We are very proud of the very high standards that our school achieves. Staff are particularly positive about the breadth of the curriculum as it gives them to freedom to excite, engage and motivate the pupils, including the use of focus learning based weeks. For example the whole school Science, Technology, Engineering & Maths (STEM)week engaging pupils in motivating investigations and enquiry led learning.
All children have the right to a broad, balanced and relevant curriculum which provides continuity and progression and takes individual differences into account. Our proposed curriculum comprises the planned activities that we organise to promote learning, personal growth and development. It includes not only the current formal requirements of the National Curriculum, but also the various extra-curricular activities that the school organises to enrich the children’s experience. The curriculum is assessed, planned and delivered to promote the personalised learning of all children. It also includes the ‘hidden curriculum’ – what the children learn from the way they are treated and expected to behave. We want all children to grow into positive, responsible people, who can work and cooperate with others while at the same time developing their knowledge and skills to achieve their true potential. We value the breadth of the curriculum that we provide. We aim to foster creativity in our children, and to help them become independent learners. Above all we believe in making learning fun! Educational visits & special visitors will be planned in to bring the child’s experience alive.
Foundation Stage (Reception) -The Early Years and Foundation Stage (EYFS) is the first stage of the National Curriculum preceding Key Stage 1. It begins when children reach the age of 3 years and continues to the end of the Reception year, when they are five.
Our curriculum covers six areas of learning which are:
- Personal, Social and Emotional Development;
- Language and Literacy development;
- Knowledge and Understanding of the World;
- Physical Development;
- Creative Development.
The class teacher builds upon the work that may have taken place in pre-school or Nursery. The delivery is an enquiry based approach to learning with key learning tasks being set for the pupils to encourage self-motivation and direction. The topics covered will be planned to capture the children's learning needs.
Learning journeys will be completed by the teacher to track progress and coverage and these will be shared with the parents via an online tool. Each pupil's baseline is assessed upon entry to FS2 and progress is then tracked against this throughout the year.
The Foundation Stage also has a well-resources outside space to enable the full delivery of the rich curriculum.
Key Stage 1 & 2 (Years 1 to 6)
In Key Stages 1 & 2 the school will broadly follow the National Curriculum. However, we will teach through themes wherever possible to develop links in learning, following a skill based progressive curriculum where the skills are differentiated and taught to the children through a themed topic; so that teachers can carefully weave a curriculum linking key skills and knowledge across a number of subjects.
Some examples of the themes may include: Go Wild!, Fairness & Freedom, All about Me, Structures, Arriba Arriba! and Pop Art.
Some themes that enable pupils to be involved with their local environment and its history are: Farming through the Ages, Ancient Wiltshire, Roses & Castles (canals/narrow boats).
Over a school year all children in Key Stage One and Key Stage Two (Years One to Six) will follow a planned curriculum and be taught the core subjects of English, Maths and Science as well as Computing and R.E. (Religious Education). The foundation subjects of D.T. (Design Technology), History, Geography, Art and Design, Music, P.E. (Physical Education) & PSHE (Personal, Social & Health Education) will also be taught and MFL in the KS2 classes.
Throughout the school, we will plan opportunities for individual and independent learning. We will encourage our children to work collaboratively and expect them to be able to do this away from direct teacher supervision, recognising that these skills are the key to success in future years. Pupils will experience a wide range of teaching styles and approaches including some direct instruction, rote learning and enquiry based and investigational learning experiences.
Themed weeks will be planned – 3 per year, examples might include: Creativity Week, Financial Capability Week, STEM Week, Book Week, and Global Week.
Staff will ensure that the curriculum meets the needs of all of the learners in its planning and delivery. Pupils will be involved in their learning, performing a pre-learning task – ‘What do you know already?’ and ‘What do you want to find out?’ so that the teachers can ensure the curriculum is well tailored to need and interest.
Religious Education will be provided for all pupils in compliance with Statutory Regulations linked to the local authority’s syllabus through discrete and enquiry based teaching using the Discovery Scheme of Work.
Personal, Social, Health Education will be taught using Learning 4 Life units of work Learning4life
The Pastoral Manager will provide support for the social and emotional aspects of learning and intervention will be provided in small groups or 1:1 for a variety of needs: Anger Management, Social Skills, Friendship, Bereavement and Loss, Self-Esteem etc.
Home Learning is a crucial element of the home/school partnership. It gives parents the opportunity, from the outset, to support their children in their learning whilst enabling the children to reinforce the work covered at school. Our Home Learning Policy outlines the requirements at different stages and ages.
See our Home Learning Policy
PE & Sport
Sport and PE is very important to us at Pewsey Primary as it promotes healthy lifestyles as well as improving physical skills. The pupils is Key Stage 2 are taught PE by a specialist teacher – ensuring high quality provision, who will also arrange inter-school and trust matches, festivals and events including visiting sports people.
Pupils all get the opportunity to take part in a production during the year. FS2 & KS1 perform at Christmas, Year 3&4 in the Spring and Y5&6 in the Summer. There will also be the opportunity for performances to showcase learning to the rest of the school, parents and wider community on a termly basis throughout the year. Performance opportunities will be provided for all pupils.
Instrumental Music Teaching
Opportunities are provided via the use of peripatetic music teachers for pupils to learn a musical instrument – this will be at a cost to parents, please see the office if you would like to discuss this. This is in addition to the curriculum music teaching using Charanga.
The National Curriculum defines the material that has to be covered in all subjects and copies of this, our policies and schemes of work can be seen in school. A variety of teaching methods are used – sometimes the children will be working independently, sometimes in small groups and at other times as a whole class. Care is taken to adjust the work to cater for all the children at all levels, the more able children and those who may have special educational needs and require a little more support to achieve their potential.
At Pewsey Primary School, we believe that children learn best when they enjoy their learning and are interested in what they are learning. Please come and visit us and witness for yourselves the vibrant classrooms and the enjoyment that the children have for their learning.
Reading is taught mainly using the Oxford Reading Tree Reading Scheme.
Please view the schools Curriculum Policy
On each of the class pages you can view the recent curriculum maps that map out the theme and curriculum coverage for the current term. If you have any questions regarding the curriculum, don't hesitate to speak to the class teacher or Mrs Gilbert.
Pewsey Primary School is committed to promoting understanding of the principles and practices of equality and justice. We aim to equip our children with an awareness of our diverse society and to appreciate the value of difference. This may be considered as gender, beliefs, culture, race, sexuality, disability, and/or ability.