Children are at the heart of what we do. Through an exciting, dynamic and experiential curriculum, we challenge children to know more, remember more and believe in themselves so they begin their life-long journey of learning, discovery and success.
We organise our learning into themes across the year, although some subjects are taught discretely.
Curriculum Intent and Rationale
At Queen Margaret Primary School, we aim to offer a curriculum that is dynamic, relevant, inspiring and forward-thinking, raising our pupils’ aspirations and motivating them to make a positive contribution, both in school and wider society.
With this in mind, we have implemented a progressive curriculum that is both challenging and values-driven, and enables pupils to learn in a more hands-on, experiential way.
We aim to offer an exciting, cohesive learning journey for all, that highlights the importance of human creativity and achievement and leads to the development of educated citizens within our own community and on a wider global scale.
Rationale for Implementation
We use Dimensions ‘Learning Means the World’ Curriculum as the main vehicle for achieving our outlined intent, with a view to providing an ambitious, contemporary, relatable curriculum offer.
This curriculum is underpinned by four highly relevant world issues, known as the four Cs:-
We believe that communication is at the heart of learning. Being able to effectively communicate online, face to face and through pen and paper in different settings, for different audiences, is vital to learning and life. In order to learn, children need to build and expand their vocabulary and we aim to provide opportunities for them to experience and use new vocabulary frequently, in a range of contexts.
Communication with parents is also extremely important and we endeavour to do this in many ways, from ensuring we meet families as they arrive in school, to holding parent workshops.
We firmly believe that communication truly is the key to a successful school!
As a school that predominantly represents a White British heritage, with little personal awareness or experience of other cultural groups, we want our pupils to fully appreciate and embrace diversity by learning about, celebrating, and developing an understanding of a range of different cultural and faith heritages. In general, there is a lack of education around other cultures and a fear of difference. We want to break stereotypes, especially within our own culture, and open pupils’ eyes to difference in a way that isn’t simply tokenistic or a political gesture. By putting culture at the heart of the curriculum, we believe we can achieve these goals.
All pupils will undoubtedly encounter conflict in their lives, both now and in the future. Teaching children how to resolve conflict is so important in terms of wellbeing and being able to deal positively with confrontation on a personal level will stand pupils in good stead for adult life.
We want them to value others’ opinions and respect differing views, as well as realising that it’s OK to change your mind after listening to others’ opinions.
We also don’t want them to see conflict as something that just happened in the past or simply about war and fighting.
We want our pupils to be a community who problem solve and work as agents for change locally, as well as nationally and globally. By putting sustainability at the heart of our curriculum, we believe we can help them become socially conscious, active global citizens, who question and challenge as necessary, whilst learning how they can contribute individually and collectively to a better world.
Pupil Led Starter/Hook into learning
Each theme begins with a Pupil Led Starter/Hook. This is an engaging activity or experience that will inspire the children and leave them curious about their new learning. Their questions and reactions are recorded and returned to throughout the themed learning giving them a voice about their learning.
Classrooms and surrounding areas reflect the class theme, immersing them in a learning rich environment.
Essential Learning Experiences (ELE's)
Each theme will involve a hands-on, essential experience such as a visiting artist or speaker, a visit to a local place of significant relevance and interest, a workshop, adventurous outdoor activities or another area of outdoor learning.
Children reflect on, celebrate and share the learning they have been engaged in. They bring together all the work achieved over the past theme to share with parents at a theme celebration.