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We ensure that we are very clear about the core knowledge and skills for all of our curriculum subjects. We do not dilute the integrity of the subject, but celebrate the aims of the National Curriculum, for example what it is to be a historian, or a geographer. Reading is at the heart of the curriculum. Curriculum intent is articulated by a subject overview, underpinned by a progression of knowledge, subject specific skills, vocabulary and quality texts.
The curriculum is tailored according to the potential, progress and ability of each learner. The flexible nature of the curriculum means that staff can respond to learners’ needs throughout the year. It can also respond to the changing environment in which we live, and capture events and moments of history.
The curriculum aims to develop pupils so they are confident, happy, articulate learners, who are well prepared to make a positive contribution to society, and are best prepared for their next stage in education, increasing social mobility. It provides pupils with an introduction to the essential knowledge, develops skills and understanding that they need to be educated citizens in today’s modern society – and reflects and challenges changes and attitudes.
Our outside learning environment is fully utilised for teaching and learning. We provide our children with challenging, exciting and different experiences to help them learn. We believe that young people should have access to frequent, continuous and progressive experiences in the school grounds, educational visits further afield and residentials, and that these experiences should be utilised as a tool for teaching, learning and delivering our curriculum across all subject areas. Learning outside the classroom is built into planning for all learners and all year round. It is a powerful tool that is proven to raise attainment, bolster social, emotional and personal development and contributes to the health and wellbeing of our children.
Our school has its own local context and history. These are important contextual factors that we acknowledge to ensure the curriculum offer celebrates local identities. Being in a 98% white British community, we know it is also important to ensure children have an understanding of our rich and diverse country and wider world. Our curriculum covers subjects such as the slave trade, refugee crisis, islamophobia as well as providing opportunities to contract and compare other regions and countries.
We carefully consider the context of our school. The profile of disadvantage and SEND, and particular barriers to learning is understood to ensure equality for all. Equally, we recognise particular strengths or prior deep understanding and the need to challenge through expose new thoughts and ideas. Our curriculum is differentiated to allow everyone to participate and contribute. We demand this of all of our children.
The starting point is to be clear about our vision, values and aims as a school and how our school vision, values and aims support those of the Trust. Everything that makes our school unique has the opportunity to shine, be celebrated and demonstrated through how the curriculum is delivered.
The curriculum develops threads of learning to ensure knowledge is contextualised, purposeful and remembered. The approach ensures knowledge is taught alongside subject specific skills and essential skills. Essential skills ensure our children develop the ability to creatively solve problems, manager themselves, communicate effectively and work well with others.
In devising our curriculum, we promote partnerships, locally, nationally and internationally to provide meaningful, inspiring opportunities. Through our curriculum children develop a wide cultural capital. They experience opportunities which enhance learning, build meaningful links and allow them to master concepts.
Our curriculum is ambitious and designed to give all learners, particularly the most disadvantages and those with SEND or high needs, the knowledge and culture capital they need to succeed in life. The curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment. Our children are at the heart of the monumental shift in technological progression and ought to be prepared, so that innovation and creativity can thrive and develop in future careers. We play a central role in preparing our children for the future. In order to give children in our education system the best chance in life, we need to be equipping them with a broad and adaptable skill set that will best prepare them for the challenges that lie ahead.
