To achieve in God's Love

KCSP Curriculum – Statement of Intent

In accordance with KCSP’s shared vision and strategy, our core purpose is focused on a curriculum that is underpinned by Gospel values and in particular by John Chapter 10 Verse 10:

‘I have come that they shall have life and have it to the full.’

We are interpreting the word ‘full’ as abundance, the abundance of a broad and balanced curriculum. This is accompanied by the expectation that all children, regardless of prior attainment, are entitled to a curriculum which has at its heart concepts and big ideas that engender curiosity and creativity, leading to a place of mastery.

In accordance with the statement of intent, we  offer a curriculum which at least meets the expectations of the National Curriculum in full, is broad and balanced and understands RE as part of the core curriculum. Our outcomes for our pupils are always ambitious, relevant and prepares the pupils effectively for the next stage of their life.

Pedagogy is be based on sound research and planning is informed and adapted through having access to the best evidenced based research linked to their pupil profile and local context.

Primary Curriculum

The primary curriculum teaches effective knowledge and skills to enable the pupils to ‘know more, remember more, and do more’. There is a focus on developing the characteristics of effective learning so that pupils across all year groups acquire the behaviours that they need in order to learn and approach learning with enthusiasm, curiosity and resilience. Careful curriculum planning ensures that pupils are presented with meaningful learning opportunities to develop their confidence and independence and support them with being able to use what they have learned and apply it in new situations.

• RE is taught for at least 10% of curriculum time and follow the precepts of the Religious Education Directory as set out by the Bishops of England and Wales (2023)

• The Early Years curriculum links clearly to the curriculum of the rest of the school with a clear thread from Early Years to Year 6

• The Early Years curriculum follows the principles of Early Excellence

• The teaching of reading is a key priority and the Phonics scheme adopted by the school is an approved DFE curriculum (Read Write Inc) which is adhered to consistently and accurately in all year groups.

• Literacy is a clear focus in all subjects, not just in English, with an emphasis on writing and oracy both of which may be taught through Talk for Writing approaches.

• The curriculum always take careful account of enabling SEND and disadvantaged pupil in planning and delivery through Quality First Teaching and the Mainstream Core Standards.

• Maths takes a mastery approach.

• Science will be investigative in approach.

• Foundation subjects are broad and balanced and offer effective opportunities for; making links across the curriculum, broadening pupils’ knowledge and understanding of the world and are assessed against what the pupils are intended to know.

• French is the modern foreign language taught at St Edward's

St Edward’s Catholic Primary School Curriculum Intent

“Cultural literacy is important and if you don’t know the key facts for the society in which you live, you’re permanently disadvantaged for life.”- Sir Michael Barber

The term "cultural literacy" was used by Professor E. D Hirsch.  His work referred to having the ability to understand and participate fluently in a given culture, and for us that is our British culture. A culturally literate person knows the alphabet, grammar, and a good set of vocabulary, which they gain and develop over time. They are able to talk to and understand others of that culture with fluency. They also have the skills to talk to and understand other cultures. They can participate in their own culture especially in areas regarded as key cultural strongholds such as business, literature, art, education, history and religion. The culturally illiterate person fails to understand their own or other cultures, references to past events, expressions, names, places, etc. and therefore are disadvantaged.