The curriculum.

 

 

 

 

 

Definition and Intent

We define our curriculum at St Stephen’s as the lived experience of a child whilst in our school. It is our view that every encounter,  interaction, activity, planned, spontaneous or incidental,  are the components of our curriculum. As such, our curriculum intent comes directly from our school mission statement. We firmly believe that, in order for pupils to grow and develop in way that supports their acquisition of skills and knowledge, we need to expose them to a culture within a community which promotes and encourages the values and attributes required to support their academic, physical, social and emotional needs.

Our vision statement therefore requires our community to:

Recognise the beauty of the world around us and in ourselves and trust that  God has made us in his image and likeness - treasuring our every move.

Value social justice and work for the common good for all people on Earth  and promote tolerance where there are differences.

Show compassion for those in need and encourage charity in our local and universal community.

Display goodwill in our actions and cherish loyalty in our relationships with others.

Support children in their studies – encouraging  resilience and determination to succeed.

Know the importance of forgiveness and understand that love needs to be free-flowing. 

Advocate  friendliness in our relationships and maintain respect between each other.

Uphold the Catholic faith – spreading and valuing the gift of the Holy Spirit.

 

 

Structure

This is how we have constructed the taught curriculum in a way that reflects our intent. It demonstrates our thinking and decision making around what will be taught, why it will be taught and when.  There are several elements that make this up. Firstly we use the National Curriculum as our starting point for building the taught curriculum. We also adhere to  diocesan guidelines and requirements around Religious Education. Additionally we give due consideration to the enriched curriculum and how the taught units of learning can be enriched so as to reinforce understanding, capture and maintain  interest whilst making appropriate links to the local and global community.  This approach can be seen in how the long term overview is constructed, particularly with the headings used for each of the subject areas and learning units.

Components

Subject area

Links to school values – Mission statement

Specific details

Enrichment – visits, visitors, particular activities

Specific details

Rationale – why this piece of learning, what is it building on and where is it leading to?

Specific details

Possible key vocabulary

Specific details

 

Great consideration has been given to the curriculum overview so that there is a vertical approach (how the subjects and units of work link to each other within each year group) as well as the linear approach which considers the year on year development of skills and knowledge across all year groups from EYFS to Year 6. This ensures progression and ongoing incremental challenge and enables children to link and apply learning across curriculum areas. For example, using data handling knowledge from maths and through application in science.

 

 

Implementation

This element is essentially focused on delivery and the day to day learning experiences we provide for our children. As mentioned at the beginning of this document, it is the lived experience of each child. Therefore, teachers, although autonomous in how they choose to impart knowledge, select and use resources as well as construct and deliver learning sequences, must, while doing this, strive to do so in the spirit of our mission statement. However, there are some key principles to be considered in short term planning and lesson delivery

 

    • Ensuring that integration is established
    • Authentic outcomes punctuate each unit of study
    • Key ‘learning points’ are identified and feed into ongoing curriculum progression
    • Study unit intentions and outcomes are summarised in pupil friendly format.
    • Connections to school mission and vision are identified and elaborated on where appropriate.
    • Link, where appropriate, to Unicef’s 17 sustainable development goals*

 

As well as the principles above, adults should also be mindful of the agreed policy statements relating to the following:

 
  • Teaching and learning
  • Feedback
  • Assessment
  • Relationships
  • Differentiation
  • Equal opportunities
  • Special Educational Needs
  • Performance Management

 

It must also be acknowledged that in curriculum implementation there is the ‘human component,’ which cannot be understated. Again, this refers us back to our school mission statement and also the adult’s recognition of the privileged position of influence he or she holds. It is, after all, the adult who sets the tone and atmosphere for learning, it is the adult who dictates and controls situations.

 

'As a teacher I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, a child humanised or de-humanised.'

'I am the decisive element in the classroom.'

Haim G Ginott

 

 

Teachers use the long term curriculum overviews to construct logical and cohesive learning sequences. These sequences may, at the teacher’s discretion, consist of some over learning or repeated learning from previous related learning. Teachers will be aware of what prior learning has taken place and, importantly, will know how current learning is preparing children for future learning. With this in mind, as part of short term planning, teachers will reference prior and future learning. This effectively ensures progression, appropriate levels of challenge for all pupils and supports the contextual position of the learning within the bigger learning journey. Where necessary, teachers will consult with the SENDCo so as to ensure that learning opportunities for pupils with special educational needs are suitably challenging and meet their needs. Under no circumstances should any child be denied access to appropriate learning activities because planning has not sufficiently taken his/her needs into account.

 

*Unicef sustainable goals – although the goals are not routinely used across our curriculum, where appropriate and they support developing views on global, local and current issues, teachers are encouraged to refer to them and take advantage of the resources and material each goal provides.

 

 

Impact

Teachers and SLT will monitor the impact of our curriculum delivery at regular intervals across the academic year. This will consist of anecdotal evidence gathering based on teachers’ evaluations, internal assessment practices, discussions with children about their learning and progress as well as routine information gathering via lesson observations, Work scrutiny and professional dialogue. Added to this, end of key stage outcomes will be referred to when appropriate and necessary.

September 2019 – at this stage, our curriculum design is at the point of implementation and it’s impact yet to be evaluated. However, although much work has been carried out in refining our approach, seeking to ensure greater cohesion in linking units and essentially securing greater clarity for children and teachers, our core approaches to teaching and learning have not been dramatically changed. With this in mind, it is expected that the level and quality of impact will only be enhanced so that our outcomes will continue to strengthen from already strong starting points. (see external data)

It is also very important to refer, again, back to our mission statement.  This is a key indicator as to whether we are successfully preparing our children, not only for the next stage of their learning, but whether we are helping them develop the necessary attributes and mindset to help them succeed in making a positive contribution to the local and global community in the 21st century.