We want to instil in all our children a love for life-long learning and to empower them to develop a strong cultural capital. We have designed our curriculum to:
- Provide them with a broad range of learning opportunities in each area of learning/subject area which is delivered through a structured approach, designed to provide a secure knowledge leading to sustained mastery for all and a greater depth of understanding for those who are capable of this to prepare them for the next stage in their learning. This includes reading skills and reading for pleasure as well as knowledge and the confident application of maths skills.
- Develop confident, curious and adventurous individuals who are able to engage confidently with the local, wider and global communities and respond with confidence to current and future issues, making a positive contribution to society.
- Nurture and encourage individuals to have respect for insight as well as knowledge and reason, who recognise the leadership qualities within themselves. Developing young people who have self -respect and a sense of empathy, concern, compassion and understanding for all living things.
- Foster independence and resilience.
Implementation in Practice
- Our Early Years follow the Development Matters Curriculum and balance continuous provision and child initiated learning with focus groups where appropriate.
- Consistent systems across the school, in the form of daily routines, and high expectations embeds the teaching of some aspects of the curriculum and, in other cases, provides retrieval practise for previously learned content.
- Some of our content is subject specific, whilst other content is combined in a cross-curricular approach where appropriate. Our lessons are mixed ability and we do not stream our classes, nor do we cap learning. We support and challenge at all levels. We ensure that all our children can access the curriculum for their year group to meet the needs of all, including disadvantaged as well as ensuring effective support for those who are SEND. Most interventions take place in class within the lesson. Other interventions which take place outside the class room are used sparingly to meet the particular needs of our children. Pre-teaching strategies are used as appropriate to support curriculum access and learning.
- We plan purposeful enrichment activities to meet need, matched to the subject requirements, but also to develop confidence and provide additional opportunities for all our children with a focus on the disadvantaged.
- English is delivered daily through book studies, ‘Read, Write, Ink’, ‘Cracking Comprehension’, guided reading and class story time. Reading is a priority and opportunities to read runs through the whole curriculum. We teach phonics using a synthetic approach and follow the Jolly Phonics scheme which begins in Nursery. Other opportunities for reading are harnessed regularly such as reading the words for hymns and songs in Big Sing each week. We introduce cursive writing at Year 2. We plan opportunities for the children to develop their vocabulary and build up pieces of writing, editing and improving their work towards producing a final piece. Application of writing in the wider curriculum is planned for. This combination allows for spaced learning and retrieval enabling mastery for all.
- Maths is delivered through the ‘White Rose Maths Hub Teaching for Mastery’. Our daily lessons begin with mental arithmetic followed by many opportunities for reading and application of knowledge within the lesson as well as spaced learning and retrieval. Concrete materials are used to support learning as well as effective modelling by the staff. Weekly tests on the 4 operations consolidate learning. Other subjects provide planned opportunities for Maths, such as statistics in science.
- We follow the National Curriculum for science which is delivered in units of work. We make learning practical and include investigations and fair testing, building vocabulary, knowledge and skills which can then be applied. Opportunities for reading and writing are regular within science lessons.
- RE is delivered through the Diocesan Scheme ‘The Way, The Truth and The Life’ through lessons, collective worship, attending Mass and other opportunities including visitors and visits which reflect the wider Catholic Life of our school.
- We implement the Leader in Me Process which is delivered in both discrete sessions as well as through continuous provision throughout the school, teaching the ‘7 Habits of Highly Effective People’. This Character Education forms the basis of our PSHE and which helps prepare our children for life, helping them really know and value who they truly are and understand how they relate to other people in this ever-changing world. Virtues and British values are encompassed within this provision.
- The Foundation Subjects for Years 1-6 are planned using the statutory National Curriculum enriched with opportunities for real-life as well as practical and investigative activities that will shape pupils as, for example, historians, geographers etc. Milestones define the standards for each subject and teachers will assess regularly against these milestones at the end of each unit of work.
- Subject leaders work with the SLT to monitor and evaluate the progress of teaching and learning in their areas and this includes some partnership working with other schools. They also work with the SLT to provide support, CPD and share good practice to drive further development and enhance our provision across school.
- Assessment of the Core Subjects are formally recorded termly based on both Teacher Assessment and test results and teachers use the data, in addition to their knowledge of progress from daily lessons, to plan next steps. Formative assessment in the Foundation Subjects as well as opportunities to test retrieval enables the teachers to plan effectively for next steps.
Through their journey at St Joseph’s, our children will develop essential personal qualities to become confident, independent, focused, caring individuals with a respect for others and a thirst for learning empowered to realise their cultural capital. They will experience a range of different opportunities to engage with fundraising and community work.
Our children will develop the skills and knowledge to make good or accelerated progress from their starting points, supported and challenged to meet the end of Key Stage expectations in the Core and in the Foundation Subjects. When the time for transition to the next phase of their learning arrives, within school and from school, they will be confident and well prepared with knowledge and understanding of the possibilities open to them in the future and be carefully guided and supported in what they need to do, in order to realise their potential in the next stage of their journey.
Our four main Curriculum Drivers which are based on Character Education and which underpin our curriculum are:
- Spirituality – educating our children in the virtues and British values, principles and beliefs and an appreciation of love, truth, beauty and goodness living out our motto to Love, Learn and Live in Christ; appreciating their uniqueness and the diverse world in which we live; nurturing their personal qualities and inspiring them to be the best version of themselves that they can be.
- Motivation - to encourage, nurture and challenge the desire and willingness to be curious, persevere, be resilient and to inspire hope, confidence and ambition leading to a love of life-long learning and the aspiration to achieve the best they can in life.
- Independence – to develop skills of independence with a self-belief and self-esteem, where they understand that they are leaders of their own lives and responsible for their own choices, able to be self-reliant and use their initiative while having the ability to synergise with others.
- Secure Learning - Knowledge and Skills – through practice and retrieval processes, embed and develop their learning so essential learning becomes ‘sticky’ and remains for building on; to be able to apply their knowledge in a range of contexts so they can carry out increasingly complex procedures.