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The Rosary Catholic Primary School

Curriculum Design Statement

Mission Statement

Our school Mission Statement was drawn up through consultation with the Governors, Staff, Parents and Children of the Rosary Catholic Primary School. The statement reflects our schools mission to keep God in all aspects of our daily life.

Together, as God’s children,
We realise our dreams,
inspiring and encouraging one another
to reach our true potential,
transforming our world
through our unique gifts.

Vision Statement

We believe that every pupil at The Rosary Catholic Primary School can achieve high standards in a happy, calm, welcoming and safe environment. Good communication between staff, children, parents and governors enables effective conditions for learning and high expectations for every pupil in the school that values pupils’ spiritual, mental and physical health and nurtures self –esteem. Our curriculum is reflective of our values, context and pedagogy.

In partnership with our parish we teach our pupils to respect and help each other, embracing differences and to follow the principles of Catholic social teaching so that they recognise that people are more important than things and that we must support the poor and the vulnerable in our society.

We have clear and consistent expectations of behaviour based on strong moral values centred on our faith and a zero tolerance to bullying. We celebrate our achievements and are proud of our successes. We live out our daily life using the guide and protection of our Blessed Mother, after whose special prayer we are named.  We continue to keep Christ as  guide and inspiration in all that we do for all the children who pass through the doors of our wonderful school.

School Aims

Our aim is for all our pupils to:

  • develop into people of compassion, empathy, respect and kindness, possessing a Christ-like response to all life’s situations
  • develop a life-long love of learning
  • make progress across all areas of the curriculum
  • develop a wide range of vocabulary to encourage their verbal confidence and increase their access to learning
  • become collaborative, enquiring learners
  • become confident readers who develop a life-long passion for reading
  • engage in memorable learning experiences that capture their curiosity and that encourages them to question and to form opinions
  • retain and embed their skills and knowledge in order to make a successful transition to the learning environment at secondary education level
  • to possess an appreciation of the local, national and international events that shape our world and our lives in the 21st century

We will deliver the best possible provision for our pupils through a combination of:

  • Comprehensively trained staff who offer unique teaching and learning experiences
  • Providing close liaison and partnership with parents and carers
  • Structured timetables which provide appropriate challenge and flexibility relating to stage and age of development
  • Individual teaching, small groups and whole class sessions where the pupils benefit from interaction with peers and develop new approaches to learning
  • A broad and balanced curriculum that offers a variety of opportunities for pupils to develop academically, socially and emotionally
  • A programme of offsite activities and visits, providing many opportunities for broader experience to support academic learning
  • Partnering with other specialist professionals such as; Speech and Language Therapists, Educational Psychologists, CAMHS, The Bridge
  • Promoting continual professional development for all staff in the school, to ensure that The Rosary Catholic Primary School provides the best education and support for their pupils
  • An inclusive whole school approach to self-evaluation and school development planning; creating a culture of continuous improvement and forward thinking

How Have We Designed Our Curriculum?

  1. The priorities for our curriculum are richness in knowledge and skills and the development of resilience, independence and self-motivation. Also, as many of our pupils come to us in the Early Years with limited English, vocabulary acquisition is key through all subjects from Early Years to Year 6.
  2. We have designed a curriculum that is relevant and contemporary.

Examples of study are:

The History of Democracy – the Magna Carta to our present constitution (Year 5): This is an important theme for our pupils as citizens of the 21st century and is closely linked with our work on British Values.  

Sustainability: our quest to develop global citizens of the 21st century means that pupils need a sound understanding of climate change, its effect, and how we can work towards saving our planet for future generations. 

Social Media: Friend or Foe? (Year 6): this topic explores a theme that has a huge influence on society, both positive and negative. Pupils explore ways to manage the pressures of social media and ways in which to stay safe online with is supported by our work on E-Safety.

Managing Money (Year 6):  This topic helps to prepare pupils for dealing with money from savings to mortgages.

  1. We use our locality wherever appropriate as this provides our pupils with context. To this end, we ensure that all pupils experience at least 3 off site trips each year. We use our locality to London and its museums to our advantage.
  2. Our curriculum has been designed to incorporate a range of learning experiences including extra-curricular activities, collaboration with external agencies and in-school experience days linked to pupils’ topics.

The Principles of Our Curriculum Design

 Subject leaders use the following principles to ensure the success of our curriculum. 

Challenge and Enjoyment

 We aim to ensure that all pupils engage in their curriculum through practical application and experience; activities are motivating and active.

We believe that the enjoyment in learning contributes to the personal development of all pupils and so we are mindful of the Social, Moral, Spiritual and Cultural growth of all.

Language Development 

We aim to ensure that vocabulary acquisition and development is a priority across all subjects from EYFS to Year 6.

Reading is also a priority and transferred to all curriculum areas. 

Progression 

We aim to ensure full coverage of the National Curriculum and progression across all the expected Learning Objectives through

Subject Leader monitoring.

Depth

We aim to ensure that play based learning is a focus in Early Years as it provides deep learning behaviours for the future..

We use Learn, Recall, Remember: Sticky Knowledge to embed factual knowledge based learning.

Individual plans for children who require targeted support are essential for depth of learning.

Assessment for Learning

We aim to ensure that Assessment for Learning is used in lessons to move learning forwards, to address misconceptions and to support planning for progression.

Relevance
We aim to ensure that real live experiences are supported.  Topics that take account of our community and wider world are key.  We provide opportunities for pupils to transfer skills across the curriculum.

Coherence

We ensure the skills of logic and consistency throughout our curriculum but particularly through the teaching of mathematics, Design and Technology, science and computing. Confidence in mathematics is held in high regard for curriculum success.

Our Curriculum:

  • is founded on Gospel values
  • encourages learners to contribute to the ethos and life of the school community
  • encourages problem solving and reasoning across all subjects
  • provides a broad, knowledge based education
  • supports active learning

Priorities from School Development Planning  2022-2025

Our School Development Plan 2022-2025 sets out the priorities for the school over the next three years. The six areas below link to what we are implementing to support our curriculum offer.

 

Key Issue

Link to EIF

Religious Education and Catholic Life of the School

To implement the new RE Levels of Attainment when introduced by the diocese. To introduce and embed The Way, The Truth and The Life scheme across all classes in line with the new RECD and levels of assessment

The creativity of the religious education curriculum to meets pupils’ needs is exceptional and results in pupils’ active engagement in their learning and excellent progress being made across all key stages.

Quality of Education

To further develop the provision of Art/DT, Music and ICT to ensure there is a challenging and demanding curriculum which is consistently of high quality

The work given to pupils, over time and across the school, consistently matches the aims of the curriculum. It is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.

Behaviour and Attitudes

Staff take risks in their planning to ensure the children are engaged in their learning, not passive learners. Risks should be linked to challenge and high expectations.

Pupils consistently have highly positive attitudes and commitment to their education. They are highly motivated and persistent in the face of difficulties. Pupils make a highly positive, tangible contribution to the life of the school and/or the wider community. Pupils actively support the wellbeing of other pupils.

Personal Development

To develop children’s spoken language through debate and discussions (links to Pupil Parliament)

To have a priority on developing new vocabulary and meanings in each lesson

The school provides these rich experiences in a coherently planned way, in the curriculum and through extra-curricular activities, and they considerably strengthen the school’s offer.

Leadership and Management

To support staff in their subject leadership roles in preparation for Deep Dives of their subject areas.

Leaders ensure that teachers receive focused and highly effective professional development. Teachers’ subject, pedagogical and pedagogical content knowledge consistently build and develop over time. This consistently translates into improvements in the teaching of the curriculum.

Inclusion

To develop and train staff in working with children on the Autistic Spectrum to ensure they are accessing the curriculum and making progress against their EHCP’s. 

The school’s actions have secured improvement in progress for disadvantaged pupils. Progress is rising across the curriculum, including in English and mathematics.

Effectiveness of Early Years

To partake in the NCETM Mastering Number Programme for EYFS and KS1 to develop Number Mastery in line with the White Rose Maths Approach and the Development Matters

The impact of the curriculum on what children know, can remember and do is strong. Children demonstrate this through being deeply engaged and sustaining high levels of concentration. Children, including those from disadvantaged backgrounds, do well. Children with SEND achieve the best possible outcomes.