme. Where possible, we aim for teaching to be truly cross-curricular and immersive in approach. As with all areas of planning, our medium term plans may change and be adapted to the needs of the year group to ensure full immersion for our pupils.
The short-term plans at Newquay Primary Academy are those that our teachers write on a weekly basis. These are used to set out the learning objectives for each session, and to identify what resources, activities and teaching strategies are going to be used in the lesson to ensure progress of all.
A values-based approach
Spiritual, social, moral and cultural values are taught in assemblies and in discreet lessons but also permeate the whole of the curriculum. Values are introduced in assembly each month so that children become familiar with the language and ideas. Lots of basic training is needed, especially in the early years: manners, routines, picking up the positive and giving praise when children show respect.
We have high expectations and clear boundaries. The foundation of good values require good discipline:
- We aim for a calm, reflective atmosphere which facilitates contemplation. Then the children get to know themselves better and develop a sense of responsibility for their own lives and happiness.
- At the start of the year class rules are decided with the children: the rules are then real and meaningful for every pupil.
- Opportunities are taken to discuss values throughout the curriculum.
- As teachers, we try to live the values: we teach best by being role models.
Our teachers are especially mindful of activities that promote positive thinking and incorporate these into their teaching as much as possible. These include:
- Creating a peaceful climate in the classroom and on the school site.
- Taking children to beautiful places to experience peaceful places and encourage them to value them.
- Pupils setting their own targets for their work and behaviour.
- Pupils involved in the assessment of their own work.
- Giving opportunities for decision making.
- Behaviour Policy that clearly defines how we put emphasis on behaving well and positive thinking.
- Giving time in class for pupils to respond to some of the basic needs within us: friendship, love co-operation, to clarify their understanding of values.
- Allowing children to sit and work in silence to think through their own thoughts.
- Helping children to be relaxed and unstressed but focussed on their activities.
- Including visualisation as a teaching technique to help in the development of imagination and memory.
- Opportunity for role-play so that skills associated with negotiation, co-operation and assertiveness are developed. This helps children to understand the potential consequences of giving way to peer pressure.