We believe that only a well-rounded, knowledge rich curriculum can overcome inequality of opportunity. It will build cultural capital. Knowledge must be sequential and built upon- it cannot be briefly encountered and fleetingly experienced. Vocabulary development plays a vital role in this.
Our curriculum is underpinned by enquiry and curiosity, ensuring learning is contextualised within a broad and balanced curriculum. Learning must be purposeful and equip pupils to live in the 21st century. The school values enquiry, determination, collaboration and respect and these principles are fostered in all aspects of curriculum provision. These along with characteristics of effective learning aim to prepare pupils for life-long learning and to contribute positively to society. We believe perseverance, imagination, motivation, adaptability, reflection, inquisitiveness, communication and being principled are all essential to pupil growth in our school. Making use of the curriculum to support the development of the whole child is an essential element.
We want our children to be avid communicators and to demonstrate high levels of collaboration, self-regulation and resilience. We believe developing metacognition is fundamental to this. Our curriculum must lend itself to an active approach to learning and encompass talk and movement as a vehicle for education.
Our curriculum map is constructed to ensure all subjects are covered throughout the primary phase. We have reviewed subjects carefully to ensure there is connectedness where it makes most sense and that pupils are given ample opportunity to revisit content. We aim to encourage our pupils to remember knowledge and build on their prior learning by ensuring we carefully consider how knowledge is sequenced. Teachers must understand what pupils must know and be able to do in each subject by the end of each academic year; they must recognise what has come before and what pupils will continue to learn in the next year. Pupils will demonstrate knowledge and understanding in line with year group expectations. In addition to this, pupils will encounter a wide range of experiences including places, modes of transport and residential visits. Pupils will work with peers in the same year group and beyond to help contribute to their learning.