Our Curriculum Intent is
rich in knowledge
sequenced and progressive
designed using evidence informed practice
relevant for our children
Once you have read the information in this section, if you wish to find out more about our Curriculum, please contact Kerry Captstick, our curriculum lead on email@example.com
Blackley is in the top 20% of deprived areas in England and the number of children that receive pupil premium funding is more than double the national average. This has been at the forefront when designing our Curriculum, to tackle the effects of deprivation, opening our children’s eyes to the word and to get the excited about the opportunities that are out there to discover.
We have rewritten our curriculum to meet our children’s needs. It builds upon progressive knowledge and skills and develops collaboration through regular use of kagan structures. Our curriculum is designed to enable children to make connections between their developing knowledge and skills, their prior learning, and their experiences. Our 3-year digital strategy also enables our learners to be forward thinking, innovative and in keeping up with technological advances. We have invested heavily in our digital technology to enable all children to have the opportunities to thrive in preparation for their future employment.
Class teachers are responsible for planning the delivery of the curriculum for their class. They make decisions with their year group partner about what resources and materials they will use and how they differentiate access to learning appropriately. Teachers focus their daily preparation and planning around what children already know (using proven retrieval practive) and by considering what they are learning to do (skills) or know (knowledge) next. They also use tried and tested kagan structures to engage and focus learners.
Subject leaders are responsible for designing the curriculum and ensuring the progression in core knowledge, skills and concepts from early years through to year 6. They ensure that all teachers are familiar with curriculum expectations through clear documents, support, monitoring and clear communication, with a focus on ensuring that outcomes can be achieved by all pupils and that children are prepared for their next stage of learning.
Class teachers evaluate the current level of children’s learning each lesson using retrieval practice techniques. They then use a range of techniques througout each session using small steps and effective questioning. They use this to analyse how effecively children are achieving or exceeding expectations and adapt their planning and delivery accordingly. Teachers provide Subject Leaders with summative information about the outcomes of children in their class.
Subject Leaders routinely evaluate the summative outcomes for their area of responsibility. They use this analysis to identify any necessary actions to develop the quality of provision in their subject and to benchmark outcomes against expectations beyond their school.
British values commitment
At Charlestown, the British values of democracy, rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs are rooted in our curriculum and the way in which we treat each other through our key school value of being safe. Children learn about these values through assemblies, class PSHE/circle time sessions and through our purposely designed curriculum.
Mental health and wellbeing is also a priority here at Charlestown and our brilliant PSHE curriculum runs alongside our two dedicated Learning mentors and a Family support worker, to ensure that children and families are in the right place mentally to learn and be supported to learn. We focus on the five ways to wellbeing, with many opportunities to be active, learn a new skill, talk through feelings and emotions, socialise and give to others. We believe these are crucial to developing a well-rounded, independent individual that can take strategies into their adult life and continue to be successful. Our older children become mental health champions and our PSHE curriculum develops understanding about positive relationships.
At Charlestown, we want our children to be responsible learners and respectful and safe citizens.
We have also adopted the Manchester bee to reflect our commitment to hard work, resilience and working together. It is also our belief that children should develop and embrace a strong sense of community identity and the Manchester bee aptly represents the wonderful sense of character and unity that this wonderful city has. We want children to be proud of Manchester and their local community and therefore our new curriculum provides amazing opportunities to embed this through the thread of 'Identity'.