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Court Lane Infant Academy

Curriculum

Curriculum Statements

Year 1-6 Curriculum Statement

Year 1 – 6 Curriculum Statement Court Lane Schools are united in inspiring a love of learning to last a lifetime. We aim to do this for every child, at every chance and every day. We put children at the heart of everything we do. We capture their energy and enthusiasm, encouraging creativity of thought, nurturing curiosity, interest and independence. We want learners who are active and empowered partners in their learning journey, equipping them with knowledge, skills and attitudes, with habits and self-regulation to make decisions about learning. We develop children with social skills to make their own choices in order to live a healthy and emotionally well balanced life, utilising new technology in an ever changing world.

We teach a broad and relevant curriculum that is enriched by first hand experiences, has progressive skills and builds on from what children already can do. We encourage deeper thinking from our pupils through meta-cognitive principles of modelling, questioning and reflection. Our children are required to demonstrate and develop creative, caring, collaborative and critical thinking. We collaborate together on a learning enquiry or learning challenge: a journey to grow our learning, use our learning behaviours / learning keys to reach points in our learning when we feel we have achieved something, reached a milestone, made a discovery in the learning process, done some difficult thinking, learnt something new and maybe found out something about ourselves. We aim for our curriculum opportunities to foster self-confidence and promote self-belief; to engage learners who will be prepared for what is likely to be hard, who will try again, who will draw on prior learning and who will act on feedback, will self –assess, can make mistakes, take risks and be challenged without fear of failure in a safe and inclusive environment.

Court Lane Schools focus on challenging all learners. At Court Lane Infant School the pupils have defined challenge as ‘Something you can’t do yet. You have to keep on trying’, and at Court Lane Junior School challenge is defined as ‘Stretch beyond what I already know and what I believe I could know.’

We use a stepped approach for enquiry across the curriculum in order to explain the process to the children, to make the learning more memorable and embed skills. We make asking questions as important as finding answers, using subject specific vocabulary and promoting the importance of talk for learning. The process begins with finding out what the children know and what they would like to find out within a new context. An overarching question to begin the enquiry/learning challenge is shared with the pupils and a hook that is motivating and memorable captures their attention. Statutory curriculum content is taught through meaningful and rich activities, which develop the pupils’ skills, knowledge, passion and deeper understanding. Blooms taxonomy is used by staff to layer learning to provide challenge for all to allow for deeper thinking. Time is built into the learning enquiry process to motivate children to explore and investigate their own questions. As a class, pupils’ understanding is checked, developed and refined and we evaluate what we have found out in response to our initial question. A celebration will showcase some of the pupils’ skills, thinking, work and learning, share answers and solutions to the original question and provide opportunities to interact with others.

We are evolving a creative, meaningful, memorable and motivating curriculum. The children will progress their skills, build their knowledge and show their understanding to develop mastery and fluency to apply key knowledge, understanding and core skills in any context. This is underpinned with opportunities to deepen and enrich thinking. Through a “Know it, use it and prove it” approach, pupils are being given regular opportunities to demonstrate their mastery and fluency throughout the curriculum. Backwards planning ensures that we begin with the end in mind to be aspirational, inclusive and achieve success for all with a plan to meet the half termly expectations for each key and foundation subject area. Subject leaders have connected progression of skills documents, national curriculum objectives and learning verbs to create one set of planning and assessment criteria for each subject area for each half term. This promotes high expectations and clarity in taught knowledge and skills.

The totality of experiences children have in seven years at Court Lane schools is our curriculum. This will support children to develop character skills to grow to be effective collaborators, successful learners, confident individuals and responsible citizens. Pause weeks, assemblies, competitions, selected visitors, trips out and residential experiences as well as Court Lane Crystals enrich the curriculum and provide opportunities from Year R to Year 6 for pupils to participate in a range of experiences; including volunteering for the good of the school or community, joining a club and experience a professional live music performance. Forest school provides children with opportunities to explore, discover, achieve and develop confidence and self-esteem through hands-on learning experiences. This variety of opportunities allow children to develop positive relationships with other people. Adults aim to inspire children so that we can all thrive and can aspire to be lifelong learners and the very best we can be. 

EYFS Curriculum Statement

At Court Lane Infant School we ensure all children have access to a rounded curriculum with a range of opportunities and valued learning experiences. The Early Years Foundation Stage (EYFS) is the statutory framework that all early years settings must follow to ensure that children learn and develop well.

We record this through our use of Tapestry to create learning journeys for children and track progress through age related expectations, to be able to identify appropriate next steps in learning.

We recognise that play is essential to learning and development within the foundation stage and ensure children have a range of play based opportunities to enhance child initiated learning throughout Year R.

In Year R, we are working to embed the 5 R’s (resilience, relating to others, being reflective, risk taking and resourcefulness) which are the basis of our Learning Behaviours. These enable children to become independent, curious learners who strive to lead their own learning throughout their everyday activities and play based curriculum.

Through our child-initiated curriculum it is essential for there to be an awareness of ‘how’ children learn as well as ‘what’ they learn, ensuring all children ask questions and make suggestions throughout topics. Each topic starts with a key question and an exciting and memorable hook which will develop their interests and creativity before they decide where the learning will continue to next. We consistently utilise the Characteristics of Effective Learning to embed the core principles of engagement in their learning and motivate children to become life-long learners.

Our primary focus as the children start their school journey is on personal, social, emotional development, communication and language and physical development.

For all children the importance of forming quality relationships, being independent in all tasks, having an awareness of themselves and others, understanding their own and others emotions and understanding behavioural boundaries supports all areas of their learning.

Being able to actively listen to others, understand and answer questions effectively and speak in a range of situations allows children to share their experiences and consistently develop throughout their learning journey in school.

The development of fine and gross motor skills allows all children to be able to access a wider range of activities and games. It is through a range of strategies and approaches that all children are able to consistently develop and practise skills and have an awareness of active learning within indoor and outdoor environments.

The creativity of all children is highly valued and promoted throughout all areas of their learning. This encases a range of skills and strategies, which allows all children to share their experiences, use prior learning and knowledge, to express themselves, and work alongside others to perform, create narrative and explore their creative skills.

Within the setting children have access to a range of resources and areas of learning where they can freely move from one to the next utilising the equipment they need to carry out tasks and activities. Adults within the environment support the children through helping them make meaningful connections, showing enthusiasm and encouragement for all learning, asking open ended questions to create enquiry and clarifying ideas.

It is expected for the children to independently choose key equipment they need and return it when they have completed their work. We instil respect within the classroom and around the school for the environment and for all children and adults within it.