Curriculum

The community at Maple Cross recognise our central role of enabling outstanding learning. Putting learning at the heart of everything we do has made us think carefully about how, why and what we teach in preparation for fulfilling the diverse needs of the new National Curriculum.

curriculumWe believe that the greatest benefit we can instil in our community is the universal understanding of what makes a successful learner, regardless of subject. This meta-cognitive, philosophical (thinking about thinking/ Learning to Learn) approach is embedded across all the learning, visible in our planning, classrooms, teachers and children. We nurture and teach children to have the skills to drive their own learning forward and this independence and collaboration are pushed as children travel through the school.

Our curriculum (what we teach) is built upon the principle that children will engage more if they find learning interesting, exciting and challenging. Our thematic approach allows children to link different subject skills into purposeful and relevant experiences using questioning, researching and reasoning.

Recognising that collaboration is crucial to success, the staff at Maple Cross work in planning teams to constantly evolve learning and teaching to best fit the diverse needs of the pupils they work with.

Underpinning all of our work is the question, how will this drive learning forward for our children and our community?

As a dedicated team of professionals, we recognise the need to continually evolve our practice in line with newly published evidenced based research and we ensure that we are up to date with current teaching and learning approaches.

This gives the general picture of the Maple Cross JMI and Nursery School approach. If you would like greater detail, please arrange time to talk to a member of staff.

Phonics Teaching.

read-write-inc-logoWe use the ‘Read Write Inc’ programme to underpin our phonics teaching in the EYFS and Year 1. By the end of year 1, the children move onto the ‘Literacy & Language’ phase of the programme.

For information and guidance about the programme, click here.

Early Years Foundation Stage

The early years foundation stage (EYFS) sets standards for the learning, development and care of your child from birth to 5 years old.

All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf

www.gov.uk
Statutory framework for the early years foundation stage . Setting the standards for learning, development and care for children from birth to five

Development Matters explain in more detail what this looks like within the school setting.

https://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf

www.foundationyears.org.uk
3 On-going formative assessment is at the heart of effective early years practice. Practitioners can: • Observe children as they act and interact in

 

LONG TERM CURRICULUM PLAN

 The long term plan below gives you a flavour of our two-year rolling curriculum. However, our evolving curriculum changes to meet the needs and interests of the children in specific cohorts and contexts.

National Curriculum 2017-18