Curriculum
Intent
Our curriculum is built upon our school vision - 'To love our neighbour, enabling everyone to shine and make a difference in the world'; which is demonstrated through our chosen values of love, courage and service. It is grown from and pertinent to the strengths and needs of our children, family and community and begins with the Bible story of 'The Good Samaritan', from which our vision has grown. It is based upon the context and needs of our pupils' local area, in line with government requirements and educational research.
Our curriculum contains a number of 'curriculum ribbons';
- community & heritage
- spirituality
- diversity
- wellbeing
- dreams and aspirations
- enterprise.
Our ribbons ensure enriched opportunities for our children within our curriculum, enabling them to shine personally, spiritually and academically. Our curriculum is ambitious, enabling our children to be well-rounded individuals, who are the voices of the future, making a difference in the world.
Our curriculum aims:
- To develop the whole child through embedding knowledge, skills, understanding and positive attitudes so that they can shine and have the courage to make a difference in the world
- To be broad, balanced and have clear progression in subject knowledge and skills
- To be filled with rich first-hand purposeful experiences
- To contribute to spiritual development
- To value diversity and individuality
- To be flexible and responsive to individual needs and interests, their community and heritage
- To embed the principle of sustainability
- To promote the value of service and the difference this can make to their lives and the lives of others
- To have an eye on the future of our pupils and their needs as future citizen
- To promote independence and entrepreneurial thinking
- To promote ‘big ideas’, dreams and aspirations – the potential to shine and make a difference
- To encourage the use of environments and expertise beyond the classroom
- To make meaningful links between areas of knowledge across the curriculum and the major issues of our time
- To have a local, national and international dimension
- To foster a love of literature
- To immerse pupils in rich vocabulary
- To embrace metacognitive science approaches to ensure knowledge sticks
Implementation
Our ambitious curriculum is implemented through successful subject leadership and secure subject knowledge.
Subject leaders are given training opportunities to keep developing their own subject knowledge, skills and understanding so they can support curriculum development and their colleagues throughout the school.
The school is well resourced in terms of learning materials, books and technology.
Specialist teachers and external providers are used to enhance and enrich the delivery of some curriculum areas, e.g. PE and music.
All curriculum subjects have their own statements of Intent, Implementation and Impact. These can be found on each curriculum subject page.
Our curriculum is structured as follows:
| EYFS - Where it all begins! The foundation of our curriculum |
| Year 1 - Single age plan |
| Year 2- Single-age plan |
| Year 3&4 - Mixed-age plan over a two-year cycle |
| Year 5&6 - Mixed-age plan over a two-year cycle |
Lesson Design:
Our lesson design uses a metacognitive approach and follows a research-based approach to learning and recall.
- Each lesson begins with a review of previous learning (3 things)
- New material is presented in small steps
- Questions are asked and pupil response nurtured
- Models are provided
- Pupil practice is guided by the teacher and support staff
- Pupil understanding is assessed using assessment for learning strategies
- Pupils access lessons and succeed
- Scaffolding is provided when necessary
- Independent practice is essential
- Pupils engage in and review their learning
Learning recall take place in every lesson; at the beginning and end of a new unit of work and daily, where previous learning is revisited through quizzes and questioning.
Impact
We measure the impact of our curriculum in the following ways:
- Analysis of data and performance in statutory assessments (Year 1 Phonics Screening Check, KS1 SATs and KS2 SATs);
- Analysis of school performance at the end of each key stage compared with national and local data;
- Analysis of data and performance in termly tests (Reading and Maths);
- Analysis of data and teacher assessment in Writing (termly);
- Using a range of assessment and analysis strategies: moderation of work, pupil progress meetings, assessment and data tracking;
- Subject leader reports for Governors;
- Annual reporting of standards across the curriculum
- Subject leader and link Governor monitoring evidence;
- Through external curriculum reviews and audits;
- Pupil voice exercises using evidence, when available, where pupils are challenged to recall their knowledge and discuss what they have been learning about in current, recent and previous learning;
- Work scrutiny;
- Moderation of pupil work across the school and with other schools;
- Parental feedback: parents’ evenings, parent workshops, open mornings, informal meetings and parent surveys; and
- Through use of digital evidence.
curriculum meeting website.pdf