The staff, pupils, parents and Governors of Copthorne have worked together to design a balanced, rich and inspiring curriculum which specifically meets the academic, personal and social needs of our pupils whilst adhering to the requirements of the Primary National Curriculum 2014. Our curriculum encourages all pupils to explore and celebrate diversity whilst becoming enthusiastic, independent and confident learners ready to take their place as positive British and global citizens.
The teaching of reading is supported by a number of reading schemes in school which, along with our well stocked library, provide a huge range of reading materials for our children to experience. Reading is taught throughout school as a discrete subject as well as being an integral part of English and Copthorne Curriculum lessons. Children are encouraged to read a range of challenging texts and develop a love of reading. These texts make links to learning in other areas of the curriculum. This is supported by adult led small group, differentiated guided reading sessions. These sessions provide the opportunity for the class teacher to further develop children’s independent reading skills. Children are also identified for individual support and intervention, such as daily 1 to 1 reading.
The teaching of writing skills is embedded across the curriculum and is supported by the formal teaching of grammar punctuation and spelling.
The teaching of Maths is based on the National Curriculum and is supported by our teaching of mental maths skills and our calculation policy. We aim to provide children with the ability to reason in a logical way and to apply mathematics through problem solving in real life contexts. We want to help children to see the links between maths and other subjects and deepen their understanding through investigations and applications of maths across the curriculum.
English and Maths are taught both as discrete subjects daily and as an integral part of our Copthorne Curriculum.
In the Copthorne Curriculum all subjects (History, Geography, Art, PE, Design Technology, Science, Music, Drama and PSHCE) are taught, where appropriate, in an integrated way. By using the natural links between subjects and ideas the learning becomes real and meaningful to our children. We do not believe in contriving links but in making the most of these where they naturally exist. Science, therefore, is also taught as a stand-alone subject.
PSHCE (Personal, Social, Health and Citizenship Education) runs throughout our curriculum and is also taught as part of a weekly SEAL (Social and Emotional Aspects of Learning) assembly and lesson.
See example curriculum resources below
In RE the children learn about 6 major religions: Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism, following the agreed Bradford syllabus. This gives the children a moral understanding and knowledge of religious beliefs and practices to help them become tolerant, caring members of society
During Copthorne Curriculum lessons every opportunity is taken to use, apply and practise Maths and English skills.
In the Foundation Stage we follow the EYFS curriculum, encouraging the children to be active learners. The children are encouraged through play and exploration to develop the skills that form a strong foundation for their future learning. This is supported with the provision of a range of real life experiences through educational visits and visitors in school, Focused activities, along with carefully planned and resourced continuous provision, provide our youngest children with a range of experiences which prepare them
We teach synthetic phonics from Nursery, using the Letters and Sounds guidance.
For an overview of the curriculum for each year group please click on the ‘Annual Overview’ tab for each year group. If you would like any further information about the curriculum for your child’s year group please contact their class teacher, who will be happy to discuss it with you.
Remote education provision: information for parents
Remote education will only ever be considered as a last resort where a decision has already been made that attendance at school is not possible, but pupils are able to continue learning.
Attendance at school is essential for pupils to get the most out of their school experience, including for their attainment, wellbeing, and wider life chances. Remote education is NOT an equal alternative to attendance in school. For this reason we will only ever use it as a last resort when the alternative would be no education, and only after it has been established that the pupil is, or will be, absent from school.
Pupils receiving remote education are still considered to be absent from school. The use of remote education will, however, allow absent pupils to keep on track with their education and stay connected to their teachers.
When will remote education be used?
We will consider the use of remote education where it might not be possible for pupils to receive in person education. This may be due to:
In all scenarios of potential school closure, the school will endeavour to remain open or to reopen as soon as possible. For individual cases, pupils will be encouraged to return to school as soon as is practical.
Will pupils be taught the same curriculum at home?
If remote education is required. We aim to:
How much work will be set for pupils?
Should remote education be required, we will aim to provide at least 3 hours of learning for the day.
What resources will be used to provide remote education?
Information about online platforms that we utilise for remote education can be found on our website. Some of the resources that we use include:
How will pupils that do not have digital or online access at home access remote education?
We recognise that some pupils may not have suitable online access at home. We will ensure that all pupils are able to access remote education either through the use of printed learning packs or providing a suitable device and wifi access.
What are the expectations for pupil’s engagement with remote education?
Should remote education be required, teachers will provide clear information about available learning, how to access it, and expectations. This will be differentiated for pupils with special educational needs and disabilities (SEND), particularly those that may not be able to access remote education without support from adults.
We ask that parents/carers encourage their children to complete the learning provided.