Curriculum Intent

At SS. Mary and John’s Catholic Primary Academy, we aim to offer a broad and balanced curriculum in order to ensure that every child reaches their full potential. We ensure that all aspects of the Foundation stage EYFS curriculum are taught in order for children to have secure foundations in learning, knowledge and skills in order for them to transition smoothly to year 1 where we begin to deliver all aspects of the National Curriculum. The National Curriculum is followed in all subjects across key stages one and two, (year 1 through to year 6). We believe that every child should be able to access a wide range of first hand educational experiences, visits and visitors in order to enhance learning across the curriculum.

It is our intention that the curriculum we offer children enables every child to develop into reflective and independent learners. Children are supported in their learning journey through the use of success criteria in lessons, as well as targets in Reading, Writing, Mathematics, Science, History and Geography, computing and Religious Education. We believe that these systems allow children to reflect on their learning and recognise what they need to do next to move on in their learning journey. This is also supported by personalised marking and feedback from class teachers.

Children at SS. Mary and John’s Catholic Primary Academy are provided with wider opportunities to engage with, and to be part of, a rich, varied and comprehensive curriculum that reflects the Faith of the school, whilst also ensuring that children develop a deeper awareness and understanding of the major religions of the world and the cultural beliefs of others. Our curriculum is based on our core values and virtues and modern British values underpin all aspects of the curriculum.

Our aims are that our children gain:
* Deep and sustainable learning * An ability to build on previous knowledge
* An ability to reason about a concept and make connections * The ability to demonstrate sound procedural and conceptual understanding.

We aim to develop growth mind set thinking, valuing mistakes and persistence, we ensure that children:

*Are confident * Enjoy learning * Are flexible in their thinking *Have no fear of failure *Are happy to make mistakes * Have a ‘can do’ approach

Implementation
We have reviewed provision across school and have revised our teaching programmes and timetables to ensure that children get the broad and balanced provision across all subjects. We recognise the importance of health and well being and ensure that every day begins with a focused session which includes free breakfast provision for every child alongside a mindfulness / well being and spiritual start to the formal day within school. This approach to the beginning of the school day allows every child to be ready for learning throughout the day.
The teaching content for all subjects, other that Religious Education, is based on the National Curriculum guidance. We offer children a range of additional experiences within each subject area including visits to places of interest / theatres / residential activity centres and visitors into school. We utilise our school grounds and local community area to explore learning in many aspects of the curriculum, ensuring children have many first hand experiences which make learning relevant and engaging.

Together with the carefully planned and taught curriculum, we believe that this will enable all children to develop their own knowledge, skills and understanding beyond the academic. Through every aspect of the curriculum, children will have opportunities to develop the ability to explore and form judgements based on enquiry, investigate, problem solve and use and apply knowledge in a wide range of contexts. We believe that this will provide all children with skills for life, enabling them to succeed in all they do.

Each subject area has a structured sequence of lessons building skills, knowledge and understanding in a carefully planned, progressive way. Children may revisit some aspects of key learning for example in Mathematics where every year group will include teaching and learning of calculation, number, shape, geometry, however, each year the curriculum taught will take the children further from their previous learning, enabling each child to build on their prior knowledge, skills and understanding.

Impact

We use a wide range of tools to enable us to monitor the impact of our curriculum design, curriculum provision and the quality of teaching and learning. Amongst the information gathering, we use assessment information, pupil voice responses to questionnaires, pupil self-review of work and formal assessment data. Class teachers are responsible for day to day, formative assessments, of all children in their class and groups and noting progress on weekly planning evaluation sheets.

Termly formal Teacher assessments are undertaken in Reading, Writing, Mathematics, Science, History and Geography. End of unit assessments are made in RE at the defined end of units. Judgements are made using a wide range of evidence including moderated work in all subjects using standardised exemplar materials. Formal standardised tests in Mathematics, Reading, Spelling Grammar and Punctuation are undertaken at the end of each term. The data from (PUMA, PIRA and GAPS) tests is used to inform teaching plans. Science end of unit tests enable a comprehensive evaluation of learning in Science across the year. The combination of evidence helps teachers to make a formal judgement of each child’s attainment and progress in these subjects which is then reported to Parents / Carers at termly Pupil, Parent and Teacher meetings.

 

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