Respect is an important value to us because it helps us think about what is holy and sacred. It is related to awe and reverence. We learnt about respecting each other, God's world and all the plants and creatures he created.
‘And as you wish that others would do to you, do so to them.’ (Luke 6:31)
The second commandment is this ‘Love your neighbour as yourself. ’There is no commandment greater than these.’ (Mark 12:31)
Keeping on trying even though it may be difficult to succeed, a type of resilience‘Be strengthened with all power according to his glorious might so that you may have great endurance and patience.’ (Colossians 1:11-12)
A deep awareness and sympathy for another's suffering‘When Jesus went ashore, He saw a large crowd and He felt compassion for them because they were like sheep without a shepherd; and he began to teach them many things.’ (Mark 6:34)
Attitude of trust in someone you can rely on which mirrors the commitment that God has for his people.‘For we live by faith, not by sight.’ (2Corinthians 5:7)
Thankfulness has always been at the centre of the life and worship of Christians.
‘Songs of thankfulness and praise…’ are at the heart of Christian worship.‘In all things, give thanks.’ (Thessalonians 5:18)
|Reverence, Peace, Democracy, Wisdom, Rule of Law, Humility, Creation, Individual Liberty, Service, Justice, Mutual Respect, Friendship, Tolerance of Others, Trust, Koinonia, Hope, Forgiveness|
The SASF Curriculum
The intent of our researched-based curriculum is to plan and deliver a curriculum that is accessible to all, while maximising every child’s academic achievement and increasing their cultural capital.
The SAS curriculum is designed with the following concepts at its core:
- Learning – a change in the long-term memory
- Progress – pupils knowing more and remembering more
- Automaticity – the automatic recall of key, sticky knowledge identified in each year group and in each subject
- Cultural Capital – the currency to enable social mobility (language acquisition, vocabulary size, reading, music art etc.)
- Working Memory - a mental work space to manipulate data
- To meet the specific contextual needs of our pupils, there is a deliberate focus on oracy/vocabulary to ensure children develop rich prototypes and schemas. This enables children to make connections and transfer knowledge to infer meaning.
- The deliberate design of our curriculum ensures pupils are given the opportunity to build on their cultural capital and therefore increase social mobility. The SASF reading spine systematically develops to ensure all pupils are exposed to a wide range of genres and authors, ensuring diversity.
- Research evidences that vocabulary and language skills have the greatest impact on social mobility. As a result, we are building a curriculum that identifies the key vocabulary in each subject, which children must understand by the end of each topic to support future learning.
- British values, current affairs and Christian values are celebrated weekly in collective worship. The aim of this is to deepen children’s understanding of their role within the global community and the impact it can have on their day-to-day lives.
- We run a half-termly Oracy competition that develop children’s research, speaking and presentational skills whilst also exposing them to culturally significant topics in order to increase their cultural capital and enable social mobility.
- We are increasing the number of educational trips and visits as well as visitors into school, to increase opportunities beyond their life experiences.
Structure and Sequencing
- Each subject has a clearly sequenced and progressive set of key (sticky) knowledge that all pupils must learn by the end of each year, to build on during future learning. This specific knowledge is the focus of each lesson's intent and implementation. The curriculum design allows multiple opportunities for children to rehearse and recall previous learning, so that they, ‘know more, remember more.’
- Children are given the opportunity to study a broad range of subjects, each of which has a progression map from EYFS-Year 6, within a 3D curriculum.
- High aspirations are set for all SEND pupils and they are supported to be able to access the curriculum - our intent for learning is ‘all knowing all.’
- So that children practise their decoding skills at home, every child is sent home with a phonetically appropriate book in KS1, and EYFS when appropriate. This continues into Key Stage 2, where children are issued with a book according to their reading attainment level (PM benchmarking). In addition to this, all children are challenged and extended through the choice of high-quality, diverse class texts and story time texts, which they are supported to access. Moreover, the love of reading is encouraged through the loaning of high-quality, engaging texts from the school library and the local library too.
- During the last academic year, we transitioned from a Project Based Learning (PBL) approach of teaching the foundation subjects to discrete subjects. This strategic decision was taken so that there was a deliberately sequenced and progressive curriculum, which enabled children to learn and build upon the key knowledge in each subject.
- The school’s key curriculum concepts define progress as ‘knowing more, remembering more.’ To bolster this, the school has streamlined the curriculum so that each lesson has a clear intent, ensuring key, sticky knowledge is rigorously taught and rehearsed. Since the transition from PBL to discreet subjects, the learning of key knowledge has become a lot more evident in the foundation subjects so that it is in line with the standards produced in core subjects. This is increasingly evident in our curriculum documentation and is a key focus for this academic year.
- Children’s baseline data is well below national expectation on entry to the EYFS. However, we are able to diminish the difference by the end of Key Stage 1 and this continues to the end of Key Stage 2 as data is in line or above national average. Thus, evidencing the progress children make through their learning journey at SASF. This is achieved via our application and implementation of metacognition strategies and pedagogical knowledge and pedagogical content knowledge. The curriculum is designed so that children know more and remember more of the key sticky knowledge taught and there are plenty of opportunities for spaced rehearsal.
- There are high expectations for all pupils, including those with SEND. Individual targets are regularly reviewed to support their academic and emotional needs. Where possible, all interventions take place within the classroom so all children are given scaffolded learning opportunities. External agencies provide tailored, additional support to ensure all children can access the curriculum. As a result, children with SEND make good progress as evidenced in the SEND audit.
- The WLZ works with selected ‘partners’ to help children build the relationships and skills required to thrive socially, emotionally and academically. This is achieved by building trusted relationships, providing specialist support and joining up each child’s support system, including families, schools and local organisations, to deliver a personalised 2-year support plan for each child. Their metrics demonstrate impact on both their social, emotional and academic progress and are provided in termly reports.
Children will be able to talk confidently about their learning in all subjects and the work in their books, video and recorded material, displays around the school, class assemblies and evidence in lessons will show a lifelong love of learning and engagement across the curriculum.
Our learners will talk about their knowledge via diverse prototypes and schema in a systematic and/or thematical manner.
They will demonstrate a good knowledge of global issues and will speak positively about the multicultural world in which they live. Celebration of diversity and encouragement of respect will be evident in their work and daily interactions.
We intend that the impact is that children will be academically and physically prepared for the next phase of their education, in Britain and the world. Complimented by broad and varied opportunities to develop cultural capital to compliment and challenge their current backgrounds and cultures.
......Working with purpose
Children are resilient, they don’t give up, are highly motivated to succeed and achieve and are equipped with all the personal skills (specifically oracy) to do this. This is seen by how all children, regardless of their starting points, approach challenges every day. Speak with passion and confidence when communicating with others. This could be on the playground, in a game or disagreement, or in class in a complex learning challenge.
They will take pride in all that they do, always striving to do their best. They will demonstrate emotional resilience and the ability to persevere when they encounter challenge. They will develop a sense of self-awareness and become confident in their own abilities. They will be kind, respectful and honest, demonstrate inclusive attitudes and have a sense of their role in our wider society.
......Aiming for success
Our children’s progress and achievement in core and foundation subjects is in line with or exceeding their age related expectations when we consider the varied starting points of children.
They will have strong communication skills, both written and verbal, and will listen respectfully and with tolerance to the views of others.
……Living our values
Our learners will have a clear understanding of our school values of Endurance, Compassion, Thankfulness, Love, Faith and Respect. The children will demonstrate these characteristics that prepares them for living in the community demonstrating tolerance and equality. We measure this not just by the work our children produce, but in the behaviours we see each and every day in all learners on the playground, in the corridor, and in the many roles we give them. The impact of this is seen in the daily interaction of all members of our school community.
Our children will go out into the world and make a difference in their own life and to others.