At FCIA, we prepare children for a lifetime of learning.  As such, it is vital that they are given solid foundations upon which to build future knowledge and skills.  We use Development Matters in EYFS and the National Curriculum in KS1 as a basis for our bespoke curriculum.  Having consulted with stakeholders during our curriculum consultation, we identified six key 'drivers' that shape our provision:  Wonder, Depth, Curiosity, Mistakes, Potential and Independence.  These drivers meet the needs of our children and match the aims and aspirations of our staff, parents and governors.  They inform how we approach the planning, delivery and evaluation of all that we do.

Wonder

We make learning engaging, creative and FUN!

We plan whole-school topics based on children’s interests and draw them in further with immersive, experiential learning opportunities such as ‘Buzz Days’ and trips.

Learning in school is meaningful, practical and hands-on whenever possible. It is by no means confined to the classroom; we take it outdoors too!

We celebrate our learning together at the end of each topic with a whole-school event.

Depth

We use the ‘Mastery approach’ to ensure that our children have a secure and deep understanding of skills and concepts. This is particularly evident in subjects such as Maths, each lesson of which has three planned stages:

Do It

Secure It

Deepen It

This approach ensures that children really understand a concept and can apply their skills in a range of contexts, which builds a solid foundation for future learning.

Potential

Our inclusion provision enables every child to ’Aspire and Achieve’. We ensure that our provision addresses the individual needs of each child, who might:

· Need a little bit of extra support to make progress in their learning, as part of ‘Quality First Teaching’

· Have a Special Educational Need or a Disability

· Be in receipt of the Pupil Premium Grant

· Have English as an Additional Language

· Receive pastoral support from our Family Support Worker

We seek to remove barriers to learning and put support in swiftly to ensure that children feel safe, happy and ready to learn.

Curiosity

We use Philosophy for Children (P4C for short) as a tool for children to develop speaking, listening and questioning skills.

P4C can support discussion in subjects across the curriculum, in addition to stand-alone lessons or ‘Philosophon’ days.

Children demonstrate our Christian Values when they are respectful, friendly, trusting, forgiving, truthful and courageous when taking part in discussion in a small group or as a whole class.

Mistakes

Our Pets of Yet are our Growth Mind-Set tool. They help the children to be great learners.

Can-Do Cat believes in himself and his ability to learn and develop.

Bounce-Back Bunny shows resilience when she recovers from mistakes.

Have-a-Go Hamster overcomes his fear of failure to tackle new challenges.

Trying Turtle perseveres and keeps trying, even when learning is tricky.

Positive Parrot is proud of herself when she achieves her goals and reflects on what helped her to get there.

(Please see the Growth Mindset section of our website for more information.)

Independence

We believe that children learn best when they choose to learn! Our play-based, exploratory approach in the Early Years and Reception develops into what we call ‘Continuous Provision’ in Years 1 and 2.

At times, children work in small groups with adults, at other times, they are free to explore the learning environment, which has been carefully set up by teachers to ensure comprehensive coverage of the Key Stage 1 curriculum.

Zoned areas of learning, such as Writing and Role-Play, are available continuously and ‘enhanced’ with topic-related books and resources, suggested
activities and details of key skills to be practised.

Adults support children to access their learning in this way and can address misconceptions or take learning deeper with skilful questioning.

This all leads to the spiritual development of our children through:

Ourselves

We are given opportunities for stillness, reflection and prayer with our class reflection areas, communal prayer spaces and during daily Collective Worship.

We develop resilience, courage and perseverance by embodying the ‘Pets of Yet’.

We express our thoughts and feelings with art, music and dance.

We take part in P4C discussion that helps us to formulate and articulate our ideas and opinions.

We have faith in ourselves, in each other and in those who look after us, including God.

We believe that we are worthy of God’s love.

Our Relationships

We reflect upon the teachings of the Bible to help us understand  how we might lead our lives as Jesus did, who commanded us to ‘Love your neighbour as you love yourself.’ Matthew 22:39

Our Christian Values inform how we treat one another and how we develop positive and nurturing relationships. We value other people’s lives and their worth.

Our PSHE and Relationships education helps us to understand and celebrate individuality and diversity.

We are part of a wider community; we reach out into our local community and welcome them in, for example with Chestnut Court and St. James’ Church.

Our position within DGAT and close links with the Junior Academy, the Quedgeley Learning Community and the Gloucester Schools Partnership enables practitioners to share outstanding practice and ensure the best possible outcomes for a whole community of children.

Our Place in God’s World

We praise God through song and prayer in daily Collective Worship, in which we also reflect upon scripture and what it means to be one of many Christians.

We belong to the Field Court family, with shared experiences and common values.

We respect God’s creation when we learn in an about nature and the world around us. We learn about global issues such as climate change and strive to make a difference, understanding the worth in God’s world

We explore cultures, religions and beliefs that are different to our own and find shared ideas and values that link us all.

Overview of Learning

Our topics have been set up based on the consultation with parents and children and may change year on year.  

Should you wish to find out more about our approach to the curriculum, please speak to our Deputy Head, Mrs Smith who is our Curriculum lead. 

We are also committed to promoting British Values;