High-quality provision for all
Thriving children. Engaged parents. Skilled staff. Remarkable outcomes.
Please click below for a one page overview of our curriculum offer.
Our curriculum offer to pupils, includes - but is not limited to - our commitment to delivering a range of broad and balanced subjects. These subjects will be supplemented by curriculum enhancements geared towards our intended outcomes stated in the impact section. We make a commitment to upholding a truly broad and balanced curriculum even when there are competing pressures upon the timetable.
In the words of the late Sir Ken Robinson, “Many highly-talented, brilliant, creative people think they're not, because the thing they were good at at school wasn't valued.”
- The key knowledge, skills and vocabulary that pupils will gain at each stage of their learning is clearly set out for each subject in our progression documents. Skills are organised into strands for each subject and build upon what has gone before.
- These progression documents set out the end points for pupils within each subject. End points that children are working towards are also clearly planned for each individual unit of work (e.g. for that half-term). End points are also clear for the collective skills, knowledge and vocabulary in our themes of learning.
- Our curriculum is unique to our school and its locality. The Our Local Area theme of learning is a good example of how the curriculum has been adapted for our children. The development and application of a broader, wider vocabulary is a particularly important goal that we are focusing on in the curriculum. The Curriculum Enhancements that we offer (e.g. a focus on Equality & Diversity & Cultural Capital) are also important for us as we try to best meet the needs of our children.
- The impact of the Covid-19 pandemic has meant that some intended learning in the previous cycles has been affected. This is factored in to our curriculum planning and necessary adjustments are made.
What we have tried to guard against is cramming too much into our curriculum. Having reflected on our first two cycles of learning since 2019, we have made choices about what content to take out. This 'less is more' approach is explained by Mary Myatt
“When we are clear about our priorities, namely deepening learning, it becomes easier to resist temptation to offer them more, when in fact less is needed. What are pupils are going to create, in terms of meaning, understanding and showing their knowledge as a result of this?”
The long-term planning of curriculum content and medium planning of individual units aims to follow a 'less is more' approach.
These are the ways in which we try to ensure the intended curriculum has its desired impact. A key focus for is on developing pedagogy to improve quality-first teaching and learning. As a result of our ongoing CPD you should expect to see the developing application of Cognitive Load Theory and Rosenshine's Principles of Instruction as we seek to become more effective teachers.
Effective pedagogy is also underpinned by other functions (e.g. behaviour, assessment, technology, parental engagement).
Ensuring that children read at an age-appropriate level with fluency will help them to access, understand and enjoy the wider curriculum subjects. The provision of reading is therefore a priority for us in terms of quality-first teaching, resources, structure, timetabling and interventions. Our provision for disadvantaged pupils and pupils with SEND must also be effective for their wider curriculum to be implemented as intended in order them to achieve success.
The vision for our pupils is that it will be clearly evident from the children’s work and from our mechanisms for checking for understanding that significant progress towards the academic outcomes has been made. Can they remember more, do more, say more and connect more? Have they learned what was intended?
Academically, we aim for pupils to:
- Remember knowledge
- Apply skills
- Develop vocabulary
- Make connections
- Enjoy the process
We also aspire for the curriculum to not just have an impact on academic outcomes, but also on the child as a whole; as a member of society.
Our whole-child aims are for pupils to:
- Understand their world
- Communicate effectively
- Find avenues for creative expression
- Regulate wellbeing & self-care
- Show empathy, compassion & pride
Themes of Learning
The subjects in our broad and balanced curriculum have clear progression mapped out in terms of the vocabulary, skills and knowledge that we intend our pupils to acquire. Please see the individual subjects pages to the links and progression within subjects.
We also have ten themes of learning that span across subjects. These themes are:
- Equality & diversity
- Nature & sustainability
- Travel, transport & exploration
- War, conflict & suffering
- Our local area
- Cultures & civilisations
- Citizenship & democracy
- Imagined worlds & play
Please click the link below to see the schema building links and connections that we want children to see and make between units of work in different areas.
These themes of learning are all geared towards end points that are detailed in the below document. This is the cumulative understanding that we intend children to form and take with them to their next stage of education.
For each unit of work a one page summary and knowledge organiser will be produced for pupils, parents and staff to see what they key learning is. Please find examples of what these look like below.
Please see the Enhancements page for an overview of what we do to supplement the taught curriculum in a range of areas:
- Equality & diversity
- Cultural capital
- Showcase & perform
Please see our Implementation page for how aim to facilitate the provision of the curriculum. Sections on here include:
- Pupil premium
- Parental engagement