The school's curriculum development is driven by the idea of GOLDEN CIRCLE THINKING which is accredited to Simon Sinek.
Golden Circle thinking puts the WHY we do things, which is our SCHOOL VISION, as detailed below, as the driving force!
ALL children at Pilgrims' Cross CE (A) Primary School are LOVING, COURAGEOUS and TRUSTWORTHY so they will become TALENTED ROLE MODELS and MAKE A DIFFERENCE in God's world.
This vision has led to think about the HOW we do things, which in a school context, is the CURRICULUM.
At Pilgrims' Cross our curriculum is delivered through a series of wonderful LEARNING ADVENTURES.
We believe that through LEARNING ADVENTURES, created because of the why, we will achieve our WHAT which is that
Pilgrims' Cross is a TRANSFORMATIONAL SCHOOL!
(A transformational school means a school that transforms lives and enables children to go on and transform our world, by making a difference.)
So in summary...
Our curriculum is a series of LEARNING ADVENTURES (the HOW), designed because of our school VISION (the WHY) and our school will be a TRANSFORMATIONAL school (The WHAT).
For more information on Golden Circle Thinking please view the link below:
PILGRIMS' CROSS'S CURRICULUM
The school's curriculum is delivered through a series of wonderful LEARNING ADVENTURES, which are underpinned by the National Curriculum and the Early Years Foundation Stage Curriculum. Any changes to either will be incorporated into the school's curriculum.
LEARNING ADVENTURES are created based on the following beliefs re learning:
Learning must be adventurous and fun
Children need to be fully involved in their learning
Learning can take place anywhere
Children need great guides to learn
Children need to learn new things
Children learn in different ways
Learning is a personal process
Mistakes are essential for learning
Children need instant and accurate feedback to help them learn
Children will learn best when happy and emotionally safe
A LEARNING ADVENTURE is a series of meaningful, linked and interesting lessons that are planned (flexibly) to enable the children to learn new skills, consolidate existing learning, all heading for a shared meaningful learning destination. Learning Adventures are created through discussion with the children, rigorous assessment of prior knowledge and a lot of creative thinking on the part of the teacher (their Guide).
Each and every LEARNING ADVENTURE will consist of:
AN INTERESTING LEARNING DESTINATION
This is a challenging learning outcome that the children will want to achieve, which is relevant, interesting and also the next step in their development. All children have the right to reach the destination and not be left behind. These learning destinations are shared across the school with all members of our learning community including the children's parents.
A FLEXIBLE MAP
This is a planned map of the possible route(s) the children will take to reach the destination. This map will contain a variety of different stages (lessons) depending on what is being learnt at that time in the adventure. There is always flexibility in the map to incorporate the children’s interest, misconceptions or assessment of their progress towards the destination. The routes on the map will be changed (and even personalised) in order to ensure ALL children will reach the destination.
These are adults that guide the children during their adventures. Great guides will use an extensive range of techniques to guide the children to ensure they all reach the destination. You will see, during the learning adventures, guides instructing, questioning, feeding back, modelling, challenging and giving appropriate support (FEEDBACK). Guides may also give some children extra guidance if they are struggling with the adventure or struggling with basic skills needed to reach the destination. (Please see Appendix 1 for the Model of Feedback used in this school)
LEARNING ADVENTURE SKILLS
These are skills the children will develop and use during their learning adventures, these skills will include resilience, team work, communication and problem solving.
AN ‘UP FOR IT’ ATTITUDE
This is a positive attitude which ensures all children fully participate, take risks and talk about their learning adventures. This is developed by the guides during the learning adventures by creating a safe emotional and physical environment, built on trust, mutual respect and understanding the children’s emotional development, (THRIVE.) Guides may give individual guidance to some children if they have any difficulties developing an ‘up for it’ attitude.
Putting it simply, the children will be guided by GREAT GUIDES, to reach an INTERESTING LEARNING DESTINATION by following a FLEXIBLE MAP and developing a wide range of ADVENTURE LEARNING SKILLS and an UP FOR IT ATTITUDE along the way.
Within a year each year group will embark on many different LEARNING ADVENTURES and they may change from year to year as they are created in partnership with the children, each cohorts rate of learning and using the National Curriculum as their foundations.
LEARNING ADVENTURES last from a few weeks to a term, depending on the Adventure and the length of time the children can sustain their interest. Within a LEARNING ADVENTURE there will be many mini-learning adventures that focus on elements of Mathematics and English.
The English and Maths are taught through MINI LEARNING ADVENTURES which have specific Learning Destinations based on the children's prior knowledge and the Year Group End of Year Expectations. These MINI LEARNING ADVENTURES are linked to the half termly / termly learning adventure. This enables the specific English and Maths skills to be taught rigorously in a progressive manner in an interesting context. (There are some examples of these MINI LEARNING ADVENTURE on the Maths and English Pages below.)
For Year Group Learning Adventure maps which details the different Learning Adventures and the subjects they cover please visit the class pages using the link below.
For Subject Learning Adventure Maps, please see subject pages below, which detail the learning for each subject across alll year groups, which describes the progression in subjects and the key objectives for each year group.