We understand that a primary school is only one stage of a child’s learning journey and, as such, the curriculum, or what a child experiences whilst at Rosemellin, needs to be carefully thought through, planned and implemented so that every child achieves his/her potential and a thirst for learning. At Rosemellin the children experience a rich curriculum that is carefully planned to meet their diverse needs. We constantly strive to our curriculum meets our children’s learning needs and prepares them, not only for the next stage of their educational journey, but also for life.
We believe that a child needs to know how to learn and so, characteristics of effective learning and behaviours for learning are emphasised throughout. Our children are encouraged and learn to be resilient; resourceful; reflective and can build, maintain and enjoy positive relationships. Our children know that by adopting such behaviours they are not only being the best they can be in their learning but also that they are being their very best in life. Our curriculum prepares them for the modern world, encouraging them to be flexible in approach and able to cope with the ever changing world in which they live.
For any child to succeed and take advantage of life’s opportunities the foundations of learning need to be strong. At Rosemellin we emphasise the basics in the Early Years and KS1, determined that our children get off to the very best start by acquiring the skills, knowledge and understanding appropriate to their age and development. Determined to do the very best for our families, transition engages our parents in how best to support their children and an open and welcoming relationship is built from the start, including home visits and a well -planned transition programme.
Life skills are considered an important element of our curriculum and includes basic life skills including e.g the use of cutlery, cooking and enjoying a meal together, knowing ways to be healthy and keep healthy, carrying out simple self-care routines and organising themselves. Confident, and articulate members of society our children are taught to be active in the world in which they live, encouraged to contribute to their local community, with a very well developed sense of their place in it and connected to the wider world by a keen social responsibility. An avid interest in experiences that are different from their own, a curiosity and interest in other people and how they live and participation in a variety of projects, including the environment, develop our children’s commitment to and regard for others. Our curriculum is a true celebration of what it is to live in Britain in the 21st century, to live in a fair and well-governed society, able to voice well considered and passionate opinions in a true spirit of democracy and celebrating the same-ness and difference between us.
The well-being of our children is of paramount importance and our outdoor space is used to enhance the curriculum, developing our children’s sense of well-being and connectedness to the natural world. Whenever possible, outdoor experiences are planned, not only as subject specific experiences but also as part of our ’50 things’ offer, everyday experiences which every child is entitled to enjoy and experience as they grow. The life experiences of our children are enhanced by a broad range of events including: visits to places of historical interest; theatrical and musical experiences; residential camps (including to the capital, London) and participation in a variety of sports. Such a curriculum offer plays its part in developing our children’s cultural capital. Our intent is to develop well rounded young people who are able to transition to the next phase of their education and fully participate in society: happy, mentally and physically healthy and aspiring to a life that is truly satisfying.
We are currently reviewing our curriculum to ensure that the connectedness of our children’s learning experiences is well-planned and sequenced, allowing our children to know more as they learn more and will ensure our learners revisit learning in order to build on firm foundations.
We deliver the National Curriculum (NC) for Key Stage 1 and 2 and the Early Years Foundation Stage (EYFS) Framework for Foundation pupils:
The 3 Prime areas are Communication and Language; Physical Development; and Personal, Social and Emotional Development.
The 4 specific areas are Literacy; Mathematics; Understanding the World; and Expressive Arts and Design.
Pupils in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place indoors and outdoors.
For further information on our Foundation stage curriculum organisation look at Year R under Curriculum on this website and for details on the EYFS framework please click on the EYFS Parents Guide Pdf below.
The full revised Department for Education Statutory Framework for the EYFS is available here - Statutory Framework
English; Mathematics; Science; Design and Technology; Computing; History; Geography; Art and Design; Music; Physical Education and Languages at KS2.
For the full Statutory Primary National Curriculum including programmes of study and attainment targets click here - National Curriculum
A Parents guide to the new National Curriculum is available and can be also viewed by year groups below: