‘Everyone Equal Everyone Happy’
Curriculum Intent Statement
The intent of our school curriculum is to design a curriculum which is accessible to all and that will maximise the development of every child’s potential in terms of ability, academic achievement and personal growth. The aims of our curriculum are:
- To enable all children to learn, and develop their skills, to the best of their ability;
- To promote a positive attitude towards learning, so that children enjoy coming to school, and acquire a solid basis for lifelong learning;
- To teach children the basic skills of reading, writing, mathematics and computing;
- To provide planned opportunities for children to apply the basic skills across the curriculum;
- To enable children to be creative and to develop their own thinking;
- To teach children about the developing world, including how their environment and society have changed over time;
- To help children understand Britain's cultural heritage and the fundamental British Values that exist today. (Please see British Values Statement)
- To promote Equality so that pupils appreciate and value the contribution made by all groups in our diverse society;
- To enable children to be positive citizens;
- To fulfil all the requirements of the National Curriculum and the Locally Agreed Syllabus for Religious Education;
- To teach children to have an awareness of their own spiritual development, and to distinguish right from wrong;
- To help children understand the importance of truth and fairness, so that they grow up committed to equal opportunities for all;
- To enable children to have respect for themselves and high self-esteem, and to live and work cooperatively with others.
We recognise that school must ensure a curriculum that meets the needs of all children.
We plan our curriculum in three phases. We agree a long-term plan for each year group. This indicates what themes are to be taught in each term, and to which groups of children. In Key Stages 1 and 2, we use the Cornerstones resources to aid planning. We review this long-term plan on an annual basis.
Through our medium-term plans, we give clear guidance on the objectives and teaching strategies for each topic. We base our medium-term planning on the Cornerstones resources, which are directly linked to the Programmes of Study in the National Curriculum. In addition to this, we teach specific subject content discretely through theme days and continuous provision activities.
Our short-term plans are those that our teachers write on a weekly or daily basis. We use these to set out the learning objectives for each session, and to identify what resources and activities we are going to use in the lesson.
In the Early Years, we adopt an objective-led approach to curriculum planning based on the development of skills. We plan the curriculum carefully, so that there is coherent and full coverage of all aspects of the EYFS, and there is planned progression in all curriculum areas.
In Key Stage 1 and 2, we teach the core subjects of English and Mathematics in isolation as well as creating opportunities to apply the skills throughout other subjects. The remaining subjects are taught through half-termly/termly themes which have a strong skills based approach to the learning. Each theme may have a subject bias. For example, a theme in one term may have a bias towards history, geography or science but still incorporate aspects of other subjects. Thus, in due course, each child has the opportunity to experience the full range of National Curriculum subjects.
Whilst we recognise that children learn in different ways and at different rates, the school ensures that quality first teaching of age related expectations at each key stage of learning gives the children the best possible chance to succeed and reach their full potential.
Curriculum Enhancement - The teachers plan activities which aim to enhance the planned curriculum, bringing it to life for the children, providing opportunity to experience the curriculum first hand and consolidate these experiences through discussion and collaboration. These activities are linked to, and incorporated into, the planned statutory curriculum and involve whole school and individual class enhancements, such as Open Futures activities (Cook-it, Grow-it, Ask-it), Outdoor Learning, visitors from theatre companies, authors, interactive history theme days, RLNI and charities. The Headteacher is responsible for planning and organising whole school enhancements, the Deputy Headteacher is responsible for organising the hire of class History boxes (containing artefacts) and the ordering of books from the Schools’ Library Service, and the class teachers are responsible for planning and organising individual class enhancements.
Individual class enhancements include: Class Blogs, educational visits, walks into the community, class assemblies and visitors into each class.
Whole school enhancements include: parent INSPIRE mornings / afternoons, parent assemblies, speakers into assembly, fund raising activities, inter school competitions, intra school competitions and sporting events.
Impact of the Curriculum
The Senior Leadership Team (SLT) and the Local Governing Board are responsible for monitoring the impact of the school curriculum, both in terms of social outcomes and academic progress.
The headteacher is responsible for the day-to-day organisation of the curriculum. The subject leaders monitor the impact of the part of the curriculum for which they are responsible. They monitor curriculum planning for their subject, ensuring that all classes are taught the full requirements of the National Curriculum, have opportunities to enhance their curiosity and are challenged in order to apply and deepen their learning.
Subject leaders develop, enable and inspire learning in their subject and monitor the way in which their subject is taught throughout the school. Subject Leaders also have responsibility for monitoring the way in which resources are used. Curriculum monitoring completed by members of the SLT and Subject Leaders is forwarded to the Headteacher, identifying strengths and actions for further development.