Tavistock Church Schools Federation

Mission Statement
We strive to ensure that our children receive the very highest standards of education within
nurturing, distinctive Christian community. Our school values of Joy, Love, Respect,
Forgiveness, Self-Discipline and Truthfulness form the central pillar, running through all
aspects of school life and they, in turn, are framed within the two great commandments of
loving God and loving our neighbour. We recognise that all children are precious and
unique and celebrate the special talents that each person brings to our school, working in
partnership with home, parish and the wider community to help the children grow so that
they are able to follow in Gods footsteps.

Through our Curriculum we develop

Our Children

Are confident to explore ideas, to be independent learners, and enjoy taking on the
challenge of learning
Have strong values, sense of equality and have both the ability and desire to make
the world a better place for all
Show perseverance in learning
Make connections between what they have learnt, as well as connect what they
dont yet know with the knowledge and skills that they do have
Are able to make sense of the world both locally and globally
Look forward and back evaluate what they have done before and reflectively plan
next steps
Work collaboratively, showing ability to ask questions, negotiate and evaluate and
build on the responses of others
Show curiosity and creativity
Are engaged in their learning
Have a high esteem and understand that they can positively influence their futures
Secure high standards in all subjects

Our Curriculum and Teaching

Are rooted in the belief that all pupils should enjoy learning and can be successful
Inspire and challenge learners of all abilities and strive to remove any barriers
Allow teachers to use their deep subject knowledge and pedagogical skill to engage
children as partners in learning, acting quickly to adjust their teaching in response
to pupils needs
Develop childrens skills and mastery of areas of study so that they can apply what
they have learnt in any subject across the whole of their learning
Develop a sense of flow in lessons where pupils are able to work with autonomy
and skill so that they are motivated to produce high quality work
Excite pupils imaginations and emphasise the interconnectedness of learning
Promote independence of thought and creativity of mind through a wide range of
learning approaches
Provide high quality, timely feedback to both pupils and staff allowing all to better
understand how to further improve
Draw in parents as their childs co-educators, engaging them and increasing their
capacity to support their childs learning.
Form a Christian community which is concerned with the development of peoples
mind, body and spirit, and which nurtures a distinctive understanding of what it is to
be fully human

Our children sharing in the long term future of our community by planting a tree at St
Eustachius Church

How we deliver our curriculum

As with most schools in England we follow the National Curriculum, which sets out minimum
standards and breadth of study for each subject to be covered.

Our curriculum is one of skills and knowledge and is supported by Edison Learnings
Connected Curriculum. Through it we aim to enthuse the children, engage them in their
learning, enable all pupils to succeed and challenge children to excel. Our aim is that all
pupils experience flow in their learning where they experience the perfect balance of high
skill level and high challenge so that all pupils are able to show a high degree of autonomy,
engagement and, ultimately, success and enjoyment.

Overriding aims of the curriculum

Throughout all topics there is significant consideration given to how the children will develop
their basic reading, writing and numerical skills as well as a development of our core value
for the term. We have looked closely at the skills and key knowledge that the children should
develop so that they can become life long learners, and well rounded, adaptable individuals
that are prepared to achieve well in later life. It is also of vital importance that the children
develop a good understanding of the fundamental values of British life with an emphasis on:
Democracy
The rule of law
Individual liberty
Mutual respect
Tolerance of those of different faiths and beliefs

These are developed alongside our core Christian Values which underpin and are central to
all that we do in school and through which British Values are delivered:
Forgiveness
Respect
Joy
Love
Self Discipline
Truthfulness

Our approach to planning and delivering our curriculum is as follows:

Pre-learning Task/
Learning
conversation with
pupils (To allow
teachers to gauge
interests and pitch
work
appropriately)

Use Learning
conversation info to
plan cross
curricular learning
opportunities

Reflection
(assessment/ self
review)

Consider how to go
deeper with
learning (by linking
with Blooms)

Design a complete
learning experience
with end products
in mind +
exhibition/
performance etc

Map out the key

skiills/ values/
opportunities to
develop spiritulaity
needed to achieve
end product(s)

Consider the school/ local

Maximize application of
calendar and visitors to maximise
basic skills and pupil
links
autonomy

Constantly assess and feedback on

learning to challenge thinking and
understanding

Pre-Learning Task/ Learning Conversation

After considering the curriculum map and their main foci for the term but before completing
their medium term planning teachers complete a pre-learning task or learning conversation
with the children. This allows teachers to ensure that they pitch their planning so that it both
supports and challenges the children in their class. It also allows the teacher to share ideas
about the topic with their children and to allow them to express areas that they are interested
in that can be built into planning. It is important that this task is built on some knowledge of
the topic so that we are not asking children what more they want to find out about a topic
that they nothing about.

Planning and Teaching

Each topic starts with a big question or focus such as: Has there ever been a better time to
live? To ensure that the National Curriculum is covered in detail and depth each unit has a
key focus such as science and DT. English and mathematics, RE, PE and languages are
all taught discretely although there are often links to the topics and so teachers plan these
in.
Teachers work with the children to develop and deepen their knowledge, skills and
understanding through the topic and ensure that key knowledge and skills are covered to
allow all children to be enthused and engaged in their learning and challenged so that all
children can excel.
For more information about the way we teach please see our teaching and learning policy.

Reflection
At the end of a topic the teacher will undertake a reflection exercise with the children so that
they and the teacher can think about all they have learned, how they have developed as
learners and what they need to do to improve as learners. It also enables the teachers to
pick up and address any misconceptions with the children.

Curriculum Maps
We have a spiralling curriculum. This ensures that even though children may spend more
than one year in a particular class they will, in general, not repeat the same topic. It also
means that when children return to a topic area, such as in science, there is a clear
progression in expectations of knowledge, understanding and skills. Our curriculum maps
are published on the school website. Occasionally the school will have whole school topics
such as geography and history in the news.

Subjects covered and not covered as part of a topic

All National Curriculum subjects for each class are plotted onto a curriculum map and
teachers spend time considering how the different subjects can be linked under the key topic
title for the term. These are drawn together into a planning mind map with the main theme
of the topic in the centre and key outcomes around the outside. From this, teachers consider
the key skills and knowledge that the children will develop on their way to producing the main
outcomes.

Some areas of study or subjects may not lend themselves readily to be part of a thematic
approach and so these are planned for discretely with the same attention to deepening the
knowledge and skills that the children will develop in that subject during the term.

Curriculum Area summaries

Below are brief summaries for each of the subjects that we teach in school.

English
English is a vital way of communicating in school, in public life and internationally. It enables
children to learn how to express themselves creatively and imaginatively and to communicate
with others effectively. In studying English pupils develop skills in speaking, listening, reading,
writing (including punctuation and grammar) spelling and handwriting. Where possible these
skills are developed through linking the teaching of English with other curriculum areas.
Children are encouraged to read readily in school. We expect them to read confidently in all
subjects by the end of school and to share books with parents on a regular basis. When
reading children are developing fluency, understanding and a sense of reading for pleasure.
Our teachers use the Devon Units as well as other resources in order to deliver high quality
English lessons that allow our pupils to become fluent readers and writers. In EYFS and KS1
as well as for those children who need it in KS2 children are taught phonics. Phonics is
taught primarily through the Letters and Sounds materials although other resources may be
used to support the teaching. Read Write Inc. materials are used to provide intervention for
those children who need to catch up. A range of decodable and non-decodable books are
used with the children until they become fluent and are able to read freely.

Example of
persuasive writing
based on the text
The Day the Crayons
Quit by Oliver Jeffers.
Also shown is
example of how the
children receive and
respond to
constructive marking
in order to improve
their writing further.

Mathematics
Mathematics is a creative and highly inter-connected discipline that has been developed over
centuries, providing the solution to some of historys most intriguing problems. It is essential

to everyday life, critical to science, technology and engineering, and necessary for financial
literacy and most forms of employment. A high-quality mathematics education therefore
provides a foundation for understanding the world, the ability to reason mathematically, an
appreciation of the beauty and power of mathematics, and a sense of enjoyment and
curiosity about the subject.
Through our teaching of mathematics we aim that children:

become fluent in the fundamentals of mathematics, including through varied and frequent
practice with increasingly complex problems over time, so that pupils develop conceptual
understanding and the ability to recall and apply knowledge rapidly and accurately.

reason mathematically by following a line of enquiry, conjecturing relationships and

generalisations, and developing an argument, justification or proof using mathematical
language

can solve problems by applying their mathematics to a variety of routine and non-routine
problems with increasing sophistication, including breaking down problems into a series
of simpler steps and persevering in seeking solutions.
Children are given a daily maths lesson and they are also taught to see maths in other
subjects and indeed, all around them.

Children in Reception Class discovering how their maths skills fit into all sorts of other
curriculum areas in this case in designing, preparing and making healthy smoothies.

Science
Science stimulates and excites pupils curiosity about phenomena and events in the world
around them. Science links direct practical experience with ideas so it can engage learners
at many levels. During the teaching of science a strong emphasis is placed on helping

children to:

Develop an understanding of the nature, process and methods of science such as

predicting, estimating, measuring, fair testing, hypothesising, and drawing conclusions;

Knowledge and conceptual understanding of biology, chemistry and physics and

Understanding of scientific uses in the world around them.
Science is planned and taught in conjunction with the Connected Curriculum but, as a school
we have also made the choice to keep in some of the units of work that have been taken out
of the new National Curriculum for Key Stage 1 such as light, electricity and forces.

Computing
Computing is concerned with how computers and computer systems work, and how they are
designed and programmed. There are three main aspects of the computing curriculum that
we follow: computer science, information technology and digital literacy. Pupils studying
computing will gain an understanding of computational systems of differing kinds.
Computational thinking allows children to solve problems, work analytically, design systems,
and understand the power and limits of human and machine intelligence. Pupils who can
think computationally are better able to conceptualize, understand and use computer-based
technology, and so are better prepared for todays world and the future.
Computing is a practical subject, in which invention and resourcefulness are encouraged.
The ideas of computing are applied to understanding real-world systems and creating
purposeful products. This combination of principles, practice and invention makes computing
an extraordinarily useful and intensely creative subject, suffused with excitement.
We also ensure that our children are responsible users of ICT and know how to keep
themselves safe when on the internet and using social media.
The teachers plan work with the help of a scheme of learning called Switched On and through
guidance in the Connected Curriculum.

Religious Education (RE) and Collective Worship

RE is taught in accordance with the Diocese of Exeter Agreed Syllabus for RE and our own
scheme of work. Alongside Christianity, children study three other major religions, Islam,
Judaism and Hinduism.
We have daily acts of collective worship (assembly) that are led by school staff and
representatives of local churches. Once a week we have a family worship where we
celebrate the achievements of the children with family and friends. We have key services in
St Eustachius church.
Parents are able to withdraw their child from RE or collective worship but should discuss this
with the headteacher.

Design Technology (DT)

DT prepares children to participate in a world of rapidly changing technology. Everything we
use in our day-to-day lives from forks to food and hats to houses has been designed.
Finding out more about how these objects are designed and made helps children to make
sense of the world around them. By designing and making their own products, children learn:
practical skills, finding out how things work, making products that are useful and look good

and ways of thinking and working, like coming up with ideas, solving problems and working
as a team.
Through our teaching of design technology children learn to:
develop the creative, technical and practical expertise needed to perform everyday tasks
confidently and to participate successfully in an increasingly technological world
build and apply a repertoire of knowledge, understanding and skills in order to design and
make high-quality prototypes and products for a wide range of users
critique, evaluate and test their ideas and products and the work of others
understand and apply the principles of nutrition and learn how to cook.

Art
Art, craft and design embody some of the highest forms of human creativity. A high-quality
art and design education should engage, inspire and challenge pupils, equipping them with
the knowledge and skills to experiment, invent and create their own works of art, craft and
design. As pupils progress, they should be able to think critically and develop a more rigorous
understanding of art and design. They should also know how art and design both reflect and
shape our history, and contribute to the culture, creativity and wealth of our nation. We teach
art through key termly themes which are set out on our school subject and class curriculum
maps.
Through our teaching of art children learn to:
produce creative work, exploring their ideas and recording
their experiences
become proficient in drawing, painting, sculpture and other
art, craft and design techniques
evaluate and analyse creative works using the language of
art, craft and design
know about great artists, craft makers and designers, and
understand the historical and cultural development of their
art forms.

To support the planning and delivery of art lessons teachers

use a range of resources including the Suffolk scheme of
learning.

Foreign Language
French is delivered through termly blocked immersion projects. The main scheme that we
use is Niveau Bleu although teachers use other resources to support the teaching of
languages. Language teaching is performed through a wide range of singing, role play and
speaking and listening activities. Currently French is taught to the children in Key Stage 2.

History
In history children will gain a coherent knowledge of the past of Britain and the wider world.
The key areas developed through the teaching of history are chronological understanding,
knowledge and understanding of events, people and changes in the past, historical
interpretation and enquiry and being able to organise and communicate their findings. For
the younger children the historical themes they explore are related to their own experiences
such as homes, toys and the seaside.
Our aim is to ensure that we equip pupils to ask perceptive questions, think critically, weigh
evidence, sift arguments, and develop perspective and judgement. Our teaching of history
should help children to understand the complexity of peoples lives, the process of change,
the diversity of societies and relationships with different groups, as well as their own identities
and the challenges of their time.
KS1 children will learn about changes within living memory and beyond, as well as the lives
of significant characters and events, through work on topics like the change of toys over time,
and holidays now and in the past.
At KS2 children will be studying early British history (starting with the Stone Age) up to 1066
through a range of topic-based units, plus one aspect or theme of British history beyond 1066.
In addition they will learn about a range of early civilizations around the world, including one
non-European culture.
Teachers use The Connected Curriculum materials to help with their planning and will often
incorporate the use of school trips into their topic.
Geography

We believe that geography should fill pupils with curiosity and fascination about the world
and its people that will remain with them for the rest of their lives. In lessons we aim that
children develop knowledge about diverse places, people, resources and natural and human
environments, together with a deep understanding of the Earths key physical and human
processes. As pupils progress, their growing knowledge about the world should help them
to deepen their understanding of the interaction between physical and human processes,
and of the formation and use of landscapes and environments. Geographical knowledge,
understanding and skills provide the frameworks and approaches that explain how the
Earths features at different scales are shaped, interconnected and change over time.
We aim to ensure that children:

develop contextual knowledge of the location of globally significant places both terrestrial
and marine including their defining physical and human characteristics and how these
provide a geographical context for understanding the actions of processes

understand the processes that give rise to key physical and human geographical features of
the world, how these are interdependent and how they bring about spatial variation and
change over time

are competent in the geographical skills needed to:

collect, analyse and communicate with a range of data gathered through experiences of
fieldwork that deepen their understanding of geographical processes

interpret a range of sources of geographical information, including maps, diagrams, globes,

aerial photographs and Geographical Information Systems (GIS)

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communicate geographical information in a variety of ways, including through maps,

numerical and quantitative skills and writing at length.
Teachers use The Connected Curriculum materials to help them plan for geography.

Music
The teaching of music develops childrens ability to listen and appreciate a wide variety of
music and to make judgments about musical quality. They are encouraged to take an active
role in listening to, composing and performing music. As a school we greatly value the
contribution music makes to everyday life and strive to involve as many children as possible
in musical activities. The children in Key Stage 2 take part in a biannual show and in both
Key Stages children are able to have extra-curricular music lessons on either the violin,
guitar, ukulele or piano. There are opportunities for children to attend concerts. The school
runs a choir for KS1 and KS2 and also benefits from whole class instrument lessons for
example in 2015 all of the children in year 5 and 6 learned to play the violin for a term before
hosting a concert for parents. Music is taught using a range of resources such as Music
Express and the Connected Curriculum.

Parents watching some of our violinists

Personal, social and health education and citizenship

PSHE&C helps to give pupils the knowledge, skills and understanding they need to lead
confident, healthy independent lives and to become informed, active and responsible
citizens. Circle time is an integral part of the PSHE&C teaching when children are able to
express their views and opinions on concerns they may have. Drugs Education and Sex and
Relationship Education are part of PSHE&C teaching. Social and Emotional Aspects of
Learning materials, along with materials from Health for Life, Devon Scheme of Learning and

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the Connected Curriculum form the basis of teachers structured planning and they also
respond to issues that are revealed in the class worry box or other issues that arise during
the school day.

Some of our children on their arrival at Paddington Station during their Year 5
residential trip to London

Forest School
The philosophy of forest schools is to encourage and inspire individuals of any age through
positive outdoor experiences. Each week the children in different classes have a forest
school session where they enjoy cooperation games whilst learning a great deal about the
outdoors and taking part in construction projects, problem solving and the occasional toasting
of marshmallows over an open fire! We aim to do forest school whatever the weather.

Physical Education (PE)

In PE children develop their physical competence and confidence as well as their ability to
perform in a range of activities such as gymnastics, games, dance, athletics and swimming.
PE provides opportunities for children to be physically active for sustained periods of time,
creative, competitive and to tackle challenges as individuals, groups and in teams. It also
promotes positive attitudes towards active and healthy lifestyles. We aim for children to be
able to experience a wide range of competitive situations and excel in an activity that is suited
to them. We aim to provide extra-curricular clubs that allow children to excel in team sports
or individual sports depending on their preferred style. During our residential trips children
take part in a wide range of outdoor and adventurous activities.

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