At Arundale we have three core principles that underpin our curriculum: curiosity, well being and equity. These core principles run through everything the children experience. We believe that everyone is capable of being successful and happy. We want to celebrate individuality and give opportunities for everyone to follow their passions and strengths
Through our curriculum, we intend that every child will be a curious learner who loves to play, explore and is inspired to be creative.
Regardless of their background or starting point our curriculum intends to give every child the experiences and opportunities to be successful and happy.
Our intention is that each and every child will be knowledgeable and motivated to take an active role in their own well-being, happiness and achievements.
From the core principles, we have identified 12 threads within the National Curriculum including E-safety, SMSC, Mental health and Well-being and British Values. This is how the schemata of learning elements are linked.
How we do it at Arundale
We have a vision that is achieved through 'walking' our ethos every single day. We live by our HEART values to focus our actions and guide our decision making. Each Element of Learning is born out of curiosity, personalised to ensure equity and celebrated to improve children's well-being. Our 12 Golden Threads link the content of the National Curriculum to our 3 Core Principles to learning.
Using history, geography or science as a driver, the curriculum is delivered through individual learning elements which enable children to develop thematic knowledge through the undertaking of subject specific skills. It is through these elements that pupils are provided with the knowledge and language which enables children to link their learning from year to year
One example of this is to link learning through the Golden Thread of 'travel':
|Year Group||Theme||Driver||Learning Element|
|6||World War II||History||Evacuation and the Railway system|
|5||Earth & Space||Science||Space Travel|
|4||London||Geography||London underground & The River Thames|
|3||The Mediterranean||Geography||Countries around the Mediterranean|
Example of Year 4
Core Principle - Curiosity
Golden Thread - Travel (linked to previous travel knowledge Year 3 Mediterranean topic of countries around the Mediterranean)
Learning Element - Why is the River Thames so important in London? (Geography focus)
Each 1/2 term, your child will bring home a 'Knowledge Organiser' to help develop children's knowledge and understanding of their current Topics and Themes.
Current research suggest that knowledge organisers can help our children to develop deeper learning and embed information into their long-term memory, creating links with prior learning and experiences. This, in turn, will encourage the children to be more confident and independent in class as well as developing their reading, writing and vocabulary skills.
This information leaflet contains the essential knowledge and key facts that children will be expected to know as part of the new topic they will be studying in class. We have chosen to share our knowledge organisers with parents so that you can help to reinforce learning that is already taking place in school.
Your child's teacher will be using the knowledge organiser each week within the classroom to revisit previous learning questions, as they introduce new concepts, ideas and facts.
All knowledge organisers are available to download from this website.
Improving Children's Confidence, Mental Health & Well-Being
We believe that improving children's self esteem is the key factor in developing them as effective and curious learners. Ensuring their emotional heath and mental well-being is looked after then we have laid the foundations for happy and successful children.
The aim of teaching children about mental well-being is to give them the information that they need to make good decisions about their own health and well-being. It should enable them to recognise what is normal and what is an issue in themselves and others. When issues arise, pupils must know how to seek support as early as possible.