“In a democratic society which prizes equality of opportunity, the curriculum should be based first and foremost on the knowledge we consider all young people should have the access to and begin to acquire during their school years.”
MARY MYATT, ‘THE CURRICULUM: GALLIMAUFRY TO COHERENCE’
Every year, teachers and leaders spend a great deal of time reviewing our curriculum approaches and thinking carefully about the knowledge, both factual and procedural, that we want our children to leave us with. We have thought carefully about building a curriculum which is inclusive and provides children the necessary knowledge to develop a social and cultural stake in the world as well as having high-expectations for their academic achievement.
- Our humanities, languages and arts curriculum all seek to provide children with the knowledge to help them better understand how they live in relation to the people and places of our world.
- Our curriculum promotes respectful collaboration and open-minded communication in order that our children can respectfully and authoritatively face challenges and conflicts.
- Key subject-specific vocabulary has been identified by teachers and leaders and is taught in lessons so that they can aspire to success in any field in the future.
- Key knowledge in each subject is accessed through child-friendly knowledge organisers.
- In all aspects our curriculum, we seek to promote children’s critical thinking and ability to ask meaningful questions.
- We intend that our curriculum will provide children with a foundational knowledge in a broad range of subjects allowing them to learn beyond primary with increasing independence as life-long learners.