The Curriculum at Petteril Bank Community School
At Petteril Bank Community School children study 'core’ subjects: English, Maths and Science.
They also study ‘foundation’ subjects: Art & Design, Computing, Design & Technology, Modern Foreign Languages, Geography, History, Music and PE. RE is compulsory and is taught at Petteril Bank Community School in line with the Cumbria Agreed Syllabus.
We use the Chris Quigley Essentials curriculum for Years 1 to 6 to help us to provide a broad and balanced educational experience which allows children to develop their interests and strengths. This document shows what children will learn in each year group in English, Maths and Science; you can also see what will be taught in other subjects in Key Stage 1 and Key Stage 2. Children in Reception follow the Early Years Foundation Stage (EYFS) Statutory Framework and will be assessed against this at the end of the summer term.
The PHSE taught curriculum is covered in our PSHE Policy.
How do we assess children's attainment and progress in Years 1 to 6?
Since 2014 schools have been free to develop a system of assessing and tracking attainment and progress that best suits their own needs. We chose to use Chris Quigley’s ‘Depth of Learning’ as an assessment framework as progress is defined as an increase in cognitive challenge and an increase in independence - children are encouraged to apply the skills they have learned independently in a range of contexts rather than being moved on before the skills have been mastered.
Learning is grouped into three Milestones
- Milestone 1: Years 1 and 2
- Milestone 2: Years 3 and 4
- Milestone 3: Years 5 and 6
Children in Reception continue to be assessed against the Early Learning Goals.
All children begin each milestone at the ‘Basic’ level. Here they are acquiring new skills and are dependent upon the support of adults in order to learn new concepts. A child at the ‘Basic’ level will be able to: name, describe, follow instructions, use, match, recognise, label and recall concepts and skills required for their current Milestone.
After children are able to demonstrate this ability on multiple occasions, they move to the ‘Advancing’ stage. They are more independent learners, capable of making some degree of decision whilst applying some of their skills with guidance. Typically they are able to: explain, classify, infer meaning, make predictions, interpret summarise and apply their skills to solve problems.
Finally, some children may reach the ‘Deep’ level of thinking. This involves a high level of cognitive challenge, where children are expected to apply their skills in a range of complex contexts without the guidance of adults. At this stage, children are able to: solve non-routine problems, appraise, explain concepts, hypothesise, investigate, design and prove.
Children will progress through the Milestones at different rates and with different levels of support - not all children will reach a "Deep" level of learning.
How will you know if your child is making good progress?
All children will be expected to make good progress from their starting point. If a child leaves Reception at the ‘emerging’ stage, and they make good progress they will be at ‘Basic 2’ by the end of Year 2 which means ‘working towards national expectations’. However, at the end of Milestone 2 and 3, they will be expected to leave at ‘Advancing 1’, which is a deeper level of learning (although still slightly below national expectations).
If a child left Reception at the ‘expected’ stage, they should leave Milestone 1, 2 and 3 at ‘Advancing 2’ which means that they are working at national expectations. However, if a child left Reception at the ‘exceeding’ stage, they should leave Milestone 1, 2 and 3 at either ‘Deep 1’ or ‘Deep 2’ - above national expectations.
For any additional information regarding the school's curriculum please contact your child's teacher or alternatively contact the Headteacher, Mr Joseph Askew.