Curriculum: Intent, Implementation & the Impact
Jubilee Primary School has developed a curriculum that fulfils our Our aim is to equip pupils for life with the key skills, attitudes and knowledge, thus raising aspirations for every pupil individually and as part of a thriving community. Our goal is to ensure that every pupil makes progress in accordance with their potential, holding high expectations for all pupils regardless of background. We believe that through our strong and supportive ethos we can enhance the outcomes for pupils by developing their social, moral and cultural understanding alongside their academic performance.
Our holistic vision of education raises standards for all its pupils by nurturing their physical, social and educational needs, within a caring community that promotes, shares and develops key Christian values such as respect, integrity, compassion, honesty, service, forgiveness, putting others first, giving your best and perseverance. Teachers will not only encourage these values but also model them, acknowledging that pupils are more likely to emulate the behaviour that they see being modelled.
These values are applied across all areas of the wider curriculum so that all pupils, regardless of background or disadvantage, develop a passion for life and learning, wherein they are encouraged to take ownership of their learning and behaviour, understanding and accepting responsibility for their actions and working respectfully alongside pupils with differing beliefs and backgrounds. Pupils should develop a strong sense of purpose, understanding citizenship and taking responsibility for their local and global communities. We strive to involve all parents/carers in both their children’s education and in the wider school community that extends beyond the school boundaries, constructing an inclusive environment that carries forward beyond the limits of their own children’s attendance.
What are we trying to achieve through our curriculum?
- evelop a lifelong passion for learning, wherein children are encouraged to take ownership of their own learning and behaviour, understanding and accepting responsibility for their actions, working respectfully alongside pupils with differing beliefs and backgrounds. (Behaviours and Habits)
To instil in learners a holistic set of values that prepares them for life within in a diverse and ever changing community and work place as part of the modern world.
- Equip pupils for life with the key skills, attitudes and knowledge. Raise aspirations for every pupil, both individually and as part of a thriving community,
To develop the appropriate subject specific knowledge, skills and understanding as set out in the National Curriculum and beyond, so that children can be empowered to flourish, reach and exceed their potential academically, physically and artistically. We strive to ensure that our children’s attainment in core and foundation subjects are measured carefully using a range of materials, always considering Age Related Expectations, giving due regard to their varied starting points.
Provide a ‘classroom without walls’ that encourages all pupils to strive for excellence in all endeavours.
- nurturing their physical, social and emotional needs, within a caring community that promotes, shares and develops key Christian values. (Moral Compass)
Facilitate the development of personal morality by nurturing spiritual growth and respect for themselves, their communities, and for the wider cultural diversity within the modern world.
Develop the behaviours learners need to succeed in the wider world, such as such as respect, integrity, compassion, honesty, service, forgiveness, putting others first, giving your best and perseverance. Teachers will not only encourage these values but also model them, acknowledging that pupils are more likely to emulate the behaviour that they see being modelled.
Implementation: How the curriculum is developed, delivered and evaluated effectively to promote the best possible outcomes.
We believe in providing a broad and balanced curriculum where all subjects are valued, offering a coherent learning experience that equips all pupils with a comprehensive breadth of knowledge and skill set across their school career. Our implementation plan ensures the effective delivery of a progressive and inclusive curriculum. We follow the National Curriculum to provide a broad and balanced education, enriched by a range of quality learning experiences that explore, challenge and deepen thinking for all pupils. Visits and enrichment activities allow pupils even greater opportunities to find and develop their individual interests and personal talents. Visitors and parents coming into school helps bolster our curriculum and deepens experiences further.
To ensure curriculum quality we have addressed the following:
- Developing sequential learning where pupils know more and can do more
- Provide first hand learning experiences
- Local context and filling the gaps from pupils’ backgrounds
- Focus on subject disciplines even when topics are taught
- Considering depth and breadth and curriculum content
- Seeing the curriculum as the progression model
- Having a clear purpose for assessment
- A mastery approach
- Listening to pupil voice
- Allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers.
Intention 1: Equip pupils for life with the key skills, attitudes and knowledge
are consolidated and enhanced when pupils have opportunities to apply and develop them across the curriculum. Mathematical skills are used across the curriculum so that pupils become confident at tackling maths in any context.
stem sentences enables the teacher to provide a sentence stem for children to communicate their ideas with mathematical precision and clarity. These sentence structures often express key conceptual ideas or generalities and provide a framework to embed conceptual knowledge and build understanding.
All foundation subjects are taught through an integrated approach so that children can make connections between different areas of study and have a wider understanding of the concepts being taught. There are however, times when an area needs to be taught discretely. We ensure that children engage in challenging, meaningful activities so that they make links in their learning that can be connected to real life contexts and also be more actively engaged. The integrated approach lends itself to a greater extent with the development of oral language and practice, reading comprehension skills and mathematics, thus engaging pupils more than with a discretely taught subject. Integration helps to develop the child’s ability to transfer learning to other contexts which enables deeper mastery of content standards.
Our integrated curriculum presents pupils with opportunities to improve key skills across the curriculum. For example, there are numerous opportunities across topics when mathematics is taught through science or D&T topics, or creative writing opportunities are planned during topic work. We also consider every lesson an opportunity to develop key maths and English skills, as well as the opportunity to broaden knowledge.
Our teachers plan foundation subjects using progressive skills and knowledge. Learning is checked against these to ensure progression and understanding. Teachers keep a record of how leaners are achieving and intervene effectively and collaboratively to close any skills or knowledge gaps.
Intention 2: Develop behaviours and habits to become effective learners
We intend to develop a positive approach to children’s daily challenges across school life. Children are encouraged to persevere, enabled to build and grow confidence, are highly motivated to succeed and achieve and are equipped with all the personal skills to do this.
Big 3 at Jubilee
Big Think is all about our children:
· Having a voice
· Improving their speaking and listening skills
· Developing confidence as they become effective communicators
· Turning facts and statistics into a strong argument.
Through Big Think our children learn to make reasoned arguments, listen to others, give clear explanations and support each other.
Twice every term all children are immersed in a Big Write on the topic that they have been exploring. Children are focussed and are given the opportunity to practise their spelling, punctuation and grammar.
It has been said that people remember 20% of what they hear, 30% of what they see but 90% of what they teach! Children are given the opportunity to teach their class about an area of their choice, developing confidence and communication skills, whilst also cultivating respect and empathy for their peers’ contributions.
Distinctives: Arts and Sports
A broad range of learning opportunities within sport and the Arts are provided. Enrichment activities both enhance the existing curriculum, whilst promoting excellence within individual disciplines.
Clubs and Activities
We offer an extensive range of after-school clubs. These take place immediately after the rest of the school is dismissed. Examples of clubs are: athletics, rugby, book, art, dance, film, tennis, gymnastics, etc.
Educational visits and themed days are promoted to enrich our curriculum so that all children are offered a range of visits which are connected with work in the classroom. We make visits locally and further afield, have themed days and invite visitors into school from the wider community.
We also use Jubilee Assertive Mentoring (JAM) as a process to support pupils to recognise what they have achieved and the progress they have made, and teachers to shape and adapt their teaching to individual needs. We use this system in school for discussion between pupils and class teachers about their progress and attainment, their targets for next steps in learning and aspects of wider school engagement, such as attendance and behaviour so that they are motivated and involved in their learning to make the progress they are capable of. Each pupil has a mentoring file which will be used to track their progress across the year. These records are updated termly and used for discussion, feedback and target setting with the individual child once a term to review their progress and well-being in mentoring meetings or with parents during consultations.
Intention 3: Equipped for Life - Develop the character and moral compass of our pupils
Our school community models, teaches and promotes a range of values that we need to demonstrate in order to become good citizens of the world. We think carefully about the value, explore it in learning and demonstrate this whenever we can. Pupils are expected to take on positions of responsibility around the school, as we believe that children understand values by seeing them in action in others. These include: School Leaders, Ambassadors, Sports Leaders, Eco Leaders and House Captains.
- A well-structured approach, organised over four separate weeks of the year is provided, giving
We will hold collective worship for approximately 20 minutes every day. Assemblies reinforce our school values; support the delivery of PSHCEE and Citizenship through planned themes using the SEAL resources to cultivate the spiritual, moral, social and cultural development of our children and also ensure pupils understand British Values.
Our PSHCEE programme is also used within classroom teaching to support the development of the skills, attitudes, values and patterns of behaviour that enable pupils to form a sense of purpose, value self and others, form relationships, be active citizens within the local community, explore issues related to living in a democratic society and become healthy and fulfilled individuals.
Impact: The outcomes that pupils achieve as a result of the education they have received
1. The impact of our curriculum will be evaluated by how effectively it helps our pupils develop into well rounded individuals who embody our values and carry with them the knowledge, skills and attitudes that will make them lifelong learners and responsible citizens, demonstrating a strong sense of purpose, tolerance and equality.
2. The impact of our curriculum will be gauged by how our pupils and how well prepared they are for the next stage of education.
3. The impact of our curriculum will also be measured by how learners develop detailed knowledge and skills across the curriculum, thus achieving well. This is reflected in assessment procedures which allow us to measure outcomes against all schools nationally:
- EYFS % of pupils achieving a ‘Good Level of Development’ (GLD)
- Phonics Screening Test at the end of Year 1
- End of KS1 % of children working towards or at the expected standard and at Greater depth in reading, writing and maths
- End of KS2 % of children working towards or at the expected standard and at Greater depth in reading, writing and maths.