Overview

The whole school curriculum is knowledge-rich, ambitious and provides all pupils, including those from disadvantaged backgrounds and those on the SEND register, the knowledge and cultural capital they need to succeed in life. Our curriculum, the Primary Knowledge Curriculum, aligns with the national curriculum. It has been coherently planned and is well-sequenced, laying the foundations of knowledge in EYFS and building on this throughout the primary years. The broad curriculum is followed consistently by all pupils.

A knowledge-rich curriculum exposes children to ambitious content that has been highly specified and well-sequenced, leaving nothing to chance. A knowledge-rich curriculum ensures that each precious moment will support children in acquiring the knowledge, skills and cultural capital that they will need to become well-educated citizens of the future. Every historical figure encountered, philosophical idea grappled with, and scientific concept applied, fits neatly into a scheme of learning that holds a sense of purpose and develops logically from lesson to lesson, unit to unit and year to year.

Through utilising cognitive science, and the psychology of learning, memory and schemata, a knowledge-rich curriculum is designed to ensure that the knowledge is taught to be remembered. At its core, a knowledge-rich curriculum enables all children, regardless of socio-economic background, to be provided with the opportunities to succeed in later life.

Our curriculum has taken all the evidence and research into account to ensure that it incorporates the principles of spaced retrieval, formative “low-stakes” quizzing and plenty of practice to develop knowledge fluency that pursue mastery.

What are the principles of our Knowledge-Rich Curriculum?

• Knowledge is valued and specified
• Knowledge is well-sequenced
• Knowledge is taught to be remembered

The content in our curriculum has been carefully chosen by subject experts and has been sequenced in a meaningful way that enables all children to make connections and progress from unit to unit, term to term and year to year. We recognise and value each subject and teach them discretely, ensuring that our children develop a deep understanding and love of each distinct discipline. Where appropriate, links are made across disciplines to enable children to make meaningful connections. Our curriculum includes local history, geography, and other locally relevant subject content.

Monitoring in the wider curriculum

Subject leaders understand the curriculum across all year groups and how this is sequenced and shows progression.

During the school year, we check that the curriculum is delivered effectively (in line with our subject-specific pedagogy) and with fidelity to PKC. We have a system of checking this through lesson visits, looking at books and – importantly – through conversations with pupils. By talking to pupils, we can ascertain what knowledge they have retained.

Through these monitoring processes, subject leaders will become aware of any individual children or groups of children are struggling to progress through the curriculum. This is then fed back to the Senior Leadership Team (SLT).

Tailoring our curriculum for children in the Village Saints Partnership

We recognise the value of using local studies and opportunities where possible, such as historical links in the local area including working with the Stoke Ferry History Group and Shouldham Parish Council, Art links with local artists and Farm to Fork initiatives.

As a Church school it is also pertinent that we link our Curriculum to Global Learning. We weave this into our daily curriculum and it is often spearheaded by our pupil school councillors and Eco councillors. Essentially, education for a fair and sustainable world, where our children learn to live life in all its fullness. This fullness involves developing academically, physically, socially, spiritually, morally, culturally, and artistically. Our curriculum is the means by which we engender this development and ensure that our children receive their fair share of the rich cultural inheritance our nation and our world affords.

Our intention is that through this marriage of values and cultural capital, children are suitably equipped to make sense of the increasingly globalized, complex and rapidly changing world in which they live.

That they leave our schools being able to think critically about world issues and to develop an awareness of the impact their own actions can have on others.

Subject content is crucial to this approach- the rich content of the curriculum inspires children and plants the seeds for a lifetime of learning. Complying with the Equality Act 2010, we include a full range of issues, ideas and materials to expose pupils to thoughts and ideas of all kinds, however challenging or controversial. In doing so we ensure that the way in which issues are taught does not subject individual pupils to discrimination.

How we adapt the curriculum and learning environment for children & young people with SEND

We believe that inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. Our curriculum includes, not only the formal requirements of the National Curriculum, but also a range of additional opportunities to enrich the experiences of our children.

Our curriculum also includes the social aspects that are essential for life-long learning, personal growth and development of independence.

We adapt the curriculum and learning environment for pupils with SEN:

• Use a range of teaching and learning styles
• Scaffolded or occasionally Differentiated learning materials.
• Access to ICT and Technology
• Provide additional in class support
• Provide additional out of class support
•  Provide enrichment and enjoyment opportunities to stimulate and motivate learning
• Use flexible groupings – including small group work and intervention
• Ensure that all pupils have access to the school curriculum and all school activities.
• Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
• To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
• Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
•  Work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
• Make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
• Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
• Give every child the entitlement to a sense of achievement.
• Use appropriate rewards and sanctions
•  Regularly review the policy and practice in order to achieve best practice.
• It may be necessary for some children with SEND to receive a Personalised Bespoke Curriculum in whole or in part. We will tailor make this in line with advice from external professionals.