Curriculum

Our Curriculum Aims

Curriculum Statement

 

Curriculum Intent

With Jesus as our guide, our curriculum offers a rich, exciting and creative education that allows each child to grow in formation, placing confidence, communication and respect at the heart of all we do.

  • Engaging children in a broad range of experiences, building language, knowledge and skills, whilst developing independence, risk taking and resilience
  • Empowering each child with a voice to convey their talents, aspirations achievements, joys, and fears
  • Developing enquiring minds and reflective learners
  • Building an understanding of the communities they belong to and their place within them

Our knowledge based curriculum is designed to:

  • ensure that children’s learning in all subjects is planned and sequenced so that new knowledge and skills build upon prior learning to reach intended outcomes
  • provide all children with the opportunity to achieve mastery in their learning
  • engage parents and carers in their children’s learning
  • ensure our children are ready and prepared for the next stage of their education
  • have the development of basic skills in English and mathematics to meet the needs of our community
  • broad and balanced to reflect the diverse and urban community we serve
  • provide opportunities that increase the range of children’s experience, knowledge and understanding and build their cultural capital
  • provide opportunities to ask and reflect upon big questions across the curriculum so that children have the ability to challenge, change and transform, putting their faith into action
  • promote Catholic and British values in all elements of our curriculum provision
  • promote equality and celebrate diversity, respecting the rights of every child as unique individuals
  • develop knowledge and understanding of other faiths and world religions- respecting and appreciating alternative viewpoints

We challenge children to become resilient, independent learners who can confidently articulate ideas and thoughts, listen to and influence others as they express their views and understanding through the curriculum.

Implementation

Our ambitious approach is reflected in the expectations of our children, to at least achieve the standards set out in the Early Years curriculum by the end of Reception and in the RECD (Religious Education Catholic Directory) & National Curriculum for Years 1 to 6 in R.E., reading, writing, mathematics and science.

In other subjects, we have clearly defined expectations of children’s learning within Years 1 to 6 to enable them to learn, retrieve/recall and utilise the knowledge, concepts and skills that will enable them to achieve outcomes.

A Growth Mindset approach has been adopted to build a culture that promotes a love of learning and a resilience that is essential for the children to believe, grow and succeed.

Assessment, both formative and summative is used to inform teaching and learning and to ensure that children are building upon prior knowledge. Feedback is provided immediately, at the end of lesson and through distance marking. Regular assessments are undertaken in core subjects to gauge progress and inform future learning.

Impact

Impact on children’s learning is measured by:

  • Summative tests in reading and maths
  • Writing profiles entries recording teacher assessment in writing against agreed expectations
  • End of unit tasks in RE recording knowledge and understanding outcomes
  • Assessing what the children have previously learnt and what the children would like to learn at the beginning of Science and humanities learning
  • Formative and summative assessments in Science recorded on school tracking
  • Formative assessment in PE learning tracked through PE Passport
  • Termly pupil progress meetings to evaluate progress of each individual and identify individuals/groups who need to accelerate learning in order to meet National and school expectations
  • Behaviour and attendance data to evaluate the impact of the behavior and attendance policies on children’s engagement and enjoyment of school
  • Pupil voice surveys which demonstrate attitudes towards learning
  • Staff voice surveys to identify CPD needs and inform curriculum reviews
  • A programme of senior and middle leader monitoring that evaluates the impact of the curriculum provision

Early Years and Foundation Stage

Nursery and Reception follow the EYFS Programme of Study. The work the children undertake is based very much upon self initiated learning which encourages independence and discovery.
Early years learning concentrates on 7 areas split between prime and specific areas of learning.

The prime areas of learning are:

  • communication and language
  • physical development
  • personal, social and emotional development

The specific areas of learning are:

National Literacy Trust Survey

http://goo.gl/forms/Molr7X7di3qYAeX12