Curriculum intent statement
Our whole school visions and values statement says:
Our curriculum is designed to fulfil these aims and create meaningful and lasting learning experiences in order to develop the whole child and allow them to identify and build upon their unique place in the world. We view reading as the underpinning essential skill which is woven through our curriculum and intent.
Building a strong community is vital for our children in order for them to understand a wider context in relating to people who are different to them and will provide a stepping stone in raising awareness of other lifestyles and building aspiration for success from whatever starting point. We combine local involvement and knowledge building through reading in particular, with developing learning in a national context, as well as broadening understanding of the wider world and beyond. We affirm that working and learning together is vital to build social and cultural cohesion.
Exploring possibilities allows aspirational thinking to be reinforced and is woven both in and beyond the classroom, through a range of experiences and opportunities to learn and use new knowledge, in addition to building cultural capital, which pupils can then use in all aspects of their life, both now and in the future, as active and positive participants in society. We support and enable children to use their reading skills to contribute to exploring and building ambition and aspiration.
Developing P.R.I.D.E. (positivity, respect, independence, determination and excellence) draws all aspects of our curriculum and school values together. These values underpin our whole curriculum and expectations from the earliest beginnings, so that learning in all areas can be built on and reinforced and so learners have the desire to aspire to more and have the self-confidence, self-belief, means and understanding of how to achieve that, and can communicate this, articulately using ideas and vocabulary built using their wider reading.
Our curriculum is organised into termly topics which weave together key activities, meeting both the National Curriculum expectations and reinforcing threshold concepts across the years, with key milestones that build on development year by year. Opportunities for learning essential skills founded on reading are woven through the curriculum on a continuous basis.
We plan for developing key vocabulary in each term, as well as defining ‘sticky knowledge’ and using identified key texts to support and underpin the learning. We ask key questions and plan for a range of shared learning outcomes to give our learning purpose.
We are beginning to develop how we continually assess how effective learning has been and the impact it has had on future development, through quizzes, poster activities, presentations and other shared learning outcomes.
Curriculum teams focus on developing and monitoring the planning and delivery of the curriculum across the school, building vocabulary banks, and looking at planned cyclic revisitation opportunities.
One of our curriculum drivers is Possibilities and we are always on the look out for help from you with making learning come to life. Please contact us if you can offer some time to come and inspire our pupils about where their learning might take them. Leave your name, occupation and the age range you would like to work with. We will contact you to let you know how we can best use your expertise to enrich our curriculum. Your details will be kept for staff to call upon you in connection to projects being run in school. Thank you for your support.
We use rigorous monitoring throughout the year to gauge the impact of the curriculum design. Alongside senior leadership and core subject leadership, curriculum teams monitor individual subjects: reviewing learning, evaluating pupil voice via pupil interviews, providing individual feedback to move practice forward, celebrating positives and highlighting areas of development. Our whole school team strengthens our ethos and vision as we work together to reflect upon our curriculum and share outcomes driving forward next steps. We don’t confuse coverage with progress when assessing, as learning is measured through careful analysis of the application of skills across the curriculum; showing how acquisition of knowledge is enhanced dramatically by expectations to evidence quality thinking and demonstrate individual understanding. Class teachers and curriculum teams conduct performance analysis linked to this monitoring, measuring performance against individual and school targets which are reviewed regularly.
Children will leave St. Augustine's as confident, resilient and creative life-long learners. They will know their place within the community, locality and the wider world. They will be aware of the opportunities available to them and be prepared to aspire to take advantage of them. They will have a pride in themselves and know how to interact within a diverse tolerant and socially cohesive society.