INTENT

IMPLEMENTATION

IMPACT

What?

How do we deliver this?

What are the expected and intended outcomes for pupils

(EYFS)

To build the foundations for learning

• Deliver a combination of teacher-led and child-initiated learning activities
•  Tailor the curriculum to match different stages of development
•  Creation of a ‘low threat, high challenge’ environment
•  Tailor the curriculum to reflect the pupil demographic

Pupils:

• are equipped with relevant skills and knowledge which they apply to their own learning
• make at least good progress from their starting points
• view challenges with resilience and as an opportunity to improve
• celebrate and respect differences

Build upon the experiences of the EYFS curriculum

• Year 1 Autumn Term transition period where continuous provision is offered. This will include free-flow activities, use of an outdoor area and focus groups, building upon the prior knowledge and skills.
• Teaching methodology transitions into discreet lessons and more formal teaching of the Key Stage 1 curriculum.

• Pupils acquire the learning behaviours and resilience to adapt to the expectations of the Key Stage 1 national curriculum.
• EYFS knowledge and skills become embedded.

Deliver the requirements of the National Curriculum 2014

•  National curriculum content is carefully mapped sequentially and coherently across the different phases.

•   ‘Golden Threads’ (key pillars of learning) within each subject area and ‘Milestones’ (key learning to be achieved at each developmental stage) form the framework for subject planning and progression.

Pupils:

• Receive a broad and balanced curriculum
•   master foundational concepts and knowledge
•   benefit from the sequential nature of learning and link new concepts to existing knowledge
• are able to link new ideas to existing schemata
• are ready for the next stage in their educational journey (including being secondary ready)

•  A planned programme of CPD for staff, including the application of research based pedagogical teaching techniques.

• Pupils’ working memory is not overloaded; core knowledge is committed to long term memory.
•  Pupils become critical thinkers, self-regulated learners and drivers of their own learning.

•  High Quality Teaching is applicable to all age phases; a ‘no ceiling on pupils’ learning’ approach is adopted.

•   All pupils are appropriately challenged and make at least good progress from their starting points.
• Pupils receive high-quality feedback to further enhance learning outcomes.
•  Accessibility to the curriculum is secured for pupils with additional needs.

•   Bespoke, research-based strategies for Reading, Writing and Maths form the basis for planning.

Pupils:

• are exposed to high quality texts, become proficient readers and develop a love of reading.
• develop high standards of written communication.
• apply their mathematical skills and knowledge to a range of contexts

Bespoke adaptations to the curriculum to reflect the local community and school demographic

•  The curriculum is adapted to reflect our school and local community. Some of those adaptations are listed below:
•   Reflection and representation of relevant faiths/ethnicities in assemblies and lessons
• The Reading Canon is culturally and ethnically diverse in its content and authors
• The adopted Birmingham RE syllabus has been devised in the context of the city demographic
• Planned visits to different places of worship
• Local area studies which occur in different year groups
• Celebrations of multi-faith festivals
• Opportunities to practice individual faiths within the school day

Pupils:

• develop their understanding of different faiths and cultures
• embody the school’s values of Respect and Inclusion
• Pupils better identify with the subject matter and topics being discussed

Extend pupils’ learning and experiences beyond the National Curriculum

• Creation and implementation of our OPPs programme ‘Our Promise to Pupils’ (some examples listed below):

• Forest School (where staff availability permits) and gardening

• Opportunities to participate in Residential trips 

• Opportunities for pupils to represent the school in different sporting competitions and festivals

• Engagement with careers/future ‘working world’

• Involvement in productions and presentations

Pupils:

• learning is extended beyond the classroom, thus broadening life skills and experiences
• develop their social skills, physical skills, intellectual understanding of nature and the environment
• improve their skills of: independence, resilience, team working and physical competence
• experience inter-school competitions whilst developing their sporting values (self-belief, honesty, teamwork, passion and respect) and their physical competence
• are exposed to potential career opportunities, equipping them to consider their educational journeys
• oracy skills developed
• talents are recognised and celebrated

Empower pupils to become well-rounded members of society

•  Implementation of the Wellbeing Strategy.
• Incorporation of elements of safeguarding within the curriculum.
•  UNCRC articles (where relevant) are mapped and taught within the curriculum.
•  Fundamental British Values are built into and taught as part of the PSHE curriculum. Where appropriate, they are promoted at a school-wide level too.
•   Access to a Learning Mentor (needs basis).

Pupils:

• understand their own mental health and apply strategies to maintain it
• know how to keep themselves and others safe.
• can articulate how their rights link to different areas of the curriculum and to their wider life
• Understand how British Values underpin what it is to be a citizen in a modern and diverse Britain
•   acquire the ability to better manage their own emotions and self-regulate

• Diversity in different forms is promoted and celebrated within the curriculum.
•  Core values of RESPECT, RESILIENCE & INCLUSION are promoted.

Pupils:

• identify with role-models of a range of races and cultures
• gain a respect for and celebrate diversity

• Values Education is at the core of our school’s ethos. Our values are promoted on a cyclical basis primarily though assemblies.

Pupils:

•  access the building blocks to become well rounded citizens
• social, moral, spiritual, and cultural development is nurtured