Our Mission Statement
With the co-operation and support of parents, staff and governors, we are committed to being a caring andinclusive school. We aim to deliver a world class education where learning and teaching are exciting, challenging and creative within a safe, nurturing environment. We endeavour to promote self-esteem, independence, resilience and self-motivation. We aim to assist pupils in developing skills to become independent life-long leanerswho will succeed and contribute responsibly in the global community.
Our curriculum has been developed to : promote understanding, fairness and respect for other people’s race, beliefs and cultures create a happy, safe, caring school with equal opportunities for all provide a world-class creative curriculum which inspires and motivates young people develop lively, enthusiastic enquiring minds who are able to work independently and solve problems and enable our pupils to feel pride in their efforts and develop confidence, resilience and resourcefulness enable pupils to achieve high standards in all aspects of the curriculum and help pupils to achieve their true potential, promote positive relationships, excellent behaviour and polite, well-mannered pupils develop a healthy life style, where pupils are encouraged to make informed choices
Our curriculum based around Cornerstone’s curriculum is a broad and balanced, knowledge-rich primary curriculum. Its content is delivered through a range of subject-specific projects, which are planned over 6-8 weeks.
- Subject-specific projects cover Art and Design, Design and Technology, Geography, History and Science.
- Computing and Music are based around Kapow’s curriculum
- PSHCE, RE and PE is based around Twinkl’s curriculum
For further information or to discuss aspects of the curriculum please contact Mrs Jones (Headteacher)
Understanding the Structure
Cornerstone’s curriculum has four structural tiers. Each tier builds on the previous to create interconnected layers. These interconnected layers provide a robust framework that ensures connectivity across the curriculum. The tiers of the curriculum structure are set out in the diagram below, and explained in the following paragraphs.
Tier 1: Big Ideas (global aims)
The curriculum is led by 10 central Big Ideas. These Big Ideas are the overarching aims of the curriculum. They were conceived by careful analysis of the national curriculum subjects, drawing out common themes, which then, through a period of refinement, became our Big Ideas. These Big Ideas and their intentions are set out below.
Tier 2: Subjects (aspects and concepts)
Cornerstone’s curriculum uses the terms ‘aspects’ and ‘concepts’. An aspect is a particular part or feature of a subject, and a concept is an abstract idea within a subject.
In the curriculum structure, each Big Idea is directly connected to the curriculum subjects, which have the relevant aspects or concepts through which the Big Idea can be delivered. For example, in geography, the Big Idea of Humankind is connected to and delivered through the geographical aspects of Settlements and land use and Human features and landmarks. In history, the Big Idea of Humankind is connected to and delivered through the historical aspects and concepts of Everyday life, Hierarchy and power, and Civilisations.
The diagram below shows how the Big Idea of Humankind is linked to each subject via its aspects and concepts.
Tier 3: Programmes of study (national curriculum coverage)
To ensure coverage of the national curriculum, each subject aspect or concept is then matched to the relevant programmes of study. Across the curriculum, there is full coverage of the programmes of study for art and design, design and technology, geography, history and science. The diagram below shows an example of how Tier 2 leads into Tier 3.
Tier 4: Progression framework (knowledge and skills statements)
In Tier 4, programmes of study, aspects and concepts are broken down into smaller component parts or ‘chunks’ to form a cohesive progression framework. The progression framework runs from Nursery to Year 6 and includes knowledge and skills that children need to know and be able to do in order to make progress through the curriculum.
|Knowledge||Specific facts or truth components that include substantive and declarative statements|
|Skill||Application and use of composite knowledge. Skill statements will often contain implicit, procedural and disciplinary knowledge|
Teachers may decide, at a lesson level, to adapt or refine the individual statements even further. A teacher may decide to do this to create a series of smaller stepping stones to support learning for individual children or groups of children. However, schools are not advised to do this for all statements. The progression framework is more than sufficient to set out the learning pathways for an ambitious, broad and balanced curriculum.
Organisation of curriculum content in Cornerstones Curriculum
The structure of the curriculum provides a robust framework on which to build deliverable content. The content is delivered through a range of broad and balanced, knowledge-rich projects. The knowledge and skills statements provide the foundation for, and are directly linked to, the sequential lesson plans and resources within each project. Each project follows the Cornerstones pedagogy of Engage, Develop, Innovate and Express.
Our long-term plans below set out the projects for each year group and term. Projects are organised to maximise meaningful links between subjects, aspects and concepts.
Sequencing of subject content
In Cornerstones’ Curriculum, the national curriculum content is organised into projects. Where the curriculum has been split into year groups, we have organised our content in the same way. For other subjects, we have made decisions about the placement of content based on subject schema and the interconnectivity between subjects.
See our subject overviews for an explanation of how individual subject content for Art and Design, Design and Technology, Geography, History and Science are sequenced across Curriculum 21- 22.
See our subject overviews for an explanation of how individual subject content for Computing, French, Music,
PE, PSHCE, RSE, RE and British Values in PSHCE are sequenced using a variety of other resources to meet the needs of Ratby’s children and local community.