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Content...

There are key areas of study that we believe the children of Calne should experienc because they live where they do: they should know about local history, geography and famous people, but they also need an awareness of the wider world because they grow up in a relatively monocultural town.
There are also key experiences that we think they are entitled to as they grow up: trips, art materials and techniques, classic books, learning to swim and so-on.
The curriculum is organised across subject boundaries with different studies connected. A progression through time drives this, particularly in Key Stage 2, enabling children to develop a sense of chronology, and of scientific and cultural development.
By its very nature the curriculum is continually changing and adapting, but it is published here to give some idea of what children might expect as they progress through the school.
Click here to see a survey of how much the children are enjoying activities in the new curriculum

Skills and knowledge...

In each subject area there are key skills and knowledge which children must learn. Our curriculum combines the knowledge of the new national curriculum with content relevant to our local area and a strong underlying skills base. It is also organised to make the best of possible links between subjects, to create themes and to enable what has been learnt in one context to be applied in others. Click on the links to see what children learn and how they progress across age groups:

Science Skills   Science content Design Technology  Art & Design History Geography Music  PE overview Sport Premium

Computing Religious Education New maths curriculum calculation progression The New Curriculum - Maths Morning Presentation

Useful maths websites Maths Assessment Document for the new curriculum English Personal, Social and Health Education French

As well as subject based skills, we put great emphasis on teaching children the attitudes they need to learn. Learning to learn is a vitally important part of school. We teach this through a framework researched at Bristol University by Professor Guy Claxton. This framework identifies 17 learning dispositions under 4 headings:
Resourcefulness - being able to learn in different ways: Questioning, Making Links, Imagining, Reasoning, Capitalising,

Resilience - being able to lock on to learning: Absorption, Managing distractions, Noticing, Perseverance

Reflectiveness - becoming more thoughtful about learning: Planning, Revising, Distilling, Meta-learning

Reciprocity - being able to learn alone and with others: Interdependence, Collaboration, Empathy and Listening, Imitation.

Learn more about the 17 learning skills: click here (PDF)

Learn more about Building Learning Power (external link)

These skills are the basis of the school’s reward system and the
subject of a reflection session each week, when children look
back on their learning in and out of school.
Each class has learning detectives whose role is to spot others
exhibiting good learning skills.

Learning continues throughout life, so the children are learning
skills which will stand them in good stead for many years to come,
including in the workplace.
The key message is that ‘you can get better at learning’.
This approach creates children who are ready, willing and able
to learn. Fertile ground for teaching.

BLP drawing