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Curriculum Statement

Relevant, Engaging, Authentic, Learning
 

St Petroc’s Church of England Primary School

Curriculum Statement
 
 

St Petroc’s Curriculum Intent

At St Petroc’s, learning is underpinned by a joy-filled and aspirational curriculum enabling us to care, share and grow together.  All members of our school seek to grow compassion for ourselves and others, develop our critical thinking skills, nurture creativity and foster a joy and love for learning.  We believe that a curriculum which has a strong foundation in promoting emotional resilience, self-regulation, tolerance and openness surrounding mental health is the key to raising aspirations and will enable children to be satisfied and happy adults in our ever changing and challenging society.  Mental health and wellbeing are prioritised within our curriculum design, allowing children opportunities to exhibit spiritual, moral, social and cultural understanding.  As a Church of England school, Christian Values are at the core of our curriculum.  Our values underpin all that we do in school, fostering independence and resilience.  High expectations in speech, language and communication strengthen the children’s ability to learn at a deeper level, allowing them to articulate their learning through the development of rich and challenging vocabulary.  Our curriculum encompasses not only the formal requirements of the National Curriculum, but goes beyond the experiences of the classroom to ensure that our children are exposed to the richest and most varied opportunities that we can provide. 

 

Through our exciting curriculum, we want to provide every child with the opportunity to:

be bold and brave,

experience joy and wonder,

make a difference in the world around them,

be curious and take risks,

forgive others,

hope for the future.

We aim for children to leave our school with a sense of belonging to a community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong, resilient learners.

 

St Petroc’s Curriculum Implementation

At St Petroc’s, we pride ourselves on leading a curriculum that is focused on developing the whole child, their skills, knowledge, attitudes, interests and provides children with the cultural capital that they need to be successful.  As a school community, we immerse ourselves in Relevant, Engaging, Authentic Learning projects which start with a launch day to hook us in. Launch days are an opportunity to get a taster and feel for a project, dipping our toes in before we get really stuck in and begin to explore all the different aspects of a theme- we might become explorers, authors, scientists, time travellers and artists! Lots of questions are generated during and following these days as our curiosity builds with each activity, these questions help our teachers shape our learning journey.

 

At the beginning of our children’s learning journeys, in FS1/FS2 and Y1, staff carefully plan adult led sessions and provision provocations that are inspired by the children’s interests to build on their natural curiosity and enthusiasm.  When planning these activities, staff use Development Matters and National Curriculum statements to guide progress.

 

In September 2020, we began a three-year phased plan to implement our REAL curriculum using Cornerstones/Curriculum Maestro in Y2-Y6. Maestro is used as a tool to help structure our wider curriculum. During phase two 2021-2002, we are adapting the planning of the Maestro framework. During phase 3 we plan to personalise the curriculum to the needs of our children and our school vision.

 

Curriculum Maestro ensures that our curriculum is mapped to ensure progression and the sequential development of skills and knowledge. Programmes of study are broken down into smaller component parts or ‘chunks’ to form a cohesive progression framework. The progression framework includes knowledge and skills that children need to know and be able to do in order to make progress through the curriculum.

 

Component part 

 

 Definition

Knowledge

 

Specific facts or truth components that include substantive and declarative statements.

 

Skills

Application and use of composite knowledge. Skill statements will often contain implicit, procedural and disciplinary knowledge.

  

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