Intent: how do we consider the quality of the curriculum in each subject as a driver of change? 

At Stithians, learning is underpinned by a joy-filled and aspirational curriculum.  All members of our school seek to grow compassion for ourselves and others, develop our critical thinking skills, nurture creativity and foster a joy and love for learning.  We believe that a curriculum which has a strong foundation in promoting emotional resilience, self-regulation, tolerance and openness surrounding mental health is the key to raising aspirations and will enable children to be satisfied and happy adults in our ever changing and challenging society.  Mental health and wellbeing are prioritised within our curriculum design, allowing children opportunities to exhibit spiritual, moral, social and cultural understanding.  Through the development of outdoor learning, we aim to foster independence and resilience, enabling children to be self- aware, reflective and aspirational.  High expectations in speech, language and communication strengthen the children’s ability to learn at a deeper level, allowing them to articulate their learning through the development of rich and challenging vocabulary. This skill also enables our pupils to use their voices in a meaningful way to help leaders shape the curriculum and wider school provision. Our curriculum encompasses not only the formal requirements of the National Curriculum, but goes beyond the experiences of the classroom to ensure that our children are exposed to the richest and most varied opportunities that we can provide, building cultural capital and preparing children with a strong foundation of skills to build upon as their education and future progresses. 

Implementation how do we consider the content and teaching sequence in each subject? 

We have developed and continue to reflect and improve upon our own curriculum. Each subject has a progression of knowledge and skills which have been developed by subject leads in consultation with teachers. Leaders have indentified the ‘sticky knowledge’ and end points for each subject to ensure there is a clear progression and direction of learning. These key points of information are revisited through a child’s journey through Stithians, to ensure that knowledge is retained and built upon.  

Within the classroom, daily teaching reflects the need of the learners. Teachers use a variety of methods to hook and engage learners, including class trips, outdoor learning, and cross curricular learning. 

Our teachers follow the Jane Consadine approach to writing from year 1 – 6 and have developed a clear progression in writing skills across the school, ensuring they can track children’s progress accurately. The reading spine has been developed as a staff and ensures that there is a clear understanding of what texts we are choosing and why- this is a fluid document which, as well as covering the 5 plagues of reading (and our added plague – Diversity), reflects the interests of the children, class topics and teacher. Texts are chosen to enhance the topic and enrich learning across subjects.  

We have a clear progression of PSHE across the school and use JIGSAW as our starting point. Support staff are trained strategically in areas relating to the emotional and social development of children so that their knowledge enhances and supports our curriculum design – for example Protective Behaviours training, Emotion Coaching, Grief and Loss training with Penhaligon’s Friends and Thrive.  

The key developmental strands of Thrive weave throughout the curriculum in KS1 and KS2. For KS1 the strand is Power and Identity. The key developmental tasks for children are: 

• Developing an Identity 
• Distinguishing fantasy from reality 
• Exploring Power and Responsibility 
  
  The adult’s role in this is to: 

• Facilitate the child’s individuality 
• Help the child to learn responsibility for their behaviour and to distinguish between fantasy and reality 
• Role-modelling how to use power in relationships 
  
   
  
  In Key Stage 2 the strand is Skills and Structure. The key developmental tasks for children are: 

• Motivation for developing skills 
• Developing Morals and Values 
• Understanding the need for rules 
  
  The adult’s role in this strand is to: 

• Encourage and support the extension of skills 
• Introduce the child to diverse experiences and people 
• Act as a role model for the exploration of values 
  
   
  
  Maths follows the White Rose mastery curriculum. Children practise fluency daily and progress to using their acquired knowledge to problem solve and reason. Teachers make available a variety of manipulatives which children can use to scaffold their learning and which adults use to support learners.   
  
   
  
  The curriculum is adapted to meet the needs of children with SEND and is inclusive.  All children should feel engaged and supported to access the learning in a way that meets their individual needs.  Children are encouraged to become independent learners by making it clear what their specific next steps are and how they can get there.