Our Curriculum Statement
At St Paul’s we want to inspire children to want to learn and discover, so we aim to deliver an inclusive curriculum that is exciting, enterprising, purposeful and progressive, whilst being ambitious and challenging for all pupils. Our curriculum is coherently planned and sequenced and is successfully designed and adapted to meet pupils’ needs. It is rooted in our school values of Respect, Honourable Purpose, Stewardship, Compassion and Cooperation.
Our Inclusion Statement
To inspire and nurture all our learners to feel empowered. To meet the needs of all pupils so that they develop independence and resilience and respond appropriately to challenges ahead managing their own emotions and learning effectively. To develop pupils into independent adults that contribute to the wider society.
Our Curriculum Intent
At the bottom of this page you will find subject specific areas, which contain information about how the curriculum is organised.
At St Paul's we follow the Early Years Foundation Stage, the National Curriculum for Key Stages 1 and 2 and for our Religious Education we use The Way, the Truth and the Life. We strive to offer a broad, balanced curriculum in a secure, loving atmosphere, where pupils are encouraged to make use of a 'Growth Mindset' when learning.
The curriculum for each subject contains content which has been identified as the most useful. Curriculum outcomes are carefully sequenced to build on knowledge and skills as pupils progress through the school. It is taught in a logical progression with enough depth of learning for all pupils to aquire the intended knowledge and skills. With identified end-points the curriculum is clear about what pupils will be able to know and do at those end points, while having the flexibility to respond to local, national and global issues.
Our Mission Statement 'Aspire not to have more, but to be more', School Values and Curriculum aim to nourish the growth of knowledge, skills, faith and values which pupils will need to be compassionate, contributing and thinking members of society.
Our Curriculum Implementation
The subject curriculum is progressively designed so that teachers are able to ensure pupils can transfer key knowledge to long-term memory and therefore apply them fluently. It is sequenced so that new knowledge and skills build upon what has been taught before.
Teachers use assessment to check pupils' understanding, identifying and correcting misconceptions and helping pupils embed and use knowledge fluently. The assessment also informs future planning and where support may be needed.
Through the TEEP model of lesson planning (Teacher Effectiveness and Enhancement Programme) all staff endeavour to foster the following attitudes in all our pupils: Think for Learning, Explore new things, Concentrate, Challenge, Imagine, Improve, Co-operate, Be resilient and Question. Independent learning, thinking and enquiry is an essential part of our lessons and pupils are taught to develop a growth mindset so that they can recognise their stages of learning and manage the emotional aspects of finding something tricky.
Our Curriculum Impact
How is the subject specific curriculum sequenced?
At St Paul's we have mixed age classes, so the curriculum for the separate year groups is carefully arranged over two years; we call these years 'Cycle A and Cycle B'. Some year groups will learn what is planned while in the younger year group in the class, while some will learn it when in the older year group. The pages below contain information about how the subject specific curriculum is sequenced and what knowledge and skills the pupils will be expected to know at each end point. 'Sticky knowledge' is the knowledge that will stay with the pupils forever due to an alteration to their long-term memory. It can be divided into interesting facts that will remain with them forever and the knowledge that they need to learn as part of the National Curriculum.