Valuing Every Achievement



  Mr Taylor



'We intend to see our children socially, morally and academically ready for the future.  All in equal measure but driven by the social and moral aspects. Our journey is as much about ‘how we approach our learning’ as anything else. Learning to learn is vital for our children. A thirst to learn from mistakes, ability to bounce back from difficulties, be resilient and be independent as against a culture of ‘learned helplessness’. This will prepare them for the challenges and opportunities they may face in their future and this can foster ambition and aspiration to be the person we hope they can become. We drive and celebrate the skills and qualities that will bring this about and attempt to develop a more rounded, inclusive and understanding view of the modern wider world.  Our children’s speaking, listening, confidence and presentational skills are absolutely paramount to all of this and we aim to develop these continually within a curriculum that is broad, well balanced and seizes the importance of our locality, creativity and ‘performing arts’.   


Geography has that ability to create a thirst for learning beyond the classroom and to entice our children to go and find for themselves. I see this as a subject where we can take our children into our unique coastline community and bring it to life. The children love to learn in this way, they tell us this, and we can foster that thirst to learn from our vision wholeheartedly through local geography studies. Equally by asking the children to go out and discover we immediately take away that culture of learned helplessness. We can ask any of our children an open question that they can evidence and explore through geography. Moral questions can be asked about sustainability and conservation and I want to see our children explore the questions between the power of nature and the effect of human influence or 'nurture' on places. Children love to ask questions: they simply want to know more about the modern wider world - our geography curriculum can deliver upon this and, at the same time, deliver our core vision.


I have been working with the senior leaders on our new curriculum and ensuring that the progression and coverage maps fit fully with the National Curriculum expectations and our vision. As all leaders have recently doing, I have identified 3 key goals that I wish to see as leader in our new curriculum design:

* our unique position on the west coast must be central to our curriculum studies - it is a prime local resource to explore. Bring the coastline to our children or vice versa!; 

* make our geography as practical as possible. This is a great opportunity for fieldwork outdoors - let's take that chance and ensure those planned activities are not two dimensional - specifically in our locally led topics;

* ensure that the key aspects of the geography curriculum demonstrate progression - being particularly careful with our map reading work and our knowledge of places around the World.

I really want to see how practical we can make our geography themes. We have an ideal locality and need to make the most of this within our new plans. Our children are also ready to be immersed in the precise terms we use in geography and we do not simply want the same few words to be used to describe their findings and observations. Let's get the terminology in there from an early stage - be challenging. Increase that vocabulary in tandem with the children's understanding.  After all 'dinosaur' could be a complex term but all of our children use it because they understand it. I want to see this approach taken to geographical terms in our new curriculum.

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