Curriculum Intent
Our curriculum is built around high expectations, high ambition for all and shared Catholic Values.
Our children know that like St Hedda, they too are special; they are chosen; they have goodness within them.
- At St Hedda’s our children follow Jesus in the path of St Hedda by letting the light of Christ shine within them; Sharing the light of Christ with others and following God’s ways. Our children have goodness within them and let the light of Christ shine so that they are ready for each new opportunity.
- At St Hedda’s we will strive to motivate children in developing their own unique gifts to be the best they can be by offering an education which inspires academic excellence and confidence for life. We ensure all children reach their full potential regardless of background or any barriers to learning.
It is our intention that pupils leave school with a sense of belonging to a community where they have the confidence and skills to make decisions, self-evaluate, make connections, and become life-long learners.
Our guiding principles:
For all pupils to:
- Become fluent and confident readers, and to develop an appreciation and love of reading, whilst gaining knowledge across the curriculum
- Use excellent basic skills across the curriculum including reading, writing, and mathematics
- Develop a sense of morality, respect, and community
- Be excited by the curriculum, and want to learn
- Retain key knowledge in all curriculum areas
- Become independent, resilient and divergent learners, so they are ready for secondary school (and beyond)
- Be challenged and make progress across all areas of the curriculum (including disadvantaged pupils and those with a special need and/or disability)
- Have a broad and lasting knowledge of subject specific vocabulary
- Have a wide range of life experiences that enhance their learning (including trips and extra-curricular activities)
Our Curriculum Overview
We have designed our curriculum, shaped by research, so that it is knowledge and vocabulary-rich for all subject areas. It is:
- coherent
- cumulative
- connected.
As a small school we ensure there is coverage of the National Curriculum with a ‘stages not ages’ approach to learning. The curriculum is broad and literacy rich. Schemes of learning are underpinned by evidence, research and cognitive science.
Blocks of learning are deliberately sequenced for robust progression through a four year rolling programme in KS2 (reading, science and RE taught on a two year rolling programme) and a two year rolling programme in KS1. There is an emphasis on oracy and vocabulary acquisition, retention to break down learning barriers and accelerate progress.
Specific skills are discreetly taught and practised so that they become transferable. Lessons activate prior learning, build on skills and deepen knowledge and understanding. Learning, vocabulary and content is cumulative; content is learned, retrieved and built upon.
Substantive knowledge and concepts are mapped out in each subject area; key knowledge is revisited and reinforced.
A key focus of our curriculum is to prepare children for the next stages of their education and their future lives by developing the whole child. This is key to ensuring they are:
- confident
- resilient
- positive
- aspirational .
Children develop personally to know who they are; why they are here; what they might want to become; and how they can make a difference in this world. All staff have the highest expectations of all pupils.
Curriculum Implementation
St Hedda’s has a adapted a responsive teaching model based on a school wide model of pedagogy.
- Retrieve
- Model
- Check for understanding
- Applied Learning
Curriculum plans are well structured with a small school setting where there are cross phase and mixed age groups in a class. This ensures teachers have high expectations and also supports their workload.
Pupils’ books demonstrate that teachers have high expectations and work is of a high standard.
Assessment is used in a timely way to respond to positives in pupils’ work and to address aspects which need improving. Shine rewards are used to motivate and inspire children.
Use of questioning in a high-challenge, low-threat environment supports the high level of ambition teachers have for pupils through an agreed approach.
Impact
Each pupil is able to let their light shine
Each pupil shows goodness and and are ready to do good each day.
Each pupil acquires the knowledge, skills and understanding they need ready for their next phase in education.
Each pupil is able to reach their full potential regardless of background or barrier to learning.
Children with SEND
The curriculum in our school is designed to provide access and opportunity for all children, as stated in our SEND policy. We always provide additional resources and support for children with special needs.
If a child has SEND, our school does all it can to meet these individual needs. We comply with the requirements set out in the SEN Code of Practice. If staff, parents or carers raise a concern about a child, his/her teacher will make an assessment under advice from the SENDCo. In most instances the teacher is able to provide resources and educational opportunities which meet the child’s needs within the normal class organisation. Support staff or specialist teachers may be used to assist the child.
“Embracing the Lord in order to embrace hope, that is the strength of faith, which frees us from fear and gives us hope.” Pope Francis 2020
