Curriculum Policy Statement 2017

In the Early Years (Nursery and Reception) Oldfield Primary uses Development Matters, non-statutory guidance to implement statutory requirements for education of children in Early Years’ settings.

The National Curriculum is statutory for all pupils from Year 1 to Year 6. Every term parents receive a summary document of topics and areas of study their child is learning.

 A useful link for parents on the National Curriculum is

The curriculum supports our mission
“Joy through effective learning for life” and which drives our whole school ethos. 

In planning for the new National Curriculum, introduced in Oldfield in 2014, with the whole school community, we took the best of the ‘old’ plus thinking from the ‘new’ to create dynamic and memorable learning for our children. 

When Oldfield children transition to high school and beyond we want them to be confident youngsters, fully equipped personally and with study and research skills - to live the Oldfield message continuing in a pursuit of knowledge and a joy of learning.

The primary objective of our curriculum at Oldfield is to provide rich and memorable learning experiences where children connect with important values for life and in a calm, stimulating environment where each child can grow and flourish enabled to reach his or her full potential, thereby enriching society as a whole.


  • can ask questions and conduct research using technology and more traditional methods to find answers, to communicate and help others learn; 
  • can collaborate and co-operate together;
  • are motivated to challenge themselves to learn more, and use the FAIL approach to learning (A FAIL is simply a First Attempt In Learning).

 We aim to do this by:

  1. Recognising the strong Spiritual, Moral, Social and Cultural base for all learning in the school.
  2. Consciously planning effective learning within a framework of Bloom’s Taxonomy: 
    • affective (personal, social, emotional wellbeing)
    • cognitive (planning for Critical Thinking and academic challenge through mastery) 
    • psycho-motor (physical fitness and health)  
  3. Making investigations and enquiry our foremost approach, alongside in Y1 to Y6 that English, Mathematics and Science are taught as separate subjects as well as intentionally across all areas of learning. 
  4. The National Curriculum delivered in creative, relevant ways. At least annually we consult with parents and children on how to adapt the curriculum to make it as relevant as possible (Kids’ Cafe).
  5. Having aspirational expectations in all areas of school life that lead to “success for all”.
  6. Teachers and other adults delivering Outstanding Learning every day – ensuring all pupils make good and accelerated progress. 
  7. Delivering an inspiring and demanding curriculum that embeds core skills, allowing for individual talents to be drawn out and grow, and that it is exciting to learn.

Our curriculum design acknowledges:

  • The core values, vision and ethos of the school.
  • That children need to be taught to be social and have a good idea of what it is to grow up healthily including a healthy understanding of the environment and sustainability.  
  • That children need to be taught the knowledge, skills and understanding they need to be successful life-long learners.
  • Mastery is facilitated through teachers ensuring pupils have sufficient knowledge in an area to be able to go on and apply and extend concepts they have gained.
  • That the pace of change is accelerating and children need to be taught to deal with change successfully through reflection and awareness of self, others and making responsible choices. 
  • The world that children are being prepared for and the skills they will need as adults are changing, so children are taught to be flexible, sometimes to be able to lead a team and at other times to be part of a team. ‘Ready for Learning’ ( R4L)  and ‘Ready for Life’ (R4Lf) are two initiatives that support this flexible approach. 
  • The importance of pedagogy and research in learning.  For example the theories of growth mindsets, multiple intelligences, learning styles and emotional intelligence are shaping our approach to learning.  We aim to draw out individual children’s talents and enable every child to be successful and confident. 
  • That for children to achieve, they need to enjoy their learning and have a range of experiences that are memorable, exciting and challenging. At Oldfield this means making full use of our learning areas and resources – outdoors including the extensive Nature Trail, the Child Initiated Learning Location (C.H.I.L.L.), Music Room, Eco Field Studies Room, Outdoor Classroom. 
  • The need for adaptability so that all children can follow inspirations and excel in pursuing their interests e.g. Passion Projects. 

Curriculum Delivery: 

  • To enable children to enjoy, achieve and experience a broad and balanced curriculum, and ensure all statutory requirements are fully implemented, learning is organised, planned and delivered through:
  • Planning that ensures effective and progressive learning in the basic skills of communication, mathematics, science and computing.
  • A curriculum connector or theme, that may draw together different elements of school life to embed connections in thinking and to give meaning and purpose to learning.
  • Opportunities for first hand learning including a range of school visits, outdoor learning, research opportunities and extra-curricular activities.
  • Offering access to a range of services and activities that supports and motivates children to achieve their full potential.
  • Themed weeks to link areas of learning together eg DT, E-safety, History, Green Week.
  • In line with the school ethos, effective Assessment for Learning practice is evident in each lesson through effective questioning and teachers annotating and adapting their plans according to pupils’ needs.
  • A policy of inclusion and equality of opportunity including effective provision for all groups e.g. identified underachieving ethnic groups, SEN,EAL and ABL and Gifted and Talented children.
  • A programme for MFL in KS2 focusing on French and in addition taught in Years 4, 5 and 6 in liaison with William Perkins High School.
  • Long, medium and short term planning ensuring the progression of subject specific skills and knowledge.
  • Appropriate and rigorous differentiation linked to the main learning objective and success criteria. 

September 2017

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