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Curriculum Statement

 St Peter’s Curriculum Statement

 We have designed our curriculum to be engaging, inclusive and progressive.

To engage the pupils we vary the lengths of the units that we teach. We always start with a WOW.  This can be a visit, visitor, or an exciting different activity. We also allow time for the children to finish.  They are also given a purpose for their work.

To allow depth we have made sure that we teach subjects in blocks so that misconceptions can be dealt with quickly. The skills taught are identified and we have look at how we can add variation into leaning so that depth is achieved. The vast majority of skills are taught at least twice during the cycle. More generic skills are taught termly. The curriculum is also designed to follow the mastery approach that we use in core subjects. This means marking and feedback is more meaningful and skills can be applied to different contexts.

To ensure coverage we have a full well organised curriculum that is based on a two year cycle. The curriculum is based around the 2014 National curriculum. All objectives and skills are included and this is regularly monitored by the subject leaders, phase leaders and leadership in the school.

To ensure it is a rich, broad and balanced curriculum we: ensure that all the objectives are covered from curriculum 2014 and that these are broken down into specific skills. This then allows progress to be monitored and also subject leaders to monitor coverage. The medium term plans are prepared by the leadership team to make sure there is consistency across the school and reducing work load. We also have enrichment days and activities such as Science weeks, RE visits, Forest School days, Wildlife trust workshops, trips, British Values days, art, music and drama day, sports events, engineering and enterprise days. The additions to the curriculum help to provide the children with the skills values and experiences to prepare them for their future lives.

The teaching is based around 6 core non negotiables that focus on progress and ongoing assessment. Training is regularly given on these six fundamental areas.

To ensure it is inclusive work is fun and matched to the needs of individuals.

 

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