The Sacred Heart Curriculum

"Open our minds to discover new things about you and the world." - Sacred Heart Mission Prayer


Sacred Heart School is founded upon the Gospel of Jesus Christ. His teachings and values as seen in the light of the tradition of the Society of the Sacred Heart. The Society has always devoted itself to promoting education and the pursuit of academic excellence.

The aim of our curriculum is to encourage the full development of the individual child and to equip each one to take their place in society. We wish the children to develop a sense of self-respect and self-esteem, confidence and independence. By providing the children with a secure and happy environment, we aim to develop their own personal qualities, to fulfil their own potential as an individuals and to help them form caring relationships within the whole community and respect for the world around them.

We are committed to ensuring that we provide a wide range of opportunities for children to participate in arts and cultural activities. We recognise that in many cases the experiences children have, can be limited to the context in which they live. We ensure that where families are unable to pass on ‘cultural capital’ to their children by in the activities they are involved in outside of school, we provide those opportunities and experiences at school. We therefore aim to ensure the children have knowledge that they wouldn’t otherwise have access to. This includes wider curriculum opportunities, e.g. links with Roehampton University, squash and tennis lessons at The Roehampton Tennis Club through Rackets Cubed, themed days/weeks, visits to museums and galleries in London related to history topics, school residential visits in Years 5 and 6 and the annual visit to Oxford University for more able students. All this helps to ensure that as well as the curriculum being broad and balanced, it is also a tool for social justice.


Early Years

In early years (EYFS), the curriculum reflects the areas of learning identified in the Early Years Foundation Stage Document Framework. The EYFS framework includes seven areas of learning and development, all of which are important and are included in the delivered curriculum and provision.

All children are provided with an enriched learning journey, regardless of their backgrounds. Planned events such as school trips, visits, forest schools, and themed days take place throughout the year. The school also benefits from large outdoor areas which include access to nature and animals on site, giving the children endless opportunities to broaden their learning experiences.

KS1 and KS2

In KS1 and KS2, we have used the National Curriculum to allow our children to gain the necessary knowledge and skills to succeed. We recognise that the curriculum encompasses all areas of learning and we provide learning which makes links across all subjects to give children a clear rationale for completing their work.

In order to allow children to remember key skills, children revisit them over the course of a key stage. Wherever possible, reading, writing and maths activities are linked across lessons and reading is used continuously to discover and explore. The same quality of work is expected across all subjects which leads to higher standards and outcomes.

Our vibrant and rich curriculum is designed so that the subject specific skills are scaffolded within a cross-curricular History or Geography themed topic each term. In order to ensure that progression and balance is maintained, the programmes of study are then developed into medium term plans which clearly highlight the learning objectives, assessment opportunities, differentiated tasks as well as links to other subjects.

As a UNICEF Rights Respecting School, the children learn about their rights as expressed in the United Nations Convention on the Rights of the Child. The articles of the convention are linked to the medium term plans where relevant.


We have four intentions when it comes to measuring the impact of our curriculum.

Intention 1: Develop our learner’s learning

We strive to ensure that our children’s attainment in core and foundation subjects is in-line with or exceeding their age age-related expectations when we consider the varied starting points of children. We measure this carefully using a range of materials, but always considering considering where they should be for how old they are. We intend that the impact is that children will be academically and physically prepared for the next phase of their education, in Britain and the world.

Children’s progress is measured through ongoing assessment and through three key assessment points during the year. Work is planned to address misconceptions and gaps in learning identified through assessments to ensure that the curriculum effectively meets the needs of all children.

Intention 2: Develop the character of our learners

The impact will be that our learners will have fully- rounded characters with a clear understanding of complex values like equality, friendship, trust and many others. Only by really learning what these mean will our learners be able to develop a character that prepares them for living in the community demonstrating tolerance and equality. We measure this not just by the work our children produce, but in the behaviours we see each and every day in all learners on the playground, in the corridor, and in the many roles we give them. The impact of this intention is seen in the daily interaction of all members of our school community.

Intention 3: Develop behaviours and habits to become effective learners

The impact we intend to achieve by developing this intention is seen by how the children approach challenges every day. This could be on the playground, in a game or disagreement, or in class in a complex learning challenge. The impact should be that children don’t give up, are highly motivated to succeed and achieve and are equipped with all the personal skills to do this.

Intention 4: Develop the moral compass of our learners

Our learners will be motivated by a strong personal sense of morality. They will make decisions for the right reasons and in the best interests of themselves and their community. They will be able to decide what is right and what is wrong, and will be resilient to the influence of others. They will go out into the world and make a difference in their own life and to others. Our learners will be the owners of their own destinies.