‘The principle goal of education is to create men and women who are capable of doing new things, not simply repeating what other generations have done.’
The curriculum is a framework for setting out the aims of a programme of education, including the knowledge and understanding to be gained at each stage (intent); for translating that framework over time into a structure and narrative, within an the school context (implementation) and for evaluating what knowledge and understanding pupils have gained against expectations (impact/achievement).”
The curriculum at the School is implemented through a whole-school strategic approach to the spiritual, cultural and moral development of pupils in order to equip them for life and to make the world a better place. It is implemented through:
• well taught and appropriately sequenced content
• thoughtfully designed assessment practice
• consideration of an appropriate model of progression
The Curriculum Statement
We believe that children need to be taught how to question; we need to ensure they are fully equipped to take part in great conversations of our time; fostering a deeper knowledge of crucial debates and conflicts can only strengthen our democracy, and our cultural and public spheres. We hope to ensure that young people can add to their knowledge, whether that be in the arts, sciences, humanities, technologies, languages or sports.
Our school is committed to ensuring that the curriculum is broad and balanced, in order that the needs of all children are provided for, whatever their individual requirements. We aim to make provision for academic achievement and spiritual, social, moral, cultural, physical and creative development of our children.
We believe that intelligence is multi-faceted, and children learn in different ways; the curriculum must support this.
The children will be encouraged to develop:
• respect for themselves and others
• an ability to work independently and collaboratively;
• high standards and personal achievement measuring themselves against their own personal best: an understanding that learning is a lifelong process;
• lively enquiring minds through questioning, investigating and the making of rational decisions;
• confidence in the basic skills of English, Maths and computing;
• interests and skills, including physical skills which will enable them to enjoy and make the best use of their time both in and out of school;
• knowledge and understanding of the world in which they live;
• an attitude of respect and care for our environment;
• an understanding that our actions have an impact on others and on the environment;
• appreciation and respect for their own culture and the arts, and the culture and arts of other communities;
• racial tolerance and respect for religious differences;
• recognition of aspirations and achievements and celebration of success;
We aim to ensure that social, emotional aspects of learning will permeate every area of the knowledge-engaged curriculum, so that it is explicit and implicit within the taught curriculum.