The Tilian Vision:
Our vision is to give our pupils the best start in life by providing an excellent grounding in key skills, as well as building character and developing confidence. Our aim is to instil young people with the desire to reach their potential and to be responsible, compassionate members of the community who demonstrate respect for others.
Kersey CE Primary School:
Our Vision – Achieving Potential together
Our Values – We care; We believe; We strive; We aspire
Our Aims – are to create a challenging curriculum, confident children and a caring community
At Kersey CE Primary School our planned curriculum offer has our Framework for Independence at its core and delivers all areas of the National Curriculum including PHSE, RE and RSHE. Our taught curriculum is influenced by a repertoire of pedagogy, the adherence to our school’s vision, the leadership conversations, routines, rituals and provision and of course the learner’s dispositions. All this results in the curriculum experienced by the children.
We believe the experienced curriculum should;
Our taught curriculum is driven by the following key influencing factors.
We believe children learn best when they:
We believe children learn best when they:
We believe children learn best when:
Enjoyment and Achievement
We believe that children learn best when:
We believe that children will learn best:
Through the curriculum provided, all our pupils will:
This alongside the stated outcomes in each subject area can be monitored to demonstrate the impact of our provision.
MONITORING AND ASSESSING
We believe that effective assessment of pupils’ capability has the following features:
At Kersey CE Primary School, we use a formative assessment system. Teachers assess children’s work by making assessments as they observe them working during lessons. They record the progress that children make by assessing the children’s work against the learning objectives for the lessons. This allows us to:
Kersey CE Primary School recognises the importance of inclusion and our curriculum offer ensures equal access to all pupils regardless of their ability, aptitude, race, religion or gender. A wide range of gender specific and cultural images and contexts may be used, and we will use these opportunities to challenge stereotypes.
THE ROLE OF THE SUBJECT LEADER
The subject leader is instrumental in the delivery of high-quality provision of their subject area. The subject leader owns the subject and represents it well. Your role is to be the face and voice of your subject and support teachers to lead to improvement, encouraging and supporting their colleagues, inspiring learning, as well as monitoring and evaluating the outcomes.
Academic Year 2021-2022
If you have any questions about the curriculum we are delivering, please speak to the Head Teacher.
KS1 phonics and reading
We believe the teaching of reading is the most important skill we give our children. As a result, we prioritise this in EYFS and KS1.
We use the Little Wandle Letter and Sounds approach to teaching early reading.
Times Tables Rock Stars
We use Times Tables Rock Stars in Y3-6.
Church of England schools in Suffolk are advised to use the Emmanuel Project scheme of work, which fulfils RE requirements for all schools and is based on the Suffolk Agreed Syllabus.
Kersey School is now using the latest new edition dated 2020 and we value the opportunities it offers to our children for art, drama and for profound thought, respectful discussion, reflection and debate. Religious education also offers opportunities to discuss and learn about British Values and to develop SMSC whenever appropriate.
The scheme focuses initially on Christianity and then builds on the children's knowledge by gradually introducing all 5 world religions over the two key stages.
Clarinets in Key Stage 2 are taught through the Whole Class Ensemble Teaching from Suffolk County Music Service. There are other peripatetic music lessons available to children at Kersey, including guitar and piano.
Modern Foreign Languages
All children in Key Stage 2 are taught French for one lesson of about 50 minutes per week. Lessons are based around the Rigolo scheme. In addition to this, a wide variety of resources including games, songs, rhymes and puppets as well as more extended texts and discussion about culture and life in France is covered.
We place great emphasis on helping children develop the confidence to speak French and the skills needed to start to understand both the written and spoken language.
Close liaison takes place with the MFL co-ordinator at our local High School, to ensure that all year 6 pupils are in a solid position from which to take their language learning further in KS3.
Within KS2 classrooms, there are visual displays (in French), which are used by children and class teachers alike to support the learning.
PSHE and RSHE
Below is the curriculum map for Personal, Social and Health Education (PSHE), including Relationships Education.
Our Relationships Education policy has been developed through consultation with all stakeholders at our school. We use our PSHE lessons to deliver the majority of the Relationships Education curriculum, using Science and other subjects to teach the remainder of this.