At Aspley Guise Lower School we follow the National Curriculum and ensure our curriculum:
Is inclusive, ambitious and adapted, designed and developed for all pupils including those with special educational needs and/or disabilities and disadvantaged pupils.
Is well constructed with specific and appropriate content and coverage; clear endpoints; clear sequencing of the content and develop lifelong learners.
Incorporates the values of the school that include respect, resilience, curiosity, engagement, emotional awareness and to be excellent citizens.
Is broad and balanced and is relevant to the 21st century promoting academic, physical, creative, social, emotional and spiritual development. In recognising that our pupils are "Millennials" or "Generation Z/ GenZ" (or even "Generation A"!), we also understand that they will grow up with technology as integral to their lives. To that end, all our children from Year 1 up have their own personal device in the classroom to assist them with their learning.
Enhances all pupil’s knowledge, skills and understanding across all subjects with a cross curricular approach. Provides pupils with excellent skills in reading, writing and mathematics, which form the cornerstone of lifelong learning.
Is vibrant, through the use of themed events to stimulate the pupils and enable them to develop and apply the skills learnt in a new and different way.
Is subject to regular review to meet and anticipate the needs of the pupils, the demands of society, the requirements of the National Curriculum and the wider curriculum.
The Human Givens
Underpinning our curriculum offer is our commitment to developing the Human Givens as part of our school life.
The school’s strapline is “Growing Together, Aiming High” came about after consultation with staff, pupils, parents and governors. As the consultation process was unfolding, what became clear was the importance of community in everything we do. The principles being identified resonated with Griffin and Tyrell (2004) who identified the “Human Givens”, emotional human needs that if met, allowed the individual to flourish.
In line with the principles of safeguarding, it is our duty to ensure that everyone in the school is safe. But it’s more than that; it’s about children knowing that they are safe. To that end, our staff work very hard to establish excellent relationships with our pupils. Each classroom feels like a home. Children know that they are valued and that we’re all learning - getting things right and wrong- without judgement.
Attention (to give and receive it)
Everyone should have times when they are the focus of another’s attention. In the classroom teachers work to ensure children are given time- mostly connected to ensuring learning is progressing, but also sometimes just to show they are valued.
On Friday in sharing assemblies, pupils are given praise for their individual efforts in working towards our school values, for growing their brains and for individual achievements.
Sense of autonomy and control
We all like to be able to “get on.” To that end, teachers take time to ensure learning is differentiated and that the whole community of learners can engage with the learning process at their own level. A range of differentiated activities are provided and learners can choose the activity that best suits them. Children (like adults) don’t always choose wisely; when that happens the teacher will discuss the child’s learning with them and the reasons for their choice.
Feeling part of a wider community
Everyone- children, staff, parents and governors, are a part of the Aspley Guise family. Children are obviously in their own class. However, everyone has their own house. We have four houses, named after the saints of the United Kingdom. All staff and pupils have their own house badges and wear them with pride. The house cup is awarded each week. We have regular house competitions. We also have opportunities for children to be with the children in their house when we have “Growing Together” time, on a Friday afternoon. Growing Together time is when we all stop and spend time having fun- this may be teacher directed or child directed.
As a village school, we are also an important part of the wider local community. To that end we are involved in local community projects. E.g. local scarecrow festival, planting bulbs for the parish council, singing at the church fete and village hall for the elderly.
Beyond this, we recognise that we are a part of a worldwide community. To that end we regularly support national charity events. Our curriculum also recognises that we are custodians of our planet. To that end we are working towards developing our Eco-school status.
In a busy school, this is a little difficult to achieve. However, every child has their own tray to store their personal items, their own peg in which to store their P.E. bag and outdoor garments. We have breakout spaces around the school where, if appropriate, children can work quietly supervised by an adult. We also have beautiful grounds where, if needed, children can go to have quiet time.
Sense of status
Children are all valued members of their house and class. In line with the behaviour policy, children are praised for their efforts in the classroom. Moreover, over the course of the year, every child will have the opportunity to be praised in the school’s Celebration Assembly.
In the classroom, over time all children will have assigned roles to fulfil. This may be something as simple as taking the register or being the light monitor. As children get older, these responsibilities develop- we have school council members, sports leaders and our older pupils support the reading of our younger children.
Meaning and purpose
We all need to have a meaning and purpose to what we do. If not, we cease to see a reason for doing it. In our work with the community, we seek to help others. In our work in the classroom, it is because there is a product to create (and often to share with others). E.g. in English, we’re writing a story to share with others. In Art, we’re creating a new display. In computing, we’re writing a game to play.
Our Values Curriculum
As part of our desire to see our pupils grow up as well rounded moral citizens, we have our own values curriculum that is taught through assemblies and then reinforced in the classroom.
There is much content in our Curriculum section about what we do. However, if you have further questions about our curriculum offer, please contact your child's class teacher or get in touch with the school office.