Ince Church of England Primary School ‘Inspire, Nurture, Challenge, Enrich’

Curriculum

Ince CE Primary School is led by the light of Jesus within us all, guiding us on our individual journeys through life, so that we can grow and learn together to shine as one throughout our wider community. #Let your light shine

Curriculum Intent

Our ambition is that we will Inspire, Nurture, Challenge and Enrich the children through a broad and engaging curriculum. At Ince CE Primary School our vision is that every child deserves to shine not just on their individual learning journey but also in the wider community. We want our children to thrive and live life in all its fullness (John 10:10) not just whilst they are with us but for the rest of their lives. We believe that our curriculum plays an instrumental part in enabling that to happen.

We have carefully considered the needs of our children and the context of the community of Ince. For this reason, we plan our curriculum to make sure children:

Are proud to belong to their community as a result of having a deep knowledge and understanding of the heritage and the history of Ince and Wigan.
Can articulate how diverse the world is and have a respect for other cultures and faiths.
Study significant individuals and events that have shaped our world in order to promote the children to have aspirations for themselves.
Are courageous advocates for issues that address injustice both in the local community and across the world (bringing light to the darkness).
Understand how to keep their bodies, minds and finances healthy so that they understand what freedom means and are ‘free indeed’ (John 8:36).
Contribute positively to society through embedded learning about our core values of truthfulness, hope, forgiveness, thankfulness, justice and courage.
Are supported to develop the 7 C’s throughout their time with us: confidence, curiosity, collaboration, communication, creativity, commitment and craftsmanship so that they are prepared to shine not only in the next stage in their education but to also shine in all aspects of their lives beyond their time in education.

The above concepts are summarised by our termly drivers of Heritage, Enlightenment and Advocacy. Our children will have knowledge and pride of their heritage, a depth of understanding that goes beyond their community which will raise aspirations and they will be empowered to make a difference regarding issues that they feel passionately about.

To ensure our curriculum is relevant to our children, our planning is flexible to allow opportunities to explore significant current events and global issues within the children’s learning.

Curriculum Implementation

Our implementation ensures full coverage of the National Curriculum objectives in all subjects. Our intent drives the rationale for our approach, resource choices and selection of content. Our curriculum is carefully planned and structured for depth and clear progression of skills, knowledge and concepts. We build in opportunities for children to return to aspects of learning in order to build on prior knowledge and deepen their understanding.

The planning process includes Long Term Planning, Progression and End Points Maps, Knowledge Organisers, Vocabulary Grids, Prior and Post Learning assessments.

The sequences of lessons in each subject area are connected, progressive and provide a purposeful narrative for learning. Over the sequence of lessons children develop their knowledge, learn high level skills and apply concepts. Knowledge Organisers detail democracy, liberty, law, respect and tolerance focuses as well as ensuring coverage of social, moral, spiritual and cultural aspects of learning.

All curriculum learning is enriched with trips, key visitors and parental engagement throughout all year groups. (See Enrichment Overview Planning)

The concepts of Heritage, Enlightenment and Advocacy have become the foundation and structure of our curriculum implementation. These concepts weave through discrete topics where we feel there are meaningful links and where the links do not compromise the knowledge, skills and understanding taught through our sequence of lessons in each subject. They are linked to our intent and matched to the needs of our context and community.

In Autumn term all learning is embedded through the concept of Heritage

In History and Geography, through local studies (See History and Geography planning documents).
In RE, by teaching topics which make us distinctly Christian and a Church of England School (See RE planning documents).
In writing, by linking our text drivers to the theme of Heritage (See English, Writing LTP’s)

In Spring term all learning is embedded through the concept of Enlightenment

In History and Geography, through exploration of global history and geography studies (See History and Geography planning documents).
In RE, by teaching topics which focus on global Christianity and world faiths as an appreciation and comparison of the children’s own beliefs (See RE planning documents).
In writing, by linking our text drivers to enable the children to explore the wider world and significant people that have raised awareness of issues globally (See English, Writing LTP’s).

In Summer term all learning is embedded through the concept of Advocacy

In Art and Design and Design and Technology, the children will learn skills that they can apply to advocate for an issue that they feel passionately about. This may take the form of gentle protest or craftism (see Art and D&T planning documents).
In RE and collective worship, we teach what it means to be a courageous advocate and give the children the opportunity to be courageous advocates (See RE planning documents).
In writing, by linking our text drivers to the theme of advocacy (See English, Writing LTP’s).

Knowledge, skills and concept organisers are taught through a carefully sequenced subject specific teaching and learning process (please see individual subject intent, implementation and impact documents).

Music, Computing, Physical Education and Language are taught discretely and on a weekly basis to ensure full coverage of the National Curriculum objectives. Each scheme is progressive, well-sequenced and provides children with the knowledge and skills to have a successful future.

Curriculum Impact

As a result of a progressive, well-sequenced and purposeful curriculum offer, the children of Ince CE Primary have a strong understanding of the Local Heritage of Wigan and Ince.

Following a termly focus on Enlightenment, children have a deep awareness of the wider world and possess excellent knowledge and conceptual understanding of what life is like on all continents of the world.

Children have a powerful sense of Advocacy and know how they can use their Art and Design and Technology skills to challenge injustice and improve their community and the wider world. They understand how to be modern day activists and shine their light not just within their community, but across the world.

Children have the knowledge, skills and concepts needed to be successful in future learning and employment. All children, particularly the most disadvantaged and those with special educational needs/disabilities gain the knowledge and cultural capital they need to succeed in life.

Due to high levels of teacher subject knowledge, quality first teaching ensures children make excellent progress in learning and attainment is consistently high. Children remember in the long term the content they have been taught and can integrate new knowledge into larger concepts.

Reading plays a fundamental role in our curriculum. Due to a rigorous approach to the teaching of reading, children are highly competent and confident readers who enjoy delving into a range of texts, books and genres. Children have a powerful understanding of heritage, enlightenment and advocacy due to the well sequenced and purposeful books that they read.

Children develop detailed knowledge and skills across the curriculum and as a result achieve well. This is reflected in results from national assessment tests and examinations.

The effectiveness of the Quality of Education and the fulfilment of our Curriculum Intent is assessed throughout all stages of learning in a systematic and strategic approach.

We monitor the impact of our curriculum through:

Prior learning and post learning activities in core and non-core subjects.
Subject Leadership: Subject leads routinely monitor the effectiveness of their subjects through pupil voice exercises, work scrutiny and teaching and learning observations.
Progression Maps in all subjects inform and ensure a clarity of End Point Assessments.
Senior Leadership Standard Reviews and Pupil Progress Meetings take place termly to ensure no child is left behind.
A Strategic Assessment Calendar ensures core subject areas are assessed through summative assessments each term. This data is used to support teachers in make judgements on children’s progress and achievement.
Children’s Character is assessed throughout each academic year and through their Advocacy Summer Term Project.
A central tracking system (Target Tracker) is used to assess all subject areas and this data is used to make judgements on children’s progress and achievement.