As a Church of England school, our Christian values and working vision underpin everything we do. Our curriculum is designed to be deeply Christian putting God at the very heart of everything we do.
We aim to provide a broad and ambitious curriculum that equips pupils for the future at all levels. Learning is a change to long-term memory. The ability to learn is underpinned in all curriculum subject areas by the teaching of skills, knowledge, concepts and vocabulary. There is clear progression throughout each subject, that builds upon what has been taught before and gives pupils the required knowledge and skills for their next stage of learning.
At St Margaret’s we recognise that many children enter with limited vocabulary and under developed speech and language skills. Because of this we place an emphasis on early reading skills through the high-quality teaching of phonics and fostering a love of reading with our very youngest children. Developing language and vocabulary in all areas of the curriculum as well as making reading links across the curriculum is a key part of our curriculum design and ensures that children are prepared for the next stage in their learning.
We are fortunate to have a range of cultures that make up our family at St Margaret’s. Our curriculum is designed to ensure that the needs of our diverse community, providing a range of enriching experiences, linked to children’s interests, preparing them for life in Modern Britain.
Our curriculum enables every child to flourish and shine and in doing so discover their unique potential given to them by God. Ultimately, we want all of our children, to be the best they can be, making a positive contribution to the world they live in.
‘The rich and inviting curriculum captures pupils’ imagination so that all are engaged and included. Big questions are woven throughout the curriculum, supporting pupils’ social and cultural development and their spiritual flourishing. Support for pupils to develop their character and moral judgement is a strength of this harmonious community, where behaviour is excellent.’ SIAMS 2023.
The curriculum at St Margaret’s is carefully mapped out to ensure that pupils acquire knowledge, vocabulary and skills in a well-thought out and progressive manner in every curriculum subject ensuring sufficient coverage across each subject over time. New learning is based upon what has been taught before and prepares pupils for what they will learn next. There are clear end points which pupils work towards on their learning journey. We know that if our pupils are learning our curriculum, they are making progress and are being prepared for the next stage of their educational journey.
Our scheme of work covers all the National Curriculum requirements for Science, History, Geography, Art, Music DT, PE and Computing. The Norfolk Syllabus Curriculum requirements are used for RE. PSHE (incorporating RSE) is taught according to an age appropriate programme.
At St Margaret’s, we place great emphasis on helping children remember knowledge content through revisiting and building on previous learning. Our wider curriculum has ‘Golden Threads’ which are woven through most of our Subject areas. In each subject, pupils will learn new knowledge and develop their skills with activities, tasks and experiences using the Golden Threads. Through this ‘forwards-and-backwards engineering’ of the curriculum, all pupils return to the same concepts over and over and gradually build understanding, knowledge and skills which will then be embedded and secured so that children are ready for their next phase of learning.
Pupils will be able to recall knowledge and skills independently weeks or months after a theme has been taught. Checking that pupils are learning will enable pupils and teachers to see if their fluency and mastery is incrementally improving and therefore impact has been achieved.
Leaders are responsible for the monitoring and evaluation of subject areas. Judgements on the impact of the curriculum are based upon a triangulation of different monitoring including work and book looks, pupil voice discussions, outcomes of assessments and learning walks. Information gained from monitoring is reported back to all stakeholders, analysed, evaluated and actioned through strategic and timely school improvement.
Assessment is not excessive or onerous as it is part of the day-to-day practices of the classroom. We make us of Learning Ladders and Learning Passports to assess children’s knowledge and understanding. Teachers ensure that pupils embed key concepts in their long-term memory. Key skills and concepts for curriculum areas are revisited throughout the year and applied in different contexts. Pupils revisit prior learning and make links between subjects. Assessments are reliable and are moderated to ensure that expected outcomes are fully understood by all staff.
Please click on the links below to find out more about each curriculum area.