At Icknield Walk First School we teach a creative curriculum. This means that the teaching and learning for most subject areas are linked to a theme. These themes usually change on a half termly basis. Teaching in this way ensures that children are motivated and make excellent progress, ultimately our curriculum is designed to ensure every child is able to start his/her journey as a lifelong learner positively, confidently and successfully.
In the Foundation Stage (nursery and reception) we base our curriculum on The EYFS Statutory Framework and Development Matters in the Early Years Foundation Stage (DFES). We cover all seven areas of learning (Personal, Social and Emotional Development, Communication and Language, Physical Development, Literacy, Mathematics, Understanding the World and Expressive Arts and Design). We provide a balance of learning through play, group work and focused taught activities with a teacher. The Foundation Stage is essentially child-centred allowing children to develop at their own pace. The adults work to provide appropriate experiences which support the child’s learning across the curriculum.
In the rest of the school the curriculum covers the nine subjects of the National Curriculum (Maths, English, Science, Design and Technology, Computing, History, Geography, Art, Music and Physical Education). P.S.H.E. (Personal, Social and Health Education) and Religious Education are also taught in addition to the above subjects.
In all classes cross curricular links between topics and themes are exploited, so that the children are able to utilise skills in a range of different contexts. There are abundant opportunities for the children to develop their independence, as well as their research and communication skills.
Learning Powers
We believe that to become successful life learners, children need to recognise the skills they use when they are learning and to value these skills.
- We talk to children about the skills they need to use when learning. These include perseverance, concentration, ambition and cooperation.
- We identify these learning powers in tasks we set for the children.
- We encourage children to identify when they have used certain learning powers or when they see a peer using a learning power.
- We reward use of these learning powers through stickers or reward cards and in superstar assembly.