Our Curriculum

Our curriculum is bespoke to us and is driven by the fact that we want children to leave the Mill secure in their own identity; familiar with their own community and sense of family; and have a real sense of opportunity as they leave us to continue their education.

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Core principles

  • Identity – What type of person do I want to be?
  • Community – What type of community do I want to help develop and how can I do that?
  • Opportunity – What opportunities are out there and how can I open them to me?

 

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In addition to Writing, maths, reading, science, PE and Art, described on the other pages, we run an outcome driven curriculum. These units contribute to helping the pupils play an active part in our school and the wider community. They help to engender a confidence in their own ability and their own learning which we believe is core to their future success. Children enjoy these opportunities to reach beyond their expected goals and enjoy sharing their achievements and applying their skills and knowledge to other aspects of their learning.

These units help to build a successful move in to Key Stage 3, increasing confidence and preparing them for study at GCSE.

Room 13

Room 13 is our student run art based studio. Each year group should run a 6 week brief on the principles of Room 13 (independence, entrepreneurship, persevering with a piece of work) using the skills they develop in Room 13.

Games, including one card game

Family is important to our philosophy, as is the tradition of card playing and sharing games with families. In one term every year children will share games or learn a game and we will encourage them to play and create games with others.

Community

Each year group looks at an aspect of our community and develops their project management skills in order to effect change, engage others or improve our school life in some way.

History – London

Our history curriculum is modelled on the secondary set up for history, looking at studies over time and in depth and by theme. We are close to London and have deliberately modelled our history through studies int he city. A wider thought of opportunity here is that we want our students to feel knowledgeable and comfortable with our capital city and the opportunities it offers and may offer int he future. We study this in the summer term all at once and the whole school goes to London for a day trip towards the end of their topics. This further embeds the learning and the experience and adds to the sense of community. it also encourages wide discussion in the home!

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Core principles

These core principles run through our school in all our curriculum studies. They drive how we want our children to think, behave and how we want to shape their beliefs.

THESE ARE THE BIG QUESTIONS . . .

Community

  • What community have I grown up in?
  • What family community do I have?
  • How do I contribute to the school as a community?
  • How can I contribute to the wider community?
  • What creates a community?
  • What type of community do I want to help create and what do I do in it?

Identity

  • Who am I?
  • What do I believe?
  • What makes me, me?
  • Where do I get my beliefs?
  • What type of person do I want to be?

Opportunity

  • What opportunities are there out there in the world?
  • What do I need to experience to understand the options open to me?
  • How can I use my knowledge and skills to open doors?
  • What opportunities do I want to make and what experiences will help me make them?

Box set curriculum

If you liked this then you might like this – we write to your child if they particularly excelled at a topic in order to point them in the direction of new opportunities or new learning.