Our Curriculum Rationale
We believe that children have the right to learn the necessary knowledge and skills to become life-long learners.
At our Federation, we are all learners together, using skills to acquire new knowledge and deepen our understanding of the complex world around us.
Through a rich and creative approach to the National Curriculum we use our teaching to deepen understanding and encourage mastery. We have a responsibility to ensure that children in our school develop essential knowledge and skills through an interconnected, sequences web of skills that can be applied to all aspects of life in and beyond the primary classroom.
Our aim is simple; to enable children to become lifelong learners who respect British Values, are internationally minded and who have an acute awareness of themselves, their community and the ever changing world around them.
Please look explore further into our intent, Implementation and Impact of our curriculum in the grids below.
|
Intent ‘Faith in Learning’ |
|||||||||||||||||
|
Aims |
Our Curriculum aims to ensure that every child achieves their very best in all areas of their learning and well-being. Children are at the centre of all that we do. |
Our curriculum aims to ensure we grow and develop confident and competent learners who are prepared and ready for a fast-paced world. Our children can transfer the skills they learn to a range of contexts. |
Our curriculum fosters a culture of inclusion that develops creative, faithful individuals in all aspects of school life, through equality of opportunity and personalisation including appropriate varied provision, challenge and enrichment, in order to promote progress for all. |
||||||||||||||
|
Core Values |
Trust |
Hope |
Love |
Forgiveness |
|||||||||||||
|
Curriculum Drivers |
Inclusion |
Creativity |
Aspiration |
Risk |
Environment |
||||||||||||
|
Key Principles |
Coherent, cohesive sequenced curriculum. Learning grows over time and is based on prior knowledge. |
Connections We make links between tasks, subjects and knowledge. |
Application of skills We make time to develop, consolidate and refine our skills. |
We take risks in our learning, we are resilient and we embrace challenges. |
Personal development and enrichment. We provide a range of first hand experiences, tasks and high quality resources to develop our children’s cultural capital. |
||||||||||||
|
Implementation
|
|||||||||||||||||
|
Areas of learning (NC) |
EYFS |
Maths |
English |
Science |
R.E. |
Computing |
DT |
||||||||||
|
P.E. |
Art and Design |
Music |
Geography |
History |
PSHE |
MfL |
|||||||||||
|
Teaching |
Hooks and themed learning |
High expectations |
Rich text drivers |
Sequential learning in Maths (White Rose) |
All Aboard Phonics |
||||||||||||
|
High quality teaching principles |
Clear lesson design |
Clear progression |
High expectations |
Inclusive practices |
We learn from our mistakes |
||||||||||||
|
Learning experiences |
Creative Topics |
Cross-curricular links |
Visits and Visitors Theme days |
Forest School |
Bespoke specialist teachers (Music and P.E.) |
||||||||||||
|
Learning Behaviours |
Ready to Learn |
Reflective |
Resilient |
Responsible |
Resourceful |
||||||||||||
|
Impact
|
|||||||||||||||||
|
Essential Outcomes |
Lifelong learners |
Excellent academic and personal outcomes |
Global responsible citizens |
Confident and open minded individuals |
Strong faith and values |
||||||||||||