Our curriculum leads to confident, independent learners. We want them to have a passion for learning and be able to adapt to the changing needs of the world. Through our broad and balanced curriculum, we will ensure that pupils are resilient, well-rounded and aware of their strengths so that they can succeed. We want them to develop the necessary attributes so that they can cope when faced with challenges, both inside and outside of school. Our curriculum is aimed at inspiring curiosity and encourages the children to become independent and enthusiastic life-long learners. Positive behaviour for learning is fundamental and sits at the heart of everything we do at Marriott.
At Marriott Primary School we will:
Our curriculum will allow children to reflect positively on their primary school years. We will ensure that learning is meaningful to them and that the experiences and knowledge that the children gain in lessons will be fully embedded. We expect the children to take pride in their work and to strive for excellence.
At Marriott Primary, we want the children to be proud of their school and their achievements. We want them to recognise their potential and the role they can play in contributing to their local community and the wider world. Through our curriculum, we will strive to offer a wide-range of opportunities for the children to learn about their inclusive, diverse and multi-cultural community and the part they can play in creating a more accepting and welcoming society.
At Marriott, we use the National Curriculum to create specific year group topics. This allows our children to gain the necessary skills and knowledge to succeed in education and in life. A successful curriculum should encompass all areas of learning, providing learning which makes clear links across all subjects, allowing children to develop a clear rationale for improving their work.
Our curriculum allows children to practise and revisit key skills associated with all subjects over the course of a key stage. Wherever possible, reading, writing and maths activities are linked across lessons and reading is used continuously to discover and explore. The same quality of work is expected across all subjects which leads to higher standards and outcomes.
For some subjects, outcomes are recorded through large topic presentation books. These represent the children’s journey through each subject as they progress through the school and will provide a permanent record of their experiences. These books highlight the learning purpose, ensuring the work carried out is memorable, and meaningful links are made between different areas of the curriculum, as well as a chance to connect to, and build upon, previous learning.
Class lessons may include:
We want the children to work in ways which build their resilience and allows them to work collaboratively as well as independently, applying their skills and knowledge to each new topic.
Pupil voice is valued and will be gathered regularly to demonstrate how much the children have learnt and what still needs to be taught.
Teachers will ensure, that on the first day of a new topic, information is presented in such a way that the children are curious and excited about what is to come. Trips booked and immersion days will be affordable and directly relate to the skills being covered.
Towards the end of a topic, staff will plan for opportunities where children will share what they have achieved. These are an opportunity for the children to show pride in what they have discovered and to reflect and consolidate on their learning.
At the end of a topic of work, opportunities for assessment are planned. Teachers use questions to identify misconceptions and create opportunities to extend learning further.
The impact of the school’s curriculum can be seen throughout the school and the wider community. An atmosphere for learning, which is conducive to success, is evident throughout the school. There are children who are emotionally aware about themselves and others and who feel valued and listened to.
Pupil surveys indicate that children are enthusiastic learners with a thirst for further knowledge. Pupils can demonstrate that they can link current learning to previous learning in order to deepen understanding. Staff, parents and the wider community report that their children are happy coming to school and are enjoying their learning. They report that children are more confident with their learning and equipped with the necessary skills to succeed at secondary and beyond. There are children who have developed a life-long passion for learning and who see their future in the world of work.
Key Stage 1 and 2
Compulsory national curriculum subjects at primary school are:
Schools must provide religious education (RE) but parents can ask for their children to be taken out of the whole lesson or part of it.
We also teach:
The check will take place in June when your child will read 40 words out loud to a teacher. You’ll find out how your child did, and their teacher will assess whether he or she needs extra help with reading. If your child doesn’t do well enough in the check they’ll have to do it again in Year 2.
We have adopted the KTC approach to teaching phonics which is based on Letters and Sounds. We use the Dandelion Books to reinforce these sounds.
Key stage 1 tests cover:
Your child will take the tests in May. You can ask the school for the test results.
You’ll be sent the results of your child’s teacher assessments automatically.
Your child will take national tests in May when they reach the end of key stage 2. These test your child’s skills in:
The tests last less than 4 hours. You’ll get the results in July.
The school will send you the results of your child’s tests and teacher assessments.