The Curriculum at Christ the King RC Primary School
At Christ the King, we value each child as an individual; made in the image and likeness of God.
We believe that, ‘God has created me to do some definite service; He has committed some work to me which He has not committed to another. I have my mission; I never may know it in this life, but I shall be told it in the next. I have a part in a great work; I am a link in a chain. a bond of connections between persons. He has not created me for naught. I shall do good, I shall do His work; I shall be an angel of peace, a preacher of truth in my own place, while not intending it, if I do but keep His commandments and serve Him in my calling.
(Saint John Henry Newman).
The National Curriculum sets out our minimum content. We extend this by ensuring that our children access a range of knowledge and skill based experiences through providing them with year group trips that allow them to build resilience and evaluate risk taking; by providing topic based events that allows them to deepen their knowledge in context; by engaging visitors to enrich their learning and provide ‘hands on’ opportunities as well as raising their own aspirations – experiences that they would not otherwise have access to.
We ensure that we have a fully inclusive approach to competitive sport that takes place our cluster of Catholic schools and wider.
Specialist teachers provide guitar instrument lessons and French lessons across KS2.
PPA cover is provided by teachers and includes the delivery of P.E., art and music lessons, with every child in years 3-5 being taught how to play the recorder.
Our curriculum is enriching and challenging, where children experience the opportunity to learn in a wide range of contexts, feeding their curiosity in order for them to be life-long learners, journeying forwards in faith; following in the footsteps of Jesus.
A knowledge-engaged approach
At Christ the King, knowledge underpins and enables the application of skill. Our children learn skills alongside knowledge; both are explicitly developed and intertwined. There is an emphasis on cross-curricular teaching; allowing our pupils to put knowledge into context.
In the EYFS we follow our own sequenced curriculum in each Area of Learning with the National Curriculum from Y1 to Y6, as the basis of our age-related progression in knowledge for each core and foundation subject. Curriculum Maps exemplify how coverage is achieved and knowledge secured across KS1 and KS2. Knowledge is carefully sequenced and subject leaders review this regularly. Knowledge Organisers are devised and describe the minimum knowledge to be learnt by the end of a particular year.
All pupils follow the full curriculum, without it being narrowed. We aspire to have each child, who does not have a cognitive delay or who is not an International New Arrival, attain at least a Good Level of Development, particularly the disadvantaged and children with Special Educational Needs and Disability (SEND).
The ambitious curriculum is designed to give all children, particularly the disadvantaged and those with SEND, the knowledge and cultural capital they need to succeed in life.
We believe our children are entitled to:
- be independent, enthusiastic and self-motivated learners who are eager to ask questions;
- be engaged in active learning, driven by their own curiosity;
- understand what they have achieved and know how to make progress;
- have time evaluate and reflect on their learning;
- experience teaching that encourages them to be resilient and creative;
- be challenged/supported and enjoy learning;
- develop spiritually, morally and as members of their local and wider community.
We believe that an effective curriculum offers knowledge, skills, understanding and progression. Our curriculum is designed with these principles in mind. It is personalised, reflecting the background and experience of our children; it is outward facing, reflects global contexts, celebrates diversity to emphasise unity, is authentic and contextualised so that learning is relevant.
When reviewing, evaluating and updating our curriculum, we have considered the following:
- developing sequential learning where children know more and can do more;
- our local context and filling the gaps from our children’s backgrounds;
- a focus on subject disciplines even when topics are taught;
- the depth, breadth and curriculum content;
- seeing the curriculum as the progression model;
- having a clear purpose for assessment;
- a mastery approach;
- listening to pupil voice;
- clear curriculum leadership and ownership.
For more details, please also see the Subject Related Curriculum Maps and Knowledge Organisers for each year group.
Culcheth Lane, Manchester, Lancashire M40 1LU
0161 681 2779