Great Orton Primary School is situated approximately five miles outside the city of Carlisle in a rural village setting of Great Orton. The school has educated children from the local and surrounding communities since 1859. There are currently 26 pupils on roll and is made up of two mixed age classes - Reception / Key Stage 1 and Key Stage 2. The school has a predominantly, White British demographic.
Set in lovely wooded grounds, the school has been extended over the years and now includes a hall, EYFS outdoor facilities, vegetable garden and a wildlife area.
At Great Orton Primary school we have designed and implemented a curriculum that is both immersive and progressive. We use a carefully planned model, with both breadth and depth, that is highly relevant and purposeful, exciting for both staff and pupils and that truly broadens pupils’ outlook and views by promoting global perspectives, as well as raising aspirations.
We aim to offer active, challenging and inspiring learning opportunities, highlighting human creativity and achievement. We strive to help our pupils realise the full potential they have to achieve and succeed, not just at school, but as educated citizens within their own community and on a wider global scale. We want the pupils’ learning to be more ‘outward-facing’, enabling them to become well-rounded and happy individuals who not only care about themselves, but about others and the environment.
Our curriculum is designed to develop resilient, independent learners who can retain and apply their knowledge and skills appropriately.
Rationale for Implementation
We use Dimensions ‘Learning Means the World’ Curriculum as the main vehicle for achieving our outlined intent, with a view to providing a meaningful, inclusive curriculum offer.
The ‘Learning Means the World’ Curriculum is underpinned by four highly relevant world issues, known as the four Cs:-
We believe that effective use of language is a life skill and helping our pupils develop their oral communication is a priority for us. We want them to be able to use language to argue, reason and explain their thinking.
In order to do this, we have a focus on vocabulary across the school, enabling them to share and value their own and each other’s ideas and learning, knowing that their opinions matter. We also want them to be able to express their thinking and reasoning clearly in
discussion, by encouraging collaboration and the exchange of ideas, with a focus on social interaction and conversational skills.
We want our pupils to fully appreciate and embrace diversity by learning about, celebrating and developing an understanding of a range of different cultural and faith heritages.
We want to break down barriers and challenge stereotypes, teaching them to value difference, understand the roots and importance of cultural heritage and behave in a respectful and tolerant way towards others, regardless of faith, ethnicity or background. We actively and explicitly promote cross-cultural friendship, respect, tolerance and understanding through ‘Learning Means the World’.
Living and learning together in such a small close-knit community means we need all our pupils to have a real awareness of how their behaviour affects others and how important positive relationships are throughout life.
We believe an understanding of responsible, respectful behaviour is an important aspect of learning. Realising that conflict is part of life and a core feature of our world. We want our pupils to recognise the impact that conflict can have on relationships at a personal, local, national and international scale. We want our pupils to know how to cope with conflict, whenever it may arise, reacting in a constructive, timely manner.
We are situated near a nature reserve, with wind turbines positioned locally and a solar farm and are looking now to embed sustainability throughout our curriculum using ‘Learning Means the World’. We plan to make better use of our grounds and local facilities, developing an outward-facing attitude of stewardship in our pupils. We want our pupils not only to be more informed about sustainability issues, but to care passionately about our world and to engage actively in conservation issues as good stewards now and in the future, enabling them to become positive and active agents of and agents for change.