St Gregory's Curriculum Intent
Our Starting Point
All staff at St Gregory’s have agreed that in our curriculum design we want to:
- Dream big (for our children)
- Energise it (to ensure the curriculum is relevant and engaging)
- Drive it (so that our curriculum impacts on outcomes)
At St Gregory’s we believe that our curriculum should be child centered, focusing on the needs and interests of children through teaching in a relevant, meaningful and purposeful way.
Our intention is that our curriculum will provide opportunities and experiences that will foster and inspire children to be independent learners who are also:
- successful learners who enjoy learning, are curious, take risks and make progress and achieve
- confident individuals who are able to live safe, healthy and fulfilling lives
- responsible citizens who make a positive contribution to society
In pursuit of these aims we will endeavour to:
- Encourage parents to be active partners in their children's education
- Develop lively, enquiring minds fostered by increasingly independent learning
- Instill a desire to learn by setting relevant targets, providing appropriate support, and rewarding achievement
- Foster self-reliance and motivation
- Provide a safe and stimulating working environment
- Encourage pupils to act creatively and with imagination
- Develop an understanding of the past which will help them to live successfully in the present, and to plan intelligently for the future
- Develop the ability to work co-operatively
- Encourage pupils to value the views of others and to argue dispassionately and rationally
- Be active and live healthy lifestyles
At St Gregory’s our curriculum is developed around a values based learning community which includes our own school values alongside British values. These are:
Our School Values: perseverance, thankfulness, friendship, forgiveness and truthfulness
British Values: democracy, rules of law, individual liberty, mutual respect and tolerance
With this in mind our curriculum will:
- promote personal development
- support equality of opportunity,
- develop spiritual, moral, social, intellectual and physical growth
- celebrate the contributions of a diverse range of people, cultures and heritages
- develop an understanding of the environment as the basis of life and a source of wonder and inspiration that needs to be protected
Threading through our curriculum each year will be exposure to key concepts that children will explore to investigate the ‘big idea’. The essential generalisations we intend to present and to communicate and the key concepts we want learners to understand and make their own are:
- Globalisation: Countries, cultures and communities are not cut off from each other. On the contrary, there has been much borrowing, mingling and mutual influence over the centuries between different countries and cultural traditions. Events and trends in one place in the modern world are frequently affected by events and trends elsewhere. You cannot understand your own local world close at hand without seeing it as part of a global system. The global system has a range of interacting sub-systems: ecological, cultural, economic and political. There are benefits, but also dangers and difficulties.
- Humanity: Human beings belong to a single race, the human race. At all times in history and in all cultural traditions, they have had, and continue to have, certain basic tasks, problems, aspirations and needs in common – there is a shared humanity. Because all have the same underlying humanity, all are of equal value. All should be treated fairly and all should have the same basic human rights.
- Identity: To be human is to be rooted in a particular time and place and therefore to be different from most other people. The principal differences are to do with age, class, culture, disability, ethnicity, gender, language, nation, race, religion, sexuality and status. They are expressed through different perceptions, narratives, interests, standpoints and customs. Every individual belongs to a range of different groups, and therefore has a range of different belongings. Also, and partly in consequence, all individuals change and develop over time, as do all cultures, groups and communities.
At St Gregory’s the curriculum will:
- promote high standards, particularly in English, maths and ICT
- provide continued entitlement from early years to a coherent, broad and balanced curriculum
- instil in children a positive disposition to learning and a commitment to learn
- promote and pass on essential knowledge, skills and understanding valued by society to the next generation
- be relevant to children and prepare them for the here and now, for the next phase of their education, and for their future
- widen horizons and raise aspirations about the world of work and further and higher education in line with the Gatsby Benchmarks
- support children in developing global and the fundamental British Values
- make children more aware of, and engaged with, their local, national and international communities
- help children recognise that personal development is essential to wellbeing and success.
What we teach at St Gregory's...