How Do We Implement Our Curriculum?

Good planning is the key to making children’s learning effective, exciting, varied and progressive. Effective planning builds on and extends what children already know and can do.

At CVPS the Senior Leadership Team (SLT) and subject leaders work together to create a range of skill progression documents and subject intent statements. Each year, the subject
leaders review and update the documents to ensure our vision for the year ahead remains accurate and is always grounded in theory and research from renowned practitioners and
organisations.

Subject leaders share their intent statements and progression of skills with staff annually to ensure implementation has maximum impact on pupil engagement, achievement and progress.

The SLT then ensure that the curriculum is planned according to the R.E.A.L project ethos to make sure learning is real, engaging and authentic for all of our students. We make sure that important concepts are planned out effectively and carefully sequenced. We use the progression of skills documents to ensure that concepts are taught effectively and constantly reviewed over an academic year. Reading, mathematics and science are prioritised and interwoven into all curriculum areas.

We ensure that the projects planned provide a context for learning, are challenging and are annually reviewed to keep children constantly engaged and excited to learn. We have never repeated a project or topic!

Our school vision, has and always will be, to fully engage and immerse children in their learning to ensure they achieve their full potential. So who better to ask than them? The next step involves asking the children for their ideas and questions to direct the medium term planning.

Medium term planning includes a grid of what will be covered across the seven areas of learning across a half term period. This includes planned trips and outings as well as celebrations and important events.

Short term planning takes the form of weekly planning sheets where every child has individualised opportunities based upon previous observations, assessments and learning.