Curriculum Intent

Our curriculum has been developed from a range of available resources to meet the needs of our children. We do our utmost to maximise success for all children by giving them the best teaching and learning experiences.

Our curriculum seeks to motivate and interest our children providing them with a purpose for learning. We aim to develop confidence and independence, encouraging our pupils to reach their full potential. Our aim is to have enthusiastic active learners participating in the class, collaborating with each other and applying a concept to a real-world situation. We intend for every learner to have the chance to progress in each lesson and provide a curriculum that meets the needs, interests and abilities of all children. We encourage and support our children to become active global citizens, tolerant, and able to communicate with people from a range of cultures, backgrounds and traditions.

We ensure learning is sequential, repetitive and has literacy and language skills at its core. Learning is built in small steps with regular practise so that learning rests in pupils' long term memory. It is for this reason that our curriculum has been designed underpinned by two main principles:  

  1. Learning is most effective with spaced repetition.
  2. Retrieval of previously learned content is frequent which increases both storage and retrieval strength aiding long-term retention. 

We provide many opportunities for the need to recall and retrieve previous knowledge so that it becomes fully embedded and children develop their skills of cognition. Our curriculum is planned to provide important skills that span across subject disciplines and enable them to excel in life: to become an independent, confident, collaborative learner; pursuing Excellence; ensuring children develop emotional, social and physical skills to overcome challenges; to become a lifelong learner.  

Through the ethos of the school, the PSHE curriculum, and our Behaviour Policy we support our children to become active citizens in a global community. We also provide opportunities for our pupils to gain an increasing sense of themselves, their community and the world around them. They learn to be proud of their own national heritage and culture and, at the same time, deeply respectful of the heritage and culture of others. We have strong links with Mkunkhu Primary School in Malawi and our pupils gain insight not only in how we can support them but also what we can learn from them.

 

Implementation 

Our curriculum is implemented through a series of learning experiences which build on concepts, skills and knowledge and continues to be adapted and developed as new children arrive in school and as we learn more about the science behind learning. 

The curriculum is designed and implemented in such a way that it builds on prior knowledge and prepares pupils for the next stage of their learning. This is complemented by the academy's five pupil outcomes which ensure that lessons are engaging and suitably differentiated.  

Teachers plan learning that allows all groups of pupils to embed and recall knowledge through techniques such as retrieval practise. Retrieval practice, allows children to retrieve knowledge that has been previously taught as a strategy to support children to move learning from the short term to the long-term memory. There is maximised learning time in all subjects and subject specific skills, knowledge and vocabulary are taught. Targeted support and additional challenge ensure all learners make at least national rates of progress from their starting points. Additional support is provided for children who are not meeting their targets through bespoke small group intervention led by  skilled professionals. This is monitored through pupil progress meetings and SMART targets to ensure the impact of the intervention.  

Additional time is given to early reading and mathematics to ensure that pupils have the essential skills needed for life and to access the full curriculum, especially reading which is a tool for independent learning across the curriculum. Phonics is taught to create effective readers and writers in all curriculum areas. Our core texts are carefully chosen and link closely with all curriculum subjects. This engages and broadens the children's knowledge and vocabulary. Our curriculum aims to provide a rich cultural capital, providing knowledge of the world to our children and in doing so bring meaning to their learning and ensure they are in a position to hold educated views and express them in a mature and sophisticated way.

We recognise that a child’s home is a powerful learning environment and that parental engagement raises standards of attainment. Through involvement in their child’s learning, parents will be more able to support, broaden and deepen their child’s knowledge and understanding. Home learning enables children to explore the unit before the lessons to gain an understanding and consolidates skills and knowledge learned in the classroom. It develops the skills of independent learning and fosters interest and excitement which will motivate children to become life-long learners. Home learning outcomes are always valued, shared and celebrated, developing a sense of pride. 

Our Forest school, trips, workshops and visitors inspire the children and provide a real context to their learning. The curriculum is further enriched through the extensive range  of extra-curricular activities which includes, playball, racket skills and gymnastics, football, basketball, games, techy tots, ICT, cooking, French, Spanish, art & craft, construction and Year Two choir. Many are led by our staff but also a number are taught by external experts.

Year Two pupils have the opportunity to learn the violin and the whole school can learn a musical instrument and perform in a rock style band through Rocksteady. It is important that all children have access to an entire rich experience of our school curriculum so Pupil Premium funding is used to subsidise music tuition, school trips and extended curriculum activities run by school staff and specialist staff so that all children have full access to these activities and there is no barrier to participation.

We provide opportunities for leadership development and pupil voice within the school through the school council which is elected by the pupils and where decisions are made as well as our friendship and singing buddies.

We aim to remove any barriers that may be preventing a child from learning to ensure that every child can access the broad and engaging curriculum on offer. Our family support worker, ELSA lead, sports coach and nurture groups provide support to the emotional needs of our pupils.

 

Impact   

From their different starting points, all children will be supported to achieve: academically, emotionally, creatively, socially and physically. Knowledge, understanding and skills will be secured and embedded so that children attain highly and are fully prepared for the next phase of their education.

  • They will have strong communication skills, both written and verbal, and will listen respectfully and with tolerance to the views of others.
  • They will take pride in all that they do, always trying their best and not giving up
  • They will demonstrate emotional resilience and the ability to persevere when they encounter challenges.
  • They will develop a sense of self-awareness and become confident in their own abilities.
  • They will be kind, respectful and honest, demonstrate inclusive attitudes and have a sense of their role in our wider society.
  • They will develop a growth mindset.