Curriculum
Our Philosophy
We, at St Helen’s Primary Academy, believe that primary school should be a safe and wonderful place where children want to be and promote learning to take place both in and out of the classroom. Learning should be through a mixture of exploration, engagement, enrichment and a variety of sensory and kinaesthetic experiences, which encourage learners to want to explore more in a journey of lifelong learning. They will learn the fundamental English and maths skills needed to progress in their education and in their later life.
Children will learn to shape their own futures and develop their unique characteristics and skills. They will be encouraged to be curious and use thinking skills to innovate, be creative and problem solve. They will develop the first understanding of employment and entrepreneurship. A primary education should set up learners for life, with the knowledge and skills to be well-rounded individuals, emotionally and physically healthy, with an appreciation for and a generosity towards people, the world and the universe around them.
Our Principles
We engage and enthuse all in learning
We are inclusive and diverse
We are child and context centred learning
Intent
At St Helen’s the journey for every child is grounded in inclusive opportunities to acquire the knowledge, skills and life experiences our children need to go on to choose to lead a remarkable life, while they are with us and beyond. Our curriculum is built on strong foundations of social and emotional wellbeing that encourage children to try new experiences, build resilience and embrace any new learning opportunities they may encounter in our holistic curriculum. We are a community that embraces our differences and values every person's contribution to making us remarkable.
Our Aims
We put the children and families at the heart of everything we do
We offer a curriculum to meet the needs of all children
We aim to offer children a range or experiences to give them life enriching opportunities
We aim for children to explore all the possibilities that life can hold
We engage children through interesting topics and hands-on activities.
We make meaningful links between subjects.
We ensure that children know, understand and remember more so that they are well prepared for the next steps in their learning.
We make effective connections to the real world.
We help children to think creatively and solve problems.
We develop children’s capacities to work independently and collaboratively.
We enable children to make choices about their learning.
We take account of children’s interests and fascinations
Our Drivers
Excellent Attitudes
1. Teach - We teach children our Behaviour Curriculum
2. Model and practise - We model and practise the behaviour curriculum every day.
3. Intervene and support - We support and guide children to achieve excellence.
4. Reward - We reward excellent attitudes.
Excellent Teaching
1. Cognitive Science
2. 3 tier PD
3. High expectations
4. Strategies
5. Techniques
6. Feedback
7. Intelligent adaptations
Excellent Knowledge
1. Knowledge-rich curriculum
2. Staff development
3. Assessment
4. Support and intervention
5. Keep up provision
6. Leaders monitoring the implementation and impact of all subjects
Implementation
Our Approach
We develop children to ensure they reach their potential
We help children to find their passions and interests
We support children’s acquisition of knowledge, skills and understanding
We help children to develop intellectually, emotionally, socially, physically and morally
We assists children in becoming independent, responsible, useful, confident and considerate members of the community
We promotes a positive attitude towards learning, so children enjoy coming to school
We help children to acquire a solid basis for lifelong learning
We create and maintains an exciting and stimulating learning environment
We enables children to flourish within a culturally diverse society
Our Curriculum Design
We use the following schemes to enhance our curriculum but tailor the curriculum to suit the needs of our pupils:
Maths - ARK Maths Mastery
Early Reading - Read Write Inc (RWI)
Reading - Year 2 to Year 5 Ark, Year 6 Reading sequence (aligned with ARK)
Writing - ARK English Mastery
Science - ARK mastery
History - ARK mastery
Geography - ARK mastery
Music - Kapow
MFL- AET Curriculum
Computing - Kapow
Art - Kapow
D.T. - Kapow
R.E - Discovery R.E
PSHE - Jigsaw
Impact
We measure the impact of our curriculum by effective monitoring. Each level of the monitoring system is quality assured and next steps/actions are taken. Our monitoring overview and guidance can be found below.
When monitoring the curriculum as a whole, we reflect on the following questions:
Attendance - Are children in school/do they want to come?
Retention of knowledge - Do they know more and remember more and can they apply this knowledge?
Academic achievement - Are children achieving age and stage related expectations?
Are children ready for their next step in education?
Behaviour - Are children engaged in learning. Does the Curriculum meet their needs?
Have we developed children’s passions and interests?
Have our children developed intellectually, emotionally, socially, physically and morally to their potential?
Do we support children achieving above average expectations to follow their talent?
Do we assist children in becoming independent, responsible, useful, confident and considerate members of the community?
Do we help children to acquire a solid basis for lifelong learning?
Do we create an exciting and stimulating learning environment?
Do we enable children to flourish within a culturally diverse society?
When monitoring and quality assuring subjects, it is essential that the following points are consider:
1. What is the intent, implementation and impact of your subject and is this evident whole school?
2. What are the strengths and weaknesses of the whole school or year group specific and what actions will you take because of this?
3. Do you know what clear and concise actions can be taken to fix any weaknesses and address the next steps and by who?
4. Have previous actions been followed? Are they constantly improving?
5. Is the monitoring you are doing effectively supporting you to understand how children are progressing through their curriculum? How does this look per class and as a whole school picture?