Fleet Curriculum Principles - July 2019


    The Integrated Curriculum

    At Fleet the curriculum is planned and delivered through cross-curricular topic work. We aim for our curriculum to be creative and stimulating at all times and for it to ensure that the children really engage with and enjoy their learning in order to achieve high standards of academic attainment.

    Our children bring considerable and varied backgrounds of knowledge and experience to school and this is often not differentiated, at least in the child’s mind, into subject areas. An integrated curriculum provides a means of building on such experience and provides a vehicle to introduce children to important areas contained within subjects in a contextualised and integrated way.

    We want learning to be based on real experience and to recognise the importance of children’s independence and autonomy. Providing such experiences underpins our approach to curriculum planning.

    The topic overviews - topic letter and snap shot which is sent home every term (see link further down this page to see them) sets out the content of our school curriculum for each acdemic year. 

    Teaching and Learning Policy

    Curriculum Organisation

    Each class in the school focus on three topics (one per term) over the course of the year.
    At the beginning of each academic year, teachers use our agreed topic framework (click here) to decide on their three topics and map out the year’s work in each subject area, ensuring that full national curriculum coverage is attained. This topic framework was developed to accommodate the new national curriculum introduced in September 2014.

    Within each topic, teachers will plan to link as much of the learning as possible in each subject to the term’s theme. Of the three termly topics, it is usual for one to have a history emphasis, one geography and the third science.
    In terms of subject distribution this means that a class may cover, for example, a large amount of their year’s geography curriculum in the term when they are focussing on their geography based topic meaning less emphasis on the subject in the other two terms. Within this flexible framework, it is the teacher’s responsibility to ensure there is an appropriate balance and full coverage of each subject over the course of the year.

    The topics each term are driven by the English curriculum and much of the children’s writing and reading will use the topic subject matter as content while targeting the learning objectives set out in the English curriculum. Other areas of the curriculum will integrate to varying degrees in different topics and there are inevitably some parts that will not fit in appropriately with any of the three topics planned over the year. Teachers will then use their professional judgement on when appropriate to teach subjects (or parts of subjects) discretely at different points of the year. Subjects such as maths and physical education will generally be taught discretely and in parallel to the main topic focus throughout the whole year.

    Teachers are encouraged to come up with interesting and engaging names for each term’s topic and recent examples include ‘Extraordinary Explorers’, ‘Hop on Board’, ‘Raiders and Invaders’, ‘Wild About Animals’, ‘Sparks, Rhythm and Robots’ and ‘Active Planet’.

    For more detail on our current topics being taught in each year group use the link below.

    For more information on the Fleet curriculum contact the school office via the contact page on this website and they will pass your enquiry to the teacher who leads on Curriculum to respond.

    Current Topic Overviews

    Out-of-classroom Experiences to Support the Curriculum

    Throughout their time at Fleet, we aim to give the children a range of experiences beyond the classroom. Each class will participate in at least five outings, all linked to their current topic, over the course of a term to a range of galleries, museums, historical buildings and innumerable other places of interest. Obviously it is important that the children enjoy these experiences for their own sake but the key point is that the trips build on their learning in the classroom and help bring the curriculum to life.
    An added advantage of such outings is that they open the minds of the children (and often those of their parents and carers) to the variety of opportunities that both London and the wider world have to offer and how places such as museums and galleries are open and accessible to all.    

    Each class also perform a termly assembly, watched by the rest of the school and their parents and carers, in which they ‘showcase’ their current topic through song, dance, drama and presentation of learning.