At Rockmount Primary School, we aim to deliver our curriculum in the most memorable, exciting and effective way possible, where high standards are always sought and attention is always given to motivating children to be lifelong learners fulfilling their academic, moral, physical and spiritual potential. We teach and encourage a growth mindset approach, where children learn from their mistakes enabling them to become confident, independent and inquisitive.
Our curriculum is thematic, usually with a Humanities (History/Geography) driver, which includes an over-arching concept beneath which key vocabulary, knowledge and skills are organised. Carefully chosen texts are used within guided reading and English lessons, where possible, connected to the theme/topic.
The intent of our curriculum is what we expect pupils to learn in each subject at the end of each year. This has been informed initially by reviewing the national curriculum, specifying the key knowledge, skills and vocabulary pupils are expected to learn at the end of different milestones e.g. key stage/ year groups, translating this to long term planning for every year group, then medium term plans for each year group, subject progression documents, (followed by knowledge organisers where appropriate), which translate into teachers' weekly planning and daily lessons.
Over time, considering a changing context and world, our curriculum offer has grown and gone from strength to strength.
Please click on the links below to visit our year group curriculum pages:
In order to maximise the potential of pupils, we have subject leaders in position, responsible for quality and standards in that subject across the school. At Rockmount, we have grouped subjects together and allocated a senior leader and link governor so staff have the opportunity to work collaboratively, and build leadership capacity within one another. Having leaders appointed for each subject area, enables us as a school to ensure that when these areas are taught, that there is strong subject specific pedagogy underpinning the teaching of each subject.
In addition to securing strong subject specific pedagogy as underpinning the teaching of each subject, our subject leaders ensure resourcing, staff cpd, monitoring of quality and standards to inform planning, and consultations with pupils and parents take place regularly. Our subject leaders then present to the governing body during governor mornings in school - where governors receive feedback from each curriculum leader on the aforementioned points. This opportunity is key as it gives all governors a good discrete and holistic understanding of our curriculum, whilst also planning for succession; giving all leaders similar opportunities to senior leaders.
There is a fluidity of groups based on continuous formative assessment with half-termly summative assessment. Fresh Start is being used as a means of catching up with phonetic decoding and understanding skills. These children have been identified as needing this approach in order to help their reading process further.
Senior leaders in addition to subject leaders monitor lessons either via formal lesson observations, learning walks, or informal observation e.g. as part of our coaching approach.
Leaders regularly join school council meetings to consult with, and survey pupils, taking account their views in order to shape next steps and curriculum development.
External curriculum impact can be evidenced via statutory outcomes Rockmount produces but also in the way our pupils conduct themselves in and out of school and the knowledge and skills our pupils retain and apply.
Incorporating continuous provision in Key Stage 1 (KS1) fosters a dynamic and child-centred learning environment that promotes independent exploration, critical thinking and holistic development. By offering a carefully designed and flexible setting, we aim to ignite curiosity, encourage collaboration and cultivate a love for learning among our pupils.
Implementing continuous provision in KS1 involves creating purposeful areas of learning that cater to diverse needs, interests and learning styles. These areas are equipped with a range of resources, tools and activities aligned with the curriculum objectives. Staff act as facilitators, observing and guiding pupils as they engage in self-directed learning experiences. The continuous provision approach emphasises the importance of play, exploration and discovery, allowing children to make choices and take ownership of their learning journey.
Through this approach to learning, pupils develop into well-rounded individuals who exhibit increased confidence, independence and enthusiasm for learning. By actively engaging in a variety of activities in a stimulating environment, pupils gain essential skills such as problem-solving, communication and collaboration. Continuous provision not only enhances academic achievement but also nurtures creativity, resilience and a lifelong love for learning, setting a solid foundation for future academic success and personal growth.