Curriculum Policy

Curriculum Policy 2022 – 2023 Intent; ; Statement and Life-skills

At St Mary Magdalen’s we believe that:

We must Inspire our children, and in order to do this we must:

Promote Enjoyment;
Strive for Happiness;
Develop an environment where children are glad to come to school;
Celebrate our successes;
Always aim to have health and wellbeing.

By accepting God’s word, Love will always be at the centre of our school and we will show this by:

Remembering our uniqueness;
Believing in equality and accepting and respecting differences;
Living by our Christian values;
Forging partnerships;
Being Forgiving;
Accepting forgiveness;
Showing patience;
Being prayerful;
Ensuring there is a safe environment both physically and emotionally for our children and staff to grow in;
Having self-reflection;
Remembering our spirituality;
Creating a love of learning

When we Educate our children, we must:

· Ensure that all our children achieve their full potential;

· Remember the whole child;

· Have high expectations in all areas for all our children;

· Create a curriculum to stimulate all our children.

OUR CURRICULUM FOR OUR CHILDREN

Our Curriculum Intent Statement

Through exploration creativity, and critical thinking we intend to build on what our children already know. We want them to be able to link the past, the present and the future in a range of local and global contexts. This is to deepen their understanding and enhance their skills in all curriculum areas. To support and engage learning we aim to provide meaningful experiences to make learning real and exciting.

Our school will work together to track themes, skills and vocabulary through our year groups, in order to ensure progression. We will further ensure that key vocabulary, key skills and key questions for each topic support this process.

We will provide teaching and learning opportunities that will be pertinent to our children in order to facilitate their social mobility and equip them to be responsible, respectful, active citizens, who contribute positively to society.

We do this with the guidance of our Lord

How we will continue to develop our curriculum

At St Mary Magdalen’s we will:

Ensure we continue to develop a curriculum that offers flexibility through a broad range of subjects at all key stages.
Link all our policies and action plans to our developing curriculum. ( See LTPs and MTPs)
Create a clear curriculum plan that outlines the aims of the curriculum and its links to the SDP and the school’s overall curriculum intent.
Maintain a thorough and up-to-date knowledge of the national curriculum and ensure any developments are reflected in the school’s policies.
All work to embed the school’s curriculum intent and implementation methods securely and consistently across the school.
Ensure work given to pupils matches the aims of the curriculum and is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
Plan curriculum content that successfully builds on the knowledge and skills taught at each key stage.( See the school’s LTP and MTPs )
Ensure the curriculum contains content that has been identified as the most useful and that this content is taught in a logical progression, systematically and explicitly enough for all pupils to acquire the intended knowledge and skills. .( See the school’s LTP and MTPs )
Work as a team with the guidance of the SLT to promote the use of a broad range of appropriate teaching and learning strategies.
Continue to construct a curriculum that is ambitious and designed to provide all pupils with the knowledge and cultural capital they need to succeed in later life.
Ensure the curriculum offers academic/vocational/technical ambition for all pupils, and is not narrowed for disadvantaged pupils or those with SEND.
Adapt the curriculum, where necessary, to ensure it meets the needs of all pupils and develops their knowledge, skills and abilities, including pupils with SEND.
Ensure the school’s local context is reflected in the curriculum.
Take account of staff workload when planning the curriculum, schemes of work, marking and feedback and communication policies.
Develop a positive attitude that motivates and inspires all members of staff, enabling them to carry out their duties to the highest standards.
Ensure all subject leaders are aware of any developments in the curriculum and monitor changes as they are implemented.
Ensure parents understand the curriculum development.
Organise relevant CPD to support staff
Ensure new subject leaders are supported and appropriately trained..

Continue to monitor the impact of the curriculum, plan and identify areas for improvement.

Life Experiences

By 2026 ( current Y3 22.23) when our children leave St Mary Magdalen’s they will have :

Been to a picnic ;
Eaten in a café of restaurant ;
Been to forest school ;
Visited a theatre ;
Experienced a visit out of their comfort zone, for example skiing ;
Visited a church and a cathedral ;
Visited a farm and a zoo ;
Been to a museum / art gallery:
Learn by making mistakes;;
Experienced an outdoor adventure, ( build a fire, toast marshmallows, canoeing, rock climbing and climb a hill , erect a tent;,, build a den ;
Experienced a large scale sporting event ;
Visited and joined a library ;
Opportunity to represent school;
Planned and been out for a bus and train trip ;
Visited a city ;
Visited an airport ;
Visited a municipal building ;
Experienced different places of worship ;
Paddled in the sea and built a sandcastle ;
Play in a park ;
Experienced pond dipping ;
Pay in a shop with real money ;
Visit a castle / stately home/ mill ;
Bake a cake ;
Be able to play at least two board games;
Celebrating diversity ;
Opportunity to go on a residential

By the end of each year nearly all of our children will be able to :

In Reception

Know my birthday month
Get changed for PE
Know who a safe adult is
Know how to brush teeth, brush hair, bathe/shower
Use scissors correctly
Be able to ride a trike
Be able to read and write their own full name
Have a conversation
Know their address
Put their own coat on and zip it up.

In Year 1

Say where they live ;
Know their own birthday ;
To know where to go or who to call when they feel threatened and vulnerable
To understand when actions and words from adults including strangers and online are inappropriate ;
Know that they need to wash, brush their teeth, comb their hair and eat healthily;
Feel confident to try things on their own ;
Be proud of them themselves and their work ;
Know who the Queen and Prime Minister is ;
Know what the capital city of England is ;
Dress independently including fastening their own coat.
To recite at least two nursery rhymes.

In Year 2

Be able to dress themselves including fastening their own coats;
Be able to put a bobble in their own hair ;
Be able to organize themselves by remembering what to bring to school, where to get pens etc. ;
Know by heart a emergency number of their carer ;
Know how to contact the emergency services. ;
Be able to use a knife, fork and spoon appropriately ;
Know that they need to wash, brush their teeth, comb their hair and eat healthily ;
To know where to go or who to call when they feel threatened and vulnerable
To understand when actions and words from adults including strangers and online are inappropriate ;
Feel confident to try things on their own ;
Be proud of them themselves and their work ;
To understand that taking turns in actions and in conversation is important
Know two mainland capital cities
Know that we have a parliament that makes laws and where it is based. ;
Know who the Queen is and have an idea of the royal family tree.
Know who the Prime Minister is.
Understand and respect their own and others personal space
Know their date of birth
Undertake their own healthcare
To recite at least three nursery rhymes.
To be able to play at least one board game and one card game.

In Year 3

Be able to tie their own shoe laces ;
Be able to organize themselves by remembering what to bring to school, where to get pens etc. ;
Know by heart a emergency number of their carer;
Know how to contact the emergency services. ;
Be able to use a knife, fork and spoon appropriately ;
Know that they need to wash, brush their teeth, comb their hair and eat healthily ;
To know where to go or who to call when they feel threatened and vulnerable
To understand when actions and words from adults including strangers and online are inappropriate ;
Feel confident to try things on their own ;
Be proud of them themselves and their work ;
To understand that taking turns in actions and in conversation is important
Be able to use a ruler to actually measure
Know four capital cities
To be able to play at least two board games and two card games.
Know who the Queen and the royal role and have an idea of the royal family tree.
Be able to make themselves food when they are hungry

In Year 4

Be able to organize themselves by remembering what to bring to school, where to get pens etc. ;
Know by heart an emergency number of their carer ;
Know how to contact the emergency services. and what to say when they do ;
Be able to use a knife, fork and spoon appropriately ;
Know that they need to wash, brush their teeth, comb their hair and eat healthily ;
To know where to go or who to call when they feel threatened and vulnerable
To understand when actions and words from adults including strangers and online are inappropriate ;
Feel confident to try things on their own ;
Be proud of them themselves and their work ;
To understand that taking turns in actions and in conversation is important
Be able to cross a road safely ;
To ride a two wheel bike ;
Know how much sleep they and be able to set and use an alarm ;
Understand personal body space ;
Be able to tie their own shoe laces ;
Be able to play a board game ;
Know what a continent is
Be able to use a ruler and tape measure to actually measure
To be able to tell the time from analogue and digital devices
Understand that they must own their words and actions
Know how to stay safe around water and
To be able to play at least three board games and three card games.

In Year 5

Be able to organize themselves by remembering what to bring to school, where to get pens etc. ;
Know by heart a emergency number of their carer ;
Know how to contact the correct emergency services and what to say;
Be able to use a knife, fork and spoon appropriately ;
Know that they need to wash, brush their teeth, comb their hair and eat healthily ;
To know where to go or who to call when they feel threatened and vulnerable
To understand when actions and words from adults including strangers and online are inappropriate ;
Feel confident to try things on their own ;
Be proud of them themselves and their work ;
To understand that taking turns in actions and in conversation is important
Be able to cross a road safely ;
To be able to tell the time from analogue and digital devices
Be able to see to all their own hygiene needs but understand they may need to ask for support ;
Be able to use a ruler and tape measure to actually measure
Know how much sleep they and be able to set and use an alarm
Can name most of the continents
Be able to tie their own shoe laces ;

In Year 6

Be able to tie shoelaces
Be able to organize themselves by remembering what to bring to school, where to get pens etc. ;
Know by heart a emergency number of their carer ;
Know how to contact the emergency services. ;
Be able to use a knife, fork and spoon appropriately ;
Know that they need to wash, brush their teeth, comb their hair and eat healthily ;
To know where to go or who to call when they feel threatened and vulnerable
Be able to swim
To understand when actions and words from adults including strangers and online are inappropriate ;
Feel confident to try things on their own ;
Be proud of them themselves and their work ;
Be able to cross a road safely;
Be able to make a sandwich ;
Be able to read a timetable and use it to get to their desired destination ;
Be able to fasten a tie;
Be able to button up a standard shirt
Be able to see to all their own hygiene needs but understand they may need to ask for support;
To understand that taking turns in actions and in conversation is important
Know how much sleep they need and be able to set and use an alarm
Can name all of the continents and show where they are on a globe.
Be able to solve their own conflicts before involving adults.
Be able to understand, respect, celebrate and appreciate each other’s differences. (see school diversity plan and PHSE curriculum)