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Curriculum
Intent
The intent of our curriculum is to provide a meaningful and exciting learning experience that promotes high aspirations driven by an intrinsic curiosity of the world. There is a desire for all children, especially disadvantaged pupils and pupils with SEND, to become kind and respectful global citizens who have an ever-increasing understanding of their community and the world around them. Our curriculum will develop children’s problem-solving skills along with their resilience as they are encouraged to embrace their mistakes, remove barriers to learning and grow from memorable learning experiences. Inclusion sits at the heart of all subjects of the curriculum and each is designed discretely to give all pupils, especially disadvantaged pupils and pupils with SEND, the ambition, knowledge and aspiration to thrive.
Implementation
Each subject has been coherently planned and sequenced to ensure that substantive and disciplinary knowledge and skills are intrinsically sequenced from Early Years to Year 6 (and beyond). At Valley Invicta Primary School at Aylesford, we cover the full national curriculum and beyond and, as a result, our children gain an invaluable insight into the world around them empowering them with strong foundations for success. Underpinned by an inclusive and highly ambitious pedagogical approach, learning is carefully planned so key knowledge and skills are revisited through the use of well-established forms of assessment; as a result, pupils have strong and secure building blocks for future learning and a secure understanding of concepts in their long-term memory.
A team of highly effective subject leaders have defined key concepts for their subject. These key concepts are the knowledge and skills essential for all pupils to achieve beyond the expected standard in all areas of the curriculum. Through these key concepts, the children will revisit previously learned topics (that share the same key concept) that they can make authentic connections and further embed prior learning in their long-term memory. As a result of sequencing our curriculum subjects in this way, children can revisit key foundational knowledge and track the sequence moving through the unit giving them essential insight to what they have learned before that will help them, what they are learning now and where their learning is leading next.
Pupils, who are working significantly below the age-related expectation, receive a bespoke learning sequence based on research-led evidence to ensure core fundamental knowledge is prioritised and that gaps in knowledge and skills are remediated. Their curriculum design is tailored to meet their individual needs, and independence is developed over time.
In every subject, our aim is to deliver:
- Aspirational and motivating modules that excite and engage all learners, especially disadvantaged pupils, and pupils with SEND
- Develop life skills to enable pupils to thrive beyond an educational setting
- Deep-rooted links with the local community and beyond
- Lean on the expertise of our Trust secondary schools to enhance learning opportunities and expertise
Impact
The impact of our curriculum is seen through the high-quality outcomes our children produce. They are proud of their achievements and speak about their learning with confidence, demonstrating a secure understanding of new concepts, showing the progress they have made and the knowledge they have acquired. We ensure that our children’s attainment and progress is in line with or exceeding the national expectation. They can talk clearly and knowledgeably about their learning and make clear links between interconnected areas of learning across the curriculum.
Children with SEND achieve the best possible outcomes and acquire knowledge and skills for life. Adapted learning resources ensure that they can fully engage with learning and foundational knowledge is secure.
Pupils are able to use what they have learned and can show that they remember what they have learned in a variety of ways. They can do more as a result of knowing more.
Pupils who do not have age-appropriate reading fluency, number or writing skills are heavily supported to remediate gaps in their learning.
Regular and robust triangulated monitoring reflects the impact of our curriculum design. Leaders at all levels review learning, talk with our children and provide feedback to move practice forward.
Pupils transition confidently to secondary school as self-reliant learners who know how to organise their learning and manage their time and how to research, evaluate and identify the next steps in their learning journey. Through leadership roles, pupils will develop a sense of personal responsibility.
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Curriculum |
For further information on the curriculum followed by all year groups please contact the Headteacher. Or you may access details of the full national curriculum HERE.