Our Curriculum - Intent, Implementation and Impact
Intent: How we ensure children gain the correct knowledge and skills at each stage of their education
Here at Moreton Say CE Primary School, we feel passionate about learning at every level. Every child who attends our school is given every opportunity to succeed and pupil achievement is at the heart of all that we do. We aim to create a sense of resilience, independence and resourcefulness in all our pupils. Our curriculum is designed to ensure the rounded development of the whole child through both their learning and spiritual development and this includes supporting children with retention of subject knowledge and development of long term memory skills. Across all parts of the school, series of lessons contribute effectively to delivering the curriculum intent. Our children are taught to understand that learning is a lifelong skill; one that makes a difference to their lives now and in the future. Ensuring that our children are active and involved in their learning, enables them to achieve to their highest potential, not only in academic work but also as artists, sportsmen, scientists, writers, orators, decision makers, creative thinkers and responsible citizens. We set high expectations for achievement in that 85% or more children will leave Moreton Say reaching age–related expectations and being ‘secondary ready’.
Implementation: The way in which our curriculum is sequenced, taught and asessed. How we encourage and upskill pupils to build on their knowledge and as a result, apply that knowledge through through taught skills
Our vibrant and rich curriculum, which is shaped by our Christian vision and values, is designed so that children are not only taught the knowledge appropriate to their year group, but also the skills to enable them to be successful across the curriculum. The curriculum consists of planned experiences in school and out: lessons, topic days, outdoor learning, School Council, Worship, clubs, sports, trips and visits, workshops, residentials, fund raising, and community work. Outcomes are designed to meet the requirements of the National Curriculum but also to develop the skills needed for future learning and beyond.
The curriculum is mapped out for the year for each year group and reviewed each term. The programmes of study for all subject area are mapped out linking units of work together to create a cross curricular theme on a half termly basis. We have developed a ‘Mastery’ approach to learning so that all children are given the opportunity to apply their knowledge in different contexts and explain their understanding to others.
In order to ensure that progression and balance is maintained, we have clear, progressive planning overviews, for every subject. These planning documents are succinct and allow learning to be built on each year. In addition to these progressive documents, intent documents have been devised, which clearly identify ‘end goals’ for each subject, from a year group level, key stage and then through to end of the primary phase.
At Moreton Say CE Primary School, we aim to equip children with the knowledge and expertise to prepare them for Secondary school and beyond. Alongside the traditional lessons here at Moreton Say, which involves the teaching of essential knowledge, we also guide our pupils to learn the skills of critical thinking, reasoning about problems, creating solutions to problems set in real life, confident speaking to others and working collaboratively. Across the curriculum, children are given opportunities to explore, investigate, question, analyse, and reflect (to name a few) throughout their lessons. Through providing these experiences, we believe it helps to strengthen children’s subject knowledge and provide memorable learning experiences for the children. As a school, we have designed our curriculum to help children learn essential knowledge and skills in order to develop a greater understanding of a wider range of foundation subjects.
Curriculum Monitoring and Review
Evaluation is essential for the planning and development of the curriculum. The Head teacher is responsible for the overall school curriculum. The standards team and subject leaders monitor lesson plans, moderate pupil work, conduct learning walks in order to support their self-evaluation of their subject, provide training, support to colleagues and to identify next steps for improvement.
Our Governing body is responsible for monitoring the way the school curriculum is implemented. Delegated governors for specific subjects liaise with the subject leader to monitor their identified actions and impact of these on the quality of learning, teaching and provision in the subject. Termly committee meetings take place so that governors can monitor and review the school curriculum.
Impact: The Outcomes that pupils acheive as a result of the education they have received
Our staff and Governors work tirelessly to ensure our curriculum impact is significant for all children.
- Our children are academically and physically prepared for the next phase of their education, in Britain and the world.
- Our children are taught age appropriate objectives to support them in achieving age expected standards. If they are not working at this level, they are well supported to ensure they are making progress from their starting point.
- Our learners are able to recall knowledge across all areas of the curriculum.
- Our learners have developed a love of reading.
- Our learners are taught how to read fluently and have sound comprehension skills.
- Our learners are fully rounded characters with a clear understanding of complex values like equality, friendship, trust, tolerance and many others.
- Our learners are highly motivated to succeed and achieve and are equipped with all the personal skills to do this.
- Our learners are motivated by a strong personal sense of morality. They make decisions for the right reasons and in the best interests of their community.
- Our learners can reflect on their learning and identify their next steps.
- Our learners demonstrate resilience and the ability to persevere, when they encounter a challenge.
- Our learners know ways to keep themselves safe and know channels to follow if they need help and support.
- Our learners’ knowledge, understanding and skills are secure and embedded to ensure they are secondary ready.
- Our learners have aspirations for their future.