SWALLOWDALE PRIMARY SCHOOL CURRICULUM 2020-2021
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SWALLOWDALE PRIMARY
SCHOOL
CURRICULUM
2020-2021
CURRICULUM
SCHOOL VISION, VALUES AND MISSION
Establish an effective community where all
Be Safe children and their families thrive. To offer
Fly High Together By… Be Respectful To… provision and experience beyond the
Be Prepared classroom; celebrating individual strengths
and understanding difference.
OUR CURRICULUM INTENTION
Swallowdale Primary is a thriving community built upon the effective relationships and interactions that happen daily within our school. Due to the current Coronavirus
Pandemic, the school’s curriculum has been designed to ensure that all children reconnect with the curriculum as soon as possible and children continue to achieve well
in all areas of the curriculum. The school’s Re-Connecting Plan was used in the first half term to settle the children back into full school opening. A copy of this can be
found at https://swallowdaleschool.co.uk/wp-content/uploads/sites/6/2020/08/Reconnect-Plan.pdf.
Our curriculum for 2020-2021 is intended to bridge the gap from the curriculum offer of 2019-2020 to a new curriculum to be launched in 2021-2022 whilst also ensuring
children are reconnected to the curriculum. The curriculum for 2020-2021 will also work in conjunction with the school’s Remote Learning Offer and Policy in place.
Ultimately, we want children to leave Swallowdale well-rounded individuals who have a strong understanding of community in various forms and have the skills
necessary to learn and achieve well in the future. In order to ensure this, the curriculum will be crafted to ensure the following curriculum principles are incorporated
consistently:
Units of work are developed in a progressive manner within each of the National Curriculum’s subjects so that children build upon previous knowledge and
understanding where appropriate;
Design of the curriculum aligns to the school’s Teaching and Learning Policy to ensure a good understanding of pedagogy and how children learn underpins the
curriculum;
Exposure to a range of quality reading materials which are relevant to the subject matter and age of the child;
Exposure to an abundance of key vocabulary with opportunity to explore, use and evaluate these;
Exposure to a range of experiences and enrichment activities where possible;
Opportunity to develop metacognition skills.
CURRICULUM
In order for leaders and teachers to effectively plan the curriculum, the school has considered a number of factors to support the design which are outlined below.
Understanding the Local Community: March 2020
In the latest Index of Multiple Deprivation (IMD) this area was ranked 21,269 out of 32,844 in England, where 1 was the most deprived and 32,844 the least.
Employment is better than 63% of areas in England.
Health is better than 80% of areas in England.
2011 Census 93.2% of the local ward were White British.
Average house price in LE13 £215,393 below the national average of £232969.61.
In the year ending June 2019, the crime rate was higher in Melton than other similar areas.
The most common incidents of crime are either related to Violence and Sexual Offences; other theft or arson and criminal damage.
Comparison on the Local Authority Health Profile for 2016-2018; Melton district shows no concerning patterns or data specifically related to children with the
majority of all indicators comparable or better than similar areas.
The Melton Local Plan agreed in 2018 with a focus on more affordable housing; leisure and commercial development; infrastructure including roads and school
and finally more jobs.
Implications for our curriculum 2020/2021:
Opportunity to learn about diversity and equality;
PSHE curriculum needs to ensure children develop a positive understanding of relationships.
Parental Voice
Parents were invited to complete a questionnaire prior to the full return of children in August 2020. Parents were asked to comment on topics such as their general
priorities and concerns for the children and areas of the curriculum supported at home during the lockdown. The results of the survey were used to support the
development of the Reconnecting curriculum for the year.
Implications for our curriculum 2020/2021:
Wellbeing and Mental Health need to be a priority;
Strong focus on developing writing skills during the year and opportunity to apply in well sequenced units of work.CURRICULUM
Curriculum Coverage Document
Teachers were asked to document for their year group of 2019/2020 coverage and progress within the curriculum specifically for Reading, Writing and Maths. These
were then shared with the next class teacher, subject leaders and SLT to ensure the new curriculum started from areas of success and built to cover areas not covered.
Figure 1: Example of Maths Curriculum Coverage document
Implications for our curriculum 2020/2021:
Provide opportunity for areas not covered to be covered during the academic year 2020/2021;
Strong focus on developing vocabulary in all areas;
Ensure children are accessing further quality texts within Reading sessions and across the curriculum.CURRICULUM
Formative Assessment
During the first few weeks back to the school, teachers spent time formatively assessing the children to ascertain children’s learning: strengths, gaps and any
misconceptions the children may have had. Children were also screened for their reading benchmark to ensure they are reading appropriate levelled books. Teachers
plotted children on quadrants to consider their academic attainment against their general wellbeing and attitudes towards learning.
Figure 2: Example of the quadrant plotting grid teachers used.
Implications for our curriculum 2020/2021:
Wellbeing and Mental Health need to be a priority;
Strong focus on developing writing skills during the year and opportunity to apply in well sequenced units of work.
Curriculum Aims:
As a result of the above, we know that for this academic year, the children of Swallowdale need a curriculum which will:
Have a focus on wellbeing;
Have opportunity embedded to develop vocabulary;
Have opportunity to children to read and write across the curriculum;
Have sequenced planning with clear expectations to reconnect children to their year group.CURRICULUM
CURRICIULUM IMPLEMENTATION
National Curriculum Coverage
Subject Area Resources for supporting planning and delivery Rationale
Reading School agreed Jigsaw model School have already implemented Jigsaw model for reading scheme and reading spine with
EYFS/KS1 RML Phonics significant CPD last year. The curriculum is designed to focus on specific reading skills whilst
KS2 ensuring children are exposed to a range of quality tests. Children also have 15 minutes daily of
being read to with their class novel from the school’s reading spine which is continuously
developing. This ensures children have access to a range of high quality texts developing their
vocabulary.
Writing National Oak Academy Provide sequenced units of work and support delivery for remote learning. The curriculum is
pertinent to Swallowdale as it is sequenced, includes opportunity to develop writing and has a
strong element linked to vocabulary.
Mathematics School’s own Long Term Plans Completed using reference to Maths No Problem and NCTEM materials with associated
vocabulary being developed.
Science School’s own Long Term Plans Created by Science Leader with clear sequencing for the teaching of Science.
Focus on vocabulary relevant to topic.
History KS1- National Oak Academy Provide sequenced units of work and support delivery for remote learning
KS2- Reach Explicit with standards and supports teaching and learning policy
Focus on vocabulary relevant to topic.
Geography KS1- National Oak Academy Provide sequenced units of work and support delivery for remote learning
KS2- Reach Explicit with standards and supports teaching and learning policy# Focus on vocabulary relevant to
topic.
Art and Design School’s developing long term plan To provide sequenced learning for the subject.
Music School’s developing long term plan To provide sequenced learning for the subject.
Computing NCCE To provide sequenced learning for the subject.
PSHE School’s developing long term plan linked to Pixl Sequenced units of work which relate to the National Curriculum and the identified area of
and SCARF resources building and establishing relationships as a priority.
PE Get Set 4 PE Published scheme links to school needs: subject statement available.
RE Leicestershire Agreed Syllabus Leicestershire Agreed SyllabusCURRICULUM National Curriculum Progression Each subject is broken down into each year group with progressive statements for learning. The progression documents for each subject will clearly identify the content for the curriculum to be taught each academic year. Subject leaders will ensure that the progression documents clearly outline the sequential learning to happen within the different areas of the subject. These will be built on knowledge and skills.
CURRICULUM Year Group Curriculum Mapping From the Progression documents teachers will produce a long term yearly plan to show the direction of learning.
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