Cherry Orchard Primary Academy
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Curriculum Statement

Curriculum Statement

Our curriculum at Cherry Orchard Primary Academy (COPA) has been developed to ensure all children acquire the basic skills in reading, writing and number as quickly as possible, so that they are able to become independent inquirers, taking full advantage of an engaging wider curriculum based around the International Baccalaureate Primary Years Programme (IB).

Through the IB curriculum, we challenge children to think for themselves as they begin to consider local and global issues, and acquire the knowledge and skills they will require to take advantage of opportunities, responsibilities, and experiences later on in life.

The curriculum is underpinned by the IB learner profile (linked to the Academy values) that identify the characteristics of a COPA student by the end of their time with us. We intend for our children to leave us as caring, active participants continuing a lifelong journey of learning, equipped with the skills they require to continue to thrive as they move on to secondary education.

Our curriculum can be best described through the areas of English, Maths, EYFS, and the IB Curriculum. The leaders of each of these curriculum areas work closely together to ensure that they are coherently planned and there is progress across year groups, and that children meet age-related expectations at the appropriate times.

Our curriculum will be mapped against the National Curriculum (as minimum benchmark) to ensure learners are exposed to a rigorous curriculum that progresses coherently both vertically and horizontally.  Alongside the academic curriculum pupils will be taught Personal Development Curriculum (including relationships and sex education) which is mapped out to be age appropriate and sequential meeting the needs of our learners.

As the school continues to grow in pupil numbers we will continue to have a greater than average number of children joining COPA various points throughout the academic year. Where these children join us at lower than expected starting points, or with additional needs, processes ensure that these children are provided with targeted interventions (both educational and pastoral) to aid them in acquiring the basic skills of reading, writing, and maths whilst still being given the opportunity to access our wider curriculum through additional support or adaptations made. In this way, we intend for all children to achieve to their full potential regardless of their background or their additional needs. Please refer to the Academy’s SEN policy for further details.

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