All staff at Eastcote are committed to providing pupils with an exciting and flexible curriculum which is developed around our pupils interests and needs. Everyone is involved in it’s development with the shared aim of ensuring pupils at Eastcote are independent thinking, enthusiastic and resilient learners.
Our core values, Aspire, Learn, Love are at the centre of the curriculum and guide the school in it’s daily activities and long term planning.
Our thematic cross-phrase curriculum means that children can make real connections in their learning. Pupils and teachers enjoy immersing themselves in their new topics; creating rich, memorable experiences. Yearly, the curriculum is reviewed and updated taking on board pupils’ and teachers’ ideas whilst ensuring a clear progression in subject knowledge and skills are maintained.
Key to our curriculum is our focus on developing the whole person and promoting the fundamental British values. One way we facilitate this is through our enrichment activities, such as enterprise week, book days, school trips, visitors, moral debate assemblies and multi-cultural days which we evaluate yearly. This year we have decided to include new events such as arts day and committees day.
We pride ourselves on our confident and articulate pupils. We believe that our Kid’s Committees (which every Key Stage 2 pupil is a member of); our house system; our peer mentoring , playground buddies and PE leadership programmes all feed into creating strong pupil voice at Eastcote
If you would like to view a class year plan please look in the Learning Zone and click on the link but if you would like more information please do not hesitate to contact the school office.
At Eastcote we are keen to encourage children to enjoy learning and develop a commitment to it. We have long felt that homework does not contribute much to children’s learning and recent research backs this up, showing that the effectiveness of homework depends upon the reasons it is given, the nature of it and the age of the children involved. Surprisingly, there is evidence that for primary aged children some kinds of homework may actually be damaging to their education.
There are reasons suggested for this, the most persuasive of which are:
Now there is good evidence that some activities pursued at home are beneficial, nothing more so than reading, which could potentially boost children’s educational progress significantly. So this is what we would like to encourage you to keep on doing (and all the following applies to all children at primary school):
All of this will help strengthen children’s fluency, develop their comprehension and foster a love of reading, hence we are giving this the highest priority.
Other things are worthwhile, particularly helping children learn their multiplication tables and spelling patterns and following up learning in school where a child’s interest has been sparked.
Beyond this we would recommend:
The policy we are planning to adopt, which we believe will be of great benefit to the children, will emphasise the importance of learning, and so we will call it “Home Learning” rather than homework.
Reading will be at the heart of it together with the learning of multiplication tables and half termly spelling lists.
As an example of what else we may give to children, in years 5 and 6, they will be given a home learning choice, one piece to be chosen from a list of possibilities once or twice every half term. This will be linked to learning going on in the classroom and will give children the opportunity to pursue learning according of their own choice and present it in ways that they feel appropriate. This will not be formally marked, rather, at the end of every two weeks, children will have the opportunity to share their learning with the class.
Feedback from parents is always welcomed.