Nanpean’s Curriculum Statement
At Nanpean School, we believe that our children have the right to flourish, recognise their own greatness and develop as individuals. Our school fosters independence and resilience through ‘Nurturing Children’s Passion to Succeed’.
The Curriculum at Nanpean School was redesigned in 2019-20, for implementation from September 2020 (2020-21 academic year). However, due to the demands of the Recovery / Catch up Curriculum and Covid-19 related guidance, there are some elements of this that haven't been able to be fully implemented as yet.
The intent, implementation and impact of the curriculum have been carefully considered within the redesign.
Curriculum intent is about curriculum design, the emphasis being on how effectively schools provide a broad and balanced curriculum for all pupils, opening rather than closing doors to future success.
Curriculum implementation, meanwhile, is concerned with curriculum delivery, in other words teaching, assessment and feedback, and crucially that which leads to long-term learning.
Finally, curriculum impact is about pupil achievement as assessed by external tests and/or exam results, not by a school’s own data. Pupil achievement will also be assessed using progression and destinations data, recognising that good outcomes are not just measured in qualifications but in how successfully pupils are developed as well-rounded citizens.
1. Intent at Nanpean School: What specific knowledge and skills do we want the children to learn?
Every term, the ‘inte nt’ of the learning is considered by class teachers and relayed to children and parents. Why are we teaching this- what do we want the children to know or be able to do at the end of the term?
KIRFS (Key Instant Recall Facts and Skills) are the important pieces of information or essential skills that we want the children at Nanpean school to know by the end of the term. Some are based on curriculum statements, some have been identified and written by subject leaders, based on their expertise within the subject. Our KIRFS are bespoke to our school, which links with implementation and how our curriculum takes into account school context.
To ensure that KIRFS are embedded into children’s long-term memory, alongside other previous learning, they will be revised at the start of each lesson in a ‘revisit’ session. They will also be sent home so that they can be rehearsed at home.
2. Implementation at Nanpean School: What will unify our curriculum and make it bespoke to our school and it’s context?
Our curriculum provides local links to each term’s learning. This will ensure that the context of the school and the surrounding area, as well as broader factors such as Cornish heritage, play a major part in the children’s learning.
As mentioned, KIRFS (Key Instant Recall Facts and Skills) are bespoke to our school. Our subject leaders pick facts and skills that they have considered key, based on their individual subject knowledge and expertise. For example, our art lead asks that all children can name the artist who painted the Mona Lisa, our P.E lead has decided that all children will know that the Olympics takes place every 4 years, our geography lead has asked that all children can locate major European cities on a map.
Usually, these facts and skills will be linked to the learning already taking place in the class.
One of the biggest (and most exciting) parts of our curriculum is that instead of traditional ‘Topic’ titles, children in our school work towards an ‘End Product’. This is a focus on the whole term’s learning in all foundation subjects and often in English and Maths as well. The ‘End Product’ might be: producing a website, making a film, opening a class restaurant, performing a play, opening a class art gallery and we have many more ideas that our staff have discussed as possible ‘End Products’. The End Product is worked on for a term in each class and then unveiled to the rest of the school community during a designated ‘End Product’ week towards the end of each term.
3. Impact at Nanpean School: What do the children learn and how does this compare to expectations?
We have clear progression of skills documents in all curriculum subjects. Whereas the National Curriculum document assigns learning to key stages, the progression of skills documents that our subject leaders have produced assign specific skills and knowledge that will be taught to each year group. This therefore shows the journey of our pupils across all curriculum subjects, in all year groups, and helps us to ensure that all statutory content is delivered. Alongside a stringent Assessment system in English and Maths, our teachers also use the progression of skills documents and National Curriculum statements to assess pupil’s progress in foundation subjects.