"Leaders have made sure that pupils learn a broad range of subjects. Curriculum plans are in place for all subjects. These plans identify the important knowledge that pupils need to remember in each year group. This knowledge is planned so that new learning builds on what pupils already know. Curriculum plans also identify subject-specific vocabulary that will help pupils to remember key learning." - Source Ofsted Inspection Report 2021.

Intent:

At St. Edmund's, our curriculum is designed to be a progressive and engaging journey of learning, deeply rooted in our Christian values of respect, compassion, perseverance, truth and trust, responsibility, justice, and forgiveness. We believe that a high-quality education should not only equip children with the knowledge and skills they need to succeed academically, but also nurture their spiritual, moral, social, and cultural development.

Just as the ‘Learning Challenge Curriculum’ emphasises a clear progression of knowledge, our curriculum ensures that children consistently build upon prior learning across all subjects. For example, in our Religious Education program, children will explore Biblical narratives and Christian teachings, gradually deepening their understanding of faith and its impact on their lives. Similarly, in science, the progression of learning about the natural world will be carefully sequenced, allowing children to build upon their existing knowledge and develop a deeper understanding of scientific concepts.

We prioritise the acquisition of both substantive and disciplinary knowledge. Substantive knowledge refers to the key facts, concepts, and information children need to learn within each subject. For example, in history, children will learn about significant historical events and figures. Disciplinary knowledge, on the other hand, focuses on the skills and ways of thinking specific to each subject. This enables children to "think, speak and write like historians," geographers, scientists, and other subject specialists.

Our curriculum utilises a "composite and component" model. Each unit of learning will begin with a central, overarching question (composite), which will then be broken down into smaller, more manageable components. This approach ensures that learning is focused and that children can make meaningful connections between different aspects of the subject matter.

We are committed to ensuring that all children, regardless of their individual needs or backgrounds, have access to a high-quality education. Our curriculum is carefully adapted to meet the diverse learning needs of all pupils, including those with special educational needs and those from disadvantaged backgrounds.

Furthermore, we recognise the interconnectedness of different subjects. Just as "trade and settlements" can serve as "golden threads" in history and geography, we will identify and explore key themes and concepts that connect different areas of the curriculum. This will help children to make meaningful connections between subjects and develop a more holistic understanding of the world around them.

By embracing these principles, we aim to create a curriculum that is both challenging and engaging, equipping our children with the knowledge, skills, and values they need to thrive in the 21st century.

Implementation:

At St. Edmund's, we prioritise effective teaching and learning practices. Our pedagogical approach is informed by robust educational research, incorporating elements of the Rosenshine Principles. We emphasise the importance of:

• Activating Prior Knowledge: Each lesson will begin by connecting new learning to children's existing knowledge and experiences. This may involve discussions, brief review activities, or the use of visual aids to help children make meaningful connections.
• Explicit Instruction: Teachers will provide clear and concise instruction, modelling effective learning strategies and providing opportunities for guided practice.
• Checking for Understanding: Frequent checks for understanding will be embedded throughout each lesson. This may include quick questions, short quizzes, or observations of children's work to ensure that all learners are keeping pace.
• Independent Practice: Sufficient time will be allocated for independent practice, allowing children to apply their learning and develop their understanding.
• Review and Practice: Regular review and practice activities will be incorporated to reinforce learning and ensure long-term retention. These may include activities such as:
  • "Show It" activities: Children will be encouraged to demonstrate their learning through a variety of methods, such as creating presentations, writing summaries, or engaging in peer-to-peer discussions.
  • "Know It" activities: Regular retrieval practice will be embedded throughout the curriculum, such as short quizzes, memory games, or class discussions, to help children solidify their learning and make it stick.
• Teacher Support: We recognise the importance of supporting our teachers. Detailed lesson plans, along with resources and professional development opportunities, will be provided to ensure that all staff are equipped with the knowledge and skills they need to deliver high-quality instruction.

Impact:

We will monitor the impact of our curriculum through a range of methods to ensure that children are making strong progress and achieving their full potential. These methods will include:

• Formal Assessment: Regular assessments, such as quizzes, tests, and teacher observations, will be conducted to monitor children's progress in each subject. These assessments will focus on both substantive knowledge and disciplinary skills, allowing us to identify areas of strength and areas where further support may be needed.
• Informal Assessment: We will utilise a range of informal assessment methods, including classroom observations, discussions with children, and analysis of children's work samples, to gain a deeper understanding of their learning.
• Pupil Voice: We will actively involve children in the assessment process by gathering their feedback on their learning experiences. This will help us to identify areas of enjoyment, areas for improvement, and ensure that the curriculum meets the needs and interests of our learners.
• Progression Tracking: We will use a range of tracking systems to monitor children's progress over time and ensure that they are making expected progress in all subjects. This will include the use of teacher assessments, standardised tests, and other relevant data.
• Curriculum Reviews: Regular reviews of the curriculum will be conducted to ensure its ongoing effectiveness and alignment with the evolving needs of our learners and the wider world.

By implementing these strategies, we will ensure that our children are not only acquiring the knowledge and skills they need for academic success but also developing the character, resilience, and faith that will enable them to thrive as lifelong learners and responsible citizens.

Summary:

St. Edmund's children embark on a rich and fulfilling learning journey, guided by our Christian values and a commitment to "learning through faith, we dram, believe and achieve." This jounrey culminates in:

• #StEDDIES who know and understand themselves deeply. They are confident in their abilities, possess a strong sense of self-worth, and understand their role as individuals within the wider community.
• #StEDDIES who are compassionate and empathetic citizens. They demonstrate respect for all, actively contribute to their community, and strive to make a positive impact on the world around them.
• #StEDDIES who are inquisitive and lifelong learners. They possess a genuine love of learning, are eager to explore new ideas and experiences, and are equipped with the skills and resilience to continue their learning journey beyond St. Edmund's.

In summary, our aim is for all #StEDDIES to be recognised for their unique talents and contributions, to leave St. Edmund's believing in themselves and their abilities, and to be well-prepared for the exciting challenges that lie ahead. They leave our school as confident, compassionate, and inquisitive individuals, ready to make a positive difference in the world.