Our curriculum is steeped in powerful knowledge and skills that will develop our pupils’ cultural capital, independence and literacy. Our vision is that pupils are exposed to a range of significant topics that develop their understanding of the world and become well-rounded, culturally literate young people. We endeavour to enable all pupils to acquire skills and knowledge that takes them beyond their everyday experience. We believe access to a high-quality curriculum is the ‘right’ of all pupils as future citizens.
The two-year curriculum map is designed to ensure that there is clear coherence and continuity between phases and key stages. This means that pupils will cover a range of enriching and enlivening topics during their time at the school. In addition, we have mapped out a skills audit that means pupils will cover the statutory skills outlined in the national curriculum. An overarching motivation behind the curriculum is to create a model that allows pupils to be creative, while emboldening children’s sense of enquiry, resilience and self-confidence.
We believe that topics should always provoke discussion and, sometimes, disagreement with different perspectives coming to the fore. A curriculum that lends itself to intellectual enquiry develops thinking and research skills and sets pupils out on a path of discovery that can lead to powerful and long-lasting conclusions.
Debate: topics should always provoke discussion and disagreement with different perspectives coming to the fore. A curriculum that lends itself to intellectual enquiry, develops thinking and research skills and sets pupils out on a path of discovery that can lead to powerful and long-lasting conclusions.
Creativity: an overaching driver behind the curriculum is to create a model that allows pupils to be creative, while emboldening children’s sense of enquiry, resilience and self-confidence.
Key drivers: these should be shaped around the needs of the children; the needs of the wider-community; the values of the school and the location of the school. As such, the curriculum’s objectives are set out to meet the context of the school – but not to simply accommodate the children.
Skills: create a curriculum that provides opportunities for children to develop and demonstrate independence, thinking skills, creativity, collaboration and active learning – developed at the same time as knowledge is acquired.
Cultural Capital: engedering an appreciation and understanding of the wider world. Stimulating a sense of awe and wonder that goes beyond everyday life and experiences. This may include wider reading and other enrichment that brings topics to life – all delivered through the prism of MBVs.
Powerful Knowledge: provides children with a strong sense of their place in the world and allows them to develop critical thinking skills and understanding, which results in them being able to challenge ideas and concepts.
Two-Year Planning Cycle: map out a curriculum model that meets key requirements built on a coherent two year model: Two-Year Curriculum Map.
National Curriculum: through expert understanding of statutory requirements, create a curriculum offer that builds high-level knowledge, skills and understanding for ALL pupils.
Assessment: through the teaching of key skills and knowledge, teachers should be able to assess pupil outcomes against a clear and explicit measure of success: Skill Progression Assessment Map.
Cross Curricula: through intelligent and considered mapping, establish authentic links across the curriculum to seed in English, maths and science wherever possible.
Content: once the overarching vision and key drivers have been established, topics can be engineered and put in place in order to realise the curriculum’s key intentions. An imaginative ‘hook’ is an important starting point for any newly introduced topic.
Aspiration: an academically ambitious curriculum is the key educational contribution to fighting inequalities and cultural impoverishment. Access to such a curriculum offer is the ‘right’ of ALL pupils as future well-rounded citizens.
Working group: collaboration with pupils, colleagues and other invested stakeholders ensures a breadth of ideas are considered and that buy-in is established from the outset.