What does your child learn at school each day? Find information about our curriculum subjects here.
Greenfield Primary Curriculum Statement
Imagine, Believe, Succeed
The curriculum at Greenfield Primary is designed to provide a broad and balanced education that meets the needs of all children. It provides opportunities for the children to develop as inquisitive, independent, confident and successful learners, with high aspirations, who know how to make a positive contribution to their school, community and wider society. The curriculum ensures that academic success, creativity and problem-solving, reliability, responsibility and resilience, as well as physical development, mental health and relationship education are key elements that support the development of the whole child and promote a positive attitude to learning at school and in later life.
The curriculum celebrates the diversity and utilises the skills, knowledge and cultural wealth of the community while supporting the children’s spiritual, moral, social and cultural development, ensuring that children are well prepared for life in modern Britain.
At Greenfield Primary School all class teachers are responsible for providing a curriculum that is suitable for all pupils in the class, including those with Special Educational Needs or Disabilities (SEND) with support from the SENCo. We have high expectations for all pupils and are committed to ensuring our curriculum complies with the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014. Our inclusion statement emphasises the importance of providing an inclusive learning environment for all pupils including those with SEND. Additional information on this can be found in our Special Educational Needs Information Report and Equalities Policy.
Revisit, Revisit, Remember
The curriculum incorporates the statutory requirements of the National Curriculum 2014 & Walsall Agreed Syllabus for the teaching of Religious Education. It also includes other experiences and opportunities which meet the learning needs and development of the children in our school.
September 2020 saw the introduction of a two week timetable with each subject taught separately for the first time in many years. Core and some Foundation subjects are taught weekly. Other Foundation subjects are taught fortnightly. 36 weeks are given over to the teaching of Foundation Subjects; the additional weeks are used at the beginning of the school year to build and develop relationships within the class and for Enterprise projects later in the year.
Each subject is led by a member of school staff. If a teacher is new to the role of subject leader, then they are supported by an experienced subject leader for a period of time. Subject leaders play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review. All subject leaders are given training and the opportunity to keep developing their own subject knowledge, skills and understanding, so they can support curriculum development and their colleagues throughout the school.
Some subjects are taught on a one year cycle others are taught on a two year cycle. The school is divided into 4 Phases: Phase 1 is Early Years; Phase 2 is Key Stage 1; Phase 3 is lower Key Stage 2 and Phase 4 is upper Key Stage 2. Because school is one and a half form entry, some phases have a class that has a mixture of the two year groups.
For those Foundation subjects that are taught on a one year cycle, school has used Chris Quigley Curriculum Companions to support the teaching of this subject. The children revisit learning, year – on - year and in some cases term – on – term. Each time the children revisit an aspect of their learning they will then remember a little more. Initially the children are taught the basic concepts and the following year the children recap on these concepts applying their knowledge in different learning tasks – described as advancing and deep.
For those Foundation subjects that are taught on a two year cycle, subject leaders will ensure that skills grow progressively as the children move through school; building on the skills from the previous Phase and embedding skills ready for the next Phase to build on.
There are opportunities for Pupil Voice particularly at the start of units of work. Ideas from the children can then be used to inform future planning to ensure relevance to the work.
The school takes pride in providing a highly inclusive environment, where learners demonstrate high levels of enjoyment in their education and most make good progress in the majority of subjects and areas of learning. Children at all levels are helped to achieve their potential. Those who are most able are challenged and supported through being offered tasks which provide opportunities for greater depth and those who struggle are encouraged and given targeted support to embed skills, to develop at their own pace or simply to learn in a style that best suits their individual needs.
Enjoyment of the curriculum promotes achievement, confidence and good behaviour. Children feel safe to try new things. High quality visits and visitors to the school enhances the curriculum and provides opportunities for writing for a purpose. The curriculum provides the children with three generational memorable experiences – something to remember and talk about in later life.
Children have opportunities to share their learning with each other, their parents and carers and other learners through Parents’ days and Inspire workshops.
Each co-ordinator regularly monitors and evaluates their subject through book & planning trawls, skills ladder analysis, lesson observations and pupil conferencing. Each term, co-ordinators have the opportunity to feedback to the whole staff about the strengths and weaknesses within their subject. Subject co-ordinators continually make adjustments to their subject to ensure that the children are not only accessing a broad and balanced curriculum but one that is the best that it can be.
Governors take an active role in the delivery and standards of the school curriculum. Subject leaders, on a rolling programme, attend Governors meetings to discuss their subject in depth.