Our Curriculum

Learning at Pelynt 

Situated in the heart of Pelynt village, our school provides a warm, welcoming and friendly atmosphere. We aim to provide a happy, safe environment where children feel secure to explore, experiment and develop curiosity so that learning comes naturally. Our very own Forest school area provides us with an additional classroom where we learn, explore, create, develop social skills and enjoy nature.
We strive to deliver a broad and balanced curriculum with daily Maths and English learning which is enhanced and supported by the wider curriculum. Keeping our children physically active is also important, so we promote active lifestyles with opportunities throughout the day to get their heart rates pumping. In addition to this our PE curriculum is taught by our class teachers and supported by the expertise of qualified coaches through Arena.




Phonics 

Phonics & Early Reading

The Letters and Sounds programme is used to support the teaching of phonics. It begins in Pre-school, with the crucial foundations of speaking and listening. The children enjoy the phase one activities and daily rhymes and stories. In Reception and Year 1, all children participate in daily phonics sessions.

We draw upon observations and continuous assessment to ensure our children are stretched and challenged.  Children are identified early if they may need additional support. Different phases are worked through: learning and developing phonological knowledge and understanding. The opportunity to apply their growing knowledge in daily guided reading sessions is continued at home through carefully chosen home reading books that match children’s phonic ability.

Once children have successfully completed all the phases in the Letters and Sounds Programme (Year 2), they receive regular spelling lessons which follow a carefully structured spelling scheme throughout the school, which is supported by the use of ICT. 

Reading 

Reading is a key life skill and is the bedrock for learning new knowledge. It enables and empowers our children in becoming independent learners and broadens their experiences beyond that of their immediate surroundings.

It is our aim, by the end of their primary education, for all pupils to be able to read fluently with a good level of understanding of what they read. In school all pupils are taught the skills of reading using VIPERS (Vocabulary, Inference, Prediction, Explanation, Retrieval, Summarise/sequence). Children are immersed in a range of broad and rich books, written by a range of authors. Children are read to regularly by their teacher, they engage in regular guided reading sessions where pupils work in small groups with an adult to read texts together and engage in discussions and activities about the text. They also regularly experience engaging whole class guided reading sessions.

These extensive reading experiences provide our children with the chance to develop culturally, emotionally, intellectually, socially and spiritually through carefully chosen texts.

We are dedicated to supporting our children in gaining a love and enjoyment of reading; leading to become lifelong readers. This commitment of learning allows our children to acquire new knowledge and develop their understanding of language: helping them to build upon what they already know. 

Writing  

 At Pelynt, we believe it is important for pupils to have engaging and purposeful writing experiences. The wider curriculum is therefore often used as a stimuli for writing. We also follow a storytelling approach, where children are immersed in a text through speaking and listening activities alongside unpicking the text collaboratively. Children then follow the features of that genre to innovate and invent their own version. We use high quality examples of these different genres of writing, to ensure that children are engaged and interested. Spelling, punctuation, grammar and handwriting are taught discretely but are also woven through the units of writing. We use writing learning journeys, so that children are fully involved in the process of their writing, and so that they are able to see the next steps and the purpose of each step of their learning.

Maths 

We use White Rose to structure the sequence of mathematics teaching. This provides us with consistency and continuity. We have calculation policies that ensure that we build upon skills and provide all adults with a clear model for teaching. Our use of resources enables our children to access learning in a concrete form which they then translate to the abstract and written form.  We all start the year by looking at Place Value as this is fundamental to the skills for calculation. We block our planning to build skills and knowledge. Our mathematics is planned and delivered to help pupils to master the skills. We achieve this by building through fluency activities to reasoning and problem solving. All of our children are able to access maths learning at their level and have opportunities to deepen their understanding.  

Wider Curriculum 

We use skills progression ladders, which we have developed with the support of the Bridge Academy Trust. These ladders were developed by exploring successful curriculums, carrying our research and trialling ideas. The ladders show how skills and knowledge progress and develop over the years at Primary School. 

We start our learning with a question to engage pupils and give them a purpose for their learning. This then gives pupils the opportunity to devise their own questions to direct our learning. 

We plan our questions to be relevant, current and engaging. We also try to ensure a balance of local knowledge and broader knowledge. 

Forest School 

Outdoor learning/Forest School

We believe the outdoors gives pupils the opportunity to develop responsibility, confidence, problem solving skills, learn from mistakes and find new interests/skills. All pupils spend at least half a day in the forest school area with either our forest school or wild tribe leader. Where possible we use our outdoor space to enrich our curriculum. The children love learning and spending time outdoors. They are actively involved in developing the area and take ownership and responsibility for its upkeep.


How do we plan our wider curriculum?

 

We aim to create and deliver a broad and balanced curriculum, with an ultimate aim of exciting and igniting our children’s desire to learn. 

 

Teachers choose an enquiry-based question, based on their intimate knowledge of their class and the children take control of the enquiry through their further questions. This is guided by the curriculum objectives that have to be met by learners. The children identify what they already know and what they would like to learn more about.

The children’s work is presented in a combination of class display and their own personal topic books. The children enjoy time to reflect back on what they have learnt and share with others. These books are often popular in our whole school sharing assemblies.

 

The progression ladders form the basis of our coverage of objectives, these allow teachers to monitor and ensure a broad, rich content. Teachers use the ladders to guide their planning. Pupils ongoing progress is recorded alongside these ladders and passed on to the next class teacher. Pupil’s self-assessment through referring to the learning journey adds another dimension to the learning. They are asked the enquiry question before the topic begins and again at the end to show the depth of their understanding. 

Visitors and trips enhance the curriculum and are used to provide first hand experiences which help support real life outcomes. 

Children will feedback on their Learning Journey to staff, parents and Governors; ensuring that they are key drivers for improvement.

Leaders review the curriculum regularly using pupil’s work, progression ladders, pupil conferencing and pupil progress meetings to ensure it remains language rich, diverse, inclusive and develops the whole child. The progression ladders enable us to provide a two-year rolling programme which supports planning and implementation in mixed age classes.

 

Our progression ladders can be viewed in the document section below. Our class teachers or Head of School are happy to talk to you about them too.

 

Here are some examples of our enquiry topic questions:

Documents

View the following documents within your web browser or download to read later

Art and Design.pdf
Art and Design.pdf
Computing.pdf
Computing.pdf
Continuous Provision.pdf
Continuous Provision.pdf
Design and Technology.pdf
Design and Technology.pdf
French.pdf
French.pdf
Geography.pdf
Geography.pdf
History.pdf
History.pdf
Music.pdf
Music.pdf

 

 

Religious Education Tracking Foundation Stage.pdf
Religious Education Tracking Foundation Stage.pdf
Religious Education Tracking KS1.pdf
Religious Education Tracking KS1.pdf
Religious Education Tracking LKS2.pdf
Religious Education Tracking LKS2.pdf
Religious Education Tracking UKS2.pdf
Religious Education Tracking UKS2.pdf
RE key questions overview.pdf
RE key questions overview.pdf
Science.pdf
Science.pdf

 

Our Values...

Curiosity

Curious

We are inspired by the awe and wonder of the world.

Creativity

Creative

We are bold and innovative in our approach to find new solutions to the challenges we face.

Excellence

Excellent

We are the best we can be.

Integrity

Responsible

We take responsibility for our actions in an environment of mutual respect.

Determination

Determined

We overcome all barriers to reach our potential, developing a capacity to improve further.

Enthusiasm

Enthusiastic

We are passionate about learning.


© 2021 Bridge Schools trust is a company limited by guarantee, registered in England and Wales. Registration number 7736425. It is an exempt charity.