Curriculum Intent & Implementation

Curriculum Intent

 

Our curriculum offer is rooted in a cast-iron conviction to promote high expectations across all subjects and address social disadvantage. This builds on the school’s leaders’ understanding of gaps in pupil knowledge and their barriers to learning and the knowledge and skills that pupils need in order to succeed in their next steps in education and beyond. Fundamental to this, is a determined drive to ensure that every pupil, regardless of their background, needs or ability will learn to read.

As a maintained school, we study the national curriculum subjects, religious education and age-appropriate relationships education. In planning our curriculum, we ensure pupils know how to keep themselves and others safe and understand why protected characteristics are important.  Pupils actively engage with, and understand the role they can play as citizens underpinned by understanding fundamental British values. 

We aim to offer a comprehensive, stimulating curriculum that provides pupils with opportunities to thrive and instil a thirst for learning. To this end, the school’s curriculum is planned and sequenced so that new knowledge and skills build on what has been taught before, working towards defined end-points. We have high academic/vocational/technical ambition for all pupils, and we ensure disadvantaged pupils or pupils with SEND receive the full curriculum offer.

As school leaders, we recognise the school’s autonomy to choose its own curriculum approaches to reflect the school’s local context. Therefore our curriculum reflects regional STEM employment priorities and the pathways towards living fulfilling lives and contributing to society.  In planning, the curriculum, opportunities to explore appreciation of human creativity and achievement, including influential local, national and global individuals are embedded so that pupils become educated citizens. 

Our curriculum reflects a sharp focus upon early reading from the very start of school, as well as the typical needs of our pupils to broaden and deepen their vocabulary, develop greater oracy skills and help them self-regulate their behaviours and emotions. In EYFS learning and development requirements are met across all seven areas of learning responding to children's needs and interests whilst stimulating new interests and addressing barriers to learning.  In Key Stage 1, we focus upon ensuring that all pupils have embedded basic skills in English and mathematics so they are able to read, write and use mathematical knowledge, ideas and operations in a variety of contexts and situations. A clear emphasis is placed upon those pupils who struggle with their reading so that they catch up quickly. In addition, we provide opportunities for enriching pupils’ experiences across a wide range of subjects. 

Reflecting the challenging prior context our school, and as a short term measure, we are unapologetic in prioritising reading for Key Stage 2 learners, who require rapid catch-up to access the wider curriculum successfully. 

In Key Stage 2, we offer a challenging, broad, balanced and rich curriculum with opportunities for children to apply their knowledge and skills and reflect on why this is important in their own lives. To achieve this, our curriculum sets out the aims of a programme of education. It provides a structured co-ordinated pathway to maximise learning opportunities and ensure our aims are implemented.  It includes the knowledge, skills and understanding to be gained at each stage and enables the evaluation of pupils’ knowledge and understanding against those expectations over time ensuring that our learners both learn and remember more. 






Implementation

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Reading

Our implementation strategy has two key strands:

1. Phonics/Early Reading 

2. A Love of Reading 

Central Primary has recently become a Read Write Inc. badge school in recognition of our determined drive to ensure that all children regardless of their needs, ability or background learn to read. Find out more about this in the phonics and literacy sections of the website

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Learn More and Remember More

  • A root and branch review of the curriculum has enabled us clearly define our intent statement and implementation strategy.
  • Our intent statement provides the golden thread from which all subjects weave their implementation plans. 
  • Planned sequential learning builds upon what has gone before and what is coming next. We know that children need to build their learning upon firm foundations and  therefore everything we do, starts at two years old. 
  • We are enjoying working together as a staff team to develop strategies to help children to remember more and improve our own professional knowledge of the curriculum  through specialist subject training

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Reflecting our Local & Wider Context

Through our STEM passports,  

our learners will understand the importance of being:

  • Digital Learners (Computing)
  • Engineers (Science, D.T., Maths, Computing) 
  • Designers (D.T., Art, Computing) 
  • Global Enquirers (History, Geography) 
  • Healthy Citizens (PSHE, P.E., Equalities Act)
  • Sustainability Ambassadors (Science, Geography, PSHE), 
  • Cultural Explorers (Music, R.E., MFL, PSHE).
  • Careers Pathfinders 

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Keeping Pupils Safe

Opportunities to teach safeguarding are mapped across the curriculum.  A flexible safeguarding curriculum plan also allows us to adapt the curriculum to emerging needs. 


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Life in Modern Britain

Equalities, British values and Core Values are planned across the curriculum so that pupils' develop their understanding of the role they play as citizens in modern Britain

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OPAL

Children spend 1.4 years of their primary school attendance in playtime. This time is valuable and needs coherent planning. We are excited to be embarking upon our OPAL journey and are currently working with local business partners to develop outdoor learning so that planned opportunities enrich the school's taught curriculum.